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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
FORM (FR)
No. Dokumen : FITK-FR-AKD-082
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 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
i
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.
ii
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
.
iii
ACKNOWLEDGEMENTS
حیم حمن الر بسم اللھ الر
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 Quasi-
Experimental 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.
iv
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
v
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
vi
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
vii
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)……………………………………………………… ..... 39
viii
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
ix
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
1
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.
1Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan
Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 123
2Jeremy Harmer, The Practice of English Language Teaching,(New
York:Longman,1991), p. 16
3BSNP, op.cit., p. 132
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.
4Jeremy Harmer, How to Teach English New Edition, (New York:Pearson Edition, 2007),
p. 99
5J.M.S Baumel, Reading Comprehension: Research Inform Us.
(http://www.greatschools.org.special- education)
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
6Sudjianto. “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
8Bancroft, 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.
6
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
3Jeremy harmer, The Practice of English Language Teaching, (New York:
Longman,1991). p. 190
7
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. Tung-
Hsien mentions in his journal, reading is a meaning-searching and meaning-
constructing 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
5Tung-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
8
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/what-
is-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
Allington. Loc.cit
13 James Berry, Levels of Reading Comprehension, 2005. http;//www.sc4.edu
10
some purposes of reading. In line, William Grabe and Fredricka L. Stoller
divided some of reading purposes are:14
a. Reading to search for simple information
b. Reading to learn from texts
c. Reading to integrate information, write and critique texts
d. Reading for general comprehension
In addition, harmer said, the purposes of reading are: 15
a. Reading to confirm expectations
b. Reading to extract specific information
c. Reading for communication tasks
d. Reading for general understanding
e. Reading for detailed comprehension (information)
f. 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
11
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 Anderson. Loc.cit
21 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
Mark Anderson, Text Types in English 2. (South Yarra: Macmillan, 2003), p. 6
24 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 two-
side 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 set-
up 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, double-
planedness, 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
24
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 Treatment Post-test
Experimental Group
(EG)
Control Group (CG)
O1
O1
XE
Xk
O2
O2
1 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D,
(Bandung: Alfabeta, 2008), p. 116
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) = √S
2
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)
10Daniel 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 (post-
test)
- 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
33
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.
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
0
1
2
3
4
5
6
7
8
9
10
52-58 59-65 66-72 73-79 80-87 88-94
8
7
6
4
3
2
3
10
6
3
6
1
Pre-test
Experimental
Controlled
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 Appendix 3
3 Appendix 1 and 2
35
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
0
2
4
6
8
10
12
56-63 64-70 71-77 78-84 85-91 92-98
1
5
7
12
2
3
7
3
9 9
2
0
Post-test
Experimental
Controlled
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 Df Sig.
Experimnt Al ,138 30 ,150
Controlled ,135 30 ,170
5 Appendix 6
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 pre-
test 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 post-
test 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 df2 Sig.
1,167 1 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 df1 df2 Sig.
,580 1 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 Appendix 7
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
Conclusion
The Mean score of Experimental
class was higher than mean score of
controlled class
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 tvalue
was 2.07 while ttable was 1.684. Moreover, it concluded that tvalue (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.
42
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
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.
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44
APPENDIX 1
The Score of Pre-test and Post-test
(Experimental class)
No Student's Pre-test Post-test Gained Score
Code (X1) (X2) (X)
1 A 88 88 0
2 B 92 88 -4
3 C 84 92 8
4 D 84 76 -8
5 E 80 80 0
6 F 76 84 8
7 G 76 76 0
8 H 76 96 20
9 I 76 92 16
10 J 72 80 8
11 K 72 80 8
12 L 72 76 4
13 M 72 80 8
14 N 68 80 12
15 O 68 64 -4
16 P 64 84 20
17 Q 64 80 16
18 R 64 72 8
19 S 60 80 20
20 T 60 76 16
21 U 60 68 8
22 V 60 60 0
23 W 56 76 20
45
24 X 56 80 24
25 Y 56 80 24
26 Z 56 72 16
27 AA 52 68 16
28 BB 52 84 32
29 CC 52 68 16
30 DD 52 64 12
Total score 2020 2344 324
Mean score (X) 67.3 78.13 10.8
Max 92 96 32
Min 52 60 -8
46
APPENDIX 2
The Score of Pre-test and Post-test
(Controlled class)
No Student's Pre-test Post-test Gained Score
Code (Y1) (Y2) (Y)
1 AB 88 68 -20
2 CD 80 80 0
3 EF 80 80 0
4 GH 80 60 -20
5 IJ 80 72 -8
6 KL 80 80 0
7 MN 80 56 -24
8 OP 76 76 0
9 QR 76 72 -4
10 ST 76 72 -4
11 UV 76 76 0
12 WX 72 88 16
13 YZ 72 84 12
14 IM 72 80 8
15 AZ 72 56 -16
16 FH 68 68 0
17 IN 68 68 0
18 SH 64 88 24
19 AR 64 56 -8
20 NN 64 76 12
21 SL 64 72 8
22 SH 60 84 24
23 SB 60 72 12
47
24 ZR 60 76 16
25 AL 60 80 20
26 MD 60 56 -4
27 AD 60 76 16
28 GF 56 76 20
29 UL 52 60 8
30 HN 52 60 8
Total score 2072 2168 96
Mean score (X) 69.06 72.26 3.2
Max 88 88 24
Min 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 52 52 52 56 56 56 56 60 60
60 60 64 64 64 68 68 72 72 72
72 76 76 76 76 80 84 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 fixi
2 Low
class
bound
ary
Upper
class
bounda
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
Total
30
32659.25
2024.
