Improving students achiev through english day program (a case study at the second year students of SMUN 112 Jakarta Barat)
IMPROVING STUDENTS' ACHIEVEMENT
THROUGH ENGLISH DA Y PROGRAM
(A Case Study at the Second Year Students of S:\IF\ 112 ,Iakllrta Bani!)
A Skripsi
Presented to the Faculty of Tarbiyah lind !,'aeh","s' Irllining
In Partial Fulfillment of the
ｾｴｮ･ｭ｣ｲｩｵｊｬ
For the
I)l'grt't'
of Sarjana Slrata I
By:
ABDUL HOSYIIl
99140 ISW!
THE ENGLISH DEPARTEMENT
TIlE FACULTY OF TARBlY,\1I .\\'1> TE·\CIIER'S TRU\I\,(;
STATE JSLAJVllC ｌｊｎｉｖｅｾｓｔｙ
SYARJF HIJ)A YATULLAII
JAKARTA
J 424 11/2004 ,VI
IMPROVING STUDENTS' ACHmVEMENT
THROUGH ENGLISH DAY PROGRAM
(A Case Study at the Second Yeur Students of SMUN 112 .JalUlrlu Bural)
A Skripsi
Presented to the Fuculty ofTurhiyuh and Teu('hers' Truining
In Purtiul Fulfilhnent of the
ｉｾ･ｱｵｩｲ･ｭ ｬ ｴｳ
For the Degn't' of Sa rjll nll Strum I
By:
ABDUL ROSY/D
9914015768
Approved By
Advisor:
Drs. ItA Munir Sonhlldii. ,\I.Ed
NIP. 1500506112
THE ENGLISH DEPARTEMENT
THE FACULTY OF TARBIYAH ANI> TEACHER'S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HmA YATULLAH
JAKARTA
1424 H / 2004
Legalization of Examination Committee
A
"skripsi"
lilled
"
IMPROVING
STUDENTS'
ACHIEVEMENT
THROUGH ENGLISH DAY PROGRAM" (A Case Study at the Second Year
of Students of SlVIUN 112 Jakarta Barat) was examined at examination session of
the Faculty of Tarbiyah of Syarif I-lielayatullah State Islamic University Jakarta on
Saturelay. February 7. 2004. This "skripsi" has fulfilleel the requirement for the
Degree of Strata-I (S-I) at the English Department.
Jakarta, February 7, 2004
Examination Committee
1'11' ·leac )1' Committee
The Secretary of Committee
Pn2,L_Dr. I-l. Salman I· run
NIP. ISO 062 568
Committee
Examiner I
Drs. Nasrun Mahmuel. M.pel.
NIP. ISO 041 70
Examiner II
Drs, I-I. A Munir S nhaelji. M.Eel.
NIP. ISO 050 682
ACKNOWLEDGEMENT
In the name of Allah, the beneficent and the merciful
All praisebeto Allah for the health and the strength that He has given to the writer
111
completing this skripsi. Peace and blessing be upon the Prophet Muhammad, his
family, his companions and his followers.
The writer is absolutely conscious that he could not carry out this work without
helping of others, either spiritual and material. The writer would like to say his beloved
parents (H. Abdul Rojak Aim. and Mrs. Hj. Zenab). And all family of the writer who
always give motivation, support and moral encouragement to fmish his study and also to
Drs.H.A Munir Sonhadji, M.Ed. as the advisor for his patient and sincerity in guiding the
writer to carty but this skripsi from beginning to the end.
His gratitude also goes to
I. Prof.DR. H. Salman HarLIn as a Dean of The Faculty ofTarbiyah and
Teachers' Training
2
Drs. Nasrun Mahmud, M.Pd. The Head of English Department
3. Drs. Syauki M.Pd .The Secretaly of English Department
4. All teachers of English Department who have taught and educated the writer
during his study at UIN SyarifHidayatullah Jakarta.
5. Mr. Munir S.Pd. The English Teacher of SMUN 112 Jakarta Barat
.
6. His Best Friend: Aly FiklY, Alul1ad Nasmlloh, Fida Dzulfahmi, Nina
Rosdiyanah, Udin Syahrudin, Dudi Almunadi, KhoilUnnisa , Nurahmawati, Siti
Chaeroniyah, Aini Ainurohmah and Fitriyah (Ehm). I will never forget you all.
You are my best friend
May Allah the Almighty bless them all, Amien. And finally, The writer realizes
that this skripsi is far from perfect. Therefore, the writer would like to accept any
constructive suggestion to make this skripsi better.
Jakarta, 15 January 2004
The writer
A.H..
TABLE OF CONTENTS
ACKNOWLEDGEMENT
. . . . . . . . . . . . . . . . . . . . . . .. ..1
TABLE OF CONTENTS
..
111
.
CHAPTER I: INTRODUCTION
A. Background of the Study
1
B. The Coverage and Formulation of the Problem ........
,
............ j
C. Method of the Study
.... 3
D. Organization of the Study ...
..3
CHAPTER II: THEORETICAL FRAMEWORK
A. English Day Program
.
.
a. The Meaning of English Day Program
b. The Activities of English Day Program.....
5
... 5
.... 6
...... 6
a. Reinforcement Material
b. English Discussion ...
. .... 7
B. The Students' Achievements ....
. .... 8
a. The Meaning of Students' Achievements
..9
a. The Teacher. ....
b. The Material
. ... 8
.I1
.
.12
c. The Method .
d. The Facilities or Aids.
• • • • • I • • • • • •
e. The Environment
. ..................... 13
... 12
CHAPTER III: RESEACI-I METHODOLOGY
A. Purpose of the Study
.15
.
B. Place and Time of Research
.I 5
.
C. Population and Sample
,
..
.
D. The Technique of Data Collecting.
.............
E. The Technique of Data Analysis ...
............
16
.
16
... 17
CHAPTER IV: RESEACI-I FINDING
A. The Description of Data
B. The Analysis of Data
18
.
C. The Test ofI-Iypothesis
.
.
18
.
24
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ...
...
B. Suggestion
BlBLIOGRAPY...
APPENDICES
26
... 26
..
..
.
..
27
.
29
CHAPTER I
INTRODUCTION
A. Background ofthe Study
English has become an international language. Almost everyone uses English
to communicate with other people, in terms of economics, politic, scientific,
culturefield. As stated by Robert Claiborne, " language as communicative is the
prime mean for organizing the cooperative activities that enable us to accomplish as
groups things we could not possibly do as individual"]
English has become one of the most important aspects to be learned to enrich
our knowledge about technology at international level. Realizing how important
English is, Indonesia government makes English as the first foreign language that
taught in Indonesian. It is stated in the 1996 GBPP: " Bahasa Inggris adalah bahasa
asing pertama yang dianggap penting untuk tujuan penyerapan dan pengembangan
ilmu pengetahuan dan pembinaan hubungan dengan bangsa lain "(English is the first
foreign language considered as an important language to gain and develop science
and technology to make a good relationship with the other nations
i
English learned as a subject matter in every school level, beginning at
elementary school up to university. Although English has been taught in every school
1 Robert Claiborne, The life and time of English language, (London: Bloomsbury
Publishing. Ltd, 1990) p.6
2 Departemen pendidikan dan Kebudayaan, Kurikulum, GBPP Mata PelajaraJl Bahasa
Inggris
(Jakarta: depdikbud, 1993) p.l
level, students still have some difficulties in learning and the usage of the language
orally and written. This incapability caused by some weakness such as lack of
vocabulary, difficult to express ideas in English, the cultural difference, and mostly
they reluctant to read English text.
Realizing these problems the school must be carefully managed to solve the
problem of English teaching, because learning English is different from learning
other disciplines of knowledge. In learning English the students have to practice their
English very often. In addition teaching of a language must be combined between
theory and practice, depending on the situation of the classroom, the condition of the
students, and the level of subject matter difficulties. The teacher should use an
appropriate methodology, which is suitable for the situation and condition of the
students
The success of English teaching can be achieved, if it is supported by the
method of teaching, professional teacher, Facility or aids, suitable books, and
conducive environment.
