THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang) A Skripsi Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of Requirements for the Degree of S.Pd. (S1) in English Language Education
By Tami Asriani NIM: 1110014000074
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
KEMENTERIAN AGAMA UIN JAKARTA FITK
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
No. Dokumen Tgl. Terbit No. Revisi: Hal
: : : :
FITK-FR-AKD-082 1 Maret 2010 01 1/1
SURAT PERNYATAAN KARYA SENDIRI
Saya yang bertanda tangan dibawah ini, Nama
: Tami Asriani
Tempat/Tgl.Lahir
: Jakarta, 23 Juni 1992
NIM
: 1110014000074
Jurusan/Prodi
: Pendidikan Bahasa Inggris / S1
Judul Skripsi
:The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text
Dosen Pembimbing : 1. Dr. Atiq Susilo, M.A. 2. Neneng Sunengsih, M.Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab secara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
.
THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPREHENSION IN NARRATIVE TEXT (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang)
A Skripsi Presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirement for the Degree of Strata I (Bachelor of Art) in English Language Education
By: Tami Asriani NIM. 1110014000074
DEPARTEMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the “skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’ READING COMPRHENSION IN NARRATIVE TEXT” (A Quasi Experiment Study at the Third Grade Students of MTsN II Pamulang), written by Tami Asriani, student’s registration number 1110014000074 was examined by the Committee on month, date and year. The “skripsi” has been accepted and declared to have fulfilled one of the requirements for the degree of “S.Pd” (Bachelor of Arts) in English language Education at the English Department. Jakarta, 2 April 2015
ABSTRACT
Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi, Department Of English Education, Faculty of Tarbiyah and Teachers Training of State Islamic University Jakarta, 2015 Advisor I
: Dr. Atiq Susilo M.A,
Advisor II
: Neneng Sunengsih, M.Pd.
Keywords
: Reading comprehension, Narrative text, Suggestopedia
The objective of this study was to find out the empirical evidence whether using Suggestopedia was effective for students on reading comprehension of narrative text at MTsN II Pamulang. The study was conducted at MTsN II Pamulang in September-October 2014. The population of this study all MTsN II Pamulang students of the third grade were about 328 students, each class consisted of less 40 students and the samples of this study were thirty students at MTsN II Pamulang. The writer used two methods on students’ reading comprehension in narrative text. She used Suggestopedia in class 9.1 as the experimental class and class 9.4 as traditional method in controlled class. The method used in this study was quasi-experimental study using nonequivalent control group design. The data were taken by giving pre-test and post-test reading both of classes. The result of the calculation statistical hypothesis test that showed tvalue was higher than ttable (2.07>1.68) where the formula of significance level α=0.05. Besides, the effect size was to know the strength of suggestopedia as a treatment on students’ reading comprehension in narrative text by The Effect Size (Cohen’s d) Calculator for a Student t-Test was 0.59 which means there was medium effect using suggestopedia based on the criteria of table effect size range. Therefore, it was concluded that there was a significance effect of using Suggestopedia on students’ reading comprehension in narrative text at the Third Grade Students of MTsN II Pamulang.
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ABSTRAK
Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental Study at the Third Grade Students of MTsN II Pamulang). Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015 Pembimbing I : Dr. Atiq Susilo M.A. Pembimbing II : Neneng Sunengsih, M.Pd. Kata kunci
: Pemahaman membaca, Teks narrative, Suggestopedia
Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan metode Suggestopedia terhadap hasil belajar siswa dalam pembelajaran pemahaman membaca teks narratif di MTsN II Pamulang. Penelitian ini sudah dilaksanakan di MTsN II Pamulang pada bulan September-Oktober 2014. Populasi keseluruhan kelas sembilan dari penelitian ini berjumlah 328 siswa-siswi yang masing-masing kelas kurang dari 40 siswa. Sample yang digunakan dalam penelitian adalah siswa-siswi kelas sembilan MTsN II Pamulang. Penulis menggunakan dua metode dalam pemahaman membaca teks narratif yaitu kelas 9.1 sebagai kelas Eksperimen dan kelas 9.4 sebagai kelas Control. Metode yang digunakan dalam penelitian ini adalah quasi-experimental desain nonequivalent control group. Berdasarkan hasil kalkulasi hipotesis statistic menunjukkan bahwa tvalue lebih besar daripada ttable (2.07>1.68) dengan formula signifikansi level α=0.05. Selain itu, untuk mengetahui seberapa besar efek penggunaan suggestopedia sebagai treatmen pada siswa dalam pemahaman membaca teks naratif maka dapat diperoleh hasil 0,59 dengan menggunakan The Effect Size (Cohen’s d) Calculator for a Student t-Test yang memiliki efek medium (sedang) penggunaan suggestopedia berdasarkan tabel kriteria effect size. Dengan kata lain, dapat disimpulkan bahwa ada pengaruh yang signifikan menggunakan metode Suggestopedia pada siswa dalam pemahaman membaca teks narratif .
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ACKNOWLEDGEMENTS
الر ِحیم ِِ الر ْح َم ْ ِب َّ ن َّ س ِِم اللّ ِِھ In the name of Allah, the Beneficent the Merciful All praise be to Allah the Lord of the world, who gives blessing and mercy upon the writer completing this skripsi. Peace and blessing from Allah always be upon to His messenger, Prophet Muhammad, his families, his relatives and all his followers. The writer has finished her skripsi entitled “The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text (A QuasiExperimental Study at the Third Grade Students of MTsN II Pamulang)”. It is presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfiment of the Requirements for the Degree of Strata I (Bachelor of Art) in English Language Education. The writer would like to express her greatest love and honor to her beloved parents, Mr. Tugiran and Mrs.Sutarni, and also to her sister, Neisha Syailini, who always give support, prays, and motivation to finish the writer’s study. The great appreciation are delivered to her advisors, Dr. Atiq Susilo, M.A and Neneng Sunengsih, M.Pd, for their patience in providing of guidance, comments, helpful corrections and suggestion in finishing this skripsi. In this occasion the writer would like to express deepest gratitude and the greatest honor to all persons who have helped the writer in finishing her skripsi to: 1. All lecturers at Department of English Education, who have guided and given her knowledge, motivation, chances in finishing her study at Department of English Education Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., the Head of Department of English Education, Syarif Hidayatullah State Islamic University Jakarta.
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3. Zaharil Anasyi, M.Hum., the Secretary of Departement of English Education and the Academic Lecturer of PBI B 2010, Syarif Hidayatullah State Islamic University Jakarta. 4. Prof. Dr. Ahmad Thib, M.A., the Dean of the Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. 5. Drs. Suhardi. M.Ag., the principal of MTsN II Pamulang, who has allowance her doing to research. Also, all teachers at MTsN II Pamulang, especially for Hj.Neneng Susilawati M.Pd, Dra.Iriastuti and Dra. Dewi Widiyantari who has helped her to conduct this research. 6. The third grade students of MTsN II Pamulang who has assisted to collect the data for this research. 7. Her friends, Siti Rohimah, Ricky Fajar, Sri Rahayu, Abdul Rahman, Arista Suryani, Fathul Qorib, Soleh, Yulita, Indri Pangestuti, Kuswatun and all friends in Department of English Education class B who always offer her happiness, patience, sharing and support. 8. All people who give contribution to finish this study who cannot be mentioned them one by one.
Finally the writer hopes that this skripsi will be useful for the readers and developing in education.
Jakarta, April 2015
The writer
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TABLE OF CONTENTS Surat Pernyataan Karya Sendiri Approval Endorsement Sheet Abstract .................................................................................................
i
Abstrak ...................................................................................................
ii
Acknowledgments ................................................................................
iii
Table of contents ..................................................................................
v
List of Table ..........................................................................................
vii
List of Figure ........................................................................................
viii
List of Appendix ...................................................................................
ix
CHAPTER I: INTRODUCTION A. Background of the Study ............................................
1
B. Identification of Problem ............................................
4
C. Limitation of Problem .................................................
5
D. Formulation of Problem……………………………. .
5
E. Objective of Study ......................................................
5
F. Significance of the Study ............................................
5
CHAPTER II: THEORETICAL FRAMEWORK A. Reading 1. Understanding of Reading ....................................
6
2. Reading Comprehension .......................................
8
3. Levels of Reading ….. ..........................................
9
4. Purpose of Reading ..............................................
9
5. Problem of Reading...............................................
10
B. Narrative Text 1. Definition of Narrative Text .................................
11
2. Features of Narrative Text ....................................
12
3. Grammatical and Language features of Narrative
12
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4. Sample of Narrative Text ......................................
13
5. Purpose of Narrative Text ....................................
14
C. Suggestopedia ……………………………………….
14
D. Characteristic of Suggestopedia…………………….
16
E. Technique of Suggestopedia……………………….. .
17
F. Theoretical Component of Suggestopedia…………. .
19
G. Advantages and disadvantages of Suggestopedia…. .
20
H. Previous Relevant Study…………………………… .
20
I. Conceptual Framework……………………………... .
22
J. Hypothesis of Study………………………………… .
23
CHAPTER III: RESEARCH METHODOLOGY A. Time and Place of the Study .......................................
24
B. Method and Design of the Study ................................
24
C. Population and Sample ...............................................
25
D. Instrument of Study ....................................................
25
E. Data Collection ..........................................................
27
F. Data Analysis .............................................................
27
G. Statistical Hypothesis of Study ...................................
32
CHAPTER IV: RESEARCH FINDING A. Description of the Data ...............................................
33
B. Analysis of Data……………………………………..
36
C. Hypothesis of Test. .....................................................
39
D. Discussion………………………………………….. .
40
CHAPTER V : CONCLUSION AND SUGGESTION A. Conclusion ..................................................................
42
B. Suggestion ...................................................................
42
BIBLIOGRAPHY APPENDICES
vi
LIST OF TABLE
Table 3.1 Design of Study ...............................................................................
24
Table 3.2 Criteria of Cohe’s d Effect .............................................................
32
Table 4.1 Frequency distribution of Experimental and Controlled class (Pre-test) ...............................................................
34
Table 4.2 Frequency distribution of Experimental and Controlled class (Post-test) ..............................................................
36
Table 4.3 The Result of Normality test of the Pre-test ....................................
36
Table 4.4 The Result of Normality test of the Post-Test .................................
37
Table 4.5 The Result of Homogeneity of Pre-Test..........................................
38
Table 4.6 The Result of Homogeneity of Post-Test ........................................
38
Table 4.7 The Result of Experimental and Controlled Class (Post-test)……………………………………………………… .....
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39
LIST OF FIGURE
Table 4.1 Diagram of Experimental and Controlled class (Pre-test)...............
33
Table 4.2 Diagram of Experimental and Controlled class (Post-test) ............
35
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LIST OF APPENDIX
Appendix 1: The score of Experimental class of Pre-test and Post-test Appendix 2: The score of Controlled class of Pre-test and Post-test Appendix 3: Frequency distribution of Pre-test Appendix 4: Frequency distribution of Post-test Appendix 5: Statistical Hypothesis Test Calculation Appendix 6 : Normality Test Appendix 7 : Homogeneity Test Appendix 8 : The Effect Size Appendix 9: Kisi-kisi test of Pre-test and Post-test Appendix 10: Lesson Plan of Experimental class Appendix 11: Lesson Plan of Controlled class Appendix 12: Recapitulation of analysis test Appendix 13: Instrument test Pre-test Appendix 14: Instrument test Post-test Appendix 15: Table of t-student Appendix 16: Surat Bimbingan Skripsi Appendix 17: Surat Keterangan Penelitian
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CHAPTER I INTRODUCTION A. Background of the Study In Indonesia, English language is considered as an important subject and the first foreign language that must be learned and has been taught from elementary school as a local content subject, and junior high school, senior high school and up university as compulsory content subject. Based on the Decree of the minister of Education and culture number 22 of 2006 about content standard, the graduation of standard competence and the objective of English teaching at junior high school or MTs that called “Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi functional,memiliki kesadaran pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global”1 Besides that in learning process, Harmer said there are four basic language skills which students have to learn. They are listening, speaking, reading and writing.
2
In Kurrikulum Tingkat Satuan Pendidikan (KTSP) reading in English
Education in Indonesia is one of competence standards which should be learnt is: to comprehension the meaning of short functional text and essay in the form of narrative, descriptive text and news item in the context of daily activities. 3 Based on kisi-kisi ujian nasional SMP/MTs 2014-2015 reading competence has been taught in junior high school especially in the third grade to contain those kinds of texts and to comprehend them. Thus, students in the third grade have to comprehend the kinds of text. One of them is narrative text to identify orientation, complication and resolution.
1
Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 123 2 Jeremy Harmer, The Practice of English Language Teaching,(New York:Longman,1991), p. 16 3 BSNP, op.cit., p. 132
1
2
However, reading is activity more people read to find out information from newspaper textbook, internet and other source, to gain their knowledge to enrich their vocabulary or just pleasure. According to Harmer, reading is not beneficial for their career, study or simply for pleasure but also reading is useful for language acquisition.
4
In English Education field, reading skill would be
improving students to understand the text or integrate new idea from the text. According to Baumel, it does not need to comprehend the content of the message but also need to understand the language used in the text. 5 However, some people or students’ in English Education in Indonesia get a difficulties in comprehend the text. Based on the writer’s unstructured interview with English teacher in April 2014, the writer found the some problems in reading activities for students such as: First, students have limited number of vocabulary. It is the problem for students who make them fail to answer the question because they didn’t know the meanings of many words on the text. Second, students have different background knowledge that didn’t have connect with the unfamiliar text. Third, teaching and learning environment are problems that make them not interest in the subject. Based on preliminary study when the writer conducted PPKT, she found that there were teachers who teach English in MTsN II Pamulang used reading tests such as summative test, mid-test, final test to measure the students’ ability to comprehend the text in English. Besides, the writer’s experience the students do not understand the schematic structure of the story about orientation, complication and resolution. Moreover, this problem that make them to get hard to concentrate plot. 4
Jeremy Harmer, How to Teach English New Edition, (New York:Pearson Edition, 2007),
p. 99 5
J.M.S Baumel, Reading Comprehension: (http://www.greatschools.org.specialeducation)
Research
Inform
Us.
3
Next, the students got bored when they read long paragraph, so students tended to ask other students or use dictionary to get the unfamiliar vocabulary. According to curriculum book of MTsN II pamulang has minimum mastering criteria (MMC) score or Kriteria Ketuntasan minimum (KKM) in English subject the gains score 75 (seventy five). In the fact, the students’ on reading comprehension in narrative text still low to comprehend the text. It is support by the English teacher told me, about 10 students could achieve KKM but 26 students could not achieve KKM from 36 students in the third grade of regular class. Teachers in Indonesia use a traditional method like grammar-translation method to teach reading, such as teacher asked students to read and translate the text into bahasa Indonesia. In addition, Sudjianto gives opinion from his article said grammar-translation method still use in teaching of second language like learning Japanese useful for translate other literature written and acquisition other culture of target language.6 It is not completely bad method but students need different atmosphere which makes them relaxed and motivate them in learning process like a colorful, making music etc because grammar-translation method emphases in grammar rules and translate from one language to other language. Based upon the writer’s experience during the Praktek Profesi Keguruan Terpadu (PPKT) at MTsN II Pamulang, almost six teachers in learning process didn’t give pay attention to make students relax and interest in reading activity. They gave the students exercise without create the atmosphere fun and interest for them. Moreover, the students cannot focus on what they read during reading activity because the environment of classroom does not support them to read well. As the English teacher, the teacher has to create interesting model of teaching and atmosphere of learning process which make student relaxed and fun to student comprehending in reading narrative text. However, the writer arranges to help students to comprehend of reading narrative text to decrease their anxiety 6
Sudjianto. “Metode Pengajaran bahasa Asing dan Implikasinya terhadap Pengajaran Bahasa Jepang”, http://file.upi.edu/Direktori/FPBS/JUR._PE, 2010
4
by suggetopedia or dsuggestopedia. According to Jack Richard and Rodger, Suggestopedia is a modern methodology in teaching foreign language that come from Bulgaria.7 It is developed by a Bulgarian doctor and psychotherapist, Georgi Lozanov. It involved physical activities, educational, artistic and musical8. Students must be comfortably relaxed in learning process by using soft music or classical as the background. The teacher brings the material and motivate for students. To create the classroom comfortable in reading process without students under pressure to get ideas from they read. Therefore, based on the explanation above, the writer is eager to conduct study about
the
effectiveness
of
suggestopedia
on
students’
reading
comprehension in narrative text (A Quasi- Experiment Study at the Third Grade Students of MTsN II Pamulang) as her “skripsi” title.
B. Identification of Problem Based on the description above, the problems can be identified as follows: 1. Students have limited number of vocabulary that makes students difficulties to comprehend in narrative text. 2.
Students get difficulties to comprehend the story from narrative text. They get hard to know the schematic structure of story.
3. Students don’t feel comfortable or relaxed in reading activity in classroom. Teachers have to create the atmosphere of learning process relax and fun. 4. Teacher uses methods that make students bored in reading activity and they don’t have motivation to read.
7
Jack C. Richard., and Theodore S. Rodger, Approaches and Methods in Language teaching.(New York: Cambrige University Press,1992), p.142 8 Bancroft, W. Jane, Suggestopedia and Memory Training in the Foreign Language Clasroom.. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696,p.4
5
C. Limitation of Problem Based on the problem identification above, the writer tends focus on the effectiveness using suggestopedia method on students’ reading comprehension in narrative text and the study focus on students’ reading comprehension of text narrative text in literal level (the reader can memorize approach new information of the text) for the third grade in MTsN II Pamulang.
D. Formulation of Problem The formulation of the problem in this study is “Is Suggestopedia Effective on Students’ Reading Comprehension in Narrative Text at the Third Grade Students of MTsN II Pamulang?”
E. Objective of Study The objective of study is to prove whether using suggestopedia is effective on students’ reading comprehension in narrative text at MTsN II Pamulang.
F. Significance of Study The results of the study are expected for English teacher to use this method as an alternative strategy to comprehend for students’ on reading comprehension and be implementation in the classroom. To students, the result of the study it will be to increase their interesting and knowledge in learning English especially in reading comprehension. To other researcher it will be reference for educational field especially to use this method in learning process and teaching.
CHAPTER II THEORITICAL FRAMEWORK
This chapter the writer discusses the theoretical framework that focused on reading, reading comprehension, narrative text, suggestopedia method, previous relevant study, conceptual framework and hypothesis of the study. A. Reading 1. Understanding of Reading Reading is an activity to get ideas between the writer and the reader to understand what they read. In English Foreign Language (EFL) reading is one of the most important factors in assessing learner‘s linguistic competence. However, it is skill for reader should be master in good reading skills to get information or ideas from the act of communication. According to Sandra Silberstein, reading is a complex information processing skill in which the reader interacts with text in order to (re) create meaningful discourse.1 On the other hand, Reading is an active cognitive process that does indeed require using graphic (letters) and phonic (sounds) information; but for fluent readers particularly, the language-based cues-semantic (meaning) and syntactic (grammar)—seem far and away more important than graphic and phonic cues.2 That means, reading is an activity or interaction between the reader and the text to get information or meaning of the text depends on what the reader need. In addition, based on Harmer, reading is an exercise dominated by the eyes and the brain. The eyes receive messages and the brain then has to work out the significance of these messages.3 Similarly, He Ji Sheng said reading is the process of recognition, interpretation, and perception of written or printed 1
Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford American English,1994), p.12 2 Richard Allington and Michael Strange. Learning Through Reading in the Content Areas, (Canada: D.C Heath and Company,1980), p.16 3 Jeremy harmer, The Practice of English Language Teaching, (New York: Longman,1991). p. 190
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material4. It involves the recognition of letters, words, phrases, and clauses, and in some respects, it can be considered a simpler process than comprehension. In order words, in reading activity the reader have connected between her/his eyes and brain to get the meaning of the text and the reader have to effort to understand of the text by the build reader‘s critical thinking. TungHsien mentions in his journal, reading is a meaning-searching and meaningconstructing process that requires effort on the readers‘ part if they want to understand written texts.5 However, the reader automatically has connection between the text get the meaning of information. Reading is a number of special focuses to reader or students. Many students often have reading as one of their important goal to be able to read for information and pleasure for their career and for their study purposes. 6 According to Grellet, reading is continuous process guessing7 . Moreover, there are interacting dynamically from the reader to gets the information depend on what the purpose of the reader and the process to understand the text by guessing. Thus reading, an active or receptive skill rather than passive skills because the reader automatically gets the information or ideas by doing knowledge in his/her brain to get the ideas from the text. From the explanation above, there are a lot of definitions about reading. It can be concluded that reading is a process to understand the ideas between the reader and the writer to get information from the text to draw a conclusion of the information.