5
741642.25
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 = 116.746
30
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 52 56 60 60 60 60 60 60 64
64 64 64 68 68 72 72 72 72 76
76 76 76 80 80 80 80 80 80 88
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 = 36 = 6
K 6
51
Table 1.2 Frequency Distribution (Pre-test Controlled class)
No Interval Fi Xi Xi2 fixi fixi
2 Low
class
boundary
Upper
class
boundary
Fk
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 2091 1033212,5
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
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 64 64 68 68 68 72 72 76 76
76 76 76 80 80 80 80 80 80 80
80 80 84 84 84 88 88 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
l
Fi Xi Xi2 fixi fixi
2 Low
class
bounda
ry
Upper
class
bounda
ry
Fk
1 60-66 3 63 3969 189 35721 59,5 66,5 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
Total 30
33571,25 2347,5 1329052
Xi – X (Xi-X)2 f (Xi- X)
2
-15,13 228,91 686,75
-8,63 74,47 372,35
-2,63 6,91 34,55
3,37 11,35 136,2
9,37 87,79 175,58
15,37 236,23 708,69
2114,12
7. Mean (X)
Mx =
= 2347,5 = 78,25
30
8. Variance (
= 2114,12 = 70,47
30
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 56 56 56 60 60 60 68 68 68
72 72 72 72 72 76 76 76 76 76
76 80 80 80 80 80 84 84 88 88
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 = 32 = 5,3 ~ 5
K 6
56
Table 1.4 Frequency Distibution (Post-test Controlled class)
No Interval Fi Xi Xi2 fixi fixi
2 Low
class
boundary
Upper
class
boundary
Fk
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 7832,25 177 31329 85,5 91,5 30
Total
30
33043,5 2187 1061302,5
Xi – X (Xi-X)2 f (Xi- X)
2
-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 =
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
Deviation
(S)
Variance (S2)
Experimental
Class
30 78.25 8.394 70.47
Controlled
Class
30 72.9 9.499 90.24
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
√
√
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 : MTsN II Pamulang Bentuk Soal : Pilihan Ganda
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 butir soal
Materi : Narrative Text Alokasi Waktu :±55 menit
Kurikulum Acuan : KTSP (Standar Isi)
Kelas : IX ( Sembilan )
No Kompetensi Dasar Indikator No.Soal Jumlah
soal
1 Merespon makna dalam teks
tulis fungsional dan monolog
pendek sederhana berbentuk
narrative dan report untuk
berinteraksi dalam konteks
kehidupan sehari-hari
- 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
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 : MTsN II Pamulang Bentuk Soal : Pilihan Ganda
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 butir soal
Materi : Narrative Text Alokasi Waktu :±55 menit
Kurikulum Acuan : KTSP (Standar Isi)
Kelas : IX ( Sembilan )
No Kompetensi Dasar Indikator No.Soal Jumlah
soal
1 Merespon makna dalam teks
tulis fungsional dan monolog
pendek sederhana berbentuk
narrative dan report untuk
berinteraksi dalam konteks
kehidupan sehari-hari
- 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
34
20
2,6,7,9,11,13,15,16,21,24
25,28,29,31-33
8, 12,35
14
5 dan 36
25 soal
pilihan
ganda
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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa dan mengatur
penampilan kelas
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
5 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru mengatur tempat
duduk siswa agar rilex
dengan memberikan
copy teks narrative
Guru
mempresentasikan
narrative text dengan
power point
Guru memberikan
siswa untuk bertanya
Guru membacakan
cerita tentang “mouse
and deer” dengan
mengikuti iringan
music
Guru bercerita
menngunakan
gesture/action sesuai
dengan jalan cerita
Guru memberikan
Siswa
mendengarkan
dan menyimak
Siswa
menyimak
cerita dengan
iringan musik
30 menit
3. Konfirmasi
pertanyaan tentang
cerita yang disimaknya
Guru meminta siswa
(volunteer)
membacakan cerita di
depan kelas
Siswa menjawab
dengan lisan
Siswa merespon
Kegiatan Penutup Guru menyimpulkan
materi yang telah
dipelajari
Siswa
memperhatikan
5 menit
Pertemuan ke-2
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru mereview
kembali materi yang
telah disampaikan pada
pertemuan sebelumnya
Siswa berdoa
dan menjawab
pertanyaan
3 menit
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
2. Elaborasi
3. Konfirmasi
Guru bertanya tentang
cerita narrative yang
pernah didengar
Guru membacakan
cerita tentang “the old
man” dengan
mengikuti iringan
music tanpa siswa
mendapatkan copy teks
Guru menanyakan
siswa karakter, main
idea, latar dll dalam
cerita narraive
Guru memberikan
games “blue clue”
secara berkelompok
memperagakan tokoh
atau karakter dari ceita
narrative
Siswa menjawab
pertanyaan
Siswa
menyimak
Siswa menjawab
Siswa
membentuk
kelompok dan
bermain dengan
kompak
Kegiatan Penutup Guru menyimpulkan
materi yang telah
dipelajari
Siswa
memperhatikan
guru
2 menit
Teknik/bentuk : Tes tertulis
Nilai siswa = Skor perolehan X 100
Skor siswa
Pedoman Penilaian
No Uraian Skor
Pest
test
Jawaban benar
Jawaban tidak tepat
100
-
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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru mereview
kembali materi yang
telah disampaikan
pada pertemuan
sebelumnya
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru menjelaskan ciri-
ciri languages features,
grammatical dalam
narrative text.
Guru memberi
kesempatan siswa
bertanya
Guru menceritakan
sebuah cerita dengan
menggunakan gambar
yang dilengkapi
dengan dialog
Guru meminta siswa
secara berkelompok
membuat pertanyaan
Siswa
memperhatikan
Siswa bertanya
Siswa
menyimak
Siswa membuat
kelompok dan
35 menit
3. Konfirmasi
dari dialog dengan
mengidentifikasi
language dan grammar
nya
Guru mememinta
siswa menukar
pertanyaan dari
kelompok lain dan
menjawabnya
Guru membuat
permainan sederhana
dengan menebak
karakter, main idea,
informasi umum,
spesifik,moral value
dari materi yang sudah
dipelajari.
Guru memberikan
kesimpulan dari
pertanyaan
membuat
pertanyaan
Siswa
menjawab pada
kertas
Siswa
membentuk
kelompok dan
bermain dengan
kompak
Kegiatan Penutup Guru memberikan
tugas membuat
pertanyaan dan
jawaban dari cerita
Siswa
memperhatikan
2 menit
Pertemuan ke-4
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan Guru memberi salam, Siswa berdoa 3 menit
(Greeting &
Apersepsi)
berdoa
Guru mereview
kembali materi yang
telah disampaikan
pada pertemuan
sebelumnya
Guru menyampaikan
tujuan pembelajaran
dan menyimak
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru meminta siswa
memikirkan identitas
baru seperti nama,
pekerjaan, tempat
tinggal
Guru meminta siswa
memperkenalkan diri
kepada siswa lain
dengan identitas baru
tersebut
Guru memutar film
“Rio 2” dan
memberikan
pertanyaan dari film
tersebut
Guru menjelaskan
main idea, supporting
details, informasi
umum dan spesifik
dari narrative text
dengan menggunakan
ilustrasi film
Siswa
mempraktekkan
Siswa
menyimak
Siswa
memperhatikan
Siswa
menyimak
dengan seksama
35 menit
3. Konfirmasi
Guru membimbing
siswa dalam
menjawab soal
Guru membahas
pertanyaan yang
berhubungan dengan
narrative text
Guru meminta siswa
membuat dialog
singkat dengan
menggunakan
identitas baru secara
berkelompok dengan
mengikuti contoh film
Siswa
memperhatikan
dan
mempraktekkan
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 : Orientation, complication,
resolution, reorientation
- Structure : simple past tenses
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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
Guru menyampaikan
materi tentang narrative
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
memyimak
Siswa menjawab
dengan baik
35 menit
2. Elaborasi
3. Konfirmasi
Guru memberikan
games tentang narrative
text secara
berkelompok dari cerita
yang dibacakan
Guru meminta siswa
bermain peran dari
dialog atau cerita
narrative yang mereka
ketahui dengan
menggunakan identitas
baru mereka.
Guru memberi
kesempatan siswa lain
mengomentari
penampilan temannya
Guru bersama siswa
bertanya jawab tentang
hal yang tidak
diketahui
Siswa membuat
kelompok
Siswa
mempraktekkan
Siswa
memperhatikan
dan menjawab
Kegiatan Penutup Guru menyimpulkan
hasil pembelajaran
Siswa
memperhatikan
2 menit
Pertemuan ke-6
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
3. Konfirmasi
Guru merapikan
keadaan kelas dengan
memberikan suggesti
positive kepada siswa
Guru menceritakan
sebuah cerita dengan
iringan music untuk
melatih daya ingat
siswa
Guru menjelaskan
materi
Guru meminta siswa
mengerjakan tugas
secara kelompok
Guru meminta siswa
melakukan tanya jawab
antar kelompok dari
materi yang telah
dipelajari
Guru menunjuk salah
Siswa
menyimak
Siswa
memperhatikan
Siswa
mengerjakan
dengan baik
35 menit
satu kelompok untuk
menjawab tugas
tersebut tanpa melihat
jawaban secara lisan.