There are many ways to overcome the problem of English teaching and to
improve the quality of school as well as attract the people's interest. The program,
which are provided by the school are not the same, One of the program offered by the
school is English Day Program, this program aimed to increase the students skills
such as: listening speaking, reading, and writing.
B. The Coverage and Formulation ofthe Problem
The Coverage of the problem in this study the writer wants to analyze English
Day Program as a way to improve students' achievement. And the formulation of the
problem Is that English Day Program effective in improving students' achievement?
C. Method of the study
To support the study the writer uses a library and field research, in the library
research the writer goes to some libraries to get some books, magazines, newspapers
and the other source which is related to the subject, and in the field research, the
writer visits a school that apply English Day Program and do some interview to the
English teacher to know more about the English Day Program activities. In addition
the writer will apply some tests to the students to know the students' knowledge and
the test are divided into two parts. At first the students are given pre test then after
two months the writer gives the students post test to know their progress of English
D. Organization of The Study
This skripsi is divided into five chapters as follows: First chapter is the
introduction consists of five parts, they are: Background of Study, Coverage and
Formulation of the Problem, Method of the Study, and Organization of the Study
Second chapter is discussing about the development of English day program
and the student's achievement, they are: the Meaning of English Day Program,
English Day Program activities, and the Meaning of English learning Achievement,
Third chapter deals with Research Methodology with consists of The Purpose
of the Study, Place and Time of Research, Population and Sample, Technique of Data
Collecting, And The Technique of Data Analysis.
Four chapter will describe on research finding including The Description of
Data the Analysis of Data and the Test of Hypothesis.
The last chapter consists of two parts they are Conclusions and Suggestion.
CHAPTERll
THEORETICAL FRAMEWORK
A. English Day Program
1. The Meaning of English Day Program
English Day Program is an activity, which is established by the SMUN 112.
Not all schools have the special program, and it is as an extracurricular activity. It is
performed on Saturdays and followed by all students from the first year until the third
year. The participants are not only students, but all people in the school must follow
the program.
English Day Program help students of English to develop their competency to
use English, and gives the nature of communication, act. The assessment should
cover more than one skill at the same time and it should be practiced in their daily
life.
The activity gives an opportunity to practice the lesson that they have learned
in the classroom, in the other hand the student can practice to communicate in
different social context such as: in classroom, cafeteria, office and the others. In
addition it is allowing students to be creative and the aim is to stimulate language
proficiency among individuals and groups. Beside that it has mutual relationship,
which students may find themselves and give them an opportunity to practice
At this program the students are trained to be able to use English well such as:
listening, Speaking, reading, and writing. The four skills can be described as:
When students are listening to the speaker, they can use all contextual clues to
get the meaning of what is being said and how the message is being conveyed.
On speaking practical, the students are able to find what is appropriate to say,
how it should be said, and when it is in different social situation they find themselves.
This understanding brings to a serious implication for curriculum development.
On reading, the students are able to construct the meaning based on the
messages provided by the text and in connection with their own reading purposes,
and it is very Important purpose of communicative language teaching to enable
learners to use the language for real life of communicative purposes, as a part of
being member of a literate culture, our students are expected to read on their own for
the purpose they set for themselves, for the example they might want to update their
knowledge about things they consider important.
Finally in writing activity the students are able to formulate their ideas into an
acceptable written English language in accordance with the writing situation and their
own writing purposes.
2. The Activities of English Day Program
2.1. Reinforcement Material
The purpose of this activity is to deepen or reinforce the material that the
students have been studied, this activity is carried out of the regular class hours. Some
teachers like to use an article of English or publication of reading selection to
understand the grammatical and vocabulary necessity to comprehensive material.
Students who encouraged by the sight of grammatical form and vocabulary if they
still do not understand. It is directed to the students in order that they can get better
understanding and improvement to the lesson learned in the intracurricular activities.
The students in this activity have many chances to increase their ability in
listening, speaking, reading and writing. The stress of this activity is how the students
could understand the lesson that they have learned in regular class and use it in
conversation with their friends
2.2. English Discussion
At first the students usually feel shy and doubtful to take apart in the
conversation session. When they keep silent, they may develop excellent listening
comprehension but little ability to express themselves clearly, and will find later on
that they can use themselves after a little practice. According to Jane Willis it can be
receptive skill and it will be developed as they listen
3.
These students should be
helped to overcome their fears to speak, beside that the teacher must establish good
atmosphere in the classroom.
The statement above
IS
strengthened by Friederike klippel; He says, "
Learning is more effective if the learners are actively involved in the process. The
degree of learner activity depends among other things, on the type of material they
are working on
,,4
This activity is carried out in individual and group, in this activity
the students have many chance in speaking English they must speak English
whenever and wherever if it's possible and usually done in all activity ofthe students.
In the other hand, the participants of this activity are all people in that school.
When the writer observed the school the writer found out that most of the students
were able to speak English, the motivation of the students in learning English are
3
Jane Willis, Teaching English Thraugh English, (England: Longman Group LTD: 1990)
p.30
4 Friederike Klippel, Keep Talking Communicative In Secont! Language Classroom.
(Cambridge: Cambridge University Press, USA. 1995)
very high may be' the teachers and other components of the school support this
activity
In this case the medium of instruction is English that is used in learning
process in the classroom, like checking the students attendance, greeting, giving
instruction, explaining lesson material, giving exercises and also discussion, all the
activities are using English as a medium of the instruction. If the teacher uses English
to organize the lesson, the students will become familiar with many common
expressions. Stephen D. Krashen said: "By using English teaching process the teacher
can give a positive influence because there is a tendency that the frequency using the
language studied has a positive influence"s
Chamber also say " .....the need for using the target language as common
language, cannot be avoided and for many students. The teachers is the only one for
the target language source, because of that the teacher must give exposure in target as
many as possible to students" 6
B. The Students' Achievements
1. The Meaning of Students' Achievement
According to Slameto the meaning of learning is a process, which is done by
individuals experience in their interaction with the environment. This is similar to
Jameson Hicks who said that learning might be defined as change in behavior
through interaction between the learner and his environment'
5 Stephen D. Krashen Second Language Acquisition and Second Language Learning,
(Oxford: Pergamon Press, 1981), P. 120
6 Gary Chamber, Teaching in The Target Language, (Journal Of The Association For
Language Teaching), NO.6
7 Jameson and Hick, Elementary School Curriculum, (New York: American Book Company,
1960), PAl
Meanwhile, Oemar Hamalik said that learning is a formal growth or change in
individual shown by a new behavior as a result of an experience and practice8
From all opinions above that they express a similar thing that learning is an
experience as a change of behavior of someone as a result of her/his interaction with
the environment. Learning will be successful when factors of teaching and learning
process can be directed in real situation. The factors that influencing the process of
teaching and learning are:
1.1. The Teacher
The teacher has an important role in the teaching learning process. His/her
role cannot be substituted with modern equipment, such as machine, tape recorder or
even with modern computer.
In the process of learning and teaching, the role of the teacher
IS
as an
informer, motivator, organizer, director, initiator, facilitator, and evaluator9 He/She
also has to choose the materials, methods, and tools, which are suitable to reach the
goal of teaching.
In relation to the curriculum, the material's task and responsibility are to
operate and transform the potential curriculum through teaching learning process. In
order the teacher can carry out his responsibility, he has to:
8 Oemar Hamalik, Metode Belojor dan Kesulitan Be/ajar di Sekolah, (Surabaya: usaba
Nasional, 1983), P. 27
9 Sardiman A.M., Interaksi dall Motil'asi Be/ajar Mengajar, (Jakarta: CV. RajawaH , 1986),
p.142-143
a. Master the "GBPP" (The General Outline Of Teaching Program) and its guidelines,
which contains the expected goal, the material from each item, who and how the
material must be given, and tools or instruments which are used to reach the goals.
b. Fonnulate the lesson well.
c. Do the teaching-learning well
d. Understand and be ready to carry out the further teaching learning process. 10
Professional teacher has an important role, likewise, the teacher must be
prepared well, and he must have a good professional competence. In relation to this,
Lester and Alice give some requirements to be said a good teacher. The teacher's
competence should include the ability to:
I. Understand the accepted principles of education and how to function within
their framework.