4
He Ji Sheng, A cognitive Model for Teaching Reading Comprehension, English Teaching Forum Vol. 38 No.4 October- December, 2000 5 Tung-hsien He, Reading for different goals: the interplay of EFL college students‘multiple goals, reading strategy use and reading comprehension, Journal of Research in Reading, ISSN 0141-0423, Volume 31, Issue 2, 2008, p 224 6 Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New York : Cambridge University Press,2002), p. 273 7 Francoise Grellet, Developing Reading Skills, (New York: Cambridge University Press), p. 7
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2. Reading Comprehension In students‘ environment, school, public place they have to find the symbol or information from the text. Unfortunately, they can read the text without understanding meaning of the text. In reading there is an action of understanding what you are read, it is called comprehension. It is hard to understanding and building the new ideas or information from the text of the writer and the reader‘s background knowledge. Moreover, when person read a text, he or she engages of cognitive process to comprehend or construct meaning from the text.8 Cathrine Snow stated, reading comprehension as the process of simultaneously extracting and constructing meaning though interaction and involved with written language.9 Besides, comprehension is a process of negotiating understanding between the reader and the writer. It is a more complex psychological process and includes linguistic factors, such as phonological, morphological, syntactic, and semantic elements, in addition to cognitive and emotional factors.10 It means that, the writer and the reader have to build the same ideas to comprehend or to get same perception which is they read of information. In addition, reading comprehension has been described as ‗a complex intellectual process involving a number of abilities. Readers must use information already acquired to filter, interpret, organize, and establish relationships with the new incoming information on the page, in order to understand text, a reader must be able to identify words rapidly know the meaning of almost all of the words and be able to combine units of meaning into a coherent message.11 However, the reader comprehends the ideas from the text with the intellect by analyzing and organizing ideas to get accurate ideas or information. 8
J. Brummit, What is Reading Comprehension, 2008. http://www.k12reader.com/whatis-reading-comprehension/ 9 Cathrine Snow, Reading for Understanding Toward an R&D Program in Reading Comprehension, (New York: RAND Education, 2002). p.11 10 Brummit. Loc.cit 11 Peter Westwood, Reading and Learning Difficulties, (Victoria: Acer Press, 2001). p 10
9
On the other hand, Allington and Strange said, reading comprehension is a redundant phrase, because without comprehension, reading has not truly happened.12 Therefore, reading comprehension is the process to take meaning of the text from writer that involves experience and prior knowledge that the reader has. This process also can be harmonious with the purpose of reading.
3. Levels of comprehension in reading According to Berry, there are some levels of comprehension. In this case, levels mean different depths of understanding, different analysis of what is meant. They are:13 a. Literal level The basic facts are understood of reading comprehension. The question in literal level can be answered by reading to approach the new information of the text at glance because it is usually directly stated in the text b. Inferential level The reader is able to go beyond what is the written on the page, add meaning, and draw the conclusion. The answers are not stated directly in text but it‘s often implied in text. c. Applied level The reader is attempts to examine the message from the author and apply the message in other setting such as article, essay, report etc.
4. Purpose of Reading As the reader begin to read, they have to decide the purpose of reading itself, it is important to make successful of reading comprehension. There are
12 13
Allington. Loc.cit James Berry, Levels of Reading Comprehension, 2005. http;//www.sc4.edu
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some purposes of reading. In line, William Grabe and Fredricka L. Stoller divided some of reading purposes are:14 a. b. c. d.
Reading to search for simple information Reading to learn from texts Reading to integrate information, write and critique texts Reading for general comprehension In addition, harmer said, the purposes of reading are: 15
a. b. c. d. e. f.
Reading to confirm expectations Reading to extract specific information Reading for communication tasks Reading for general understanding Reading for detailed comprehension (information) Reading for detailed comprehension (function and discourse)
5. Problem of Reading There are some difficulties for readers to understand the ideas. Harmer stated the problems of reading are:16 a. Language The students get more difficulties to understand the text with the longer sentences than with shorter ones. However, they have great difficulties in understanding the text because they find unfamiliar words which the text contains as a whole. b. Topic and genre The topic is not appropriate or not interesting for students. Besides, students are not unfamiliar with the genre or the topic to dealing with. They lack of engagement knowledge may be a major to successful in reading. c. Comprehension tasks Comprehension task is a key feature in teaching receptive skills. Sometimes, the teacher is trying to encourage students to improve their 14
William Grabe and Fredricka L.Stoller, Teaching and Researching Reading.(New York: Pearson Education Limited, 2002),p.6 15 Jeremy Harmer, The Practice of English language Teaching New edition, (New York: Longman,1991), p. 191 16 Harmer, op.cit., pp. 202- 208
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receptive skills by giving task or text to accompany them far too easy or far too difficult. d. Negative expectation The students have low expectation of reading and they are not going to understand the passage in the book or on tape because they think too difficult in reading activity.
B. Narrative Text 1. Definition of Narrative Text Narrative text is one type of text of taught for third grade in Junior high school. In narrative text students are expected to understand about the context and to find the moral value of the story. There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, horror stories, fable, legend, folktale, short story etc. Anderson said, narrative is a text that tells a story and in doing to entertains audience.
17
Similarly, Alan Meyers argues that narrative is
telling a story and to be interesting, for readers to respond to some event in your life as if it were their own.18 On the other hand, in narrative text can be presented as written or spoken texts who told the story is called narrator. If narrator is one of the characters in the story is said to be told in the first person and the person outside from the story is called third person characters. In addition, Drs. Pardiyono defines, narrative is a text to tell activity in the past which increase problematic experience and solution to amuse and give a moral value for the reader.19 So, narrative text is text
17
Mark Anderson and Kathy Anderson, Text Types in English 3.(South Yarra: Macmillan, 2003). p. 3 18 Alan Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education, Inc., 2005), p. 52 19 Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 94
12
that tells a story which raises the problematic experience in the past and resolution to amuse the reader which consist of some character, plot, setting and action which have the problematic like fable, legend, folktale etc and to teach the students of story‘s lesson which divided into orientation, complication, sequence of events and coda (moral value).
2. Features of a narrative According to Anderson the steps for constructing a narrative text are:20 a. Orientation The storyteller tells the reader who is in the story, when the story is happening, where the action is happening and what happening from the story b. Complication The storyteller tells about conflict or crises arisen and will begin chains of events that influences of the story will be happen. c. Sequence of events How the characters of the story react and what the characters do something to the conflict or crises happen. d. Resolution The characters of the story solve the conflict or crises in the complication e. Coda (moral value) The message will be learning from the story.
3. Grammatical and Language features of narrative The following grammatical features in narrative including: 21 a. Nouns that identify the specific characters and places in the story. example: a beautiful princess, in the garden 20 21
Anderson. Loc.cit Ibid
13
b. Adjectives that provide accurate descriptions of the characters and settings. Example: a nice princess who live in the palace c. Verbs that show the actions that occur in the story. Example: say, walk, sleep etc d. Time words (simple past tense) that connect events, telling when they occurred. Example: once upon a time, two days ago etc
4. Sample of Narrative Text This sample is taken from Drs. Pardiyono Orientation: Once upon a time a fisherman named Batara Guru Sahala lived in Batak land. One day he caught a fish. He was surprised to find that the fish could talk. It begged Sahala to let it free. He did accordingly.
Description of events that leads to crisis (climax) : As soon as the fish was free, it changed into a woman. She was so beautiful that Sahala felt in love with her at once. He asked her to marry him. The woman agreed to marry Sahala. However, she told him that he must never let out the secret that she was once a fish. Sahala promised her that he could not tell anyone about it. They were happily married and had two daughters. Every morning Sahala went out fishing. His daughters would bring his lunch. One day, however, instead of bringing the food to their father, the two girls ate his lunch. When Sahala knew what they had done with the meal, he got very angry. He shouted at them saying,‖ you behaved exactly like the daughters of a fish‖.
Resolution and consequence: The daughters didn‘t know what their father meant. They went
14
home and asked their mother about it. Their mother was very annoyed. Although Sahala apologized to her later, she would not forgive him for breaking his promise. Then the earth began to shake and the volcanoes started to erupt. The earth cracked and formed a big hole. People said that the hole become ―LAKE TOBA‖.
Coda (moral value) : It is very famous as a piece of interest for domestic and foreign visitor up to now. It has lovely view and natural beauty. This legend is still well known for people of this country and is still held up as one of the famous folk tales of the nation. 22
5. Purpose of Narrative text According to Mark Anderson stated, ―The purpose of narrative is to present a view of the world that entertains or informs the reader or listening‖. 23 Similarly, the basic purpose of narrative is to entertain, to amuse and to hold readers‘ interest. Therefore, narrative is a kind of text which make the reader enjoy and interest with the story and to teach or inform the reader narrativethe readers more than enjoy to read kinds of story that them feel amuse and make them laughing.
C. Suggestopedia Suggestopedia is a modern method which developed in 1970‘s by the Bulgarian
doctor,
psychotherapist
and
educator
Georgi
Lazanov.
Suggestopedia is derived from suggetology, as a science that concerned with the systematic study of the nonrational and or noncouncious influence.24
22
Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit Andi, 2007), p. 105 23 24
Mark Anderson, Text Types in English 2. (South Yarra: Macmillan, 2003), p. 6 Earl W. Stevick, Memory, Meaning and Methods, (USA: Newbury house,1976),p.42
15
Lazanov believes in the learning process the students using an unconscious by giving positive hypnosis to make the students relaxed and concentrate and the use of rhythmic breathing before learning begin, it help them to mastering some vocabulary in the learning process. On the other hands, using soft music, games, listening teacher‘s story is helpful for students to create their imagination, relaxation and make a learning process cheerful. Gaston said the suggestopedia is using music as a therapy to facilitate the establishment of personal relations, to bring increase self-esteem. In suggestopedia there was a technique memorization to students was directing in do communicate without memorization of vocabulary. Lazanov mentions, in suggestopedia students come to class with a twoside mind of the mind for learning. He believes that the participant of the left and right hemispheres of the brain in suggestopedic process of instruction.25 They can make optimal of the left and right brain to build their concentrate, imagination in learning and recall the memorization. The students can process some materials using relaxation. Besides, students can re-integrate these reserves into the active personality by means of suggestion which increase enormously the ability to learn. Moreover, as the teacher have to create atmosphere of the class enjoy and before class begins the students have to take a deep breathing and meditating by the soft music to make them relaxed. In suggestopedia method the students need a relaxed and comfortable but focused state as the optimum state for learning process. The teacher creates the relaxed state by using games, role play, rhythmic music, positive suggestion or using several pictures or poster colorful as a tool. The aims of this method are make students fun and enjoy or without fears during learning process. Music in the learning process background to make students focus, concentrate of the material and relax.
25 Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports – Research/Technical. ED 384 244 FL 023 09. 1995. pp.3-4
16
Therefore, suggestopedia is a method to make students relaxed and fun by using music, games, poster in the learning process with the positive suggestion to create effectively in learning.
D. Characteristic of Suggestopedia According to Richard‘s view, some characteristics of suggestopedia are26: a. Decoration The teacher should creative to decorate classroom with different situation. It is make students more attention and attracted during learning process by put the wall-picture or poster related with the materials b. Furniture The equipment is used to help students comfortable like table, chair, lamp and whiteboard. c. Arrangement of the classroom The students can be arranging their chair of the classroom to make students not bored and interesting. d. The use of music The students are invited to relax by listen some Baroque music. Music is useful to student‘s therapy in suggestopedia method. The classical music also aids in the creation of a positive emotional response to the program for memorization in learning process and bring students into the optimum mental state for effortless acquisition of material.
26
Jack C. Richards and Theodore S.Rodgers. Approaches and Methods in Language Teacging, (New York: Cambridge University Press,1999), p.142
17
E. Technique of Suggestopedia Diane Larsen-Freeman stated, the technique and the classroom setup of suggestopedia are27: a. Classroom set-up In the teaching-learning process the teacher should create the class cheerful to provide the students as a positive mindset in the class.
b.
Peripheral learning The students provide grammatical information from decoration of the class like poster on the classroom‘s wall. It is help the students learn many things indirectly and exposed themselves in the classroom or outside classroom than teacher for language input.
c. Positive suggestion The teacher has responsibility to arrange the suggestive factors in learning situation with tell a positive suggestion like tells students are going successful. It is make them get believe in her/his self and relax without pressure in the learning process.
d. Choose a new identity The students choose a target language name and an occupation. As the course continues, they have an opportunity to develop a whole biography about their fictional selves.
e. Role play Students are asked to pretend became other character temporary with someone else and to perform they role play to create their own lines in target language is relevant to the situation
27 Diane Larse-Freeman, Techniques and Principles in Language teaching, (Oxford University Press, 2000) pp. 84-85
18
f. First concert (active concert) In active concert teacher give a dialog to the students and reads the text. The students follow and focus students‘ attention to some grammatical or words. After that the teacher will be read aloud to students by follow the intonation of music.
g. Second concert (passive concert) In particular, fulfills Williams in passive concert the students are creating their ―fantasy‖ with closing their eyes: a comfortable, quite place, and instruction of teacher with a pleasing voice by slow-paced presentation.28 . It means that the students have relaxed but do not sleeping to create their imagination about the story that teacher‘s read.
h. Primary activation The students playfully reread the target language dialogue out load, as individuals or in group. They can practice in front of the class with many expression based on dialogue like angrily, sadly, cheerfully etc.
i. Creative adaptation The students engage various activities designed to help them learn the new material, to review and consolidate the leaning. The activities include singing, dancing, dramatization, and games which students just only focus in the communicative intent do not focus on the form of the linguistic message.
28
Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports – Research/Technical. ED 384 244 FL 023 09. 1995
19
F. Theoretical components of Suggestopedia According to Bancroft, There are six principal components are used in the classroom includes: authority, infantilization, doubleplanedness, intonation, rhythm, concert pseudo-passiveness. 29 1. Authority The students will remember and are influence from teachers. The teacher has authority in the classroom to lead to greater expectancy and higher motivation on the part of the students. 2. Infantilization The teacher and students should have relation like parent to child to build their self-confidence the teachers make a game for students like role playing, games. 3. Double-Planedness The students get stimulation from environment and teacher‘s manner. They are not only learning from the direct instruction but also from the environment in which the instruction takes place.
4. Intonation Intonation gives a rise or fall of the voice in the speaking to make effect when the program to be memorized is presented in a rhythmical manner with suitable pauses between the words or phrases30
5. Rhythm The rhythm in presentation to give strong effect of the sound with varying intonations then to maintains memorization at an optimal. It is useful to induce boredom though monotony of repetition.
29 Bancroft, Suggestopedia and language Acquisition variation on a theme, (Amsterdam : The Gordon and Breach Publisher, 1999), p.33 30 Bancroft, op.cit p.44
20
6.
Concert pseudo-passiveness The create individual or students relaxed with the atmosphere in learning process is pleasant by giving suggestion for elimination of fatigue, stress and improvement of motivation and ability to work
G. Advantages and disadvantages of Suggestopedia a. The advantages of using Suggestopedia in learning reading comprehension of narrative text include: 1. Teacher can be optimal to elaborate the material by using some instrument music to make students interest 2. Students are happy to join class when the setting of the class different and colorful 3. Lazanov said, the students have a good memorizing of the vocabulary31 b. The disadvantages of using suggestopedia in teaching reading narrative text include: 1. Teacher should be spend more time to prepare class setting by suggestopedia method 2. Not all the school supported the aids to teach by using suggestopedia need 3. More complex to prepare materials rather than other method 4. Some of students make noisy in the classroom and disturb other students.
H. Previous Relevant Study 1. A thesis has been conducted by Rahayu Windu Setiawati in 2011, the classroom action research (CAR) with the title “improving students’
31
Bancroft. W. Jane. Suggestopedia and Memory Training in the foreign language classroom. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696
21
vocabulary Mastery through Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi.”32 The aimed was her research to investigate the improvement students‘ of vocabulary mastery using suggestopedia. This research conducted into two cycles which the subject was 36 students of the eighth grade at SMP Negery 4 Widodaren Ngawi. The data of this research are using observation, interview, and photograph and writing test. After implementation suggestopedia increased in term of vocabulary mastery in understanding of the meaning of the word, using grammar in sentence, understanding the meaning relationship et. The classroom activities are joining lesson, doing interaction between students and teachers, paying attention to lesson. The result of this research the suggestopedia can improve the students‘ vocabulary mastery, build good attitude in teaching-learning process, and provide stimulation for variety of activity. 2.
A journal has been conducted by Oka Pramarta, Padmadewi and Suarnaja, an active journal of postgraduate of Ganesha University with the title ―The Effect of Desuggestopedia on the Writing Competence of the Second Semester Students with Different Temperament, of FKIP UNMAS Denpasar” which was published volume 1 in 2013.33 This study investigated the effect of desuggestopedia on the writing competence of second semester with different temperament. In this study there were formulated two major of problems: the effect of desuggestopedia on students‘ writing and interaction between desuggestopedia and the temperament.
32
Rahayu Windu Setiawati. Thesis ,improving students’ vocabulary Mastery through Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi. Thesis, 2011 33 Oka Pramarta, padmadewi and Suarnaja. The Effect of Desuggestopedia on the Writing Competence of the Second Semester Students with Different Temperament, of FKIP UNMAS Denpasar. Journal volume 1, 2013
22
The study was designed with experimental research and instruments being used were lesson plans, post-test, writing rubric and questionnaire. It used intact random sampling which is one type of probability sampling technique. The sample of the study was randomly; two classes from seven classes were chosen as a group experiment and control group. The instruments were analyzed using descriptive analysis and Two-Ways ANOVA. The results of this study that significant different effect on students‘ writing competence between the students who were taught by desuggestopedia and by conventional technique. Second, there was not significant interaction effect between desuggestopedia and students‘ temperament on students‘ writing competence. I. Conceptual Framework The study focus on experiment to prove whether there is significant effect of using suggestopedia on students‘ reading comprehension in narrative text at the third grade of MTsN II pamulang or will be better using traditional method. Reading comprehension for students is difficult, they have to take meaning of the text from writer that involves experience and prior knowledge that the students has. In the fact, the students just read without knowing or comprehend with the text. It is essential in daily life because without reading the students do not provide them any information or ideas but depends on the purpose of students needed. If
suggestopedia
is
apply
in
teaching
learning
reading
comprehension, the students will be fun with different atmosphere in the classroom by using poster, relaxation by using music in reading activity, to have develop the ideas and create the imagination. It is suitable to apply suggestopedia as a treatment for narrative text because narrative text is a text that tells a story, such as fairy tale, folktale, legend, fable, myth, science fiction etc which aims to entertain or amuse the readers to deal
23
some problems with various experience in different ways which lead to climax then turn into solution and to get the moral value from the story. In process on students‘ reading comprehension in narrative text the students do not see symbols but also have to comprehend what they read. They have to know the characteristics, setting, climax/problems and added the moral value of the story. Moreover, the students or the readers should have to build their experience and prior knowledge to get accurate information. It should be supported by decorating the classroom with the cheerful environment, to build their positive suggestion and listening music as a therapy which make students relax and comfortable in the learning process without pressure or bored. However, suggestopedia is a method giving a good suggestion to build students‘ confident, active, enthusiast by making a different atmosphere in the learning process actually on students‘ reading comprehension in narrative text.