Guru melakukan games
dengan menjawab clue
yang diberikan oleh
kelompoknya dari
materi yang dipelajari
Siswa
mempraktekkan
Kegiatan Penutup Guru menyimpulkan
hasil pembelajaran
Siswa
memperhatikan
2 menit
I. Penilaian
a. Teknik/bentuk : Tes tertulis
Nilai siswa = Skor perolehan X 100
Skor siswa
Pedoman Penilaian
No Uraian Skor
Post
test
Jawaban benar
Jawaban tidak tepat
100
-
Mengetahui
Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa dan mengatur
penampilan kelas
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
5 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru memberikan
pertanyaan tentang teks
narrative
Guru memberikan
pertamyaan tentang
contoh cerita narrative
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 kata-
kata yang sulit dan
cerita tersebut
gesture/action sesuai
Siswa menjawab
Siswa
menyimak
30 menit
3. Konfirmasi Guru memberikan
latihan soal secara
berkelompok
Siswa merespon
dengan
menjawab
Kegiatan Penutup Guru menutup
pelajaran
Siswa
memperhatikan
5 menit
Pertemuan ke-2
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menjelaskan
tujuan pembelajaran
Siswa berdoa
dan menjawab
pertanyaan
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
3. Konfirmasi
Guru mereview tugas
yang diberikan
sebelumnya
Guru membaca teks
secara reading aloud
Guru meminta siswa
mengoreksi
pronouncation,
vocabulary dan
structure dalam
narrative text
Guru meminta siswa
menceritakan kembali
Siswa menyimak
Siswa
memperhatikan
Siswa
memperaktekkan
35 menit
narrative yang
dibacakan masing-
msing kelompok
Kegiatan Penutup Guru menyimpulkan
materi yang telah
dipelajari
Siswa
memperhatikan
guru
2 menit
Teknik/bentuk : Tes tertulis
Nilai siswa = Skor perolehan X 100
Skor siswa
Pedoman Penilaian
No Uraian Skor
Pest
test
Jawaban benar
Jawaban tidak tepat
100
-
Mengetahui
Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
3. Konfirmasi
Guru memberikan
narrative text untuk
diidentifikasi oleh
siswa
Guru memberi
kesempatan siswa
bertanya
Guru menjelaskan
language features dan
grammar dalam
narrative text
Guru memberikan
contoh cerita dan
menjelaskan karakter,
main idea dll
Guru meminta siswa
membacakan cerita
kemudian
Siswa
memperhatikan
Siswa bertanya
Siswa
menyimak
Siswa membuat
kelompok dan
membuat
pertanyaan
35 menit
mengidentifikasi
karakter, main idea dll
Siswa
menjawab pada
kertas
Kegiatan Penutup Guru memberikan
tugas secara kelompok
membuat pertanyaan
dan jawaban dari
cerita
Siswa
memperhatikan
2 menit
Pertemuan ke-4
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru meminta siswa
mendiskusikan main
idea, supporting
details, informasi umu
dan spesifik dari teks
Guru meminta siswa
mempresentasikan
hasil diskusi
Guru meminta siswa
Siswa
mempraktekkan
Siswa
memperaktekkan
35 menit
3. Konfirmasi
menjawab soal
Guru bersama siswa
membahas soal yang
berhubungan dengan
narrative text
Siswa menyimak
dan menjawab
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 : Orientation, complication,
resolution, reorientation
- 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
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
3. Konfirmasi
Guru mereview
kembali materi yang
telah disampaikan pada
pertemuan sebelumnya
Guru menjelaskan
materi dan membuat
dialog tentang narrative
Guru meminta siswa
membuat dialog dan
mempresentasikan
Siswa
memyimak
Siswa
mempraktekkan
35 menit
secara kelompok
Guru meminta siswa
memberikan
pertanyaan dari hasil
presentasi
Guru meminta siswa
member komentar
Siswa
memperhatikan
dan menjawab
Kegiatan Penutup Guru menyimpulkan
hasil pembelajaran
Siswa
memperhatikan
2 menit
Pertemuan ke-6
Tahapan pokok
Aktivitas
Alokasi
waktu
Guru Siswa
Pendahuluan
(Greeting &
Apersepsi)
Guru memberi salam,
berdoa
Guru menyampaikan
tujuan pembelajaran
Siswa berdoa
dan menyimak
3 menit
Kegiatan Inti
1. Eksplorasi
2. Elaborasi
Guru meminta siswa
mendiskusikan
languages feature,
character dan plot dari
narrative text
Guru meminta siswa
membaca cerita dengan
lantang
Guru meminta siswa
Siswa
menyimak
Siswa
mempraktekkan
Siswa
35 menit
3. Konfirmasi
menjawab pada kertas
kemudian dikumpulkan
Guru
memberikesempatan
pada siswa untuk
bertanya
mengerjakan
dengan baik
Kegiatan Penutup Guru menyimpulkan
hasil pembelajaran
Siswa
memperhatikan
2 menit
I. Penilaian
a. Teknik/bentuk : Tes tertulis
Nilai siswa = Skor perolehan X 100
Skor siswa
Pedoman Penilaian
No Uraian Skor
Post
test
Jawaban benar
Jawaban tidak tepat
100
-
Mengetahui
Guru Mata Pelajaran
Hj.Neneng Susilawati M.Pd
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 No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 31 refo 38 2 0 38 38
2 12 cahya ze 37 3 0 37 37
3 14 m. ricky 37 3 0 37 37
4 18 diva 37 3 0 37 37
5 33 siti nur 37 3 0 37 37
6 1 khansa 36 4 0 36 36
7 26 salsa 36 4 0 36 36
8 34 wanda 36 4 0 36 36
9 3 abduh ... 35 5 0 35 35
10 4 zulham 35 5 0 35 35
11 5 thanu 35 5 0 35 35
12 6 randifta 35 5 0 35 35
13 9 sabrina 35 5 0 35 35
14 13 alfan 35 5 0 35 35
15 22 andania 35 5 0 35 35
16 29 m. yusuf 35 5 0 35 35
17 2 amanda 34 6 0 34 34
18 17 ollyvia 34 6 0 34 34
19 7 janna 33 7 0 33 33
20 10 nurazizah 33 7 0 33 33
21 19 mahda 33 6 1 33 33
22 20 bagus 33 7 0 33 33