2. Understand the areas for service and demonstrate ability to perfonn those
servIces
3. Understand the value of planning and use those plans in his teaching.
4. Understand the principles of healthy living and how to apply those principles
to his teaching.
5. Understand the children development and how to adapt his teaching
accordingly.
6. Understand differences among individuals and how to meet these individuals'
differences in his teaching.
10 DR. Nana Sudjana, Carn Be/ajar SisIVa Aktip Dalam Proses Belajar Mellgajar, (Bandung:
CV. Sinar Baru,1998) p. 18-19
7. Understand the guidance and how to apply its principles in the education of
children.
8. Understand teaching-learning material and how to present this material to his
learner.
9. Understand the function of extracurricular activities and what he can do to
incorporate them into his teaching.
10. Understand the nature and use of evaluation in the education of children.
II. Understand the interrelating function of the community and the school in the
education of children.
12. Understand the utilization of audio-visual and other aids
III
the teaching-
learning situation. II
Generally the teacher's competencies above could be classified into three
points: individual competency, professional competency, and social competency.
1.2. The Material
The material is something presented and must be mastered by a teacher. It has
been said above that the teacher has to master the "GBPP" and its guidelines, so the
book, which is used in teaching-learning process, has to be in accordance with
"GBPP".."GBPP" becomes the guideline for the teacher in planning and operating
the teaching- learning process.
II Crow, Lester D Ph.D. and Crow, Alice, Ph.D., The Student Teucher in the Elementury
School, (New York: David McKay Company, Inc, 1965), p.34.
1.3. The Method
Method has an important role in the teaching-learning process. " The method
used has often been said to be the cause of success or failure in language learning; for
it is ultimately the method that determines the what and the how of the language
instruction,,12
" Method
IS
an overall plan for the orderly presentation of language
material".1J
From the statements above we can say that method is a way that should be
carried out to reach the programmed goal.
1.4. The Facilities 01' Aids
Facilities or aids in language teaching are everything, which can be used by
the teacher and the students to reach the goals that have been arranged. 14
There are various types of aids. Firstly, aids that are solely visual: blackboard,
picture, slide projector, and OHP (over head projector). Secondly, aids that are solely
aural: radio, tape-recorder. Thirdly, aids that are both visual and aural (audio visual):
video and film, Fourthly, games: crossword puzzle
12 William Francis Mackey, Lallguage Teachillg Allalysis, (London: Longman,Green And
Co LTD, 1965), p.B8
13 Allan and Campbell, Teachillg Ellglish as a Secolld Lallguage, (New York: Me. Graw,
USA, 1975),p.7.
14 Sri Ulari subiakto, Methodology Pellgajarall Bahasa, (Jakarta: PT. Gramedia, 1994),p.105
1.5. The Environment
Students who have a high interest and who tough by a qualified teacher are
not always guarantee to study or success well. Environment is other factor which can
motivate them to study hard.
Talking about the meaning of environment as quoted by Sartain said that"
lingkungan adalah meliputi semua kondisi-kondisi dalam dunia ini yang dalam caracara tertentu memperoleh tingkah laku kita, pertumbuhan dan perkembangan atau
proses hidup kita ,,15 (environment is all conditions in the world, in a certain way can
influence our behavior, growth and development or the process of our life)
While Tabrani Rusyat defined " Lingkungan adalah segala sesuatu yang
berada di sekitar kita, yang ada hubungannya dan berpengaruh terhadap diri kita l6
(Environment is everything which exist around us, which has a correlation and
influence to ourselves). In this case, the environment can be divided into three kinds,
namely:
1. The family environment
2. The society environment
3. The school environment. 17
A good environment can support the successful of language teaching. Ideally
the good environment for student who studies a foreign language is the environment
like the environment of a child learning his mother tongue, where they can try and
practice the language being studied.
M.Ngalim Purwanto, Psik%gi PelUlidikan , (Bandung; PT Remaja Rosakarya, 1990)
A. Thabrani Rusyat Pendekatan Da/am Prose.• Be/ajar Mengajar, (Bandung PT. Remaja
Rosdakarya, J 990)
17 DR. Nana Sudjana , Cara Beltyar Siswa Aktif Da/am Proses Be/ajar Mengajar,
(Bandung: CV. Sinar Barn, J988), p: 18
15
16
Whereas the
meaning of achievement in the book of Psikologi Pendidikan
dan Evaluasi Belajar di sekolah written by Winkel is said that: an evidence of the
action which can be achieved According to Nana Sudjan " hasil belajar adalah
seperangkat nilai-nilai yang diperoleh peserta didik melalui evaluasi yang didapat
yaitu hasil belajar tingkat kognitipnya l8 (achievement is a set of acquired values of
learners through gained evaluation which is a result of their cognitive level)
According to Habyb as written in "Kamus Popular" that learning achievement
IS mastering knowledge or skill that developed by subject, usually indicated with the
score or mark given by the teacher.
The achievement in English learning should be related to the target of
curriculum. To know the students' achievement score in English learning depend on
the technique ofevaluating the students during the learning process.
The teacher must do an evaluation toward the students' learning outcome by
USIng an evaluation instrument, it is usually a test that is made by the teacher
himself/herself. Through the score of the test, the students' achievement will be
known the learning outcome that has been reached.
High or low students ability is seen from their achievement after evaluating.
If they get low score, it means that the students have some obstacle, however, if they
got high score, it mean that the process of teaching and learning are appropriate to the
curriculum.
18
Nana Sudjana, Dasar-tlasar Mengajar, (Bandung; Sinar Barn, 1988), P. SO
CHAPTER III
RESEACH METHODOLOGY
A. The Purpose ofthe Study
The general purpose of this study is to know the process of English Day
Program and to know whether using English Day Program can increase students'
achievement or not
B. Place and Time of Research
The research of this study held at SMUN 112 West Jakarta, Which is located
on JI.Pesanggrahan Raya Meruya Utara Kembangan Jakarta Barat, the writer chooses
it because SMUN 112 uses English Day Program as a technique in teaching English.
The research held over a period of time from July to October 2003
The steps of the research organized as follows:
I. Consult with the principal of SMUN 112
2. Observe the location and population where the research is carried out
3. Interview to the principal and the teacher of SMUN 112 related to the
application of English Day Program
4. Observe the teaching-learning process and the activity of English Day
Program
5. Give the pre test to the students
6. Give the post test to the students
7. Analyze data
C. Population and Sample
In this research the writer took the population of the second year students of
about 329 students distributed on the 10 classes. And the writer only takes one of
classroom, (II. 7) with the 32 students. Its considered as a representation of all
population.
D. Technique of Data Collecting
In completing this data the writer used some technique of data collecting such
as:
a. Observation
Before doing research the writer observed the location and population where
the research is going to conduct in order to know about the process of English Day
Program
b. Interview
The writer has interviewed the English teacher of the second year. The
interview was about general description of the English Day Program and everything
related to its and also about the teaching-learning process in the classroom.
c. Pre-test
The pre-test was done a week after the observation held to know their first
students' capability in mastering lesson.
d. Post-test
Post-test was done two months after the students did the pre-test.
E. The Technique of Data Analysis
The technique used in analyzing of the data is descriptive analysis technique
(percentage) which is described in the table of percentage using fonnula:
F
X 100%
p=
N
P
=
percentage
F
=
frequency
N
=
Number of sample
CHAPTER IV
RESEARCH FINDING
A. The Description or Data
As the Writer has explained in the previous chapter, this skripsi discuss on the
activity of English Day Program. The writer conducted both library and field
research. To get the data the writer performs this research by doing Pre-test and Posttest, the number population of sample is thirty-two students.