J. Hypothesis of Study Hypothesis of this study are: a. Ho (Null hypothesis): There is not significant effect of using suggestopedia on students‘ reading comprehension in narrative text at the third grade of MTsN II pamulang. b. Ha (alternative hypothesis): There is a significant effect of using suggestopedia on students‘ reading comprehension in narrative text at the third grade of MTsN II pamulang
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents about research methodology. It consists of time and place of study, method and design of study, population and sample of study, instrument of study, technique of collecting data, technique of data analysis and statistical hypothesis.
A. Time and Place of the Study The study conducted at MTsN II Pamulang, for the third grade students which located on Jl. Pajajaran No.31. It began on 15 September- 31 October 2014.
B. Method and Design of the study The object is taught by using two methods on the students of the third grade in MTsN II Pamulang. There are experimental group by using suggestopedia method and control group by using traditional method. The data was taken and analyzed by quantitatively to find the effectiveness on students’ reading comprehension in narrative text by suggestopedia. The method of study is quasi-experimental study using nonequivalent control group design1 The experiment was designed as follows:
Tabel 3.1 Design of Study Sample
Pre-test
Experimental Group O1
Treatment
Post-test
XE
O2
Xk
O2
(EG) Control Group (CG)
O1
1
Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D, (Bandung: Alfabeta, 2008), p. 116
24
25
O1 : Pre-test O2 : Post-test XE : The treatment of experiment group by using suggestopedia on students’ reading comprehension in narrative text. Xk : The treatment of control group by using traditional method on students’ reading comprehension in narrative text. C. Population and Sample The population of the study was the third grade students in MTsN II Pamulang. There are 10 classes which is less of 40 students in each class. Thus, total of population is about 328 students. The sample of the study is only two classes of third grade students. The writer used purposive sampling to determine sample that took in first class is 9.1 as the experimental group and second class is 9.4 as control group. The writer finally got both of class 9.1 and 9.4 from the English teacher’s recommendation because both of class had the same characters and both of class have got the material about narrative text. After the writer gave a pre-test both of class and the writer found 9.4 got the highest score from 9.1. Finally the writer decided to chose 9.1 as an experimental class and 9.4 as a control class because 9.1 need improving in reading comprehension of narrative text. On the other hand, the writer only took 30 students both of class because some students absent and other reasons.
D. Instrument of Research The writer collected the data by test as research instrument. There were two tests; pre-test and post-test. The writer gave the same test for experimental and control group. The writer gave items tested to 34 subjects to measure validity and reliability in pre-test and post-test. There were 25 items of multiple choices. The score in each item was 4 for correct answer. Then, student will get 100 point if all the answer correctly. On the other hand, the writer used ANATES program to
26
measure validity and reliability of the test. From the calculation using ANATES program in pre-test the writer found score 25 significance of items and post-test got score 28 significance of items. 1.
Validity Validity is the extent to which a test measures what it is intended to measure: it relates to the uses made of the test scores and the ways in which test scores are interpreted, and is therefore always relative to test purpose.
2
In a research, validity is very important to measure what they
want to measure it using instrument. It means, a test is said to be valid if it measures accurately what it is intended to measure. In this study, the writer used ANATES program to know validity of the test which consist of 40 items multiple choice. Therefore, 25 items of multiple choices has been valid in pre-test was 0.63 and post-test was 0.78 which using the items test of valid and apply both of the class. 2.
Reliability Reliability is the degree to which an assessment tool produces stable and consistent result.3 Similarly, Hughes adds that to be valid a test must provide consistently accurate measurement. It must therefore be reliable. 4 It means that reliability was necessary in the research to assess the good instrument or not. To achieve the reliability instrument, the writer used ANATES program. From 25 items has been valid the writer got 0.77 (pre-test) and 0.88 (post-test) reliable of the instrument.
2
J. Charles Alderson, Caroline Clapham and Dianne Wall. Language Test Construction and Evaluation, (New York: Cambridge University Press,1995), p. 296 3 Colin Phelan and Julie Wren. Exploring Reliability in Academic Assessment. Graduate Assistant, UNI Office of Academic Assessment. 2005-2006 4 Arthur Hughes, Testing for Language Teacher, (New York: Cambridge University Press, 2003), p. 50
27
E. Data Collection a. Pre-test The pre-test conducted both of the groups, experimental and control group in order to know students’ on reading comprehension in narrative text before treatment given. b. Treatment The writer taught reading narrative text both of experimental group and control group. In experimental group the writer delivered the material by using suggestopedia method except using suggetopedia in control group. c. Post-test The post-test was given after the teacher gave treatment to know whether or not the change on students’ reading comprehension ability in narrative text.
F. Data Analysis After the writer getting student’ scores of reading pre-test and post-test between experimental and control classes. The writer analyzes the data by using requirement test before. It consists of normality test and homogeneity test. 1. Normality test Normality test was to determine whether the data from population normally or not.5 This test was purpose for ensuring the distribution of data which were accomplished from the population had normal distribution or not. Normality test used is the Liliefors test. The writer tested normality of test by using SPSS 18. The criteria of the testing follow: If the value (p) > significant (α =0,05) it means that the sample from the population, Ho was accepted and H1was rejected (normal distribution). If the value (p) < significant (α =0,05) it means Ho was rejected and H1was accepted (not normal distribution) 5
Dr.Budi Susetyo.Statistika untuk analisis data penelitian, (Bandung: Aditama, 2010), p. 137
28
The steps were using SPSS 18 to measure normality test as follow: -
Open file
-
Click analyze Descriptive statistics Explore on menu toolbar
-
Click and input score of reading dependent list and input the other variable in the factor list
-
Click Statistics and choose 95 % as descriptive confidence interval for mean
-
Click continue until it came back in the menu
-
Click plots ( checklist normality plots with tests )
-
Continue and Ok
2. Homogeneity test Homogeneity test was done to know the variance in population of research homogeny or not. Homogeneity test was to measure the data of the population homogeny or not. The writer used SPSS 18 in this research. The criteria of the testing follow: 1) If the value (p) > significant (α =0,05), H0 is accepted, it means that sample has homogenous variant which means, the students had the same characters on reading comprehension in narrative text, moreover the data was valid. 2) If the value (p) < significant (α =0,05), H0 is rejected, it means that sample does not have homogenous variant which means, the students had the same characters on reading comprehension in narrative text, moreover the data was valid. The steps were using SPSS 18 to measure homogeneity test as follow: -
Open file
-
Click analyze Compare means One-way ANOVA on menu
-
Click and input score of reading dependent list
-
Click the other variable factor
-
Click options and choose homogeneity of variance test
-
Continue and Ok
29
3. T-test formulation The writer analyzed the scores between experimental and control classes. This test assumed that the data normally distributed and fairly robust to departures from normality. The technique of data analysis in this study was statistical analysis with t-test to know the effectiveness suggestopedia on students’ reading comprehension in narrative text which significance α= 0,05. The formula is follow6: ̅
̅
̅
∑
̅
∑
√
√
(
)
(
)
Description: = the price of t value ̅
= average score of experiment class
̅
= average score of control class = variant data of experiment class = variant data of control class = standard deviation of both classes = the total students of experiment class = the total students of control class
After all the data calculated, the last of procedure was determining of df (degree of freedom). The formula: df = N1 + N2 - 2 6
Dr. Kadir, M.Pd, Statistika Untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata Sampurna, 2010), p. 195
30
The criteria of the testing are as follow: If
, H0 is accepted and Ha is rejected
If
, H0 is rejected and Ha is accepted
4. Mean Mean or average is sum of all score divided by number of scores.
7
Moreover, Charles and Dianne adds that mean is score on a test is what is commonly known as the average; that is the sum of all the students’ scores divided by the number of students8. a. Determining mean of gained score of experiment group, the formula : Mx = b. Determining mean of gained score of control group, the formula : My = 5. Range The symbol of range (R) and range is the difference between lowest score and highest score. 9 The formula is follow:
Range (R) = Rmax- Rmin
6. Variance Variance is the amount of dispersion from standard deviation. The formula is: ∑ (
) ∑
7
Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo, 2012), p. 79 8 Charles, loc.cit., p. 296 9 Anas, op.cit., p. 144
31
7. Standard Deviation Standard deviation is the square root of variance. Standard deviation was aimed to measure the degree of dispersion data had from mean. The formula is: S=
√
∑
(
)
∑
or (S) = √S2
8. Effect Size The effect size is used to know the strong or weak of the difference two groups or the relationship between two variables.10 Moreover, the effect size of Cohen’s d has formula as follow:11
d=
(
)
Pooled standard deviation = (standard deviation of group 1 + standard deviation of group 2) 2
Beside that, there was a Statistical Calculators that called The Effect Size (Cohen’s d) Calculator for a Student t-Test which automatically know the range of treatment’s effect. The directions using The Effect Size (Cohen’s d) Calculator for a Student t-Test was : -
Search on google (The Effect Size (Cohen’s d) Calculator for a Student t-Test or www.Daniel soper.com calculator web)
10
Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications, 2004), p. 139 11 Ibid, p. 136
32
-
Input mean score of group 1 and mean score of group 2 (posttest)
-
Input standard deviation of group 1 and standard deviation of group 2 (post-test)
-
Click calculate and the result will be show
The criteria of effect size range are small, medium, or large. The criteria are:12 Table 3.2 Criteria of Cohen’s d (Effect Size)
Effect size range
Criteria
0.2
Small
0.5
Medium
0.8
Large
G. Statistical Hypothesis of Study The statistical hypotheses of study are: -
Ho = X1 < X2 ; If
(There is no significant difference
using suggestopedia on students’ reading comprehension in narrative text) -
Ha = X 1 > X2 ; If
(There is significant difference using
suggestopedia on students’ reading comprehension in narrative text)
12
Barry H.Cohen and R.Booke Lea, Essentials of Statistics for the Social and Behavioral Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125
CHAPTER IV RESEARCH FINDING
This chapter describes research finding which consist of the description of data, the analysis of data, the test of hypothesis and the interpretation of data. A. Description of Data 1. The result of experimental and controlled class (pre-test)
The writer obtained data pre-test from experimental and controlled class by bar chart which consists of 30 students of the third grade after conducting study1.
Pre-test 10 10 9 8 7 6 5 4 3 2 1 0
8 7 6 6
6 Experimental
4 3
3
Controlled
3 2 1
52-58
59-65
66-72
73-79
80-87
88-94
Diagram 4.1 Pre-test experimental and controlled classes
From the data above, the number of interval class and the length interval were 6 classes. The table showed that students’ score in experimental class of pre-test and controlled class. The lowest score from 1
Appendix 1 and 2
33
34
experimental class of pre-test was in class interval 52-58 with 8 students, and the highest score was 88-94 with 2 students. In addition, the lowest class for controlled class was in interval 52-58 with 3 students, and the highest score was 88-94 only one student. For the calculating of statistical description, it can be seen in appendix.
2. The Frequency distribution of Experimental and Controlled class (Pre-test) The test were presented in frequency distribution of experimental and controlled class (pre-test) table which consist of maximum score, minimum score, mean, variance and standard deviation from the table below2. Table 4.1 Frequency distribution of Experimental and Controlled class (Pre-test)
Data
Experimental class
Controlled class
Maximum score
92
88
Minimum score
52
52
Mean
67.48
69.7
Variance
116.746
80.683
Standard deviation
10.804
8.982
3. The result of experimental and controlled class (post-test) The writer obtained data post-test from experimental and controlled class which consist of 30 students of the third grade after conducting study3.
2 3
Appendix 3 Appendix 1 and 2
35
Post-test 12 12 10
9
8
7
6
9
7 Experimental
5
4
Controlled 3
3 2 2
2
1
0 0 56-63
64-70
71-77
78-84
85-91
92-98
Diagram 4.2 Post-test experimental and controlled classes
According explanation above there was 6 numbers of class intervals. On the other hand, the length of the class interval was 7 both of class. The table from post test of experimental showed that the lowest score was in class interval 56-63 only one student and the highest score was 92-98 with 3 students. Hence, the lowest class for controlled class was in interval 56-63 with 7 students, and the highest score was 92-98 no one student. For the calculating of statistical description, it can be seen in appendix
4. The Frequency distribution of Experimental and Controlled class (Post-test) The test were presented in frequency distribution of experimental and controlled class (post-test) table which consist of maximum score, minimum score, mean, variance and standard deviation from the table below4. 4
Appendix 4
36
Table 4.2 Frequency distribution of Experimental and Controlled class (Post-test)
Data
Experimental class
Controlled class
Maximum score
96
88
Minimum score
60
56
Mean
78.25
72.9
Variance
70.470
90.24
Standard deviation
8.394
9.499
B. Analysis of Data The writer tested normality test after she got score of students in reading pre-test and post-test of narrative test by using SPSS 18. 5 1. Normality test of Pre-test and post-test Based on Lilifors from sample (n) 30 with significance level α= 0.05 a. If the value (p) > significant (α =0.05) it means that the sample from the population, Ho was accepted and H1was rejected (normal distribution). b. If the value (p) < significant (α =0.05) it means Ho was rejected and H1was accepted (not normal distribution)
Table 4.3 Experimental and controlled class (pre-test) Pre-test
Kolmogorov-Smirnova Statistic
5
Appendix 6
Df
Sig.
Experimnt Al
,138
30
,150
Controlled
,135
30
,170
37
Based on table 4.3 above, the writer compared of normality in pre-test of experimental class was 0.150 with significant 0.05. It concluded the result pre-test of experimental was higher than the significant 0.05; (0.150 > 0.05). Furthermore, the normality in pretest of controlled class was 0.170 with significant 0.05. The result pre-test of controlled was higher than the significant 0.05; (0.170 > 0.05). Therefore, the data pre-test of experimental and controlled class was normal distribution.
Table 4.4 Experimental and controlled class (post-test) Post-test
Kolmogorov-Smirnova Statistic
Df
Sig.
Experimnt Al
,152
30
,074
Controlled
,156
30
,061
Based on table 4.4 above, the writer compared of normality in post-test of experimental class was 0.074 with significant 0.05. It concluded the result post-test of experimental was higher than the significant 0.05; (0.074 > 0.05). Furthermore, the normality in posttest of controlled class was 0.061 with significant 0.05. The result post-test of controlled was higher than the significant 0.05; (0.061 > 0.05). Therefore, the data post-test of experimental and controlled class was normal distribution.
2. Homogeneity of Pre-test and Post-test The writer tested homogeneity test after she got score of students reading comprehension in experimental and controlled class (Pre-test
38
and Post-test of reading comprehension in narrative text by using SPSS 18.6
Table 4.5 Experimental and Controlled Class (pre-test)
Levene Statistic
df1
1,167
df2 1
Sig. 58
,285
Based on table 4.5 above, the result of homogeneity test (pre-test) of experimental and controlled class was higher than the significant 0.05; (0.285 > 0.05) it means that the data was homogeny.
Table 4.6 Experimental and Controlled Class (post-test)
Levene Statistic ,580
df1
df2 1
Sig. 58
,450
The result of homogeneity test (post-test) from the table 4.6 described of experimental and controlled class was higher than the significant 0.05; (0.450 > 0.05) it means that the data was homogeny.
3. Statistical Hypothesis Test The table below7 had formulation of statistical hypothesis test, this study was using t-test which significance α= 0.05
6 7
Appendix 7 Appendix 5
39
Table 4.7 the Result of Experimental and Controlled Class (Post-test) Statistic
Experimental Controlled
Mean (X)
78.25
72.9
Variance(S2)
70.47
90.24
S gab
10.79
t-value
2.07
t-table
1.684 The Mean score of Experimental class was higher than mean score of controlled class
Conclusion
C. Hypothesis of test After calculating the data, the writer tested her hypothesis based on statistical hypothesis test states: a. If
, it means that H0 is accepted and Ha is
rejected. b. If
, it means that H0 is rejected and Ha is
accepted.
As the result of the writer calculating, the writer gained the the t value was 2.07 while ttable was 1.684. Moreover, it concluded that t value (2.07) > ttable (1.684) or H0 is rejected and Ha is accepted. Therefore, there was a significant effect of using suggestopedia on students’ reading comprehension in narrative text.
40
On the other hands, after the writer found the result of t-test which proved was a significant effect of using suggestopedia on students’ reading comprehension in narrative text. The writer used Statistic Calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test to know how large the effect of suggestopedia apply in the reading comprehension process in the class. The result test of effect size (Cohen’s d) with input mean score of experiment (78.25), mean score of controlled (72.9) and standard deviation of experimental (8.394) and standard deviation of controlled (9.499) automatically that showed the total was 0.59 it means that in table 3.2 on chapter III was on medium effect.8 So, suggestopedia was a medium effect size to used in the class on students’ reading comprehension in narrative text.
D. Discussion From the descriptions above, the mean score pre-test (experimental class) was 67.48 it changed in post-test after gave a treatment was 78.25. The mean score pre-test (controlled class) was 69.7 it changed in post-test was 72.9. Thus, the increased mean score in experimental class was 10.77 but in controlled class only 3.2. Both of class from pre-test and post-test score got a normality and homogeneity data which the value (p) < significant (α =0.05). The gained of hypothesis of test using t-test with significant 0.05 showed that tvalue (2.07) > ttable (1.684). It concluded there was a significant effect using suggestopedia as a treatment in the experimental class on students’ reading comprehension in narrative text. In addition, based on the effect size range of Cohen’d that found a medium effect using suggestopedia on students’ reading comprehension in narrative text was 0.59 appropriate category of table effect size. In learning process on students’ reading comprehension in narrative text using suggestopedia they must be relaxed, comfortably and 8
Appendix 8
41
motivate. Moreover, the students have been fun and the teacher should be creating a cheerful environment of the class. Reading comprehension in narrative text is a hard for students to comprehend the text such as they have to know detail of characters, setting, climax/problem, resolution and moral value. The students have been feeling bored with long paragraph and don’t relax when in reading process. Suggestopedia treatment in the experimental class gave a chance to the students to relaxed and fun with the cheerful environment like the teacher storytelling the narrative text by follow the rhythm, games, video and using instrumental music or soft music in the learning process. On the contrary, the result of the post-test showed there was a significant different between experimental and controlled class. The experimental class the students got higher score than controlled because in experimental class was given treatment suggestopedia but in controlled class using tradition method. It was related with Lazanov’s theory to make students relax and fun in learning process including interaction between student and teacher, physical activities and using music for memorizing new material by using suggestopedia. According from the result above was related to previous related study by Rahayu Windu Setiawan with the title “improving students’ vocabulary Mastery through Suggestopedia (An Action Research of Eight Grade at SMP Negery 4 Widodaren Ngawi)”. The study found suggestopedia can improve the students’ vocabulary mastery, build good attitude in teaching-learning process. Besides suggestopedia could encourage the students enthusiastic, creative, active and confident during learning and teaching process. It could be concluded, from the description above mean score of post-test in experimental which given treatment suggestopedia had higher score compared with controlled class was using tradition method while reading comprehension process. So, there was a significance effect on students’ reading comprehension in narrative text.