23 25 vike 33 7 0 33 33
24 27 nabilah 33 7 0 33 33
25 23 clara 32 8 0 32 32
26 11 putri a 31 9 0 31 31
27 32 deni 31 8 1 31 31
28 8 vivana 30 10 0 30 30
29 16 marisa 30 10 0 30 30
30 30 fahrul 30 10 0 30 30
31 21 fauzi 28 10 2 28 28
32 28 amelia 28 12 0 28 28
33 15 annisa 21 19 0 21 21
34 24 cahya 17 23 0 17 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
No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total
1 1 khansa 19 17 36
2 2 amanda 15 19 34
3 3 abduh zuhdi 18 17 35
4 4 zulham 17 18 35
5 5 thanu 16 19 35
6 6 randifta 18 17 35
7 7 janna 18 15 33
8 8 vivana 14 16 30
9 9 sabrina 18 17 35
10 10 nurazizah 15 18 33
11 11 putri a 15 16 31
12 12 cahya ze 18 19 37
13 13 alfan 18 17 35
14 14 m. ricky 19 18 37
15 15 annisa 10 11 21
16 16 marisa 17 13 30
17 17 ollyvia 14 20 34
18 18 diva 19 18 37
19 19 mahda 17 16 33
20 20 bagus 16 17 33
21 21 fauzi 13 15 28
22 22 andania 18 17 35
23 23 clara 17 15 32
24 24 cahya 9 8 17
25 25 vike 16 17 33
26 26 salsa 17 19 36
27 27 nabilah 17 16 33
28 28 amelia 15 13 28
29 29 m. yusuf 17 18 35
30 30 fahrul 16 14 30
31 31 refo 19 19 38
32 32 deni 15 16 31
33 33 siti nur 19 18 37
34 34 wanda 17 19 36
KELOMPOK UNGGUL & ASOR
======================
Kelompok Unggul
Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA
1 2 3 4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1 31 refo 38 1 1 1 1 1 1 1
2 12 cahya ze 37 1 1 1 1 1 1 1
3 14 m. ricky 37 1 1 1 - 1 1 1
4 18 diva 37 1 1 1 - 1 1 1
5 33 siti nur 37 1 1 1 1 1 1 1
6 1 khansa 36 1 1 1 1 1 1 1
7 26 salsa 36 1 1 1 1 1 1 1
8 34 wanda 36 1 1 - 1 1 1 1
9 3 abduh zuhdi 35 1 1 1 1 1 - 1
Jml Jwb Benar Irtidlo 31 9 9 8 7 9 8 9
8 9 10 11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1 31 refo 38 1 1 1 1 1 1 1
2 12 cahya ze 37 1 1 1 1 1 1 1
3 14 m. ricky 37 1 1 1 1 1 1 1
4 18 diva 37 1 1 1 1 1 - 1
5 33 siti nur 37 1 1 1 1 1 1 1
6 1 khansa 36 1 1 - 1 1 1 1
7 26 salsa 36 1 1 1 1 1 1 1
8 34 wanda 36 1 1 1 1 1 1 1
9 3 abduh zuhdi 35 1 1 - 1 1 1 1
Jml Jwb Benar Irtidlo 31 9 9 7 9 9 8 9
15 16 17 18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1 31 refo 38 1 1 1 1 1 1 1
2 12 cahya ze 37 1 1 1 1 1 1 1
3 14 m. ricky 37 1 1 1 1 1 1 1
4 18 diva 37 1 1 1 1 1 1 1
5 33 siti nur 37 1 1 1 1 1 1 -
6 1 khansa 36 1 - 1 1 1 1 1
7 26 salsa 36 1 1 - 1 1 1 1
8 34 wanda 36 1 1 1 1 1 1 1
9 3 abduh zuhdi 35 1 - 1 1 1 1 1
Jml Jwb Benar Irtidlo 31 9 7 8 9 9 9 8
22 23 24 25 26 27 28
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1 31 refo 38 1 1 1 1 1 - 1
2 12 cahya ze 37 1 1 1 1 1 1 1
3 14 m. ricky 37 1 1 1 1 1 - -
4 18 diva 37 1 1 - 1 1 1 1
5 33 siti nur 37 1 1 1 1 1 1 1
6 1 khansa 36 1 1 - 1 1 1 1
7 26 salsa 36 1 1 1 1 1 - 1
8 34 wanda 36 1 1 1 1 1 - 1
9 3 abduh zuhdi 35 1 1 1 1 1 1 1
Jml Jwb Benar Irtidlo 31 9 9 7 9 9 5 8
29 30 31 32 33 34 35
No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1 31 refo 38 1 - 1 1 1 1 1
2 12 cahya ze 37 1 1 - - - 1 1
3 14 m. ricky 37 1 1 1 1 1 1 1
4 18 diva 37 1 1 1 1 1 1 1
5 33 siti nur 37 1 1 1 - 1 1 1
6 1 khansa 36 1 1 1 1 1 1 1
7 26 salsa 36 1 1 - 1 1 1 1
8 34 wanda 36 - - 1 1 1 1 1
9 3 abduh zuhdi 35 - 1 1 1 1 1 -
Jml Jwb Benar Irtidlo 31 7 7 7 7 8 9 8
36 37 38 39 40
No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40
1 31 refo 38 1 1 1 1 1
2 12 cahya ze 37 1 1 1 1 1
3 14 m. ricky 37 1 1 1 1 1
4 18 diva 37 1 1 1 1 1
5 33 siti nur 37 - 1 1 1 1
6 1 khansa 36 1 - 1 1 1
7 26 salsa 36 - 1 1 1 1
8 34 wanda 36 1 1 1 1 1
9 3 abduh zuhdi 35 1 1 1 1 1
Jml Jwb Benar Irtidlo 31 7 8 9 9 9
Kelompok Asor
Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA
1 2 3 4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1 11 putri a 31 - - 1 1 - 1 -
2 32 deni 31 - 1 1 - 1 1 1
3 8 vivana 30 - 1 1 1 - 1 -
4 16 marisa 30 - 1 1 1 1 1 1
5 30 fahrul 30 1 - 1 1 1 - 1
6 21 fauzi 28 1 1 1 1 1 1 1
7 28 amelia 28 1 1 1 1 1 1 1
8 15 annisa 21 1 - 1 1 1 - 1
9 24 cahya 17 1 - 1 1 1 - -
Jml Jwb Benar Annisa 10 5 5 9 8 7 6 6
8 9 10 11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1 11 putri a 31 1 - 1 1 1 1 -
2 32 deni 31 1 * 1 - 1 1 1
3 8 vivana 30 1 1 - 1 1 - 1
4 16 marisa 30 1 1 1 - 1 1 -
5 30 fahrul 30 - 1 - 1 1 1 1
6 21 fauzi 28 1 1 1 1 1 1 1
7 28 amelia 28 1 1 1 1 1 1 1
8 15 annisa 21 1 1 1 1 1 - -
9 24 cahya 17 1 - 1 1 - - -
Jml Jwb Benar Annisa 10 8 6 7 7 8 6 5
15 16 17 18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1 11 putri a 31 1 1 1 1 1 1 1
2 32 deni 31 1 - - 1 1 1 1
3 8 vivana 30 1 1 - 1 1 - 1
4 16 marisa 30 1 - 1 1 1 1 1
5 30 fahrul 30 1 1 1 1 1 1 1
6 21 fauzi 28 1 1 1 1 1 1 -
7 28 amelia 28 1 1 1 - 1 - 1
8 15 annisa 21 - 1 1 1 - - -
9 24 cahya 17 - - 1 - - - -
Jml Jwb Benar Annisa 10 7 6 7 7 7 5 6
22 23 24 25 26 27 28
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1 11 putri a 31 1 1 1 1 - - -
2 32 deni 31 1 1 1 1 1 - -
3 8 vivana 30 1 1 - 1 1 - 1
4 16 marisa 30 1 1 - 1 - - -
5 30 fahrul 30 1 1 1 - 1 1 1
6 21 fauzi 28 - 1 - - 1 * -
7 28 amelia 28 1 1 - - 1 - 1
8 15 annisa 21 1 1 - - 1 - -
9 24 cahya 17 - 1 - 1 1 - -
Jml Jwb Benar Annisa 10 7 9 3 5 7 1 3
29 30 31 32 33 34 35
No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1 11 putri a 31 1 1 1 1 1 1 1
2 32 deni 31 1 1 1 1 1 1 1
3 8 vivana 30 1 1 1 - 1 1 1