To find out whether there is any significant of English day Program in
improving students' achievement, the test is divided into two criteria, namely
speaking and general test. To get total scores from each score (Speaking test and
general test) the data summed up and divided into two.
B. the Analysis of Datil
To know the result of both speaking and general test (Pre-Test and Post -Test)
it can be seen on the following table in data analysis:
Table I
The Score of Pre-test
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Snellldulitest GeIlerliLtest
71
66
69
67
75
71
68
66
66
74
67
72
65
71
73
65
81
70
69
73
74
67
78
80
71
70
66
79
81
66
75
72
67
74
63
65
63
65
64
68
70
72
53
56
69
77
65
59
89
76
71
71
76
53
56
70
79
64
60
77
69
68
71
70
i
69
70
66
66
69
68
66
67
68
73
60
64
67
74
69
62
85
73
70
72
75
60
67
75
75
67
63
78
75
67
73
71
Number of class (C)
C
=
1 + (3,32) log n
=
1 + (3,32) log 32
=
1 + (3.32) (1,5)
=
5,95
=
6 Classes
Total range (R) is the highest Score (H) minus the lowest score (L) plus 1
Highest score
=
85
Lowest score
=
60
Total Range
=
H- L+ 1
=
85 - 60 + 1
=25 + 1
=26
Interval (l)
I=R
C
=26
6
=4,3
Table II
Frequency and percentage of score Pre-Test
... ....
ｾ
,
..', "'I U"U"J'
L
MidPoint
F.Xi
(F)
(P)
60-63
4
12,5 %
61,5
246
64-67
9
28,12 %
65,5
589,5
68 -71
8
25%
69,5
556
72-75
9
28,12 %
73,5
661,5
76-79
I
3,12 %
77,5
77,5
80- 83
1
3,12 %
81,5
81,5
Total
32
100%
To find out meant by using the fonnula:
Mean
=
=
=
z: F. Xi
N
2212
32
69,1
2212
Table III
The score of Post-Test
No
1
2
0
.)
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
SpeakinliTest GeneralTest Ayerage
80
70
67
64
88
70
71
77
74
80
74
67
74
75
67
89
73
72
68
68
73
78
82
73
68
71
67
79
78
71
68
84
70
74
71
64
72
66
53
80
65
57
93
71
76
70
84
69
70
60
77
70
62
91
73
67
71
79
75
72
69
67
87
77
64
88
91
72
74
69
76
71
71
85
82
72
72
72
70
79
78
69
78
78
78
85
84
71
54
74
82
81
70
66
71
64
Number of class (C)
C
I + (3,32) log n
ｾ
= I + (3,32) log 32
=
I + (3.32) (1,5)
=5,95
=
6 Classes
Total range (R) is the highest Score (H) minus the lowest score (L) plus I
Highest score = 91
Lowest score
=
60
Total Range
=
H- L + I
=91-60+1
=
31 + I
=32
Interval (I)
I=R
C
=32
6
= 5,3
TableN
Frequency and percentage of score Post-Test
60-64
2
6,25 %
62
124
65 -69
4
12,5 %
67
268
70-74
16
50%
72
1152
75-79
4
12,5 %
77
308
80- 84
4
12,5 %
82
328
85 - 89
3,125 %
87
87
90 - 94
3,125 %
92
92
32
Total
100%
2359
To find out meant by using the formula:
Mean
=
L: F. Xi
N
=2359
32
= 73,71
C. The Test of Hypothesis
Before the test of hypothesis the data will be quote the standard score that is
made by Normand E. Grondlund.
19
The standard scores that is called six standards as
followed:
19
p.254
Suharsimi, Arikunto, Dasar-tlasar Eva/lias; Pentlitl;tlkan, (Jakarta: Bina Aksara, 1988),
Table V
Standard of Six by Groundlund
ｾｲｯ｣ｓ
I
90
Excellent
80
Very Good
70
Good
60
Fair
50
Fail
40
Worst
The test result of Pre-test From 32 nwnber of cases and number of classes is 6
are: 69,70,66,69,68,66,67,68, 73,60,64,67, 74,69, 74,69,62,85, 73, 70, 72, 75,
60,67, 75, 75, 67, 63, 78, 75, 67, 73, and 71. and percentage are: 12,5 %, 28,12%,
25%,28,12%,3,12%, and 3,12%, with mid point are: 61,5, 65,5, 69,5, 73,5, 77,5,
and 81,5 and the mean found is 69,125 According to Groundlund it is classified Fair
The test result of Post-test From 32 nwnber of cases and nwnber of classes is
6 are: 71, 67, 79, 78, 71, 68, 84,70,74,71,72,70,60,77,70,62,91,72,74,69,76,
71, 71, 85, 82, 72, 74, 82, 81, 70, 66 and 71. And percentage are: 6,25%, 12,5%,
50%, 12,5%, 12,5%,3,12% and 3,12%, with mid point are: 62, 67, 72, 77, 82, 87 and
92 and the mean found is 73,718 According to Groundlund it is classified into Good
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the table above, it is obtained that the mean score of
Pre-test is 69,12 (Fair) and mean score of Post-test is 73, 71 (Good). From these
results the writer concluded that English Day Program helps the students to improve
their English achievement. Based on the score of Post-test are higher than score Pretest.
But in reality, there are some students who are not able to improve their
English achievement although they have followed this program. It is probably they do
not serious to follow this program. In the other hand there are some students who
have a low score but after following this program they have a high score. Its may be
that they follow the program seriously and they feel comfortable and their
environment encouraged them to improve their English.
B. Suggestion
Actually everybody has the same opportunity to develop and improve their
ability of Language, but there are a lot of obstacles influenced their ability, whether
from internal or external factor. This matter depended on their willingness if they
would take the opportunity or not. School as a basic for development of science has
to handle this program smartly. English Day Program is one of breakthrough program
conducted by SMUN 112 Jakarta Barat in order to socialization of English language.
The writer hopes that this program can be continued for developing and as a central
research of language.
BIBLIOGRAPY
Arikunto, Suharsimi, , Dasar-dasar Evaluasi Pendididkan, Jakarta: Bina Aksara,
1999
Campbell and Allan, Teaching English as a Second Language, New York: Mc.
Graw, USA, 1975.
Celce, Murcia, Mariane, Teaching English As a Second or Foreign Language,
(second edition), Editor Heinle and heinIe publisher, Boston,
Massachussets 1991
Chamber, Gary, Teaching in The Target Language, Journal of The Association For
Language Teaching
Claiborne, Robert, The life and time ofEnglish language, London: Bloomsbury
Publishing. Ltd, 1990
Departemen Pendidikan dan Kebudayaan , Kurikulum Sekolah Menengah Umum
SMU,GBPP Mata Pe1ajaran Bahasa Inggris, Jakarta, 1995
Echols, M. Jhon, An English Indonesian Dictionary, Jakarta, PT. Gramedia Pustaka
Utama, 1996
Hamalik, Oemar, Media Pendidikan, Bandung P.T. Citra Aditya Bakti, 1989
Hamalik, Oemar, Metode Belajar dan Kesulitan Belajar di Sekolah, Surabaya:
usaha Nasional, 1983
Hornby, A,S. Oxford Advanced Learners Dictionery of Curren English, Oxford
:Oxford University Press, 1995
Jameson and Hick, Elementary School Curriculum, New York: American Book
Company, 1960
Jhonson, Karen. E, Understanding Communication in Second Language
Classroom, Cambridge; Cambridge University Press, USA. 1995
Klippel, Friederike, Keep Talking Communicative In Second Language Classroom.