CHAPTER V CONCLUSION AND SUGGESTION This chapter presents the conclusion of the study and suggestions for teacher and further researcher in term reading comprehension in narrative text. A. Conclusion The result of the statistical hypothesis on significance level α=0.05 that showed tvalue was higher than ttable (2.07 >1.68), thus the H0 (Null hypothesis) was rejected and Ha (Alternative hypothesis) was accepted. Besides, the main effect size to know the strength of suggestopedia as a treatment on students’ reading comprehension in narrative text by statistical calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test was 0.59 from the category of table it means that medium effect. Therefore, there was a significant difference using Suggestopedia on students’ reading comprehension in narrative text at the Third Grade Students of MTsN II Pamulang.
B. Suggestion Based on the result of the study, the writer gives suggestion as follow: a. Suggestopedia is suitable to apply in the classroom especially for English as foreign language (EFL) on students’ reading comprehension activity to make a different atmosphere in the teaching and learning process. b. Teacher should be more creative, attractive, and confident during teaching and learning process. Moreover the teacher should manage the material better in the class to make students focus and interest on the material in reading comprehension. c. Teacher should encourage, motivate students to attract in reading comprehension, create the different atmosphere, give a pay attention in
42
43
learning process, and make them relax and fun before learning process began. Thus, teacher should give students to build their imagination. d. For other researcher, the result of this study can be used as reference or basic information to do the further investigation and can be apply this method in the class.
BIBLIOGRAPHY
Alderson, J. Charles. Clapham Caroline and Wall Dianne. Language Test Construction and Evaluation. New York: Cambridge University Press, 1995 Allington, Richard. And Strange, Michael. Learning Through Reading in the Content Areas, Canada: D.C Heath and Company, 1980 Anderson, Mark. Text Types in English 2. South Yarra: Macmillan, 2003 Anderson, Mark. Text Types in English 3. South Yarra: Macmillan, 2003 Badan Standar Nasional Pendidikan (BSNP), Standar Isi: Standar Kompetensi dan Kompetensi Dasar SMP/MTs. Jakarta 2006 Bancroft, W. Jane. Suggestopedia and Language Acquisition Variation on a Theme, Netherland: The Gordon and Breach Publisher, 1999 Bancroft, W. Jane. Suggestopedia and Memory Training in the foreign language classroom. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696
Bancroft, W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Eric Document Reproduction Service ED 384 244 FL 023 09, 1995 Baumel, J.M.S. Reading Comprehension: Research http://www.greatschools.org.special-education
Inform
Us.
Berry, H. James. Levels of Reading Comprehension, 2005. SC4.
[email protected] http;//www.sc4.edu Brummit, J. What is Reading Comprehension, http://www.k12reader.com/what-is-reading-comprehension/
2008.
Cohen, H. Barry and Lea, R.Brooke. Essentials of Statistics for the Social and Behavioral Sciences. New Jersey: John Wiley & sons Inc, 2004
Grabe, W.S. Teaching and Researching Reading. New York: Pearson Education Limited, 2002
Grellet, Francoise. Developing Reading Skills. United Kingdom: Cambridge University Press, 1981
Harmer, Jeremy. How to Teach English, New Edition. New York: Pearson Edition, 2007 Harmer, Jeremy. The Practice of English Language Teaching, New Edition. New York: Longman, 1991 He,Tung-hsien. Reading for Different Goals: The Interplay of EFL College Students’Multiple Goals, Reading Strategy Use and Reading Comprehension. Journal of Research in Reading. ISSN 0141-0423 Volume 31 Issue 2, 2008 Hughes, Arthur. Testing for Language Teaching. New York: Cambridge, 2003 Kadir, Statistika Untuk Penelitian Ilmu-ilmu Sosial. Jakarta: Rosemata Sampurna, 2010.
Larsen-Freeman. Diane .Techniques and Principles in Language Teaching. New York: Oxford University Press, 2000 Meyers, Alan. Gateways to Academic Writing. New York: Pearson Education, Inc, 2005 Muijis, Daniel. Doing Quantitative Research in Education.London: Sage Publications, 2004 Pardiyono. Pasti Bisa! Teaching Genre-Based Writing. Yogyakarta: Penerbit Andi, 2007 Phelan, Colin and Wren, Julie. Exploring Reliability in Academic Assessment. Graduate Assistant. UNI office of Academic Assessment, 2005-2006
Pramarta, Oka. Padmadewi and Suarnaja. The Effect of Desuggestopedia on the Writing Competence of the Second Semester Students with Different Temperament of FKIP UNMAS Denpasar. Journal UNMAS Denpasar, Volume 1, 2013 Richard, Jack C and Willy A. Renandya, Methodology in Language Teaching,. New York: Cambridge University Press,2002
Richards, C. Jack and Rodgers. S. Theodore. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 1992 Richards, C. Jack and Rodgers. S. Theodore. Approaches and Methods in Language Teaching. New York: Cambridge University Press, 1999 Setiawati, Windu. Rahayu. “Improving students’ vocabulary Mastery through Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi”. Thesis 2011 Sheng, Ji. He. A cognitive Model for Teaching Reading Comprehension. English Teaching Forum Vol. 38 No.4 October- December, 2000 Silberstein, Sandra. Techniques and Resources in Teaching Reading. New York: Oxford American English, 1994 Snow, Cathrine. Reading for Understanding Toward an R&D Program in Reading Comprehension. New York: RAND Education, 2002 Stevick, W. Earl. Memory Meaning and Method some psychological perspectives on language learning. USA: Newburry House Publisher, 1976 Sudjianto, Metode Pengajaran bahasa Asing dan Implikasinya terhadap pengajaran bahasa Jepang, http://file.upi.edu/Direktori/FPBS/JUR._PE, 2010 Sudjono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada, 2012 Sugiyono. Metode Penelitian Pendidikan: Pendekatan Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta, 2008
Susetyo, Budi. Statistika untuk Analisis Data Penelitian. Bandung: Aditama, 2010 Teaching English for all. English Teaching Forum Vol. 38 No.4, OctoberDecember, 2000 Westwood, Peter. Reading and Learning Difficulties. Victoria: Acer Press, 2001.
44
APPENDIX 1
The Score of Pre-test and Post-test (Experimental class) No
Student's Code
1
A
2
B
3
C
4
D
5
E
6
F
7
G
8
H
9
I
10
J
11
K
12
L
13
M
14
N
15
O
16
P
17
Q
18
R
19
S
20
T
21
U
22
V
23
W
Pre-test
Post-test
Gained Score
(X1)
(X2)
(X)
88
88
0
92
88
-4
84
92
8
84
76
-8
80
80
0
76
84
8
76
76
0
76
96
20
76
92
16
72
80
8
72
80
8
72
76
4
72
80
8
68
80
12
68
64
-4
64
84
20
64
80
16
64
72
8
60
80
20
60
76
16
60
68
8
60
60
0
56
76
20
45
24
X
25
Y
26
Z
27
AA
28
BB
29
CC
30
DD
56
80
24
56
80
24
56
72
16
52
68
16
52
84
32
52
68
16
64 2344
12
Total score
52 2020
Mean score (X)
67.3
78.13
Max
92
96
Min
52
60
324 10.8 32 -8
46
APPENDIX 2
The Score of Pre-test and Post-test (Controlled class) No
Student's Code
1
AB
2
CD
3
EF
4
GH
5
IJ
6
KL
7
MN
8
OP
9
QR
10
ST
11
UV
12
WX
13
YZ
14
IM
15
AZ
16
FH
17
IN
18
SH
19
AR
20
NN
21
SL
22
SH
23
SB
Pre-test
Post-test
Gained Score
(Y1)
(Y2)
(Y)
88
68
-20
80
80
0
80
80
0
80
60
-20
80
72
-8
80
80
0
80
56
-24
76
76
0
76
72
-4
76
72
-4
76
76
0
72
88
16
72
84
12
72
80
8
72
56
-16
68
68
0
68
68
0
64
88
24
64
56
-8
64
76
12
64
72
8
60
84
24
60
72
12
47
24
ZR
25
AL
26
MD
27
AD
28
GF
29
UL
30
HN
Total score Mean score (X) Max Min
60
76
16
60
80
20
60
56
-4
60
76
16
56
76
20
52
60
8
52
60
8
2072
2168
96
69.06
72.26
3.2
88
88
24
52
56
-24
48
APPENDIX 3
A. The Calculating of Frequency Distribution, Mean, Variance, Standard Deviation
(Pre-test Experimental Class) 1. Sample total (n) 30 2. Distribution of score 52 60 72
52 52 52 60 64 64 76 76 76
56 56 64 68 76 80
56 68 84
56 60 60 72 72 72 84 88 92
3. Maximal Score : 92 Minimum Score: 52 4. Range (R) R= X max – X min R = 92-52 = 40 5. Number of class K = 1 + 3.3 log (n) K= 1+ 3.3 log 30 1+ 3.3. 1.477 = 6 6. Length of Interval class (P) P=R
= 40 = 7
K
6
Table 1.1 Frequency Distibution (Pre-test Experimental class) N o
Interval
Fi
Xi
Xi2
fixi
fixi2
Low
Upper
class
class
bound
bounda
ary
ry
Fk
49
1
52-58
8
55
3025
440
193600
51.5
58.5
8
2
59-65
7
62
3844
434
188356
58.5
65.5
15
3
66-72
6
69
4761
414
171396
65.5
72.5
21
4
73-79
4
76
5776
304
92416
72,5
79.5
25
5
80-87
3
83.5
6972.25
250.5
62750.25
79.5
87.5
28
6
88-94
2
91
8281
182
33124
87.5
94.5
30
2024.
741642.25
30 Total
32659.25 5
Xi – X
(Xi-X)2
f (Xi- X)2
-12,33
152.028
1216.23
-5,33
28.408
198.856
1,67
2.788
16.728
8,67
75.168
300.672
16,17
216.46
649.38
23,67
560.26
1120.52 3502.386
7. Mean (X) Mx = = 2024,5 = 67.48 30 8. Variance (
= 3502,386 30
= 116.746
50
9. Standard Deviation (S) S= √
=√
=√
= 10.80
B. The Calculating of Frequency Distribution, Mean, Variance, Standard Deviation (Pre-test Controlled Class) 1. Sample total (n) 30 2. Distribution of score 52 64 76
52 56 60 64 64 68 76 76 80
60 60 68 72 80 80
3. Maximal Score : 88 Minimum Score: 52 4. Range (R) R= X max – X min R = 88-52 = 36 5. Number of class K = 1 + 3,3 log (n) K= 1+ 3,3 log 30 1+ 3.3. 1,477 = 6 6. Length of Interval class (P) P=R K
= 36 = 6 6
60 72 80
60 60 64 72 72 76 80 80 88
51
Table 1.2 Frequency Distribution (Pre-test Controlled class) No
Interval Fi
Xi
Xi2
fixi
fixi2
Low
Upper
class
class
Fk
boundary boundary 1
52-57
3
54,5
2970,25
163,5
26732,25
51,5
57,5
3
2
58-63
6
60,5
3660,25
363
131769
57,5
63,5
9
3
64-69
6
66,5
4422,25
399
159201
63,5
69,5
15
4
70-75
4
72,5
5256,25
290
84100
69,5
75,5
19
5
76-82
10
79
6241
790
624100
75,5
82,5
29
6
83-88
1
85,5
7310,25
85,5
7310,25
82,5
88,5
30
Total
30
29860,25
Xi – X
(Xi-X)2
f (Xi- X)2
-14,56
211,99
635,98
-8,56
73,27
439,62
-2,56
6,55
39,30
3,44
11,83
47,32
9,94
98,8
988
16,44
270,27
270,27 2420,49
7. Mean (X) Mx = = 2091 = 69,7 30
2091 1033212,5
52
8. Variance (
= 2420,49
= 80,683
30
9. Standard Deviation (S) S= √
=√
=√
= 8,982
53
APPENDIX 4
C. The Calculating of Frequency Distribution, Mean, Variance, Standard Deviation (Post-test Experimental Class) 1. Sample total (n) 30 2. Distribution of score 60 76 80
64 64 68 76 76 80 80 84 84
68 68 80 80 84 88
72 80 88
72 76 76 80 80 80 92 92 96
3. Maximal Score : 96 Minimum Score: 60 4. Range (R) R= X max – X min R = 96-60 = 36 5. Number of class K = 1 + 3,3 log (n) K= 1+ 3,3 log 30 1+ 3.3. 1,477 = 6 6. Length of Interval class (P) P=R
= 36 = 6
K
6
Table 1.3 Frequency Distribution (Post-test Experimental class) No
Interva
Fi
Xi
Xi2
fixi2
fixi
l
1
60-66
3
63
3969
189
Low
Upper
class
class
bounda
bounda
ry
ry
35721 59,5
66,5
Fk
3
54
2
67-72
5
69,5
4830,25
347,5
120756,25 66,5
72,5
5
3
73-78
5
75,5
5700,25
377,5
142506,25 72,5
78,5
14
4
79-84
12
81,5
6642,25
978
956484 78,5
84,5
22
5
85-90
2
87,5
7656,25
175
30625 84,5
90,5
27
6
91-96
3
93,5
8742,25
280,5
78680,25 90,5
96,5
30
33571,25
2347,5
Total
Xi – X
30
(Xi-X)2
-15,13 -8,63
f (Xi- X)2
228,91
686,75
74,47
372,35
6,91
34,55
11,35
136,2
87,79
175,58
236,23
708,69
-2,63 3,37 9,37 15,37
2114,12
7. Mean (X) Mx = = 2347,5 = 78,25 30
8. Variance (
= 2114,12 = 70,47 30
1329052
55
9. Standard Deviation (S) S= √
=√
=√
= 8,394
D. The Calculating of Frequency Distribution, Mean, Variance, Standard Deviation (Post-test Controlled Class) 1. Sample total (n) 30 2. Distribution of score 56 72 76
56 56 56 72 72 72 80 80 80
60 60 72 76 80 80
3. Maximal Score : 88 Minimum Score: 56 4. Range (R) R= X max – X min R = 88-56 = 32 5. Number of class K = 1 + 3,3 log (n) K= 1+ 3,3 log 30 1+ 3.3. 1,477 = 6 6. Length of Interval class (P) P=R K
= 32 = 5,3 ~ 5 6
60 76 84
68 68 68 76 76 76 84 88 88
56
Table 1.4 Frequency Distibution (Post-test Controlled class) No
Interval Fi
Xi2
Xi
fixi2
fixi
Low
Upper
class
class
Fk
boundary boundary 1
56-61
7
58,5
3422,25
409,5
167690,3 55,5
61,5
7
2
62-67
0
64,5
4160,25
0
0 61,5
67,5
7
3
68-73
8
70,5
4970,25
564
318096 67,5
73,5
15
4
74-79
6
76,5
5852,25
459
210681 73,5
79,5
21
5
80-85
7
82,5
6806,25
577,5 333506,25 79,5
85,5
28
6
86-91
2
88,5
7832,25
91,5
30
Total
Xi – X
177
30
33043,5
(Xi-X)2
f (Xi- X)2
2187 1061302,5
-14,4
207,36
1451,52
-8,4
70,56
0
-2,4
5,76
46,08
3,6
12,96
77,76
9,6
92,16
645,12
15,6
243,36
486,72 2707,2
1. Mean (X) Mx =
31329 85,5
57
= 2187 = 72,9 30
2. Variance (
= 2707,2 = 90,24 30
3. Standard Deviation (S) S= √
=√
=√
= 9,499
58
APPENDIX 5
Statistical Hypothesis Test Calculation (t-test)
Table 5.1 Variable, mean, standard deviation, variance (Post-test) Variable
(n)
Mean (X)
Standard
Variance (S2)
Deviation (S) Experimental
30
78.25
8.394
70.47
30
72.9
9.499
90.24
Class Controlled Class
Descriptions : = the price of t value ̅
= average score of experiment class
̅
= average score of control class = variant data of experiment class = variant data of control class = standard deviation of both classes = the total students of experiment class = the total students of control class
√
√
59
√
√
√
= 10.79
̅
̅
√
√
√
√
60
Based on calculating above, the result of t-test from experimental and controlled class is 2.07 a. Determining the t-test significance level α= 0.05 by calculating the degree of freedom df = (N1 + N2) - 2 df = (30 + 30) – 2 = 60 -2 = 40 The degree of freedom (df) = 16 b. The result was comparing t-count (2.07) and t-table (1.684). We know that
; 2.07 > 1.684 or H0 is rejected and H1 is
accepted. It means t-count is higher than t-table
61
APPENDIX 6
NORMALITY TEST
The criteria of the testing follow: If the value (p) > significant (α =0.05) it means that the sample from the population, Ho was accepted and Ha was rejected (normal distribution). If the value (p) < significant (α =0.05) it means Ho was rejected and Ha was accepted (not normal distribution) The steps were using SPSS 18 to measure normality test as follow: -
Open file
-
Click analyze Descriptive statistics Explore on menu toolbar
-
Click and input score of reading dependent list and input the other variable in the factor list
-
Click Statistics and choose 95 % as descriptive confidence interval for mean
-
Click continue until it came back in the menu
-
Click plots ( checklist normality plots with tests )
-
Continue and Ok
62
APPENDIX 7
HOMOGENEITY TEST
The criteria of testing homogeneity test: a. Sample of total (n) 30 b. If the value (p) > significant (α =0.05), H0 is accepted, it means that sample has homogenous variant which means, the students had the same characters on students’ reading comprehension in narrative text, moreover the data was valid. c. If the value (p) < significant (α =0.05), H0 is rejected, it means that sample does not have homogenous variant which means, the students
had
the
same
characters
on
students’
reading
comprehension in narrative text, moreover the data was valid.
The steps were using SPSS 18 to measure homogeneity test as follow: -
Open file
-
Click analyze Compare means One-way ANOVA on menu
-
Click and input score of reading dependent list
-
Click the other variable factor
-
Click options and choose homogeneity of variance test
-
Continue and Ok
63
APPENDIX 8
THE EFFECT SIZE
The effect size is used to know the strong or weak of the difference two groups or the relationship between two variables. Cohen’s formula : d=
Pooled standard deviation = (standard deviation of group 1 + standard deviation of group 2) 2
d=
= =
0.597
Pooled standard deviation =
=
Therefore, the calculation of effect size was 0.597 (medium effect)
KISI-KISI PENULISAN SOAL POST-TEST TAHUN PELAJARAN 2013/2014
Jenjang Mata Pelajaran Materi Kurikulum Acuan Kelas
: MTsN II Pamulang : Bahasa Inggris : Narrative Text : KTSP (Standar Isi) : IX ( Sembilan )
No
Kompetensi Dasar
1
Merespon makna dalam teks tulis fungsional dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Bentuk Soal Jumlah Soal Alokasi Waktu
: Pilihan Ganda : 25 butir soal :±55 menit
Indikator -
Menentukan judul (title) cerita dari sebuah bacaan yang tepat Menentukan ide utama
-
Menemukan informasi rinci yang tersurat yang ada dalam bacaan.