4 16 marisa 30 1 - 1 1 1 1 1
5 30 fahrul 30 - 1 - 1 - - 1
6 21 fauzi 28 - 1 * 1 - - -
7 28 amelia 28 - - 1 - - - -
8 15 annisa 21 - 1 - - - - -
9 24 cahya 17 - 1 - 1 - - -
Jml Jwb Benar Annisa 10 4 7 5 6 4 4 5
36 37 38 39 40
No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40
1 11 putri a 31 1 1 1 1 1
2 32 deni 31 - 1 1 1 1
3 8 vivana 30 1 1 1 1 1
4 16 marisa 30 - 1 1 1 1
5 30 fahrul 30 - 1 1 1 1
6 21 fauzi 28 - 1 1 1 1
7 28 amelia 28 - 1 1 1 1
8 15 annisa 21 - 1 1 1 1
9 24 cahya 17 - 1 1 1 1
Jml Jwb Benar Annisa 10 2 9 9 9 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 No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)
1 1 9 5 4 44,44
2 2 9 5 4 44,44
3 3 8 9 -1 -11,11
4 4 7 8 -1 -11,11
5 5 9 7 2 22,22
6 6 8 6 2 22,22
7 7 9 6 3 33,33
8 8 9 8 1 11,11
9 9 9 6 3 33,33
10 10 7 7 0 0,00
11 11 9 7 2 22,22
12 12 9 8 1 11,11
13 13 8 6 2 22,22
14 14 9 5 4 44,44
15 15 9 7 2 22,22
16 16 7 6 1 11,11
17 17 8 7 1 11,11
18 18 9 7 2 22,22
19 19 9 7 2 22,22
20 20 9 5 4 44,44
21 21 8 6 2 22,22
22 22 9 7 2 22,22
23 23 9 9 0 0,00
24 24 7 3 4 44,44
25 25 9 5 4 44,44
26 26 9 7 2 22,22
27 27 5 1 4 44,44
28 28 8 3 5 55,56
29 29 7 4 3 33,33
30 30 7 7 0 0,00
31 31 7 5 2 22,22
32 32 7 6 1 11,11
33 33 8 4 4 44,44
34 34 9 4 5 55,56
35 35 8 5 3 33,33
36 36 7 2 5 55,56
37 37 8 9 -1 -11,11
38 38 9 9 0 0,00
39 39 9 9 0 0,00
40 40 9 9 0 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 No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran
1 1 25 73,53 Mudah
2 2 29 85,29 Sangat Mudah
3 3 28 82,35 Mudah
4 4 29 85,29 Sangat Mudah
5 5 27 79,41 Mudah
6 6 30 88,24 Sangat Mudah
7 7 28 82,35 Mudah
8 8 32 94,12 Sangat Mudah
9 9 29 85,29 Sangat Mudah
10 10 26 76,47 Mudah
11 11 31 91,18 Sangat Mudah
12 12 30 88,24 Sangat Mudah
13 13 30 88,24 Sangat Mudah
14 14 28 82,35 Mudah
15 15 30 88,24 Sangat Mudah
16 16 26 76,47 Mudah
17 17 24 70,59 Sangat Mudah
18 18 32 94,12 Sangat Mudah
19 19 32 94,12 Sangat Mudah
20 20 30 88,24 Sangat Mudah
21 21 30 88,24 Sangat Mudah
22 22 31 91,18 Sangat Mudah
23 23 33 97,06 Sangat Mudah
24 24 25 73,53 Mudah
25 25 30 88,24 Sangat Mudah
26 26 26 76,47 Mudah
27 27 10 29,41 Sukar
28 28 24 70,59 Sangat Mudah
29 29 26 76,47 Mudah
30 30 25 73,53 Mudah
31 31 27 79,41 Mudah
32 32 25 73,53 Mudah
33 33 25 73,53 Mudah
34 34 27 79,41 Mudah
35 35 28 82,35 Mudah
36 36 19 55,88 Sedang
37 37 29 85,29 Sangat Mudah
38 38 34 100,00 Sangat Mudah
39 39 34 100,00 Sangat Mudah
40 40 34 100,00 Sangat Mudah
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 No Butir Asli Korelasi Signifikansi
1 1 0,026 -
2 2 0,882 Sangat Signifikan
3 3 0,041 -
4 4 0,307 Signifikan
5 5 0,275 -
6 6 0,816 Sangat Signifikan
7 7 0,607 Sangat Signifikan
8 8 0,729 Sangat Signifikan
9 9 0,393 Signifikan
10 10 NAN NAN
11 11 0,412 Sangat Signifikan
12 12 0,970 Sangat Signifikan
13 13 0,930 Sangat Signifikan
14 14 0,708 Sangat Signifikan
15 15 0,865 Sangat Signifikan
16 16 0,185 -
17 17 -0,110 -
18 18 0,885 Sangat Signifikan
19 19 0,754 Sangat Signifikan
20 20 0,930 Sangat Signifikan
21 21 0,923 Sangat Signifikan
22 22 0,236 -
23 23 0,477 Sangat Signifikan
24 24 0,725 Sangat Signifikan
25 25 0,916 Sangat Signifikan
26 26 -0,007 -
27 27 NAN NAN
28 28 0,425 Sangat Signifikan
29 29 0,780 Sangat Signifikan
30 30 -0,362 -
31 31 0,787 Sangat Signifikan
32 32 0,691 Sangat Signifikan
33 33 0,917 Sangat Signifikan
34 34 0,970 Sangat Signifikan
35 35 0,970 Sangat Signifikan
36 36 0,699 Sangat Signifikan
37 37 -0,196 -
38 38 -0,074 -
39 39 NAN NAN
40 40 NAN NAN
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01
10 0,576 0,708 60 0,250 0,325
15 0,482 0,606 70 0,233 0,302
20 0,423 0,549 80 0,217 0,283
25 0,381 0,496 90 0,205 0,267
30 0,349 0,449 100 0,195 0,254
40 0,304 0,393 125 0,174 0,228
50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 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 No Butir Asli a b c d *
1 1 4+ 25** 5- 0-- 0
2 2 4--- 29** 0-- 1+ 0
3 3 28** 4-- 2++ 0-- 0
4 4 29** 5--- 0-- 0-- 0
5 5 27** 7--- 0-- 0-- 0
6 6 4--- 30** 0-- 0-- 0
7 7 28** 0-- 2++ 4-- 0
8 8 0-- 2--- 0-- 32** 0
9 9 3-- 0-- 29** 1+ 0
10 10 0-- 26** 0-- 8--- 0
11 11 0-- 31** 2-- 1++ 0
12 12 0-- 3--- 30** 1+ 0
13 13 30** 1+ 3--- 0-- 0
14 14 28** 0-- 4-- 2++ 0
15 15 0-- 4--- 30** 0-- 0
16 16 4+ 26** 3++ 1- 0
17 17 1- 9--- 24** 0-- 0
18 18 0-- 32** 1+ 1+ 0
19 19 2--- 0-- 32** 0-- 0
20 20 30** 3--- 0-- 1+ 0
21 21 2+ 2+ 0-- 30** 0
22 22 2-- 31** 1++ 0-- 0
23 23 1--- 33** 0-- 0-- 0
24 24 6-- 25** 0-- 3++ 0
25 25 0-- 4--- 0-- 30** 0
26 26 0-- 26** 7--- 1- 0
27 27 0-- 22--- 1-- 10** 0
28 28 0-- 4++ 24** 6-- 0
29 29 3++ 5-- 26** 0-- 0
30 30 25** 2+ 7--- 0-- 0
31 31 3+ 27** 0-- 3+ 0
32 32 1- 25** 6-- 1- 0
33 33 0-- 8--- 25** 1- 0
34 34 2++ 27** 3+ 2++ 0
35 35 28** 3+ 3+ 0-- 0
36 36 10-- 19** 5++ 0-- 0
37 37 0-- 5--- 29** 0-- 0
38 38 0 34** 0 0 0
39 39 0 0 34** 0 0
40 40 34** 0 0 0 0
Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk
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 Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 44,44 Mudah 0,061 -
2 2 44,44 Sangat Mudah 0,642 Sangat Signifikan
3 3 -11,11 Mudah -0,155 -
4 4 -11,11 Sangat Mudah -0,165 -
5 5 33,33 Mudah 0,337 Signifikan