Cambridge:Cambridge University Press, USA. 1995
Little Wood, William, Foreign and Second Language Learning: Language
acquisition Research And Its Implication For the Classroom, New York:
Cambridge University Press, 1984
Lester D, Crow, Ph.D. and Crow, Alice, Ph.D., The Student Teacher in the
Elementary School, New York: David McKay Company, Inc, 1965
Pearsall, Judy, The New Oxford Dictionary of English, London, Oxford University
Press, 1999
Pedoman Penulisan Skripsi, tesis, dan desertasi, UIN Jakarta Press 2002
Purwanto, M. Ngalim, Psikologi Pendidikan, Bandung; PT Remaja Rosakarya, 1990
Rusyat, A. Thabrani Pendekatan Dalam Proses Belajar Mengajar, Bandung PT.
Remaja Rosdakarya, 1990
Sardiman A.M Interaksi dan Motivasi Belajar Mengajar, Jakarta: CV. Rajawali
1986
Stephen D. Krashen, Second Language Acquisition and Second Language
Learning, Oxford: Pergamon Press, 1981
Subiakto, Sri Utari, Methodology Pengajaran Bahasa, Jakarta: PT. Gramedia, 1994
Sudjana, Nana, DR. Cara Belajar Siswa Aktif Dalam Proses Belajar Mengajar,
Bandung: CV. SinarBaru, 1988
Sudjana, Nana, Dasar-dasar Mengajar, Bandung; Sinar Baru, 1988
Willis, Jane, Teaching English Through English, England: Longman Group LTD:
1990
DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGEIU
SVARIF HIDAVATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
l.:lp. : (62·21) 7443J.2l!, 7401925. Fax.(62.21) 7402'Jk2
{Juanda Nomor ＹｾＬ
(.'ir1l1011 1541 1. ｡ｩｾ･ｮＧＨ､｛
Email: uinjkl/iticabi.ncl.id
.
,.
THROUGH ENGLISH DA Y PROGRAM
(A Case Study at the Second Year Students of S:\IF\ 112 ,Iakllrta Bani!)
A Skripsi
Presented to the Faculty of Tarbiyah lind !,'aeh","s' Irllining
In Partial Fulfillment of the
ｾｴｮ･ｭ｣ｲｩｵｊｬ
For the
I)l'grt't'
of Sarjana Slrata I
By:
ABDUL HOSYIIl
99140 ISW!
THE ENGLISH DEPARTEMENT
TIlE FACULTY OF TARBlY,\1I .\\'1> TE·\CIIER'S TRU\I\,(;
STATE JSLAJVllC ｌｊｎｉｖｅｾｓｔｙ
SYARJF HIJ)A YATULLAII
JAKARTA
J 424 11/2004 ,VI
IMPROVING STUDENTS' ACHmVEMENT
THROUGH ENGLISH DAY PROGRAM
(A Case Study at the Second Yeur Students of SMUN 112 .JalUlrlu Bural)
A Skripsi
Presented to the Fuculty ofTurhiyuh and Teu('hers' Truining
In Purtiul Fulfilhnent of the
ｉｾ･ｱｵｩｲ･ｭ ｬ ｴｳ
For the Degn't' of Sa rjll nll Strum I
By:
ABDUL ROSY/D
9914015768
Approved By
Advisor:
Drs. ItA Munir Sonhlldii. ,\I.Ed
NIP. 1500506112
THE ENGLISH DEPARTEMENT
THE FACULTY OF TARBIYAH ANI> TEACHER'S TRAINING
STATE ISLAMIC UNIVERSITY
SYARIF HmA YATULLAH
JAKARTA
1424 H / 2004
Legalization of Examination Committee
A
"skripsi"
lilled
"
IMPROVING
STUDENTS'
ACHIEVEMENT
THROUGH ENGLISH DAY PROGRAM" (A Case Study at the Second Year
of Students of SlVIUN 112 Jakarta Barat) was examined at examination session of
the Faculty of Tarbiyah of Syarif I-lielayatullah State Islamic University Jakarta on
Saturelay. February 7. 2004. This "skripsi" has fulfilleel the requirement for the
Degree of Strata-I (S-I) at the English Department.
Jakarta, February 7, 2004
Examination Committee
1'11' ·leac )1' Committee
The Secretary of Committee
Pn2,L_Dr. I-l. Salman I· run
NIP. ISO 062 568
Committee
Examiner I
Drs. Nasrun Mahmuel. M.pel.
NIP. ISO 041 70
Examiner II
Drs, I-I. A Munir S nhaelji. M.Eel.
NIP. ISO 050 682
ACKNOWLEDGEMENT
In the name of Allah, the beneficent and the merciful
All praisebeto Allah for the health and the strength that He has given to the writer
111
completing this skripsi. Peace and blessing be upon the Prophet Muhammad, his
family, his companions and his followers.
The writer is absolutely conscious that he could not carry out this work without
helping of others, either spiritual and material. The writer would like to say his beloved
parents (H. Abdul Rojak Aim. and Mrs. Hj. Zenab). And all family of the writer who
always give motivation, support and moral encouragement to fmish his study and also to
Drs.H.A Munir Sonhadji, M.Ed. as the advisor for his patient and sincerity in guiding the
writer to carty but this skripsi from beginning to the end.
His gratitude also goes to
I. Prof.DR. H. Salman HarLIn as a Dean of The Faculty ofTarbiyah and
Teachers' Training
2
Drs. Nasrun Mahmud, M.Pd. The Head of English Department
3. Drs. Syauki M.Pd .The Secretaly of English Department
4. All teachers of English Department who have taught and educated the writer
during his study at UIN SyarifHidayatullah Jakarta.
5. Mr. Munir S.Pd. The English Teacher of SMUN 112 Jakarta Barat
.
6. His Best Friend: Aly FiklY, Alul1ad Nasmlloh, Fida Dzulfahmi, Nina
Rosdiyanah, Udin Syahrudin, Dudi Almunadi, KhoilUnnisa , Nurahmawati, Siti
Chaeroniyah, Aini Ainurohmah and Fitriyah (Ehm). I will never forget you all.
You are my best friend
May Allah the Almighty bless them all, Amien. And finally, The writer realizes
that this skripsi is far from perfect. Therefore, the writer would like to accept any
constructive suggestion to make this skripsi better.
Jakarta, 15 January 2004
The writer
A.H..
TABLE OF CONTENTS
ACKNOWLEDGEMENT
. . . . . . . . . . . . . . . . . . . . . . .. ..1
TABLE OF CONTENTS
..
111
.
CHAPTER I: INTRODUCTION
A. Background of the Study
1
B. The Coverage and Formulation of the Problem ........
,
............ j
C. Method of the Study
.... 3
D. Organization of the Study ...
..3
CHAPTER II: THEORETICAL FRAMEWORK
A. English Day Program
.
.
a. The Meaning of English Day Program
b. The Activities of English Day Program.....
5
... 5
.... 6
...... 6
a. Reinforcement Material
b. English Discussion ...
. .... 7
B. The Students' Achievements ....
. .... 8
a. The Meaning of Students' Achievements
..9
a. The Teacher. ....
b. The Material
. ... 8
.I1
.
.12
c. The Method .
d. The Facilities or Aids.
• • • • • I • • • • • •
e. The Environment
. ..................... 13
... 12
CHAPTER III: RESEACI-I METHODOLOGY
A. Purpose of the Study
.15
.
B. Place and Time of Research
.I 5
.
C. Population and Sample
,
..
.
D. The Technique of Data Collecting.
.............
E. The Technique of Data Analysis ...
............
16
.
16
... 17
CHAPTER IV: RESEACI-I FINDING
A. The Description of Data
B. The Analysis of Data
18
.
C. The Test ofI-Iypothesis
.
.
18
.
24
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusion ...
...
B. Suggestion
BlBLIOGRAPY...
APPENDICES
26
... 26
..
..
.
..
27
.