-
Menentukan rujukan (refer to) kata yang tepat dari bacaan
-
Menemukan pernyataan yang tepat/salah dari sebuah bacaan Menentukan moral value dalam sebuah cerita
No.Soal
Jumlah soal 9 28, 35
2, 3, 5, 6, 8-11, 15, 17-18, 21,24- 25, 27, 33- 34,36- 37 7 19 4 dan 29
25 soal pilihan ganda
KISI-KISI PENULISAN SOAL PRE-TEST TAHUN PELAJARAN 2013/2014
Jenjang Mata Pelajaran Materi Kurikulum Acuan Kelas
: MTsN II Pamulang : Bahasa Inggris : Narrative Text : KTSP (Standar Isi) : IX ( Sembilan )
No
Kompetensi Dasar
1
Merespon makna dalam teks tulis fungsional dan monolog pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari
Bentuk Soal Jumlah Soal Alokasi Waktu
Indikator -
Menentukan judul (title) cerita dari sebuah bacaan yang tepat Menentukan ide utama
: Pilihan Ganda : 25 butir soal :±55 menit
No.Soal
Jumlah soal 34 20
25 soal pilihan 2,6,7,9,11,13,15,16,21,24 ganda 25,28,29,31-33
-
Menemukan informasi rinci yang tersurat yang ada dalam bacaan.
-
Menentukan rujukan (refer to) kata yang tepat dari bacaan
8, 12,35
-
Menemukan pernyataan yang tepat/salah dari sebuah bacaan Menentukan moral value dalam sebuah cerita
14
-
5 dan 36
Rencana Pelaksanaan Pembelajaran (RPP) KELAS EKSPERIMEN
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 1 dan 2
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan Pembelajaran
Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text.
Siswa mampu merespon main idea, supporting details dalam narrative text
Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks A Mouse Deer and Some Crocodile Orientation: Once upon a time, there was a mouse deer lived in a jungle. The mouse deer was a clever animal. He was also very confident. He never be afraid of other animals, although they were big and fierce, because he always cheated them all. Complication: One day, the mouse deer walked along the jungle, he arrived at a river. He wanted a cross the river. But, he couldn’t do it. He thought very hard, how to cross the river. He needed some banana trunks to do it but there was none. While, he was thinking, there were a group of crocodiles were gathering not far from he was standing. “Aha! That is the mouse deer. We must catch them. He can’t cheat us anymore.” One of the crocodiles said. The crocodile dived to where the mouse deer was standing. The mouse deer was very surprised to see the crocodiles around him. “Nice to see you, mouse deer, it’s time for you to die!” one of crocodiles said. The mouse deer stood still and he already found a good idea to deal with the crocodiles. “All right..I’ll become your meal today. But I want to tell you something before you eat me.” The mouse deer told the crocodiles that he met a wise man. The wise man taught him how fattens himself. The wise man also gave him some perfume to make his meat smell sweet. Resolution: The mouse deer said, “So, in a short time I’ll be fat, and I’m enough for one hundred crocodiles.” The crocodiles were amazed and they followed the mouse deer’s instructions and formed a neat straight line of crocodiles stretching from one side of the river to the other. The
mouse deer jumped on the crocodiles back one by one while count them. “One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear crocodiles, you are only thirty at all. How come? My meat can make one hundred crocodiles full. Where are the others? OK, crocodiles, listen! I’m in hurry. I’ll have a meeting with the lion and elephant. So, I have to go now. Good bye stupid crocodiles. Have a nice day…. Reorientation: The mouse deer had crossed the river safely. He left the crocodiles all. -
Vocabulary yang berhubungan dengan teks
-
Structure : simple past tenses Model narrative text “The old man” The Old Man and the Durian Tree
In a very quiet little village, lived an old man, over 80 years old. He was planting a durian tree when a neighbor observed him. The neighbor asked the old man, “Do you expect to eat durian from that tree? The durian tree will take about 8 years to bear fruit.” The old man rested on his spade and smiled. He said, “No, at my age I know I won’t. All my life I have been enjoying durians, but never from a tree have I planted before. I wouldn’t have had durians if other men haven’t done what I’m doing now. I’m just trying to repay the other men who have planted durians for me. “No wonder he looked so happy. We should give first and only then, get something in return. We will not only get what we want but will actually be really happy in the end, because we need to sow first before we can reap.
F. Metode pembelajaran/teknik : Suggestopedia G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop dan speaker
Internet
Poster, whiteboard
H. Proses Belajar mengajar
Pertemuan ke-1 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan
Guru memberi salam,
(Greeting &
berdoa dan mengatur
Apersepsi)
penampilan kelas
waktu Siswa Siswa berdoa
5 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran Kegiatan Inti
Guru mengatur tempat
1. Eksplorasi
duduk siswa agar rilex
mendengarkan
dengan memberikan
dan menyimak
Siswa
copy teks narrative Guru mempresentasikan narrative text dengan power point Guru memberikan siswa untuk bertanya
2. Elaborasi
Guru membacakan
Siswa
cerita tentang “mouse
menyimak
and deer” dengan
cerita dengan
mengikuti iringan
iringan musik
music Guru bercerita menngunakan gesture/action sesuai dengan jalan cerita Guru memberikan
30 menit
3. Konfirmasi
pertanyaan tentang
Siswa menjawab
cerita yang disimaknya
dengan lisan
Guru meminta siswa (volunteer) membacakan cerita di
Siswa merespon
depan kelas Kegiatan Penutup
Guru menyimpulkan materi yang telah
Siswa
5 menit
memperhatikan
dipelajari
Pertemuan ke-2 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa Guru mereview
waktu Siswa Siswa berdoa
3 menit
dan menjawab pertanyaan
kembali materi yang telah disampaikan pada pertemuan sebelumnya Kegiatan Inti 1. Eksplorasi
Guru memberikan instruksi pada siswa untuk relaksasi dengan duduk tegak, tenang, menarik nafas dalam sambil memejamkan mata dengan memberikan suggesti positif
Siswa mempraktekkan
35 menit
Guru bertanya tentang cerita narrative yang
Siswa menjawab pertanyaan
pernah didengar
2. Elaborasi
Guru membacakan cerita tentang “the old
Siswa menyimak
man” dengan mengikuti iringan music tanpa siswa mendapatkan copy teks Guru menanyakan
Siswa menjawab
siswa karakter, main idea, latar dll dalam cerita narraive
3. Konfirmasi
Guru memberikan
Siswa
games “blue clue”
membentuk
secara berkelompok
kelompok dan
memperagakan tokoh
bermain dengan
atau karakter dari ceita
kompak
narrative Kegiatan Penutup
Guru menyimpulkan
Siswa
materi yang telah
memperhatikan
dipelajari
guru
2 menit
Teknik/bentuk : Tes tertulis Nilai siswa = Skor perolehan X 100 Skor siswa
Pedoman Penilaian No
Uraian
Skor
Pest
Jawaban benar
100
test
Jawaban tidak tepat
-
Mengetahui Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
Rencana Pelaksanaan Pembelajaran (RPP) KELAS EKSPERIMEN
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 3 dan 4
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan Pembelajaran
Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text.
Siswa mampu merespon main idea, supporting details dalam narrative text
Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks “A bat and the weasels” A Bat and The Weasels One evening, a bat went out to hunt for food even though he was not well. As he flew after some insects, he felt dizzy and fell to the ground in a field. Before he could get up, a weasel pounced on him. “Please, Mr. Weasel,” the bat pleaded,” please let me go!”. The weasel just laughed, “Certainly not! I am a great hunter of birds!” Thinking quickly, the bat replied,” Oh, but I am not a bird, I am a mouse. Look closely at my face. Don’t I look like a mouse?”. The weasel agreed and let him go. A short time later, the bat fell to the ground again and was caught by a second weasel. Once again, he had to plead for his life. “Why shouldn’t I kill you? I hunt mice! Exclaimed the weasel. “Oh, but I am not a mouse,” he answered. “ I am a bat. Have you ever a mouse with wings?” he asked, spreading his wings for the weasel to see. The weasel was convinced and set him free
-
Vocabulary yang berhubungan dengan teks
-
Structure dan languages features
F. Metode pembelajaran/teknik : Suggestopedia G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop dan speaker
Internet
Poster, whiteboard, video
H. Proses Belajar mengajar Pertemuan ke-3 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru mereview kembali materi yang telah disampaikan pada pertemuan sebelumnya Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru menjelaskan ciri- Siswa ciri languages features, memperhatikan grammatical dalam narrative text. Guru memberi
Siswa bertanya
kesempatan siswa bertanya
2. Elaborasi
Guru menceritakan sebuah cerita dengan
Siswa menyimak
menggunakan gambar yang dilengkapi dengan dialog Guru meminta siswa secara berkelompok
Siswa membuat
membuat pertanyaan
kelompok dan
35 menit
dari dialog dengan
membuat
mengidentifikasi
pertanyaan
language dan grammar nya
3. Konfirmasi
Guru mememinta siswa menukar pertanyaan dari
Siswa menjawab pada kertas
kelompok lain dan menjawabnya Guru membuat permainan sederhana dengan menebak karakter, main idea, informasi umum, spesifik,moral value
Siswa membentuk kelompok dan bermain dengan kompak
dari materi yang sudah dipelajari. Guru memberikan kesimpulan dari pertanyaan Kegiatan Penutup
Guru memberikan tugas membuat
Siswa
2 menit
memperhatikan
pertanyaan dan jawaban dari cerita
Pertemuan ke-4 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan
Guru memberi salam,
waktu Siswa Siswa berdoa
3 menit
(Greeting & Apersepsi)
berdoa
dan menyimak
Guru mereview kembali materi yang telah disampaikan pada pertemuan sebelumnya Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru meminta siswa memikirkan identitas
Siswa mempraktekkan
baru seperti nama, pekerjaan, tempat tinggal Guru meminta siswa memperkenalkan diri
Siswa menyimak
kepada siswa lain dengan identitas baru tersebut
2. Elaborasi
Guru memutar film “Rio 2” dan
Siswa memperhatikan
memberikan pertanyaan dari film tersebut Guru menjelaskan
Siswa
main idea, supporting
menyimak
details, informasi
dengan seksama
umum dan spesifik dari narrative text dengan menggunakan ilustrasi film
35 menit
Guru membimbing siswa dalam menjawab soal
3. Konfirmasi
Guru membahas pertanyaan yang berhubungan dengan narrative text
Siswa memperhatikan dan mempraktekkan
Guru meminta siswa membuat dialog singkat dengan menggunakan identitas baru secara berkelompok dengan mengikuti contoh film Kegiatan Penutup
Guru menyimpulkan hasil pembelajaran
Siswa memperhatikan
2 menit
Rencana Pelaksanaan Pembelajaran (RPP) KELAS EKSPERIMEN
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 5 dan 6
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk
narrative dan report untuk berinteraksi dalam konteks
kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan pembelajaran
Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text.
Siswa mampu merespon main idea, supporting details dalam narrative text
Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks The Prince and His Best Friends
-
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house. Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper & the Prince were riding away on one of the bandit’shorses. It turns out. Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
-
Vocabulary yang berhubungan dengan teks
-
Generic structure narrative teks resolution, reorientation
-
Structure : simple past tenses
: Orientation, complication,
F. Metode pembelajaran/teknik : Suggestopedia G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop dan speaker
Internet
Poster, whiteboard
Gambar
H. Proses Belajar mengajar Pertemuan ke-5 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru menyampaikan
Siswa
materi tentang narrative memyimak text Guru mereview kembali materi yang telah disampaikan pada pertemuan sebelumnya Guru membangun imajinasi siswa dengan menebak sebuah gambar dan membacakan cerita dengan iringan musik
Siswa menjawab dengan baik
35 menit
2. Elaborasi
Guru memberikan
Siswa membuat
games tentang narrative kelompok text secara berkelompok dari cerita yang dibacakan Guru meminta siswa bermain peran dari
Siswa
dialog atau cerita
mempraktekkan
narrative yang mereka ketahui dengan menggunakan identitas baru mereka.
3. Konfirmasi
Guru memberi kesempatan siswa lain mengomentari penampilan temannya
Siswa memperhatikan dan menjawab
Guru bersama siswa bertanya jawab tentang hal yang tidak diketahui
Kegiatan Penutup
Guru menyimpulkan hasil pembelajaran
Siswa memperhatikan
2 menit
Pertemuan ke-6 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru merapikan keadaan kelas dengan
Siswa menyimak
memberikan suggesti positive kepada siswa Guru menceritakan sebuah cerita dengan iringan music untuk melatih daya ingat siswa
2. Elaborasi
Guru menjelaskan materi
Siswa memperhatikan
Guru meminta siswa mengerjakan tugas
Siswa
secara kelompok
mengerjakan
Guru meminta siswa
dengan baik
melakukan tanya jawab antar kelompok dari materi yang telah dipelajari
3. Konfirmasi
Guru menunjuk salah
35 menit
satu kelompok untuk
Siswa
menjawab tugas
mempraktekkan
tersebut tanpa melihat jawaban secara lisan. Guru melakukan games dengan menjawab clue yang diberikan oleh kelompoknya dari materi yang dipelajari Kegiatan Penutup
Guru menyimpulkan hasil pembelajaran
memperhatikan
I. Penilaian a. Teknik/bentuk : Tes tertulis Nilai siswa = Skor perolehan X 100 Skor siswa Pedoman Penilaian No
Uraian
Skor
Post
Jawaban benar
100
test
Jawaban tidak tepat
-
Mengetahui Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
Siswa
2 menit
Rencana Pelaksanaan Pembelajaran (RPP) KELAS KONTROL
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 1 dan 2
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan Pembelajaran Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text.
Siswa mampu merespon main idea, supporting details dalam narrative text
Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks A Mouse Deer and Some Crocodile Orientation: Once upon a time, there was a mouse deer lived in a jungle. The mouse deer was a clever animal. He was also very confident. He never be afraid of other animals, although they were big and fierce, because he always cheated them all. Complication: One day, the mouse deer walked along the jungle, he arrived at a river. He wanted a cross the river. But, he couldn’t do it. He thought very hard, how to cross the river. He needed some banana trunks to do it but there was none. While, he was thinking, there were a group of crocodiles were gathering not far from he was standing. “Aha! That is the mouse deer. We must catch them. He can’t cheat us anymore.” One of the crocodiles said. The crocodile dived to where the mouse deer was standing. The mouse deer was very surprised to see the crocodiles around him. “Nice to see you, mouse deer, it’s time for you to die!” one of crocodiles said. The mouse deer stood still and he already found a good idea to deal with the crocodiles. “All right..I’ll become your meal today. But I want to tell you something before you eat me.” The mouse deer told the crocodiles that he met a wise man. The wise man taught him how fattens himself. The wise man also gave him some perfume to make his meat smell sweet. Resolution: The mouse deer said, “So, in a short time I’ll be fat, and I’m enough for one hundred crocodiles.” The crocodiles were amazed and they followed the mouse deer’s instructions and formed a neat straight line of crocodiles stretching from one side of the river to the other. The mouse deer jumped on the crocodiles back one by one while count them.
“One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear crocodiles, you are only thirty at all. How come? My meat can make one hundred crocodiles full. Where are the others? OK, crocodiles, listen! I’m in hurry. I’ll have a meeting with the lion and elephant. So, I have to go now. Good bye stupid crocodiles. Have a nice day…. Reorientation: The mouse deer had crossed the river safely. He left the crocodiles all. -
Vocabulary yang berhubungan dengan teks
-
Structure : simple past tenses Model narrative text “The old man” The Old Man and the Durian Tree
In a very quiet little village, lived an old man, over 80 years old. He was planting a durian tree when a neighbor observed him. The neighbor asked the old man, “Do you expect to eat durian from that tree? The durian tree will take about 8 years to bear fruit.” The old man rested on his spade and smiled. He said, “No, at my age I know I won’t. All my life I have been enjoying durians, but never from a tree have I planted before. I wouldn’t have had durians if other men haven’t done what I’m doing now. I’m just trying to repay the other men who have planted durians for me. “No wonder he looked so happy. We should give first and only then, get something in return. We will not only get what we want but will actually be really happy in the end, because we need to sow first before we can reap.
F. Metode pembelajaran/teknik : Ceramah/diskusi G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop
Internet
Whiteboard/slide
H. Proses Belajar mengajar
Pertemuan ke-1
Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan
Guru memberi salam,
(Greeting &
berdoa dan mengatur
Apersepsi)
penampilan kelas
waktu Siswa Siswa berdoa
5 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran Kegiatan Inti 1. Eksplorasi
Guru memberikan
Siswa menjawab 30 menit
pertanyaan tentang teks narrative Guru memberikan pertamyaan tentang contoh cerita narrative
2. Elaborasi
Guru meminta siswa membaca narrative text yang diberikan dengan silent reading Guru meminta siswa mengidentifikasi cerita tersebut dan kata-kata yang sulit materi tentang narrative Guru menjelaskan katakata yang sulit dan cerita tersebut gesture/action sesuai
Siswa menyimak
3. Konfirmasi
Kegiatan Penutup
Guru memberikan
Siswa merespon
latihan soal secara
dengan
berkelompok
menjawab
Guru menutup
Siswa
pelajaran
5 menit
memperhatikan
Pertemuan ke-2 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa Guru menjelaskan
waktu Siswa Siswa berdoa
3 menit
dan menjawab pertanyaan
tujuan pembelajaran Kegiatan Inti 1. Eksplorasi
Guru mereview tugas
Siswa menyimak 35 menit
yang diberikan sebelumnya
2. Elaborasi
Guru membaca teks secara reading aloud
Siswa memperhatikan
Guru meminta siswa mengoreksi pronouncation, vocabulary dan structure dalam narrative text
3. Konfirmasi
Guru meminta siswa menceritakan kembali
Siswa memperaktekkan
narrative yang dibacakan masingmsing kelompok
Kegiatan Penutup
Guru menyimpulkan
Siswa
materi yang telah
memperhatikan
dipelajari
guru
Teknik/bentuk : Tes tertulis Nilai siswa = Skor perolehan X 100 Skor siswa Pedoman Penilaian No
Uraian
Skor
Pest
Jawaban benar
100
test
Jawaban tidak tepat
-
Mengetahui Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
2 menit
Rencana Pelaksanaan Pembelajaran (RPP) KELAS KONTROL
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 3 dan 4
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan Pembelajaran
Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text.