6 6 22,22 Sangat Mudah 0,602 Sangat Signifikan
7 7 33,33 Mudah 0,344 Signifikan
8 8 44,44 Sangat Mudah 0,642 Sangat Signifikan
9 9 33,33 Sangat Mudah 0,315 Signifikan
10 10 0,00 Mudah -0,015 -
11 11 44,44 Sangat Mudah 0,511 Sangat Signifikan
12 12 22,22 Sangat Mudah 0,643 Sangat Signifikan
13 13 22,22 Sangat Mudah 0,560 Sangat Signifikan
14 14 44,44 Mudah 0,576 Sangat Signifikan
15 15 22,22 Sangat Mudah 0,518 Sangat Signifikan
16 16 11,11 Mudah 0,145 -
17 17 11,11 Sangat Mudah -0,107 -
18 18 22,22 Sangat Mudah 0,600 Sangat Signifikan
19 19 22,22 Sangat Mudah 0,803 Sangat Signifikan
20 20 44,44 Sangat Mudah 0,750 Sangat Signifikan
21 21 22,22 Sangat Mudah 0,602 Sangat Signifikan
22 22 22,22 Sangat Mudah 0,495 Sangat Signifikan
23 23 0,00 Sangat Mudah -0,085 -
24 24 44,44 Mudah 0,523 Sangat Signifikan
25 25 44,44 Sangat Mudah 0,518 Sangat Signifikan
26 26 22,22 Mudah -0,031 -
27 27 44,44 Sukar 0,286 -
28 28 55,56 Sangat Mudah 0,535 Sangat Signifikan
29 29 33,33 Mudah 0,562 Sangat Signifikan
30 30 0,00 Mudah -0,078 -
31 31 22,22 Mudah 0,440 Sangat Signifikan
32 32 11,11 Mudah 0,153 -
33 33 44,44 Mudah 0,570 Sangat Signifikan
34 34 55,56 Mudah 0,676 Sangat Signifikan
35 35 33,33 Mudah 0,630 Sangat Signifikan
36 36 55,56 Sedang 0,455 Sangat Signifikan
37 37 -11,11 Sangat Mudah -0,127 -
38 38 0,00 Sangat Mudah NAN NAN
39 39 0,00 Sangat Mudah NAN NAN
40 40 0,00 Sangat Mudah 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 No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot
1 1 M. Yusuf 33 7 0 33 33
2 2 Sabrina 34 6 0 34 34
3 3 Difa 35 5 0 35 35
4 4 Viviana 34 6 0 34 34
5 5 Clara 32 6 2 32 32
6 6 Annisa 10 30 0 10 10
7 7 Wanda 35 5 0 35 35
8 8 Vike 31 9 0 31 31
9 9 Mahda 32 7 1 32 32
10 10 Cahya ... 34 6 0 34 34
11 11 Fauzi 33 7 0 33 33
12 12 Salsa 35 5 0 35 35
13 13 Randifta 34 6 0 34 34
14 14 Putri 35 5 0 35 35
15 15 Abduh 36 4 0 36 36
16 16 Khansa 36 4 0 36 36
17 17 Cahza ... 37 3 0 37 37
18 19 Amanda 38 2 0 38 38
19 20 M. Ricky 38 2 0 38 38
20 21 Ollyvia 32 8 0 32 32
21 22 Marisa 34 6 0 34 34
22 23 Siti Nur 32 8 0 32 32
23 25 Alfan 33 7 0 33 33
24 26 Jana 32 8 0 32 32
25 27 Andania 31 8 1 31 31
26 28 M. Fahrul 35 5 0 35 35
27 29 Nur Az... 34 6 0 34 34
28 30 Deni A... 35 5 0 35 35
29 31 Nabilah 34 6 0 34 34
30 32 Amelia 34 6 0 34 34
31 33 Bagus 37 3 0 37 37
32 34 Thanu 36 4 0 36 36
33 35 Refo 35 1 4 35 35
34 36 Zulham 35 4 1 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 No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total
1 1 M. Yusuf 16 17 33
2 2 Sabrina 16 18 34
3 3 Difa 17 18 35
4 4 Viviana 16 18 34
5 5 Clara 16 16 32
6 6 Annisa 2 8 10
7 7 Wanda 18 17 35
8 8 Vike 16 15 31
9 9 Mahda 15 17 32
10 10 Cahya Adinda 17 17 34
11 11 Fauzi 18 15 33
12 12 Salsa 17 18 35
13 13 Randifta 17 17 34
14 14 Putri 18 17 35
15 15 Abduh 18 18 36
16 16 Khansa 19 17 36
17 17 Cahza Zenitha 19 18 37
18 19 Amanda 19 19 38
19 20 M. Ricky 19 19 38
20 21 Ollyvia 15 17 32
21 22 Marisa 17 17 34
22 23 Siti Nur 15 17 32
23 25 Alfan 16 17 33
24 26 Jana 15 17 32
25 27 Andania 14 17 31
26 28 M. Fahrul 17 18 35
27 29 Nur Azizah 17 17 34
28 30 Deni Adang 16 19 35
29 31 Nabilah 16 18 34
30 32 Amelia 17 17 34
31 33 Bagus 17 20 37
32 34 Thanu 16 20 36
33 35 Refo 17 18 35
34 36 Zulham 18 17 35
KELOMPOK UNGGUL & ASOR
======================
Kelompok Unggul
Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5
POST.ANA
1 2 3 4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1 19 Amanda 38 1 1 1 1 1 1 1
2 20 M. Ricky 38 1 1 1 1 1 1 1
3 17 Cahza Zenitha 37 1 1 1 1 1 1 1
4 33 Bagus 37 - 1 1 1 1 1 1
5 15 Abduh 36 1 1 1 1 1 1 1
6 16 Khansa 36 1 1 1 1 1 1 1
7 34 Thanu 36 - 1 1 1 1 1 1
8 3 Difa 35 1 1 1 1 1 1 1
9 7 Wanda 35 1 1 1 1 1 1 1
Jml Jwb Benar Wanda 35 7 9 9 9 9 9 9
8 9 10 11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1 19 Amanda 38 1 1 1 1 - 1 1
2 20 M. Ricky 38 1 1 1 1 - 1 1
3 17 Cahza Zenitha 37 1 1 1 1 - 1 1
4 33 Bagus 37 1 1 1 1 1 1 1
5 15 Abduh 36 1 1 1 - - 1 1
6 16 Khansa 36 1 1 1 1 - 1 1
7 34 Thanu 36 1 1 1 1 1 1 1
8 3 Difa 35 1 1 1 1 1 1 1
9 7 Wanda 35 1 1 1 1 - 1 1
Jml Jwb Benar Wanda 35 9 9 9 8 3 9 9
15 16 17 18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1 19 Amanda 38 1 1 1 1 1 1 1
2 20 M. Ricky 38 1 1 1 1 1 1 1
3 17 Cahza Zenitha 37 1 1 1 1 1 - 1
4 33 Bagus 37 1 1 1 1 1 1 1
5 15 Abduh 36 1 1 1 1 1 - 1
6 16 Khansa 36 1 1 1 1 1 - 1
7 34 Thanu 36 1 1 - 1 1 1 1
8 3 Difa 35 1 1 1 1 1 - 1
9 7 Wanda 35 1 1 1 1 1 - 1
Jml Jwb Benar Wanda 35 9 9 8 9 9 4 9
22 23 24 25 26 27 28
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1 19 Amanda 38 1 - 1 1 1 1 1
2 20 M. Ricky 38 1 - 1 1 1 1 1
3 17 Cahza Zenitha 37 1 - 1 1 1 1 1
4 33 Bagus 37 1 - 1 1 1 - 1
5 15 Abduh 36 1 - 1 1 1 1 1
6 16 Khansa 36 1 - 1 1 1 1 1
7 34 Thanu 36 1 - 1 1 1 - 1
8 3 Difa 35 1 - 1 1 1 1 1
9 7 Wanda 35 1 - 1 1 1 1 1
Jml Jwb Benar Wanda 35 9 0 9 9 9 7 9
29 30 31 32 33 34 35
No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1 19 Amanda 38 1 1 1 1 1 1 1
2 20 M. Ricky 38 1 1 1 1 1 1 1
3 17 Cahza Zenitha 37 1 1 1 1 1 1 1
4 33 Bagus 37 1 1 1 1 1 1 1
5 15 Abduh 36 1 1 1 1 1 1 1
6 16 Khansa 36 1 1 1 1 1 - 1
7 34 Thanu 36 1 1 1 1 1 1 1
8 3 Difa 35 - - - 1 1 1 1
9 7 Wanda 35 - - 1 1 1 1 1