29
CHAPTER I
INTRODUCTION
A. Background ofthe Study
English has become an international language. Almost everyone uses English
to communicate with other people, in terms of economics, politic, scientific,
culturefield. As stated by Robert Claiborne, " language as communicative is the
prime mean for organizing the cooperative activities that enable us to accomplish as
groups things we could not possibly do as individual"]
English has become one of the most important aspects to be learned to enrich
our knowledge about technology at international level. Realizing how important
English is, Indonesia government makes English as the first foreign language that
taught in Indonesian. It is stated in the 1996 GBPP: " Bahasa Inggris adalah bahasa
asing pertama yang dianggap penting untuk tujuan penyerapan dan pengembangan
ilmu pengetahuan dan pembinaan hubungan dengan bangsa lain "(English is the first
foreign language considered as an important language to gain and develop science
and technology to make a good relationship with the other nations
i
English learned as a subject matter in every school level, beginning at
elementary school up to university. Although English has been taught in every school
1 Robert Claiborne, The life and time of English language, (London: Bloomsbury
Publishing. Ltd, 1990) p.6
2 Departemen pendidikan dan Kebudayaan, Kurikulum, GBPP Mata PelajaraJl Bahasa
Inggris
(Jakarta: depdikbud, 1993) p.l
level, students still have some difficulties in learning and the usage of the language
orally and written. This incapability caused by some weakness such as lack of
vocabulary, difficult to express ideas in English, the cultural difference, and mostly
they reluctant to read English text.
Realizing these problems the school must be carefully managed to solve the
problem of English teaching, because learning English is different from learning
other disciplines of knowledge. In learning English the students have to practice their
English very often. In addition teaching of a language must be combined between
theory and practice, depending on the situation of the classroom, the condition of the
students, and the level of subject matter difficulties. The teacher should use an
appropriate methodology, which is suitable for the situation and condition of the
students
The success of English teaching can be achieved, if it is supported by the
method of teaching, professional teacher, Facility or aids, suitable books, and
conducive environment.
There are many ways to overcome the problem of English teaching and to
improve the quality of school as well as attract the people's interest. The program,
which are provided by the school are not the same, One of the program offered by the
school is English Day Program, this program aimed to increase the students skills
such as: listening speaking, reading, and writing.
B. The Coverage and Formulation ofthe Problem
The Coverage of the problem in this study the writer wants to analyze English
Day Program as a way to improve students' achievement. And the formulation of the
problem Is that English Day Program effective in improving students' achievement?
C. Method of the study
To support the study the writer uses a library and field research, in the library
research the writer goes to some libraries to get some books, magazines, newspapers
and the other source which is related to the subject, and in the field research, the
writer visits a school that apply English Day Program and do some interview to the
English teacher to know more about the English Day Program activities. In addition
the writer will apply some tests to the students to know the students' knowledge and
the test are divided into two parts. At first the students are given pre test then after
two months the writer gives the students post test to know their progress of English
D. Organization of The Study
This skripsi is divided into five chapters as follows: First chapter is the
introduction consists of five parts, they are: Background of Study, Coverage and
Formulation of the Problem, Method of the Study, and Organization of the Study
Second chapter is discussing about the development of English day program
and the student's achievement, they are: the Meaning of English Day Program,
English Day Program activities, and the Meaning of English learning Achievement,
Third chapter deals with Research Methodology with consists of The Purpose
of the Study, Place and Time of Research, Population and Sample, Technique of Data
Collecting, And The Technique of Data Analysis.
Four chapter will describe on research finding including The Description of
Data the Analysis of Data and the Test of Hypothesis.
The last chapter consists of two parts they are Conclusions and Suggestion.
CHAPTERll
THEORETICAL FRAMEWORK
A. English Day Program
1. The Meaning of English Day Program
English Day Program is an activity, which is established by the SMUN 112.
Not all schools have the special program, and it is as an extracurricular activity. It is
performed on Saturdays and followed by all students from the first year until the third
year. The participants are not only students, but all people in the school must follow
the program.
English Day Program help students of English to develop their competency to
use English, and gives the nature of communication, act. The assessment should
cover more than one skill at the same time and it should be practiced in their daily
life.
The activity gives an opportunity to practice the lesson that they have learned
in the classroom, in the other hand the student can practice to communicate in
different social context such as: in classroom, cafeteria, office and the others. In
addition it is allowing students to be creative and the aim is to stimulate language
proficiency among individuals and groups. Beside that it has mutual relationship,
which students may find themselves and give them an opportunity to practice
At this program the students are trained to be able to use English well such as:
listening, Speaking, reading, and writing. The four skills can be described as:
When students are listening to the speaker, they can use all contextual clues to
get the meaning of what is being said and how the message is being conveyed.
On speaking practical, the students are able to find what is appropriate to say,
how it should be said, and when it is in different social situation they find themselves.
This understanding brings to a serious implication for curriculum development.
On reading, the students are able to construct the meaning based on the
messages provided by the text and in connection with their own reading purposes,
and it is very Important purpose of communicative language teaching to enable
learners to use the language for real life of communicative purposes, as a part of
being member of a literate culture, our students are expected to read on their own for
the purpose they set for themselves, for the example they might want to update their
knowledge about things they consider important.
Finally in writing activity the students are able to formulate their ideas into an
acceptable written English language in accordance with the writing situation and their
own writing purposes.
2. The Activities of English Day Program
2.1. Reinforcement Material
The purpose of this activity is to deepen or reinforce the material that the
students have been studied, this activity is carried out of the regular class hours. Some
teachers like to use an article of English or publication of reading selection to
understand the grammatical and vocabulary necessity to comprehensive material.
Students who encouraged by the sight of grammatical form and vocabulary if they
still do not understand. It is directed to the students in order that they can get better
understanding and improvement to the lesson learned in the intracurricular activities.
The students in this activity have many chances to increase their ability in
listening, speaking, reading and writing. The stress of this activity is how the students
could understand the lesson that they have learned in regular class and use it in
conversation with their friends
2.2. English Discussion
At first the students usually feel shy and doubtful to take apart in the
conversation session. When they keep silent, they may develop excellent listening
comprehension but little ability to express themselves clearly, and will find later on
that they can use themselves after a little practice. According to Jane Willis it can be
receptive skill and it will be developed as they listen
3.
These students should be
helped to overcome their fears to speak, beside that the teacher must establish good
atmosphere in the classroom.
The statement above
IS
strengthened by Friederike klippel; He says, "
Learning is more effective if the learners are actively involved in the process. The
degree of learner activity depends among other things, on the type of material they
are working on
,,4
This activity is carried out in individual and group, in this activity
the students have many chance in speaking English they must speak English
whenever and wherever if it's possible and usually done in all activity ofthe students.
In the other hand, the participants of this activity are all people in that school.
When the writer observed the school the writer found out that most of the students
were able to speak English, the motivation of the students in learning English are
3
Jane Willis, Teaching English Thraugh English, (England: Longman Group LTD: 1990)
p.30
4 Friederike Klippel, Keep Talking Communicative In Secont! Language Classroom.
(Cambridge: Cambridge University Press, USA. 1995)
very high may be' the teachers and other components of the school support this
activity
In this case the medium of instruction is English that is used in learning
process in the classroom, like checking the students attendance, greeting, giving
instruction, explaining lesson material, giving exercises and also discussion, all the
activities are using English as a medium of the instruction. If the teacher uses English
to organize the lesson, the students will become familiar with many common
expressions. Stephen D. Krashen said: "By using English teaching process the teacher
can give a positive influence because there is a tendency that the frequency using the
language studied has a positive influence"s
Chamber also say " .....the need for using the target language as common
language, cannot be avoided and for many students. The teachers is the only one for
the target language source, because of that the teacher must give exposure in target as
many as possible to students" 6
B. The Students' Achievements
1. The Meaning of Students' Achievement
According to Slameto the meaning of learning is a process, which is done by
individuals experience in their interaction with the environment. This is similar to
Jameson Hicks who said that learning might be defined as change in behavior
through interaction between the learner and his environment'
5 Stephen D. Krashen Second Language Acquisition and Second Language Learning,
(Oxford: Pergamon Press, 1981), P. 120
6 Gary Chamber, Teaching in The Target Language, (Journal Of The Association For
Language Teaching), NO.6
7 Jameson and Hick, Elementary School Curriculum, (New York: American Book Company,
1960), PAl
Meanwhile, Oemar Hamalik said that learning is a formal growth or change in
individual shown by a new behavior as a result of an experience and practice8
From all opinions above that they express a similar thing that learning is an
experience as a change of behavior of someone as a result of her/his interaction with
the environment. Learning will be successful when factors of teaching and learning
process can be directed in real situation. The factors that influencing the process of
teaching and learning are:
1.1. The Teacher
The teacher has an important role in the teaching learning process. His/her
role cannot be substituted with modern equipment, such as machine, tape recorder or
even with modern computer.