Siswa mampu merespon main idea, supporting details dalam narrative text
Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks “A bat and the weasels” A Bat and The Weasels One evening, a bat went out to hunt for food even though he was not well. As he flew after some insects, he felt dizzy and fell to the ground in a field. Before he could get up, a weasel pounced on him. “Please, Mr. Weasel,” the bat pleaded,” please let me go!”. The weasel just laughed, “Certainly not! I am a great hunter of birds!” Thinking quickly, the bat replied,” Oh, but I am not a bird, I am a mouse. Look closely at my face. Don’t I look like a mouse?”. The weasel agreed and let him go. A short time later, the bat fell to the ground again and was caught by a second weasel. Once again, he had to plead for his life. “Why shouldn’t I kill you? I hunt mice! Exclaimed the weasel. “Oh, but I am not a mouse,” he answered. “ I am a bat. Have you ever a mouse with wings?” he asked, spreading his wings for the weasel to see. The weasel was convinced and set him free
-
Vocabulary yang berhubungan dengan teks
-
Structure dan languages features
F. Metode pembelajaran/teknik : Ceramah/diskusi G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop
Internet
Whiteboard/slide
H. Proses Belajar mengajar Pertemuan ke-3 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru memberikan narrative text untuk
Siswa memperhatikan
diidentifikasi oleh siswa Guru memberi
Siswa bertanya
kesempatan siswa bertanya
2. Elaborasi
Guru menjelaskan language features dan
Siswa menyimak
grammar dalam narrative text Guru memberikan contoh cerita dan menjelaskan karakter, main idea dll Guru meminta siswa 3. Konfirmasi
membacakan cerita kemudian
Siswa membuat kelompok dan membuat pertanyaan
35 menit
mengidentifikasi karakter, main idea dll
Siswa menjawab pada kertas
Kegiatan Penutup
Guru memberikan tugas secara kelompok
Siswa
2 menit
memperhatikan
membuat pertanyaan dan jawaban dari cerita
Pertemuan ke-4 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru meminta siswa mendiskusikan main
Siswa mempraktekkan
idea, supporting details, informasi umu dan spesifik dari teks
2. Elaborasi
Guru meminta siswa mempresentasikan hasil diskusi Guru meminta siswa
Siswa memperaktekkan
35 menit
menjawab soal 3. Konfirmasi Guru bersama siswa membahas soal yang
Siswa menyimak dan menjawab
berhubungan dengan narrative text
Kegiatan Penutup
Guru menutup pelajaran
Siswa memperhatikan
2 menit
Rencana Pelaksanaan Pembelajaran (RPP) KELAS KONTROL
Nama Sekolah
: MTsN II Pamulang
Kelas/Semester
: IX/I
Mata Pelajaran
: Bahasa Inggris
Topic
: Narrative Text
Pertemuan
: 5 dan 6
Alokasi Waktu
: 4 X 40 menit
A. Standar Kompetensi Membaca (Reading) Memahami makna teks tulis fungsional dan esei pendek sederhana berbentuk narrative dan report untuk berinteraksi dalam konteks kehidupan sehari-hari B. Kompetensi Dasar Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari C. Indikator
Menentukan main idea, supporting details dalam narrative teks
Menentukan informasi umum, specific dalam narrative teks
Mengidentifikasi moral value dalam narrative teks
Mengidentifikasi language features dan generic structure narrative text
D. Tujuan pembelajaran Siswa mampu mengidentifikasi main idea, informasi umum, specific dan moral value dalam narrative text
Siswa mampu mengidentifikasi language features dan generic structure narrative text. Siswa mampu merespon main idea, supporting details dalam narrative text Siswa mampu merespon informasi umum, specific dalam narrative text
E. Materi Pembelajaran -
Model narrative teks The Prince and His Best Friends
-
Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house. Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper & the Prince were riding away on one of the bandit’shorses. It turns out. Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital.
-
Vocabulary yang berhubungan dengan teks
-
Generic structure narrative teks resolution, reorientation
: Orientation, complication,
-
Structure : simple past tenses
F. Metode pembelajaran/teknik : Suggestopedia G. Sumber belajar
Students worksheet class IX dan buku yang relevan
Laptop
Internet
Whiteboard/slide
H. Proses Belajar mengajar Pertemuan ke-5 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru mereview kembali materi yang
Siswa memyimak
telah disampaikan pada pertemuan sebelumnya
2. Elaborasi
Guru menjelaskan materi dan membuat dialog tentang narrative
3. Konfirmasi
Guru meminta siswa membuat dialog dan mempresentasikan
Siswa mempraktekkan
35 menit
secara kelompok Guru meminta siswa
Siswa
memberikan
memperhatikan
pertanyaan dari hasil
dan menjawab
presentasi Guru meminta siswa member komentar
Kegiatan Penutup
Guru menyimpulkan hasil pembelajaran
Siswa
2 menit
memperhatikan
Pertemuan ke-6 Tahapan pokok
Alokasi Aktivitas Guru
Pendahuluan (Greeting & Apersepsi)
Guru memberi salam, berdoa
waktu Siswa Siswa berdoa
3 menit
dan menyimak
Guru menyampaikan tujuan pembelajaran
Kegiatan Inti 1. Eksplorasi
Guru meminta siswa mendiskusikan
Siswa menyimak
languages feature, character dan plot dari narrative text
2. Elaborasi
Guru meminta siswa membaca cerita dengan
Siswa mempraktekkan
lantang Guru meminta siswa
Siswa
35 menit
menjawab pada kertas
mengerjakan
kemudian dikumpulkan
dengan baik
Guru
3. Konfirmasi
memberikesempatan pada siswa untuk bertanya
Kegiatan Penutup
Guru menyimpulkan hasil pembelajaran
memperhatikan
I. Penilaian a. Teknik/bentuk : Tes tertulis Nilai siswa = Skor perolehan X 100 Skor siswa Pedoman Penilaian No
Uraian
Skor
Post
Jawaban benar
100
test
Jawaban tidak tepat
-
Mengetahui Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
Siswa
2 menit
SKOR DATA DIBOBOT ================= Jumlah Subyek = 34 Butir soal = 40 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No Urt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
No Subyek 31 12 14 18 33 1 26 34 3 4 5 6 9 13 22 29 2 17 7 10 19 20 25 27 23 11 32 8 16 30 21 28 15 24
Kode/Nama refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh ... zulham thanu randifta sabrina alfan andania m. yusuf amanda ollyvia janna nurazizah mahda bagus vike nabilah clara putri a deni vivana marisa fahrul fauzi amelia annisa cahya
Benar 38 37 37 37 37 36 36 36 35 35 35 35 35 35 35 35 34 34 33 33 33 33 33 33 32 31 31 30 30 30 28 28 21 17
Salah 2 3 3 3 3 4 4 4 5 5 5 5 5 5 5 5 6 6 7 7 6 7 7 7 8 9 8 10 10 10 10 12 19 23
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 2 0 0 0
Skr Asli 38 37 37 37 37 36 36 36 35 35 35 35 35 35 35 35 34 34 33 33 33 33 33 33 32 31 31 30 30 30 28 28 21 17
RELIABILITAS TES ================ Rata2= 32,88 Simpang Baku= 4,39 KorelasiXY= 0,63 Reliabilitas Tes= 0,77 Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA
Skr Bobot 38 37 37 37 37 36 36 36 35 35 35 35 35 35 35 35 34 34 33 33 33 33 33 33 32 31 31 30 30 30 28 28 21 17
No.Urut 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
No. Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
Kode/Nama Subyek khansa amanda abduh zuhdi zulham thanu randifta janna vivana sabrina nurazizah putri a cahya ze alfan m. ricky annisa marisa ollyvia diva mahda bagus fauzi andania clara cahya vike salsa nabilah amelia m. yusuf fahrul refo deni siti nur wanda
Skor Ganjil 19 15 18 17 16 18 18 14 18 15 15 18 18 19 10 17 14 19 17 16 13 18 17 9 16 17 17 15 17 16 19 15 19 17
Skor Genap 17 19 17 18 19 17 15 16 17 18 16 19 17 18 11 13 20 18 16 17 15 17 15 8 17 19 16 13 18 14 19 16 18 19
Skor Total 36 34 35 35 35 35 33 30 35 33 31 37 35 37 21 30 34 37 33 33 28 35 32 17 33 36 33 28 35 30 38 31 37 36
KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 31 12 14 18 33 1 26 34 3
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi
Skor 38 37 37 37 37 36 36 36 35
1 1 1 1 1 1 1 1 1 1 1
2 2 1 1 1 1 1 1 1 1 1
3 3 1 1 1 1 1 1 1 1
4 4 1 1 1 1 1 1 1
5 5 1 1 1 1 1 1 1 1 1
6 6 1 1 1 1 1 1 1 1 -
7 7 1 1 1 1 1 1 1 1 1
Jml Jwb Benar
Irtidlo
31
9
9
8
7
9
8
9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 31 12 14 18 33 1 26 34 3 Jml Jwb Benar
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi Irtidlo
Skor 38 37 37 37 37 36 36 36 35 31
8 8 1 1 1 1 1 1 1 1 1 9
9 9 1 1 1 1 1 1 1 1 1 9
10 10 1 1 1 1 1 1 1 7
11 11 1 1 1 1 1 1 1 1 1 9
12 12 1 1 1 1 1 1 1 1 1 9
13 13 1 1 1 1 1 1 1 1 8
14 14 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 31 12 14 18 33 1 26 34 3 Jml Jwb Benar
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi Irtidlo
Skor 38 37 37 37 37 36 36 36 35 31
15 15 1 1 1 1 1 1 1 1 1 9
16 16 1 1 1 1 1 1 1 7
17 17 1 1 1 1 1 1 1 1 8
18 18 1 1 1 1 1 1 1 1 1 9
19 19 1 1 1 1 1 1 1 1 1 9
20 20 1 1 1 1 1 1 1 1 1 9
21 21 1 1 1 1 1 1 1 1 8
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 31 12 14 18 33 1 26 34 3 Jml Jwb Benar
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi Irtidlo
Skor 38 37 37 37 37 36 36 36 35 31
22 22 1 1 1 1 1 1 1 1 1 9
23 23 1 1 1 1 1 1 1 1 1 9
24 24 1 1 1 1 1 1 1 7
25 25 1 1 1 1 1 1 1 1 1 9
26 26 1 1 1 1 1 1 1 1 1 9
27 27 1 1 1 1 1 5
28 28 1 1 1 1 1 1 1 1 8
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 31 12 14 18 33 1 26 34 3
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi
Skor 38 37 37 37 37 36 36 36 35
29 29 1 1 1 1 1 1 1 -
30 30 1 1 1 1 1 1 1
31 31 1 1 1 1 1 1 1
32 32 1 1 1 1 1 1 1
33 33 1 1 1 1 1 1 1 1
34 34 1 1 1 1 1 1 1 1 1
35 35 1 1 1 1 1 1 1 1 -
No.Urut 1 2 3 4 5 6 7 8 9
Jml Jwb Benar
Irtidlo
No Subyek 31 12 14 18 33 1 26 34 3 Jml Jwb Benar
Kode/Nama Subyek refo cahya ze m. ricky diva siti nur khansa salsa wanda abduh zuhdi Irtidlo
31
7
7
7
7
8
Skor 38 37 37 37 37 36 36 36 35 31
36 36 1 1 1 1 1 1 1 7
37 37 1 1 1 1 1 1 1 1 8
38 38 1 1 1 1 1 1 1 1 1 9
39 39 1 1 1 1 1 1 1 1 1 9
40 40 1 1 1 1 1 1 1 1 1 9
9
8
Kelompok Asor Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 11 32 8 16 30 21 28 15 24 Jml Jwb Benar
Kode/Nama Subyek putri a deni vivana marisa fahrul fauzi amelia annisa cahya Annisa
Skor 31 31 30 30 30 28 28 21 17 10
1 1 1 1 1 1 1 5
2 2 1 1 1 1 1 5
3 3 1 1 1 1 1 1 1 1 1 9
4 4 1 1 1 1 1 1 1 1 8
5 5 1 1 1 1 1 1 1 7
6 6 1 1 1 1 1 1 6
7 7 1 1 1 1 1 1 6
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 11 32 8 16 30 21 28 15 24 Jml Jwb Benar
Kode/Nama Subyek putri a deni vivana marisa fahrul fauzi amelia annisa cahya Annisa
Skor 31 31 30 30 30 28 28 21 17 10
8 8 1 1 1 1 1 1 1 1 8
9 9 * 1 1 1 1 1 1 6
10 10 1 1 1 1 1 1 1 7
11 11 1 1 1 1 1 1 1 7
12 12 1 1 1 1 1 1 1 1 8
13 13 1 1 1 1 1 1 6
14 14 1 1 1 1 1 5
No.Urut 1 2 3 4 5
No Subyek 11 32 8 16 30
Kode/Nama Subyek putri a deni vivana marisa fahrul
Skor 31 31 30 30 30
15 15 1 1 1 1 1
16 16 1 1 1
17 17 1 1 1
18 18 1 1 1 1 1
19 19 1 1 1 1 1
20 20 1 1 1 1
21 21 1 1 1 1 1
6 7 8 9
21 28 15 24 Jml Jwb Benar
fauzi amelia annisa cahya Annisa
28 28 21 17 10
1 1 7
1 1 1 6
1 1 1 1 7
1 1 7
1 1 7
1 5
1 6
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 11 32 8 16 30 21 28 15 24 Jml Jwb Benar
Kode/Nama Subyek putri a deni vivana marisa fahrul fauzi amelia annisa cahya Annisa
Skor 31 31 30 30 30 28 28 21 17 10
22 22 1 1 1 1 1 1 1 7
23 23 1 1 1 1 1 1 1 1 1 9
24 24 1 1 1 3
25 25 1 1 1 1 1 5
26 26 1 1 1 1 1 1 1 7
27 27 1 * 1
28 28 1 1 1 3
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 11 32 8 16 30 21 28 15 24 Jml Jwb Benar
Kode/Nama Subyek putri a deni vivana marisa fahrul fauzi amelia annisa cahya Annisa
Skor 31 31 30 30 30 28 28 21 17 10
29 29 1 1 1 1 4
30 30 1 1 1 1 1 1 1 7
31 31 1 1 1 1 * 1 5
32 32 1 1 1 1 1 1 6
33 33 1 1 1 1 4
34 34 1 1 1 1 4
35 35 1 1 1 1 1 5
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 11 32 8 16 30 21 28 15 24 Jml Jwb Benar
Kode/Nama Subyek putri a deni vivana marisa fahrul fauzi amelia annisa cahya Annisa
Skor 31 31 30 30 30 28 28 21 17 10
36 36 1 1 2
37 37 1 1 1 1 1 1 1 1 1 9
38 38 1 1 1 1 1 1 1 1 1 9
39 39 1 1 1 1 1 1 1 1 1 9
40 40 1 1 1 1 1 1 1 1 1 9
DAYA PEMBEDA ============ Jumlah Subyek= 34 Klp atas/bawah(n)= 9 Butir Soal= 40
Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Kel. Atas 9 9 8 7 9 8 9 9 9 7 9 9 8 9 9 7 8 9 9 9 8 9 9 7 9 9 5 8 7 7 7 7 8 9 8 7 8 9 9 9
Kel. Bawah 5 5 9 8 7 6 6 8 6 7 7 8 6 5 7 6 7 7 7 5 6 7 9 3 5 7 1 3 4 7 5 6 4 4 5 2 9 9 9 9
Beda 4 4 -1 -1 2 2 3 1 3 0 2 1 2 4 2 1 1 2 2 4 2 2 0 4 4 2 4 5 3 0 2 1 4 5 3 5 -1 0 0 0
Indeks DP (%) 44,44 44,44 -11,11 -11,11 22,22 22,22 33,33 11,11 33,33 0,00 22,22 11,11 22,22 44,44 22,22 11,11 11,11 22,22 22,22 44,44 22,22 22,22 0,00 44,44 44,44 22,22 44,44 55,56 33,33 0,00 22,22 11,11 44,44 55,56 33,33 55,56 -11,11 0,00 0,00 0,00
TINGKAT KESUKARAN ================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No Butir Baru 1 2
No Butir Asli 1 2
Jml Betul 25 29
Tkt. Kesukaran(%) 73,53 85,29
Tafsiran Mudah Sangat Mudah
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
28 29 27 30 28 32 29 26 31 30 30 28 30 26 24 32 32 30 30 31 33 25 30 26 10 24 26 25 27 25 25 27 28 19 29 34 34 34
82,35 85,29 79,41 88,24 82,35 94,12 85,29 76,47 91,18 88,24 88,24 82,35 88,24 76,47 70,59 94,12 94,12 88,24 88,24 91,18 97,06 73,53 88,24 76,47 29,41 70,59 76,47 73,53 79,41 73,53 73,53 79,41 82,35 55,88 85,29 100,00 100,00 100,00
Mudah Sangat Mudah Sangat Mudah Sangat Sangat Mudah Sangat Sangat Sangat Mudah Sangat Mudah Sangat Sangat Sangat Sangat Sangat Sangat Sangat Mudah Sangat Mudah Sukar Sangat Mudah Mudah Mudah Mudah Mudah Mudah Mudah Sedang Sangat Sangat Sangat Sangat
KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA No Butir Baru 1 2 3 4 5 6 7
No Butir Asli 1 2 3 4 5 6 7
Korelasi 0,026 0,882 0,041 0,307 0,275 0,816 0,607
Signifikansi Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan
Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah
Mudah Mudah Mudah Mudah
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
0,729 0,393 NAN 0,412 0,970 0,930 0,708 0,865 0,185 -0,110 0,885 0,754 0,930 0,923 0,236 0,477 0,725 0,916 -0,007 NAN 0,425 0,780 -0,362 0,787 0,691 0,917 0,970 0,970 0,699 -0,196 -0,074 NAN NAN
Sangat Signifikan Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN NAN
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20 25 30 40 50
P=0,05 0,576 0,482 0,423 0,381 0,349 0,304 0,273
P=0,01 0,708 0,606 0,549 0,496 0,449 0,393 0,354
Bila koefisien = 0,000
df (N-2) 60 70 80 90 100 125 >150
P=0,05 0,250 0,233 0,217 0,205 0,195 0,174 0,159
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH ================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA
No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk
a 4+ 4--28** 29** 27** 4--28** 0-3-0-0-0-30** 28** 0-4+ 10-2--30** 2+ 2-1--6-0-0-0-0-3++ 25** 3+ 10-2++ 28** 10-0-0 0 34**
b 25** 29** 4-5--7--30** 0-2--0-26** 31** 3--1+ 0-4--26** 9--32** 0-3--2+ 31** 33** 25** 4--26** 22--4++ 5-2+ 27** 25** 8--27** 3+ 19** 5--34** 0 0
c 50-2++ 0-0-0-2++ 0-29** 0-2-30** 3--4-30** 3++ 24** 1+ 32** 0-0-1++ 0-0-0-7--1-24** 26** 7--0-6-25** 3+ 3+ 5++ 29** 0 34** 0
d 0-1+ 0-0-0-0-4-32** 1+ 8--1++ 1+ 0-2++ 0-10-1+ 0-1+ 30** 0-0-3++ 30** 110** 6-0-0-3+ 112++ 0-0-0-0 0 0
* 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
REKAP ANALISIS BUTIR ===================== Rata2= 32,88 Simpang Baku= 4,39 KorelasiXY= 0,63 Reliabilitas Tes= 0,77 Butir Soal= 40 Jumlah Subyek= 34 Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
D.Pembeda(%) 44,44 44,44 -11,11 -11,11 33,33 22,22 33,33 44,44 33,33 0,00 44,44 22,22 22,22 44,44 22,22 11,11 11,11 22,22 22,22 44,44 22,22 22,22 0,00 44,44 44,44 22,22 44,44 55,56 33,33 0,00 22,22 11,11 44,44 55,56 33,33 55,56 -11,11 0,00 0,00 0,00
T. Kesukaran Mudah Sangat Mudah Mudah Sangat Mudah Mudah Sangat Mudah Mudah Sangat Mudah Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sangat Mudah Mudah Sukar Sangat Mudah Mudah Mudah Mudah Mudah Mudah Mudah Mudah Sedang Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah
Korelasi 0,061 0,642 -0,155 -0,165 0,337 0,602 0,344 0,642 0,315 -0,015 0,511 0,643 0,560 0,576 0,518 0,145 -0,107 0,600 0,803 0,750 0,602 0,495 -0,085 0,523 0,518 -0,031 0,286 0,535 0,562 -0,078 0,440 0,153 0,570 0,676 0,630 0,455 -0,127 NAN NAN NAN
Sign. Korelasi Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN NAN NAN
SKOR DATA DIBOBOT ================= Jumlah Subyek = 34 Butir soal = 40 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No Urt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
No Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 19 20 21 22 23 25 26 27 28 29 30 31 32 33 34 35 36
Kode/Nama M. Yusuf Sabrina Difa Viviana Clara Annisa Wanda Vike Mahda Cahya ... Fauzi Salsa Randifta Putri Abduh Khansa Cahza ... Amanda M. Ricky Ollyvia Marisa Siti Nur Alfan Jana Andania M. Fahrul Nur Az... Deni A... Nabilah Amelia Bagus Thanu Refo Zulham
Benar 33 34 35 34 32 10 35 31 32 34 33 35 34 35 36 36 37 38 38 32 34 32 33 32 31 35 34 35 34 34 37 36 35 35
Salah 7 6 5 6 6 30 5 9 7 6 7 5 6 5 4 4 3 2 2 8 6 8 7 8 8 5 6 5 6 6 3 4 1 4
Kosong 0 0 0 0 2 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 4 1
Skr Asli 33 34 35 34 32 10 35 31 32 34 33 35 34 35 36 36 37 38 38 32 34 32 33 32 31 35 34 35 34 34 37 36 35 35
Skr Bobot 33 34 35 34 32 10 35 31 32 34 33 35 34 35 36 36 37 38 38 32 34 32 33 32 31 35 34 35 34 34 37 36 35 35
RELIABILITAS TES ================ Rata2= 33,56 Simpang Baku= 4,54 KorelasiXY= 0,78 Reliabilitas Tes= 0,88 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No.Urut 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34
No. Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 19 20 21 22 23 25 26 27 28 29 30 31 32 33 34 35 36
Kode/Nama Subyek M. Yusuf Sabrina Difa Viviana Clara Annisa Wanda Vike Mahda Cahya Adinda Fauzi Salsa Randifta Putri Abduh Khansa Cahza Zenitha Amanda M. Ricky Ollyvia Marisa Siti Nur Alfan Jana Andania M. Fahrul Nur Azizah Deni Adang Nabilah Amelia Bagus Thanu Refo Zulham