Jml Jwb Benar Wanda 35 7 7 8 9 9 8 9
36 37 38 39 40
No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40
1 19 Amanda 38 1 1 1 1 1
2 20 M. Ricky 38 1 1 1 1 1
3 17 Cahza Zenitha 37 1 1 1 1 1
4 33 Bagus 37 1 1 1 1 1
5 15 Abduh 36 1 1 1 1 1
6 16 Khansa 36 1 1 1 1 1
7 34 Thanu 36 1 1 1 1 1
8 3 Difa 35 1 1 1 1 1
9 7 Wanda 35 1 1 1 1 1
Jml Jwb Benar Wanda 35 9 9 9 9 9
Kelompok Asor
Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5
POST.ANA
1 2 3 4 5 6 7
No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7
1 25 Alfan 33 1 1 1 1 1 1 1
2 5 Clara 32 1 1 1 1 1 1 -
3 9 Mahda 32 1 1 1 1 - 1 1
4 21 Ollyvia 32 - 1 1 1 1 1 1
5 23 Siti Nur 32 1 1 1 1 1 1 1
6 26 Jana 32 1 1 1 1 1 1 -
7 8 Vike 31 1 1 1 1 1 1 1
8 27 Andania 31 1 1 1 1 1 1 -
9 6 Annisa 10 - - - - - - -
Jml Jwb Benar Annisa 10 7 8 8 8 7 8 5
8 9 10 11 12 13 14
No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14
1 25 Alfan 33 1 1 1 1 1 1 -
2 5 Clara 32 1 1 1 1 - 1 1
3 9 Mahda 32 - 1 1 1 1 1 *
4 21 Ollyvia 32 1 1 1 1 1 1 1
5 23 Siti Nur 32 1 1 1 1 1 1 1
6 26 Jana 32 1 1 1 1 1 1 -
7 8 Vike 31 1 1 1 1 - 1 1
8 27 Andania 31 1 1 1 1 1 1 -
9 6 Annisa 10 - - - - - 1 1
Jml Jwb Benar Annisa 10 7 8 8 8 6 9 5
15 16 17 18 19 20 21
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21
1 25 Alfan 33 1 1 - 1 1 1 1
2 5 Clara 32 1 1 1 1 1 - *
3 9 Mahda 32 1 1 1 1 1 - 1
4 21 Ollyvia 32 1 1 - 1 1 - 1
5 23 Siti Nur 32 - 1 - 1 1 - 1
6 26 Jana 32 1 1 - 1 1 - 1
7 8 Vike 31 1 1 1 1 1 - 1
8 27 Andania 31 1 1 - 1 1 1 1
9 6 Annisa 10 - 1 - - - 1 -
Jml Jwb Benar Annisa 10 7 9 3 8 8 3 7
22 23 24 25 26 27 28
No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28
1 25 Alfan 33 1 - 1 1 1 1 -
2 5 Clara 32 * - 1 1 1 1 1
3 9 Mahda 32 1 - 1 1 1 1 1
4 21 Ollyvia 32 1 - 1 1 1 1 1
5 23 Siti Nur 32 1 - 1 1 1 1 1
6 26 Jana 32 1 - 1 1 1 1 1
7 8 Vike 31 1 - - 1 1 1 1
8 27 Andania 31 1 - 1 1 1 1 -
9 6 Annisa 10 1 - - - 1 - -
Jml Jwb Benar Annisa 10 8 0 7 8 9 8 6
29 30 31 32 33 34 35
No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35
1 25 Alfan 33 - 1 1 1 1 - -
2 5 Clara 32 - - 1 1 1 1 1
3 9 Mahda 32 - 1 - 1 1 1 -
4 21 Ollyvia 32 - - 1 1 1 - -
5 23 Siti Nur 32 - - 1 1 1 - -
6 26 Jana 32 - 1 1 1 1 - -
7 8 Vike 31 - - - 1 - - 1
8 27 Andania 31 - 1 * 1 1 - -
9 6 Annisa 10 - 1 1 1 - - -
Jml Jwb Benar Annisa 10 0 5 6 9 7 2 2
36 37 38 39 40
No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40
1 25 Alfan 33 1 1 1 1 1
2 5 Clara 32 1 1 1 1 1
3 9 Mahda 32 1 1 1 1 1
4 21 Ollyvia 32 1 1 1 1 1
5 23 Siti Nur 32 1 1 1 1 1
6 26 Jana 32 1 1 1 1 1
7 8 Vike 31 1 1 1 1 1
8 27 Andania 31 1 1 1 1 1
9 6 Annisa 10 - - - - 1
Jml Jwb Benar Annisa 10 8 8 8 8 9
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 No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)
1 1 7 7 0 0,00
2 2 9 8 1 11,11
3 3 9 8 1 11,11
4 4 9 8 1 11,11
5 5 9 7 2 22,22
6 6 9 8 1 11,11
7 7 9 5 4 44,44
8 8 9 7 2 22,22
9 9 9 8 1 11,11
10 10 9 8 1 11,11
11 11 8 8 0 0,00
12 12 3 6 -3 -33,33
13 13 9 9 0 0,00
14 14 9 5 4 44,44
15 15 9 7 2 22,22
16 16 9 9 0 0,00
17 17 8 3 5 55,56
18 18 9 8 1 11,11
19 19 9 8 1 11,11
20 20 4 3 1 11,11
21 21 9 7 2 22,22
22 22 9 8 1 11,11
23 23 0 0 0 0,00
24 24 9 7 2 22,22
25 25 9 8 1 11,11
26 26 9 9 0 0,00
27 27 7 8 -1 -11,11
28 28 9 6 3 33,33
29 29 7 0 7 77,78
30 30 7 5 2 22,22
31 31 8 6 2 22,22
32 32 9 9 0 0,00
33 33 9 7 2 22,22
34 34 8 2 6 66,67
35 35 9 2 7 77,78
36 36 9 8 1 11,11
37 37 9 8 1 11,11
38 38 9 8 1 11,11
39 39 9 8 1 11,11
40 40 9 9 0 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 No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran
1 1 28 82,35 Mudah
2 2 33 97,06 Sangat Mudah
3 3 33 97,06 Sangat Mudah
4 4 33 97,06 Sangat Mudah
5 5 32 94,12 Sangat Mudah
6 6 33 97,06 Sangat Mudah
7 7 27 79,41 Mudah
8 8 32 94,12 Sangat Mudah
9 9 33 97,06 Sangat Mudah
10 10 33 97,06 Sangat Mudah
11 11 32 94,12 Sangat Mudah
12 12 21 61,76 Sedang
13 13 34 100,00 Sangat Mudah
14 14 27 79,41 Mudah
15 15 31 91,18 Sangat Mudah
16 16 34 100,00 Sangat Mudah
17 17 23 67,65 Sedang
18 18 33 97,06 Sangat Mudah
19 19 33 97,06 Sangat Mudah
20 20 11 32,35 Sedang
21 21 32 94,12 Sangat Mudah
22 22 31 91,18 Sangat Mudah
23 23 1 2,94 Sangat Sukar
24 24 30 88,24 Sangat Mudah
25 25 33 97,06 Sangat Mudah
26 26 34 100,00 Sangat Mudah
27 27 31 91,18 Sangat Mudah
28 28 28 82,35 Mudah
29 29 9 26,47 Sukar
30 30 19 55,88 Sedang
31 31 27 79,41 Mudah
32 32 33 97,06 Sangat Mudah
33 33 32 94,12 Sangat Mudah
34 34 22 64,71 Sedang
35 35 20 58,82 Sedang
36 36 31 91,18 Sangat Mudah
37 37 32 94,12 Sangat Mudah
38 38 33 97,06 Sangat Mudah
39 39 33 97,06 Sangat Mudah
40 40 34 100,00 Sangat 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 No Butir Asli Korelasi Signifikansi
1 1 -0,097 -
2 2 0,900 Sangat Signifikan
3 3 -0,097 -
4 4 0,072 -
5 5 0,329 Signifikan
6 6 0,910 Sangat Signifikan
7 7 0,660 Sangat Signifikan
8 8 0,728 Sangat Signifikan
9 9 0,381 Signifikan
10 10 NAN NAN
11 11 0,473 Sangat Signifikan
12 12 0,978 Sangat Signifikan
13 13 0,978 Sangat Signifikan
14 14 0,701 Sangat Signifikan
15 15 0,884 Sangat Signifikan
16 16 0,102 -
17 17 -0,028 -
18 18 0,897 Sangat Signifikan
19 19 0,900 Sangat Signifikan
20 20 0,978 Sangat Signifikan
21 21 0,978 Sangat Signifikan