In the process of learning and teaching, the role of the teacher
IS
as an
informer, motivator, organizer, director, initiator, facilitator, and evaluator9 He/She
also has to choose the materials, methods, and tools, which are suitable to reach the
goal of teaching.
In relation to the curriculum, the material's task and responsibility are to
operate and transform the potential curriculum through teaching learning process. In
order the teacher can carry out his responsibility, he has to:
8 Oemar Hamalik, Metode Belojor dan Kesulitan Be/ajar di Sekolah, (Surabaya: usaba
Nasional, 1983), P. 27
9 Sardiman A.M., Interaksi dall Motil'asi Be/ajar Mengajar, (Jakarta: CV. RajawaH , 1986),
p.142-143
a. Master the "GBPP" (The General Outline Of Teaching Program) and its guidelines,
which contains the expected goal, the material from each item, who and how the
material must be given, and tools or instruments which are used to reach the goals.
b. Fonnulate the lesson well.
c. Do the teaching-learning well
d. Understand and be ready to carry out the further teaching learning process. 10
Professional teacher has an important role, likewise, the teacher must be
prepared well, and he must have a good professional competence. In relation to this,
Lester and Alice give some requirements to be said a good teacher. The teacher's
competence should include the ability to:
I. Understand the accepted principles of education and how to function within
their framework.
2. Understand the areas for service and demonstrate ability to perfonn those
servIces
3. Understand the value of planning and use those plans in his teaching.
4. Understand the principles of healthy living and how to apply those principles
to his teaching.
5. Understand the children development and how to adapt his teaching
accordingly.
6. Understand differences among individuals and how to meet these individuals'
differences in his teaching.
10 DR. Nana Sudjana, Carn Be/ajar SisIVa Aktip Dalam Proses Belajar Mellgajar, (Bandung:
CV. Sinar Baru,1998) p. 18-19
7. Understand the guidance and how to apply its principles in the education of
children.
8. Understand teaching-learning material and how to present this material to his
learner.
9. Understand the function of extracurricular activities and what he can do to
incorporate them into his teaching.
10. Understand the nature and use of evaluation in the education of children.
II. Understand the interrelating function of the community and the school in the
education of children.
12. Understand the utilization of audio-visual and other aids
III
the teaching-
learning situation. II
Generally the teacher's competencies above could be classified into three
points: individual competency, professional competency, and social competency.
1.2. The Material
The material is something presented and must be mastered by a teacher. It has
been said above that the teacher has to master the "GBPP" and its guidelines, so the
book, which is used in teaching-learning process, has to be in accordance with
"GBPP".."GBPP" becomes the guideline for the teacher in planning and operating
the teaching- learning process.
II Crow, Lester D Ph.D. and Crow, Alice, Ph.D., The Student Teucher in the Elementury
School, (New York: David McKay Company, Inc, 1965), p.34.
1.3. The Method
Method has an important role in the teaching-learning process. " The method
used has often been said to be the cause of success or failure in language learning; for
it is ultimately the method that determines the what and the how of the language
instruction,,12
" Method
IS
an overall plan for the orderly presentation of language
material".1J
From the statements above we can say that method is a way that should be
carried out to reach the programmed goal.
1.4. The Facilities 01' Aids
Facilities or aids in language teaching are everything, which can be used by
the teacher and the students to reach the goals that have been arranged. 14
There are various types of aids. Firstly, aids that are solely visual: blackboard,
picture, slide projector, and OHP (over head projector). Secondly, aids that are solely
aural: radio, tape-recorder. Thirdly, aids that are both visual and aural (audio visual):
video and film, Fourthly, games: crossword puzzle
12 William Francis Mackey, Lallguage Teachillg Allalysis, (London: Longman,Green And
Co LTD, 1965), p.B8
13 Allan and Campbell, Teachillg Ellglish as a Secolld Lallguage, (New York: Me. Graw,
USA, 1975),p.7.
14 Sri Ulari subiakto, Methodology Pellgajarall Bahasa, (Jakarta: PT. Gramedia, 1994),p.105
1.5. The Environment
Students who have a high interest and who tough by a qualified teacher are
not always guarantee to study or success well. Environment is other factor which can
motivate them to study hard.
Talking about the meaning of environment as quoted by Sartain said that"
lingkungan adalah meliputi semua kondisi-kondisi dalam dunia ini yang dalam caracara tertentu memperoleh tingkah laku kita, pertumbuhan dan perkembangan atau
proses hidup kita ,,15 (environment is all conditions in the world, in a certain way can
influence our behavior, growth and development or the process of our life)
While Tabrani Rusyat defined " Lingkungan adalah segala sesuatu yang
berada di sekitar kita, yang ada hubungannya dan berpengaruh terhadap diri kita l6
(Environment is everything which exist around us, which has a correlation and
influence to ourselves). In this case, the environment can be divided into three kinds,
namely:
1. The family environment
2. The society environment
3. The school environment. 17
A good environment can support the successful of language teaching. Ideally
the good environment for student who studies a foreign language is the environment
like the environment of a child learning his mother tongue, where they can try and
practice the language being studied.
M.Ngalim Purwanto, Psik%gi PelUlidikan , (Bandung; PT Remaja Rosakarya, 1990)
A. Thabrani Rusyat Pendekatan Da/am Prose.• Be/ajar Mengajar, (Bandung PT. Remaja
Rosdakarya, J 990)
17 DR. Nana Sudjana , Cara Beltyar Siswa Aktif Da/am Proses Be/ajar Mengajar,
(Bandung: CV. Sinar Barn, J988), p: 18
15
16
Whereas the
meaning of achievement in the book of Psikologi Pendidikan
dan Evaluasi Belajar di sekolah written by Winkel is said that: an evidence of the
action which can be achieved According to Nana Sudjan " hasil belajar adalah
seperangkat nilai-nilai yang diperoleh peserta didik melalui evaluasi yang didapat
yaitu hasil belajar tingkat kognitipnya l8 (achievement is a set of acquired values of
learners through gained evaluation which is a result of their cognitive level)
According to Habyb as written in "Kamus Popular" that learning achievement
IS mastering knowledge or skill that developed by subject, usually indicated with the
score or mark given by the teacher.
The achievement in English learning should be related to the target of
curriculum. To know the students' achievement score in English learning depend on
the technique ofevaluating the students during the learning process.
The teacher must do an evaluation toward the students' learning outcome by
USIng an evaluation instrument, it is usually a test that is made by the teacher
himself/herself. Through the score of the test, the students' achievement will be
known the learning outcome that has been reached.
High or low students ability is seen from their achievement after evaluating.
If they get low score, it means that the students have some obstacle, however, if they
got high score, it mean that the process of teaching and learning are appropriate to the
curriculum.
18
Nana Sudjana, Dasar-tlasar Mengajar, (Bandung; Sinar Barn, 1988), P. SO
CHAPTER III
RESEACH METHODOLOGY
A. The Purpose ofthe Study
The general purpose of this study is to know the process of English Day
Program and to know whether using English Day Program can increase students'
achievement or not
B. Place and Time of Research
The research of this study held at SMUN 112 West Jakarta, Which is located
on JI.Pesanggrahan Raya Meruya Utara Kembangan Jakarta Barat, the writer chooses
it because SMUN 112 uses English Day Program as a technique in teaching English.