Skor Ganjil 16 16 17 16 16 2 18 16 15 17 18 17 17 18 18 19 19 19 19 15 17 15 16 15 14 17 17 16 16 17 17 16 17 18
Skor Genap 17 18 18 18 16 8 17 15 17 17 15 18 17 17 18 17 18 19 19 17 17 17 17 17 17 18 17 19 18 17 20 20 18 17
Skor Total 33 34 35 34 32 10 35 31 32 34 33 35 34 35 36 36 37 38 38 32 34 32 33 32 31 35 34 35 34 34 37 36 35 35
KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 19 20 17 33 15 16 34 3 7 Jml Jwb Benar
Kode/Nama Subyek Amanda M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
Skor 38 38 37 37 36 36 36 35 35 35
1 1 1 1 1 1 1 1 1 7
2 2 1 1 1 1 1 1 1 1 1 9
3 3 1 1 1 1 1 1 1 1 1 9
4 4 1 1 1 1 1 1 1 1 1 9
5 5 1 1 1 1 1 1 1 1 1 9
6 6 1 1 1 1 1 1 1 1 1 9
7 7 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 19 20 17 33 15 16 34 3 7 Jml Jwb Benar
Kode/Nama Subyek Amanda M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
Skor 38 38 37 37 36 36 36 35 35 35
8 8 1 1 1 1 1 1 1 1 1 9
9 9 1 1 1 1 1 1 1 1 1 9
10 10 1 1 1 1 1 1 1 1 1 9
11 11 1 1 1 1 1 1 1 1 8
12 12 1 1 1 3
13 13 1 1 1 1 1 1 1 1 1 9
14 14 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 19 20 17 33 15 16 34 3 7 Jml Jwb Benar
Kode/Nama Subyek Amanda M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
Skor 38 38 37 37 36 36 36 35 35 35
15 15 1 1 1 1 1 1 1 1 1 9
16 16 1 1 1 1 1 1 1 1 1 9
17 17 1 1 1 1 1 1 1 1 8
18 18 1 1 1 1 1 1 1 1 1 9
19 19 1 1 1 1 1 1 1 1 1 9
20 20 1 1 1 1 4
21 21 1 1 1 1 1 1 1 1 1 9
No.Urut 1
No Subyek 19
Kode/Nama Subyek Amanda
Skor 38
22 22 1
23 23 -
24 24 1
25 25 1
26 26 1
27 27 1
28 28 1
2 3 4 5 6 7 8 9
20 17 33 15 16 34 3 7 Jml Jwb Benar
M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
38 37 37 36 36 36 35 35 35
1 1 1 1 1 1 1 1 9
0
1 1 1 1 1 1 1 1 9
1 1 1 1 1 1 1 1 9
1 1 1 1 1 1 1 1 9
1 1 1 1 1 1 7
1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 19 20 17 33 15 16 34 3 7 Jml Jwb Benar
Kode/Nama Subyek Amanda M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
Skor 38 38 37 37 36 36 36 35 35 35
29 29 1 1 1 1 1 1 1 7
30 30 1 1 1 1 1 1 1 7
31 31 1 1 1 1 1 1 1 1 8
32 32 1 1 1 1 1 1 1 1 1 9
33 33 1 1 1 1 1 1 1 1 1 9
34 34 1 1 1 1 1 1 1 1 8
35 35 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 19 20 17 33 15 16 34 3 7 Jml Jwb Benar
Kode/Nama Subyek Amanda M. Ricky Cahza Zenitha Bagus Abduh Khansa Thanu Difa Wanda Wanda
Skor 38 38 37 37 36 36 36 35 35 35
36 36 1 1 1 1 1 1 1 1 1 9
37 37 1 1 1 1 1 1 1 1 1 9
38 38 1 1 1 1 1 1 1 1 1 9
39 39 1 1 1 1 1 1 1 1 1 9
40 40 1 1 1 1 1 1 1 1 1 9
Kelompok Asor Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No.Urut 1 2 3 4 5 6
No Subyek 25 5 9 21 23 26
Kode/Nama Subyek Alfan Clara Mahda Ollyvia Siti Nur Jana
Skor 33 32 32 32 32 32
1 1 1 1 1 1 1
2 2 1 1 1 1 1 1
3 3 1 1 1 1 1 1
4 4 1 1 1 1 1 1
5 5 1 1 1 1 1
6 6 1 1 1 1 1 1
7 7 1 1 1 1 -
7 8 9
8 27 6 Jml Jwb Benar
Vike Andania Annisa Annisa
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 25 5 9 21 23 26 8 27 6 Jml Jwb Benar
No.Urut 1 2 3 4 5 6 7 8 9
No.Urut 1 2 3 4 5 6 7 8 9
No.Urut 1 2
31 31 10 10
1 1 7
1 1 8
1 1 8
1 1 8
1 1 7
1 1 8
1 5
Kode/Nama Subyek Alfan Clara Mahda Ollyvia Siti Nur Jana Vike Andania Annisa Annisa
Skor 33 32 32 32 32 32 31 31 10 10
8 8 1 1 1 1 1 1 1 7
9 9 1 1 1 1 1 1 1 1 8
10 10 1 1 1 1 1 1 1 1 8
11 11 1 1 1 1 1 1 1 1 8
12 12 1 1 1 1 1 1 6
13 13 1 1 1 1 1 1 1 1 1 9
14 14 1 * 1 1 1 1 5
No Subyek 25 5 9 21 23 26 8 27 6 Jml Jwb Benar
Kode/Nama Subyek Alfan Clara Mahda Ollyvia Siti Nur Jana Vike Andania Annisa Annisa
Skor 33 32 32 32 32 32 31 31 10 10
15 15 1 1 1 1 1 1 1 7
16 16 1 1 1 1 1 1 1 1 1 9
17 17 1 1 1 3
18 18 1 1 1 1 1 1 1 1 8
19 19 1 1 1 1 1 1 1 1 8
20 20 1 1 1 3
21 21 1 * 1 1 1 1 1 1 7
No Subyek 25 5 9 21 23 26 8 27 6 Jml Jwb Benar
Kode/Nama Subyek Alfan Clara Mahda Ollyvia Siti Nur Jana Vike Andania Annisa Annisa
Skor 33 32 32 32 32 32 31 31 10 10
22 22 1 * 1 1 1 1 1 1 1 8
23 23 0
24 24 1 1 1 1 1 1 1 7
25 25 1 1 1 1 1 1 1 1 8
26 26 1 1 1 1 1 1 1 1 1 9
27 27 1 1 1 1 1 1 1 1 8
28 28 1 1 1 1 1 1 6
Skor 33 32
29 29 -
30 30 1 -
31 31 1 1
32 32 1 1
33 33 1 1
34 34 1
35 35 1
No Subyek 25 5
Kode/Nama Subyek Alfan Clara
3 4 5 6 7 8 9
9 21 23 26 8 27 6 Jml Jwb Benar
Mahda Ollyvia Siti Nur Jana Vike Andania Annisa Annisa
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 25 5 9 21 23 26 8 27 6 Jml Jwb Benar
Kode/Nama Subyek Alfan Clara Mahda Ollyvia Siti Nur Jana Vike Andania Annisa Annisa
32 32 32 32 31 31 10 10
0
1 1 1 1 5
1 1 1 * 1 6
1 1 1 1 1 1 1 9
1 1 1 1 1 7
Skor 33 32 32 32 32 32 31 31 10 10
36 36 1 1 1 1 1 1 1 1 8
37 37 1 1 1 1 1 1 1 1 8
38 38 1 1 1 1 1 1 1 1 8
39 39 1 1 1 1 1 1 1 1 8
40 40 1 1 1 1 1 1 1 1 1 9
1 2
1 2
DAYA PEMBEDA ============ Jumlah Subyek= 34 Klp atas/bawah(n)= 9 Butir Soal= 40 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Kel. Atas 7 9 9 9 9 9 9 9 9 9 8 3 9 9 9 9 8
Kel. Bawah 7 8 8 8 7 8 5 7 8 8 8 6 9 5 7 9 3
Beda 0 1 1 1 2 1 4 2 1 1 0 -3 0 4 2 0 5
Indeks DP (%) 0,00 11,11 11,11 11,11 22,22 11,11 44,44 22,22 11,11 11,11 0,00 -33,33 0,00 44,44 22,22 0,00 55,56
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
9 9 4 9 9 0 9 9 9 7 9 7 7 8 9 9 8 9 9 9 9 9 9
8 8 3 7 8 0 7 8 9 8 6 0 5 6 9 7 2 2 8 8 8 8 9
1 1 1 2 1 0 2 1 0 -1 3 7 2 2 0 2 6 7 1 1 1 1 0
11,11 11,11 11,11 22,22 11,11 0,00 22,22 11,11 0,00 -11,11 33,33 77,78 22,22 22,22 0,00 22,22 66,67 77,78 11,11 11,11 11,11 11,11 0,00
TINGKAT KESUKARAN ================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Jml Betul 28 33 33 33 32 33 27 32 33 33 32 21 34 27 31 34 23
Tkt. Kesukaran(%) 82,35 97,06 97,06 97,06 94,12 97,06 79,41 94,12 97,06 97,06 94,12 61,76 100,00 79,41 91,18 100,00 67,65
Tafsiran Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sedang Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sedang
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
33 33 11 32 31 1 30 33 34 31 28 9 19 27 33 32 22 20 31 32 33 33 34
97,06 97,06 32,35 94,12 91,18 2,94 88,24 97,06 100,00 91,18 82,35 26,47 55,88 79,41 97,06 94,12 64,71 58,82 91,18 94,12 97,06 97,06 100,00
Sangat Sangat Sedang Sangat Sangat Sangat Sangat Sangat Sangat Sangat Mudah Sukar Sedang Mudah Sangat Sangat Sedang Sedang Sangat Sangat Sangat Sangat Sangat
Mudah Mudah Mudah Mudah Sukar Mudah Mudah Mudah Mudah
Mudah Mudah Mudah Mudah Mudah Mudah Mudah
KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Korelasi -0,097 0,900 -0,097 0,072 0,329 0,910 0,660 0,728 0,381 NAN 0,473 0,978 0,978 0,701 0,884 0,102 -0,028
Signifikansi Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan -
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
0,897 0,900 0,978 0,978 -0,078 0,314 0,857 0,978 -0,020 NAN 0,606 0,857 -0,293 0,850 0,735 0,930 0,978 0,978 0,741 -0,206 -0,078 NAN NAN
Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN NAN
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20 25 30 40 50
P=0,05 0,576 0,482 0,423 0,381 0,349 0,304 0,273
P=0,01 0,708 0,606 0,549 0,496 0,449 0,393 0,354
Bila koefisien = 0,000
df (N-2) 60 70 80 90 100 125 >150
P=0,05 0,250 0,233 0,217 0,205 0,195 0,174 0,159
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH ================= Jumlah Subyek= 34 Butir Soal= 40 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA No Butir Baru 1 2 3
No Butir Asli 1 2 3
a 28** 33** 1---
b 0-1--33**
c 6--0-0--
d 0-0-0--
* 0 0 0
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 33,56
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
33** 1+ 33** 6--0-0-0-1+ 13--34** 27** 31** 0 0-0-1--23--0-0-1** 3--33** 0 1++ 28** 0-19** 6--0-0-1-20** 2-32** 0-0-0
0-1+ 0-0-32** 0-1--32** 0-0 2++ 1++ 34** 23** 1--33** 0-0-31** 30--0-1--34** 31** 0-9** 0-0-0-1+ 22** 0-0-0-1--33** 0
0-0-1--27** 2--33** 0-1+ 21** 0 41++ 0 10--0-0-11** 32** 2-2-0-0-0 2-5--1-15--27** 33** 32** 10--11--0-1+ 33** 0-0
1--32** 0-10-1--33** 0-0-0 0-1++ 0 133** 0-0-1+ 0-1-30** 0-0 0-124--0-0-1--1+ 0-231** 0-0-1--34**
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Simpang Baku= 4,54 KorelasiXY= 0,78 Reliabilitas Tes= 0,88 Butir Soal= 40 Jumlah Subyek= 34 Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5 POST.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
D.Pembeda(%) 0,00 11,11 11,11 11,11 22,22 11,11 44,44 22,22 11,11 11,11 0,00 -33,33 0,00 44,44 22,22 0,00 55,56 11,11 11,11 11,11 22,22 11,11 0,00 22,22 11,11 0,00 -11,11 33,33 77,78 22,22 22,22 0,00 22,22 66,67 77,78 11,11 11,11 11,11 11,11 0,00
T. Kesukaran Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sedang Sangat Mudah Mudah Sangat Mudah Sangat Mudah Sedang Sangat Mudah Sangat Mudah Sedang Sangat Mudah Sangat Mudah Sangat Sukar Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Mudah Sukar Sedang Mudah Sangat Mudah Sangat Mudah Sedang Sedang Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah Sangat Mudah
Korelasi 0,317 0,917 0,917 0,917 0,702 0,917 0,454 0,702 0,917 0,917 0,590 0,085 NAN 0,096 0,572 NAN 0,353 0,917 0,917 -0,100 0,702 0,016 -0,022 0,515 0,917 NAN 0,410 0,420 0,372 -0,021 0,080 -0,017 0,730 0,395 0,385 0,526 0,618 0,917 0,917 NAN
Sign. Korelasi Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan NAN Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan NAN
English Narrative Text (Pre-test) Direction! -
-
Read this test carefully This score doesn’t change your mid-test, final test or daily
score
Name : Class :
I. Choose the correct answer by crossing the a, b, c or d Text 1 for no 1-2 The Old Man and the Durian Tree In a very quiet little village, lived an old man, over 80 years old. He was planting a durian tree when a neighbor observed him. The neighbor asked the old man, “Do you expect to eat durian from that tree? The durian tree will take about 8 years to bear fruit.” The old man rested on his spade and smiled. He said, “No, at my age I know I won’t. All my life I have been enjoying durians, but never from a tree have I planted before. I wouldn’t have had durians if other men haven’t done what I’m doing now. I’m just trying to repay the other men who have planted durians for me. “No wonder he looked so happy. We should give first and only then, get something in return. We will not only get what we want but will actually be really happy in the end, because we need to sow first before we can reap. 1. The neighbor wondered about the old man because…. a. The old man loved planting durian trees b. The old man planted a tree that took time to bear fruit c. The old man planted a tree to sell the fruit d. The old man enjoyed eating durians so much 2. What can we learn from text? a. We can reap after we sow b. Giving is better than receiving c. Planting is a good activity d. Be a curious person in anything
Text 2 for no 3-6 The Legend of Surabaya A long time ago in East Java there were two strong animals, Sura and Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually, they were friends. But when they were angry, they were very greedy. On one hot day, Sura and Baya were looking for some food. Suddenly, Baya saw a goat. “Yummy, this is my lunch, “said Baya.” No way! This is my lunch. You are greedy! I have not eaten for two days!” said Sura. Then Sura and Baya fought as usual. After several hours, they were very tired. Sura had a plan to stop their bad habit. “I’m tired of fighting, Baya,” said Sura. “Me too. What should we do to stop fighting? Do you have any idea? “Asked Baya. “Yes, I do. Let’s share our territory. I live in the water, so I look for food in the sea. And you live on the land, right? So, you look for the food also on the land. The border is the beach, so we will never meet again. Do you agree?” asked Sura. “Hmmm… let me think about it. OK, I agree. From now on, I will never go to the sea again. My place is on the land, “said Baya. Then they both lived in the different places. But one day, Sura went to the land and looked for some food in the river. He was very hungry and there was not much food in the sea. Baya was very angry when he knew that Sura broke the promise. “Hey, what are you doing here? This is my place. Your place is in the sea!” “but, there is water in the river, right? So, this is also my place!” said Sura. Then Sura and Baya fought again. They both hit each other. Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard until Sura finally gave up. He went back to the sea. Baya was very happy. He had his place again. The place where they were fighting was a mess. People then always talked about the fight between Sura and Baya. They then named the place of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile. 3. After reading the text above, we know that…. a. Sura kept the promise b. Sura broke the promise c. Sura lived in the jungle d. Sura and Baya fought again 4. What was the border agreed by both Sura and Baya? a. The beach b. The water c. The land d. The sea 5. “What should we do to stop fighting?” (line 10) What does the underlined word refer to? a. People of Surabaya b. People and Sura c. People and Baya d. Sura and Baya
6. Why did people name the place Surabaya? a. To invite people to see the big fight between Sura and Baya b. To let people know that the fight made Sura badly wounded c. To commemorate the big fight between the shark and crocodile d. To ask people do the same thing when they meet a shark
Task 3 for no 7-10 A Mouse Deer and Some Crocodile Once upon a time, there was a mouse deer lived in a jungle. The mouse deer was a clever animal. He was also very confident. He never be afraid of other animals, although they were big and fierce, because he always cheated them all. One day, the mouse deer walked along the jungle, he arrived at a river. He wanted a cross the river. But, he couldn’t do it. He thought very hard, how to cross the river. He needed some banana trunks to do it but there was none. While, he was thinking, there were a group of crocodiles were gathering not far from he was standing. “Aha! That is the mouse deer. We must catch them. He can’t cheat us anymore.” One of the crocodiles said. The crocodile dived to where the mouse deer was standing. The mouse deer was very surprised to see the crocodiles around him. “Nice to see you, mouse deer, it’s time for you to die!” one of crocodiles said. The mouse deer stood still and he already found a good idea to deal with the crocodiles. “All right..I’ll become your meal today. But I want to tell you something before you eat me.” The mouse deer told the crocodiles that he met a wise man. The wise man taught him how fattens himself. The wise man also gave him some perfume to make his meat smell sweet. The mouse deer said, “So, in a short time I’ll be fat, and I’m enough for one hundred crocodiles.” The crocodiles were amazed and they followed the mouse deer’s instructions and formed a neat straight line of crocodiles stretching from one side of the river to the other. The mouse deer jumped on the crocodiles back one by one while count them. “One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear crocodiles, you are only thirty at all. How come? My meat can make one hundred crocodiles full. Where are the others? OK, crocodiles, listen! I’m in hurry. I’ll have a meeting with the lion and elephant. So, I have to go now. Good bye stupid crocodiles. Have a nice day…. The mouse deer had crossed the river safely. He left the crocodiles all. 7. Why was the mouse deer not afraid to fierce animals… a. Because he was fierce, too b. Because he could cheat them all c. Because he had a fierce animal as his friend d. Because he could kill them all
8. “He can’t cheat us anymore.” What does “he” in the sentence refer to.... a. The mouse deeres b. The mouse c. The mouse deer d. The crocodiles 9. What did the crocodiles do for the mouse deer… a. They made a straight line across the river b. They found meal for the mouse deer c. They met the elephant and lion d. They dived into the river 10. Which statement is FALSE based on the text… a. The crocodiles can’t be tricked b. The mouse deer jumped on the crocodiles and count them c. The mouse deer lived near a river d. The mouse deer must has clever idea to be able to cross the river
Task 4 for no 11-14 Once upon a time a fisherman named Batara Guru Sahala lived in Batak land. One day he caught a fish. He was surprised to find that the fish could talk. It begged Sahala to let it free. He did accordingly. As soon as the fish was free, it changed into a woman. She was so beautiful that Sahala felt in love with her at once. He asked her to marry him. The woman agreed to marry Sahala. However, she told him that he must never let out the secret that she was once a fish. Sahala promised her that he could not tell anyone about it. They were happily married and had two daughters. Every morning Sahala went out fishing. His daughters would bring his lunch. One day, however, instead of bringing the food to their father, the two girls ate his lunch. When Sahala knew what they had done with the meal, he got very angry. He shouted at them saying,” you behaved exactly like the daughters of a fish”. The daughters didn’t know what their father meant. They went home and asked their mother about it. Their mother was very annoyed. Although Sahala apologized to her later, she would not forgive him for breaking his promise. Then the earth began to shake and the volcanoes started to erupt. The earth cracked and formed a big hole. People said that the hole become “LAKE TOBA”. 11. Where was Batara Guru stayed … a. In fisherman b. In Batak c. In Batak land d. In lagoon 12. How many daughters did they have…
a. b. c. d.