22 22 -0,078 -
23 23 0,314 Signifikan
24 24 0,857 Sangat Signifikan
25 25 0,978 Sangat Signifikan
26 26 -0,020 -
27 27 NAN NAN
28 28 0,606 Sangat Signifikan
29 29 0,857 Sangat Signifikan
30 30 -0,293 -
31 31 0,850 Sangat Signifikan
32 32 0,735 Sangat Signifikan
33 33 0,930 Sangat Signifikan
34 34 0,978 Sangat Signifikan
35 35 0,978 Sangat Signifikan
36 36 0,741 Sangat Signifikan
37 37 -0,206 -
38 38 -0,078 -
39 39 NAN NAN
40 40 NAN NAN
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01
10 0,576 0,708 60 0,250 0,325
15 0,482 0,606 70 0,233 0,302
20 0,423 0,549 80 0,217 0,283
25 0,381 0,496 90 0,205 0,267
30 0,349 0,449 100 0,195 0,254
40 0,304 0,393 125 0,174 0,228
50 0,273 0,354 >150 0,159 0,208
Bila koefisien = 0,000 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 No Butir Asli a b c d *
1 1 28** 0-- 6--- 0-- 0
2 2 33** 1--- 0-- 0-- 0
3 3 1--- 33** 0-- 0-- 0
4 4 33** 0-- 0-- 1--- 0
5 5 1+ 1+ 0-- 32** 0
6 6 33** 0-- 1--- 0-- 0
7 7 6--- 0-- 27** 1- 0
8 8 0-- 32** 2--- 0-- 0
9 9 0-- 0-- 33** 1--- 0
10 10 0-- 1--- 0-- 33** 0
11 11 1+ 32** 1+ 0-- 0
12 12 13--- 0-- 21** 0-- 0
13 13 34** 0 0 0 0
14 14 27** 2++ 4- 0-- 0
15 15 31** 1++ 1++ 1++ 0
16 16 0 34** 0 0 0
17 17 0-- 23** 10--- 1- 0
18 18 0-- 1--- 0-- 33** 0
19 19 1--- 33** 0-- 0-- 0
20 20 23--- 0-- 11** 0-- 0
21 21 0-- 0-- 32** 1+ 0
22 22 0-- 31** 2-- 0-- 0
23 23 1** 30--- 2-- 1-- 0
24 24 3--- 0-- 0-- 30** 0
25 25 33** 1--- 0-- 0-- 0
26 26 0 34** 0 0 0
27 27 1++ 31** 2-- 0-- 0
28 28 28** 0-- 5--- 1- 0
29 29 0-- 9** 1-- 24--- 0
30 30 19** 0-- 15--- 0-- 0
31 31 6--- 0-- 27** 0-- 0
32 32 0-- 0-- 33** 1--- 0
33 33 0-- 1+ 32** 1+ 0
34 34 1-- 22** 10--- 0-- 0
35 35 20** 0-- 11--- 2- 0
36 36 2-- 0-- 0-- 31** 0
37 37 32** 0-- 1+ 0-- 0
38 38 0-- 1--- 33** 0-- 0
39 39 0-- 33** 0-- 1--- 0
40 40 0 0 0 34** 0
Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk
REKAP ANALISIS BUTIR
=====================
Rata2= 33,56
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 Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi
1 1 0,00 Mudah 0,317 Signifikan
2 2 11,11 Sangat Mudah 0,917 Sangat Signifikan
3 3 11,11 Sangat Mudah 0,917 Sangat Signifikan
4 4 11,11 Sangat Mudah 0,917 Sangat Signifikan
5 5 22,22 Sangat Mudah 0,702 Sangat Signifikan
6 6 11,11 Sangat Mudah 0,917 Sangat Signifikan
7 7 44,44 Mudah 0,454 Sangat Signifikan
8 8 22,22 Sangat Mudah 0,702 Sangat Signifikan
9 9 11,11 Sangat Mudah 0,917 Sangat Signifikan
10 10 11,11 Sangat Mudah 0,917 Sangat Signifikan
11 11 0,00 Sangat Mudah 0,590 Sangat Signifikan
12 12 -33,33 Sedang 0,085 -
13 13 0,00 Sangat Mudah NAN NAN
14 14 44,44 Mudah 0,096 -
15 15 22,22 Sangat Mudah 0,572 Sangat Signifikan
16 16 0,00 Sangat Mudah NAN NAN
17 17 55,56 Sedang 0,353 Signifikan
18 18 11,11 Sangat Mudah 0,917 Sangat Signifikan
19 19 11,11 Sangat Mudah 0,917 Sangat Signifikan
20 20 11,11 Sedang -0,100 -
21 21 22,22 Sangat Mudah 0,702 Sangat Signifikan
22 22 11,11 Sangat Mudah 0,016 -
23 23 0,00 Sangat Sukar -0,022 -
24 24 22,22 Sangat Mudah 0,515 Sangat Signifikan
25 25 11,11 Sangat Mudah 0,917 Sangat Signifikan
26 26 0,00 Sangat Mudah NAN NAN
27 27 -11,11 Sangat Mudah 0,410 Sangat Signifikan
28 28 33,33 Mudah 0,420 Sangat Signifikan
29 29 77,78 Sukar 0,372 Signifikan
30 30 22,22 Sedang -0,021 -
31 31 22,22 Mudah 0,080 -
32 32 0,00 Sangat Mudah -0,017 -
33 33 22,22 Sangat Mudah 0,730 Sangat Signifikan
34 34 66,67 Sedang 0,395 Sangat Signifikan
35 35 77,78 Sedang 0,385 Signifikan
36 36 11,11 Sangat Mudah 0,526 Sangat Signifikan
37 37 11,11 Sangat Mudah 0,618 Sangat Signifikan
38 38 11,11 Sangat Mudah 0,917 Sangat Signifikan
39 39 11,11 Sangat Mudah 0,917 Sangat Signifikan
40 40 0,00 Sangat Mudah NAN NAN
English Narrative Text (Pre-test)
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
Direction!
- Read this test carefully
- This score doesn’t change your mid-test, final test or daily
score
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. One daughter
b. Two daughters
c. Three daughters
d. 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)
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
1. What does the text tell you about…
a. The monkey and the dolphin
b. The dolphin and his friends
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!”
Direction!
- Read this test carefully
- This score doesn’t change your mid-test, final test or daily
score
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
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
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.
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
FORM (FR)
No. Dokumen : FITK-FR-AKD-081
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT BIMBINGAN SKRIPSI Nomor : Un.01/F.1/KM.01.3/…./2014 Jakarta, 24 April 2014
Lamp. : -
Hal : Bimbingan Skripsi
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
FORM (FR)
No. Dokumen : FITK-FR-AKD-082
UIN JAKARTA Tgl. Terbit : 1 Maret 2010
FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1
SURAT PERMOHONAN IZIN PENELITIAN
Nomor : Un.01/F.1/KM.01.3/......../2014 Jakarta, 24 April 2014 Lamp. : Outline/Proposal Hal : Permohonan Izin Penelitian
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