The research held over a period of time from July to October 2003
The steps of the research organized as follows:
I. Consult with the principal of SMUN 112
2. Observe the location and population where the research is carried out
3. Interview to the principal and the teacher of SMUN 112 related to the
application of English Day Program
4. Observe the teaching-learning process and the activity of English Day
Program
5. Give the pre test to the students
6. Give the post test to the students
7. Analyze data
C. Population and Sample
In this research the writer took the population of the second year students of
about 329 students distributed on the 10 classes. And the writer only takes one of
classroom, (II. 7) with the 32 students. Its considered as a representation of all
population.
D. Technique of Data Collecting
In completing this data the writer used some technique of data collecting such
as:
a. Observation
Before doing research the writer observed the location and population where
the research is going to conduct in order to know about the process of English Day
Program
b. Interview
The writer has interviewed the English teacher of the second year. The
interview was about general description of the English Day Program and everything
related to its and also about the teaching-learning process in the classroom.
c. Pre-test
The pre-test was done a week after the observation held to know their first
students' capability in mastering lesson.
d. Post-test
Post-test was done two months after the students did the pre-test.
E. The Technique of Data Analysis
The technique used in analyzing of the data is descriptive analysis technique
(percentage) which is described in the table of percentage using fonnula:
F
X 100%
p=
N
P
=
percentage
F
=
frequency
N
=
Number of sample
CHAPTER IV
RESEARCH FINDING
A. The Description or Data
As the Writer has explained in the previous chapter, this skripsi discuss on the
activity of English Day Program. The writer conducted both library and field
research. To get the data the writer performs this research by doing Pre-test and Posttest, the number population of sample is thirty-two students.
To find out whether there is any significant of English day Program in
improving students' achievement, the test is divided into two criteria, namely
speaking and general test. To get total scores from each score (Speaking test and
general test) the data summed up and divided into two.
B. the Analysis of Datil
To know the result of both speaking and general test (Pre-Test and Post -Test)
it can be seen on the following table in data analysis:
Table I
The Score of Pre-test
No
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Snellldulitest GeIlerliLtest
71
66
69
67
75
71
68
66
66
74
67
72
65
71
73
65
81
70
69
73
74
67
78
80
71
70
66
79
81
66
75
72
67
74
63
65
63
65
64
68
70
72
53
56
69
77
65
59
89
76
71
71
76
53
56
70
79
64
60
77
69
68
71
70
i
69
70
66
66
69
68
66
67
68
73
60
64
67
74
69
62
85
73
70
72
75
60
67
75
75
67
63
78
75
67
73
71
Number of class (C)
C
=
1 + (3,32) log n
=
1 + (3,32) log 32
=
1 + (3.32) (1,5)
=
5,95
=
6 Classes
Total range (R) is the highest Score (H) minus the lowest score (L) plus 1
Highest score
=
85
Lowest score
=
60
Total Range
=
H- L+ 1
=
85 - 60 + 1
=25 + 1
=26
Interval (l)
I=R
C
=26
6
=4,3
Table II
Frequency and percentage of score Pre-Test
... ....
ｾ
,
..', "'I U"U"J'
L
MidPoint
F.Xi
(F)
(P)
60-63
4
12,5 %
61,5
246
64-67
9
28,12 %
65,5
589,5
68 -71
8
25%
69,5
556
72-75
9
28,12 %
73,5
661,5
76-79
I
3,12 %
77,5
77,5
80- 83
1
3,12 %
81,5
81,5
Total
32
100%
To find out meant by using the fonnula:
Mean
=
=
=
z: F. Xi
N
2212
32
69,1
2212
Table III
The score of Post-Test
No
1
2
0
.)
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
SpeakinliTest GeneralTest Ayerage
80
70
67
64
88
70
71
77
74
80
74
67
74
75
67
89
73
72
68
68
73
78
82
73
68
71
67
79
78
71
68
84
70
74
71
64
72
66
53
80
65
57
93
71
76
70
84
69
70
60
77
70
62
91
73
67
71
79
75
72
69
67
87
77
64
88
91
72
74
69
76
71
71
85
82
72
72
72
70
79
78
69
78
78
78
85
84
71
54
74
82
81
70
66
71
64
Number of class (C)
C
I + (3,32) log n
ｾ
= I + (3,32) log 32
=
I + (3.32) (1,5)
=5,95
=
6 Classes
Total range (R) is the highest Score (H) minus the lowest score (L) plus I
Highest score = 91
Lowest score
=
60
Total Range
=
H- L + I
=91-60+1
=
31 + I
=32
Interval (I)
I=R
C
=32
6
= 5,3
TableN
Frequency and percentage of score Post-Test
60-64
2
6,25 %
62
124
65 -69
4
12,5 %
67
268
70-74
16
50%
72
1152
75-79
4
12,5 %
77
308
80- 84
4
12,5 %
82
328
85 - 89
3,125 %
87
87
90 - 94
3,125 %
92
92
32
Total
100%
2359
To find out meant by using the formula:
Mean
=
L: F. Xi
N
=2359
32
= 73,71
C. The Test of Hypothesis
Before the test of hypothesis the data will be quote the standard score that is
made by Normand E. Grondlund.
19
The standard scores that is called six standards as
followed:
19
p.254
Suharsimi, Arikunto, Dasar-tlasar Eva/lias; Pentlitl;tlkan, (Jakarta: Bina Aksara, 1988),
Table V
Standard of Six by Groundlund
ｾｲｯ｣ｓ
I
90
Excellent
80
Very Good
70
Good
60
Fair
50
Fail
40
Worst
The test result of Pre-test From 32 nwnber of cases and number of classes is 6
are: 69,70,66,69,68,66,67,68, 73,60,64,67, 74,69, 74,69,62,85, 73, 70, 72, 75,
60,67, 75, 75, 67, 63, 78, 75, 67, 73, and 71. and percentage are: 12,5 %, 28,12%,
25%,28,12%,3,12%, and 3,12%, with mid point are: 61,5, 65,5, 69,5, 73,5, 77,5,
and 81,5 and the mean found is 69,125 According to Groundlund it is classified Fair
The test result of Post-test From 32 nwnber of cases and nwnber of classes is
6 are: 71, 67, 79, 78, 71, 68, 84,70,74,71,72,70,60,77,70,62,91,72,74,69,76,
71, 71, 85, 82, 72, 74, 82, 81, 70, 66 and 71. And percentage are: 6,25%, 12,5%,
50%, 12,5%, 12,5%,3,12% and 3,12%, with mid point are: 62, 67, 72, 77, 82, 87 and
92 and the mean found is 73,718 According to Groundlund it is classified into Good
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on the result of the table above, it is obtained that the mean score of
Pre-test is 69,12 (Fair) and mean score of Post-test is 73, 71 (Good). From these
results the writer concluded that English Day Program helps the students to improve
their English achievement. Based on the score of Post-test are higher than score Pretest.
But in reality, there are some students who are not able to improve their
English achievement although they have followed this program. It is probably they do
not serious to follow this program. In the other hand there are some students who
have a low score but after following this program they have a high score. Its may be
that they follow the program seriously and they feel comfortable and their
environment encouraged them to improve their English.
B. Suggestion
Actually everybody has the same opportunity to develop and improve their
ability of Language, but there are a lot of obstacles influenced their ability, whether
from internal or external factor. This matter depended on their willingness if they
would take the opportunity or not. School as a basic for development of science has
to handle this program smartly. English Day Program is one of breakthrough program
conducted by SMUN 112 Jakarta Barat in order to socialization of English language.
The writer hopes that this program can be continued for developing and as a central
research of language.
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DEPARTEMEN AGAMA
UNIVERSITAS ISLAM NEGEIU
SVARIF HIDAVATULLAH JAKARTA
FAKULTAS ILMU TARBIYAH DAN KEGURUAN
l.:lp. : (62·21) 7443J.2l!, 7401925. Fax.(62.21) 7402'Jk2
{Juanda Nomor ＹｾＬ
(.'ir1l1011 1541 1. ｡ｩｾ･ｮＧＨ､｛
Email: uinjkl/iticabi.ncl.id
.
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