One daughter Two daughters Three daughters None daughter
13. Why was the woman very angry? Because… a. Her daughter were crying and found her b. The earth began to shake and volcanoes started to erupt c. Batara Guru Sahala broke his promise d. Batara Guru Sahala was angry 14. What is the main idea of the last paragraph… a. How Lake Toba was formed b. The daughters found their mother c. Batara Guru Sahala had two daughters d. The woman cursed Sahala
Task 5 for no 15-17 Babu and the Lion One day, there was a slave whose name was Babu. His master was very, very bad. You know, he often punched Babu and did not offer him food for days. Poor Babu! So he escaped into a forest and slept in a cave. Next morning, he heard a loud roar. In front of him...., at the mouth of the cave..., was a very big lion. You see, Babu was scared to death! Kind of scary, isn’t it? But he could not escape. But the lion didn’t attack him. It was tame. There was a large thorn in its right front foot. The lion looked at Babu. It seemed to say something like:”Please help me. It’s very painful.” Babu walked bravely to the lion and pulled out the thorn. Babu and the lion turned out to be friends. 15. Who is character in the text… a. Babu b. Lion c. Babu, slave and lion d. Slave and lion 16. Where did the slave run away… a. Village b. Forest c. Cave d. Mountains 17. What did the slave do to the animal… a. The slave attack the animal
b. The slave pulled out the thorn bravely c. The slave very painful d. The slave and the animal turned out to be closer
Task 6 for no 18-19
The Golden Tree Once upon time a long, long time ago in a little village there was a big palace bigger than the village itself and the palace there lived a king. The king wanted to be rich. Now one day the king promised one of his gardeners three million gold coins if he could grow a tree all year round which bore rich golden fruit. The gardener searched all over the countryside but he could not find the right seed to grow a tree which would bear golden fruit. So at last he went to see the wise old owl that lived deep in the forest and knew all about many things. The wise owl told him what to do and where to go to get the right seed to plant. The gardener went exactly where he was told and did exactly what he was told. He planted that seed and gave it some water, some fertilizer and he waited. Suddenly the tree sprang up so quickly that made the gardener jump. The gardener watched as the tree began to bear rich golden fruit. He ran back to the palace and look the king to see the tree. When the king had stood there for a long time, staring at open-mouthed the gardener asked for his there million coins. So the king agreed to the request and the gardener took his money and went home and lived happily ever after. 18. What did the king want to have? He wanted to have…. a. Bigger palace b. Good gardener c. Old owl d. Golden tree 19. How was the king to see the tree begin to bear rich golden fruit… a. He was disappointed to see them b. He was sorry to see them c. He was astonished to see them d. He was confused to see them
Task 7 for no 20-21 The Prince and His Best Friends Once upon a time, there lived a kind young prince named Jonathan. He was loved, and adored by his people. His two close friends were Peter Piper, the servant of the palace and Franklin Greedy, the son of an Aristocrat. One day, The Prince, Peter Piper, and Franklin Greedy were walking through the forest. Suddenly a group of bandits attacked the three boys near an old house. They entered the old house and blockaded the gate and doors. The three boys were trapped inside the house. Franklin was very terrified and asked the Prince to surrender immediately, but Peter was not afraid. He urged and supported the Prince not to give up. The Prince decided not to surrender because he realized that he would become a hostage for the bandits to ask for ransom to his father, but Franklin was scared and wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he quietly made up a plan for him and the Prince to escape. Early at dawn, Franklin opened the front gate and unlocked the doors. The bandits entered the house in search of the Prince. When they came to the room where the Prince was supposed to be sleeping, no one was there. Suddenly they heard a horse running outside the house and saw over the window that Peter Piper and the Prince were riding away on one of the bandit’s horses. It turns out. Peter Piper sneaked out of the house and waited in the yard, while the Prince was hiding behind the house. The bandits were very angry at Franklin and took him with them while the Prince and Peter went safely going back to the Capital. 20. What was the Jonathan? a. A charming prince b. A kind old prince c. A kind little prince d. A kind aged prince 21. Why Franklin was very terrified… a. He saw three boys were trapped inside the house. b. He met bandits in the forest c. He asked the Prince to surrender d. He saw the pirates
Task 8 for no 22-25 Once upon a time, a peacock and a crane took a walk through the woods. Suddenly, the peacock very proudly spread his very beautiful feather on his tail and asked the crane whether he had ever seen such beautiful feathers or not. The crane kept smiling and quiet for a moment and then immediately flew high up into the air. He called out to the peacock to follow him if he could. He flew high above the peacock for a while and then said “You boast about your lovely feathers which are indeed beautiful, but what for are they if they do not help you to fly?” The peacock cried and realized that he made mistake. He promised not to boast but appreciate others. 22. Where were the peacock and crane at that time? They were in the… a. Beautiful nest b. Cark cave c. Woods d. Blue sky 23. Who is the main character in the text… a. Bird and peacock b. Peacock and crane c. Pea cock and Crane d. Crane 24. “You boast about your lovely feathers which are indeed beautiful…” (Paragraph 2). The underlined word refers to… a. Peacock b. Crane c. The writer d. Peacock and crane 25. After reading the story, what are you learn from the text… a. We have to boast about our capability b. We may not be arrogant c. We must not to be naughty d. We have to be serious
English Narrative Text (Post-test) Direction! -
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Read this test carefully This score doesn’t change your mid-test, final test or daily
score Name : Class :
I. Choose the correct answer by crossing the a, b, c or d Read the text carefully Text 1 for no 1 to 4 One day long ago, some sailors set out to sea in their sailing ship. One of them brought his pet monkey along for the long journey. When they were far out at sea, a terrible storm overturned their ship. Everyone fell into the sea, and the monkey was sure that he would drown. Suddenly a dolphin appeared and picked him up. They soon reached the island and the monkey came down from the dolphin’s back. The dolphin asked the monkey, “Do you know this place?” The monkey replied, “Yes, I do. In fact, the king of the island is my best friend. Do you know that I am actually a prince?” Knowing that no one lived on the island, the dolphin said, “Well, well, so you are a prince! Now you can be a king!” The monkey asked, “How can I be a king?” As the dolphin started swimming away, he answered, “That is easy. As you are the only creature on this island, you will naturally be the king!” 1. What does the text tell you about… a. The monkey and the dolphin b. The dolphin and his friends
c. The sailors and their pets d. The king and the prince 2. What happened to the sailors’ ship? a. The terrible storm overturned it b. It drowned with all her loads c. It hit an island under the sea d. Its machine stopped working 3. What is the dolphin like based on the text… a. A wild creature b. A helpful animal c. A good swimmer d. A nice friend 4. What moral message does the story have… a. We should help one another in our real life b. We must not act like a real monkey in the woods c. Those who lie and boast may end up in trouble d. We may not talk too much some new things Text 2 for no 5 to 8 A long time ago, in Minahasa lived an old man with his grandson, Nando. Nando was limped. He could not walk well. His grandfather loved him so much. He never permitted Nando to go out alone. Nando’s grandfather job was looking for wood in the jungle. Nando really wanted to go to the forest with him, but he never gave permission. But finally, he let Nando to go to the forest with him. In forest, Nando walked slowly behind his grandfather. He was very excited. He saw some monkeys. When his grandfather looked back, he was shocked. Nando was lost. The grandfather went back home very sad. Next day, the grandfather was back to the jungle. When he was walking, he heard a strange bird making sound “Moo poo..Moo poo”. He felt the bird said, “Opoku.. Opoku”. It means “My grandpa..My grandpa.. The grandfather was surprised. He approached the bird. It was limped. There were tears in the bird eyes. He knew that Nando had changed into a bird. 5. Where was the story told about... a. In Maluku b. In Padang c. In jungle d. In Minahasa
6. What did Nando really want to do… a. To go to the forest with his grandfather b. To be a strange bird in the jungle c. To look for woods in the jungle d. To walk slowly behind his grandpa 7. “He was very excited.” (paragraph 2) the underlined word refer to… a. Grandfather b. Opoku c. Nando d. Nanda 8. Why did grandfather was sad… a. Because he was angry with his grandson b. Because his grandson lost in the forest c. Because he didn’t permit Nando to go alone d. Because he saw a bird Text 3 for no 9 to 11
A Bat and The Weasels One evening, a bat went out to hunt for food even though he was not well. As he flew after some insects, he felt dizzy and fell to the ground in a field. Before he could get up, a weasel pounced on him. “Please, Mr. Weasel,” the bat pleaded,” please let me go!”. The weasel just laughed, “Certainly not! I am a great hunter of birds!” Thinking quickly, the bat replied,” Oh, but I am not a bird, I am a mouse. Look closely at my face. Don’t I look like a mouse?”. The weasel agreed and let him go. A short time later, the bat fell to the ground again and was caught by a second weasel. Once again, he had to plead for his life. “Why shouldn’t I kill you? I hunt mice! Exclaimed the weasel. “Oh, but I am not a mouse,” he answered. “ I am a bat. Have you ever a mouse with wings?” he asked, spreading his wings for the weasel to see. The weasel was convinced and set him free. 9.
What is the title of the story about… a. A Bad and The Wea sels b. A Bad and The Waesels c. A Bat and The Weasels d. A Bat and The Waesels
10. Who is fall down in the field… a. A weasels b. A weasels and a bat
c. An insects d. A bat 11. When did the story happen.. a. One night b. One evening c. One day d. Once upon time Text 4 for no 12 to 14
Once upon a time, there was a king who was very powerful and rich. But he was always unhappy, because he felt ill all time. No doctors knew how to cure him, not did any medicine do him good. One day, he called all his wise men to his place and asked them what to do. ”There is only one way.” said a very old man.” If you can find a happy man, take his shirt and wear it, you will be soon cured.” So, the king sent his men to search for all the happy men. They traveled all over the country, but they could not find one. There was nobody who was completely satisfied. The men were very tired of their long search, and did not know when to go home. Just as they were worrying about that, they saw a poor workman who was singing merrily while he was at work. ”Are you happy?’’ they asked the man.”Yes, I am as happy as a lark, “answered the man. ”Give us your shirt, said the men.’’ We’ll give you as much many money as you need.’’ ’’Alas!’’ cried the workman, ’’My shirt is dirty.’' 12. Why did the king always unhappy.. a. He felt bad all the time b. He aged all the time c. He was tired all the time d. He got a stroke 13. Where did the story take place.. a. Hotel b. Road c. Office d. Palace 14. Which statement is TRUE based on the text… a. The king ask his wise men to find a workman b. The medicine for the king was found the happy man and take his clothes c. The king was very upset didn’t find the clothes
d. The medicine for the king was singing Text 5 for no 15 to 16 The Rabbit and the Wolf One day when a rabbit was walking in the forest, he heard someone crying out, “Help! Help!” he looked around, and finally he saw a wolf. A great stone had fallen on his back so that he couldn’t get up. He asked the rabbit’s help, and said that he would die if nobody helped him. The rabbit worked hard and finally managed to get the big stone off the wolf’s back. Then the wolf jumped up and caught the rabbit in his mouth. The rabbit said, “No good person kills someone who helped him. It is fair. You can ask the duck, who is very fat and know everything.” So both them went to the duck. He listened to their story and then he said, “Show me the stone. They went to the stone.”. “Now let me be sure about this, “said the duck. “put the stone on the wolf’s back exactly as it was when you found him. “so the wolf lay down, and effort the stone was put on his back again “Well what do you think?” the wolf asked the duck
The duck thought for a moment. Then said, “I think you were wrong to be cruel to rabbit, who had helped you. now see if someone else will help you! and leaving him in the state in which the rabbit had come upon him, they went their way. 15. What does the wolf ask the rabbit for… a. He asks for mercy b. He asks for meat c. He asks for help d. He asks for fight 16. What does save the rabbit… a. The stone b. Someone c. The platypus d. The drake
Text 6 for no 17 to 20 One day, Rahwana kidnapped Sinta and took her to his palace in Alengka. Rama was so sad. He made many efforts to save his wife. He sent his best troops to search for his beloved wife, but Sinta remained unfound. After four months, Hanoman, the king of white monkeys found Sinta’s crown in the bushes, a clue that led him to Alengka. Rama thanked his best friend, Hanoman and soom they went to Alengka with thousands of troops. The battle was unavoidable. Rahwana’s troops were very powerful giants. They wounded many of Rama’s soldiers. The battle took two months. After Rama’s involvement in the battle, the problem was solved. It was also because of Rama’s power. Rahwana, the very powerful king of giants, was killed. Rama was so happy to see his beloved wife. They returned to Ayodya and lived happily forever. 17. Where was Rahwana’s palace… a. Alengka b. Alangkah c. Allengka d. Alingka 18. Rama thanked Hanoman because… a. He wanted to go to Alengka b. He found Shinta’s crown c. He killed thousands of troops d. He told him an important secret 19. What the main idea of the second paragraph… a. Hanoman found a clue to Sinta’s existence b. Rama found his wife’s crown in the bushes c. Alengka had thousands of troops to fight d. The king of white monkeys went into the bushes
20. From the text, we know that… a. Rahwana killed a lot of Rama’s troops b. It took months for Rama to kill Rahwana c. Rahwana’s troops could not be defeated d. Rama was more powerful than Rahwana Text 7 for no 21 to 25 The stingy and the Generous Long, long time ago there lived two brothers. They had completely different characters. The big brother was very stingy and greedy. He never shared his wealth with poor people. The little brother was exactly the opposite. He was generous and kind to poor people. He even had no money left because he had shared it with the poor. One day the generous brother was sitting in his garden when suddenly a little bird fell on his lap. It was wounded. He took care of it, fed it and put it in a nice cage. After the bird was healthy, the generous brother let it fly. After some time the bird returned to him and gave him a watermelon seed. The generous brother, then, planted the seed and watered it until it grew into a good watermelon plant. Yet, the plant was very strange. It had only one fruit; a big and heavy one. When the watermelon was ripe enough, the generous brother picked it and cut into two. How surprised he was. The watermelon was full of gold. The generous brother sold the gold and became very rich. He built a big house and bought a very large field. Still, he never forgot to share his wealth with the poor. 21. What was the character of little brother… a. Kind and lazy b. Greedy and poor c. Nice and generous d. Stingy and greedy 22. How did the generous brother get the water melon seed.. a. Finding in the field b. Curing a wounded bird c. Planting the watermelon d. Asking for the seed to his brother 23. What is the main idea of the first paragraph… a. They had completely different characters b. He never shared his wealth with poor people c. Long time ago there lived two brothers d. He generous and kind to poor people 24. Why was the little brother surprised… a. The watermelon was full of metal b. The watermelon was grew until the sky c. The watermelon was big and heavy d. The watermelon was full of gold
25. What did he do until he became wealth man… a. He build a large house and bought field b. He build a large place to save poor people c. He build a large field d. He bought a big house
Answer keys Pre-test 1. B 2. A 3. B 4. A 5. D 6. C 7. B 8. C 9. A 10. A 11. C 12. B 13. C 14. A 15. D 16. B 17. D 18. C 19. C 20. B 21. B 22. C 23. B 24. A 25. B
Answer keys Post-test 1. A 2. B 3. A 4. A 5. D 6. A 7. C 8. B 9. C 10. D 11. B 12. A 13. D 14. B 15. C 16. D 17. A 18. B 19. A 20. B 21. C 22. B 23. A 24. D 25. A
KEMENTERIAN AGAMA UIN JAKARTA FITK
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
No. Dokumen Tgl. Terbit No. Revisi: Hal
: : : :
FITK-FR-AKD-081 1 Maret 2010 01 1/1
SURAT BIMBINGAN SKRIPSI Nomor : Un.01/F.1/KM.01.3/…./2014 Lamp. : Hal : Bimbingan Skripsi
Jakarta, 24 April 2014
Kepada Yth. 1. Dr. Atiq Susilo, MA. 2. Neneng Sunengsih, M.Pd. Pembimbing Skripsi Fakultas Ilmu Tarbiyah dan Keguruan UIN Syarif Hidayatullah Jakarta. Assalamu’alaikum wr.wb. Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II (materi/teknis) penulisan skripsi mahasiswa: Nama
: Tami Asriani
NIM
: 1110014000074
Jurusan
: Pendidikan Bahasa Inggris
Semester
: 8 (Delapan)
Judul Skripsi
:The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text
Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 11 Februari 2014, abstraksi/outline terlampir. Saudara dapat melakukan perubahan redaksional pada judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungi Jurusan terlebih dahulu. Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih. Wassalamu’alaikum wr.wb.
Tembusan: 1. Dekan FITK 2. Mahasiswa ybs.
KEMENTERIAN AGAMA UIN JAKARTA FITK
FORM (FR)
Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
No. Dokumen Tgl. Terbit No. Revisi: Hal
: : : :
FITK-FR-AKD-082 1 Maret 2010 01 1/1
SURAT PERMOHONAN IZIN PENELITIAN Nomor : Un.01/F.1/KM.01.3/......../2014 Lamp. : Outline/Proposal Hal : Permohonan Izin Penelitian
Jakarta, 24 April 2014
Kepada Yth. Kepala Sekolah MTsN Tangerang II Pamulang di Tempat Assalamu’alaikum wr.wb. Dengan hormat kami sampaikan bahwa, Nama
: Tami Asriani
NIM
: 1110014000074
Jurusan
: Pendidikan Bahasa Inggris
Semester
:8
Tahun Akademik
: 2010/2011
Judul Skripsi
: The Effectiveness of Suggestopedia on Students’ Reading Comprehension in Narrative Text
adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin. Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.
Tembusan: 1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan
