The correlation between studys' english achievement in the try-out exam and in the national exam : a case study of the third year students at Khazanah kebajikan vocational High School, Pamulang

THE CORRELATION BETWEEN

STUDENTS’ ENGLISH ACHIEVEMENT

IN THE TRY-OUT EXAM AND IN THE NATIONAL EXAM

(A Case Study of the Third Year Students at Khazanah Kebajikan

Vocational High School, Pamulang)

A SKRIPSI

Presented to the Faculty of Tarbiyah and Teachers Training

In Partial Fulfillment of one of the Requirements for the Degree of Strata 1 (S1)

By: UPIK AMRAN NIM. 2030 1400 1621

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHERS TRAINING STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH JAKARTA

THE CORRELATION BETWEEN

STUDENTS’ ENGLISH ACHIEVEMENT

IN THE TRY-OUT EXAM AND IN THE NATIONAL EXAM

(A Case Study of the Third Year Students at Khazanah Kebajikan

Vocational High School, Pamulang)

A SKRIPSI

Presented to the Faculty of Tarbiyah and Teachers’ Training

In Partial Fulfillment of one of the Requirements for the Degree of Strata 1 (S1)

By: UPIK AMRAN NIM. 2030 1400 1621

Approved by Advisor:

Dr. Didik Santoso, M.Pd NIP. 150 270 348

ENGLISH EDUCATION DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHERS’ TRAINING STATE ISLAMIC UNIVERSITY

SYARIF HIDAYATULLAH JAKARTA

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training certifies that the ’Skripsi’ (Scientific Paper) entitled ”The Correlation Between Students’ English Achievemen in The Try-Out Exam and in The National Exam (A Case Study of The Third Year Students at Khazanah Kebajikan Vocational High School, Pamulang

)

”,

written by Upik Amran, student’s registration number: 203014001621, was examined by the Committee on 11th September 2007, and was declared to have passed and, therefore, fulfilled one of the requirements for the academic title of ’S.Pd. (Bachelor of Arts)’ in English Language Education at hte Department of English Education.

Jakarta, 17th September 2007

EXAMINATION COMMITTEE

CHAIRMAN : Drs. Nasrun Mahmud, M.Pd. (__________________) NIP. 150 041 070

SECRETARY : Nida Husna, M.Pd. (__________________) NIP. 150 326 910

EXAMINERS : 1. DR. H. Atiq Susilo, MA (__________________) NIP. 150 182 900

2. Drs. H. Munir Sonhadji, M.Ed (__________________)

NIP. 150 050 682

Acknowledged by:

Dean of Tarbiyah and Teachers Training Faculty

Prof. Dr. Dede Rosyada, MA NIP. 150 231 356

ACKNOWLEDGEMENT

In the name of Allah, The Beneficent, The Merciful. All praise be to Allah SWT, the Lord of The Universe Who has been giving mercy and blessing until the writer can complete this skripsi without any awkward obstacles. Peace and salutation be upon to the Nobel Prophet of Islam, Muhammad SAW, and his household, his companions and his faithful followers.

The writer is absolutely conscious that she could not carry out this work without helping of others, both material and spiritual. For that reason, the writer would like to express her gratitude to these remarkable people. Particularly to:

1. Dr. Didik Santoso, M.Pd, as the writer’s advisor, for his time, guidance, kindness, contribution, and patients in correcting and helping her in finishing this skripsi.

2. Prof. Dr. Dede Rosyada, MA, as the Dean of Faculty of Tarbiyah and Teacher Training.

3. Drs. Nasrun Mahmud, M. Pd, the Head of English Education Department. 4. Nida Husna, M. Pd, as the Secretary of English Education Department. 5. H. M. Abdul Basyir S.Ag, the Principal of Khazanah Kebajikan

Vocational High School, Pamulang, Tangerang.

6. All lectures in the English Education Department who have given motivation and support, introducing the world of education and for being a good role model for the writer.

7. The Teachers, all of the staffs and all the students in Khazanah Kebajikan Vocational High School, for their guidance and kindness.

8. My husband, Hendri Marwan and my kids, Puteri Aprilia Sitadevi, Puteradarma Sulaiman, and Dewita Oktavia Nuur who always give me support, love, and care. And let me use the time that I supposed to share with you, I love you all.

9. My mother, my mother in-law, my brothers and all members in my family, for their prayers and spirit.

10.All friends in the English Department, her beloved friend Marni, Dina, Dania, Juliana, Fitri, and Erna, thanks for sharing advices, kindness, sadness and fun. Those are unforgettable.

11.Nursiah, my special assistant, who looked after my children and supported my family daily activities while I was absence in taking care of my kids.

May Allah, the Almighty bless them all, Amien. Finally, the writer realizes that this skripsi still has some weakness and mistakes. Therefore, the writer would like to accept any constructive suggestion to make this skripsi better.

Jakarta, 9 July 2007

Upik Amran

TABLE OF CONTENTS

ACKNOWLEDGEMENT ... i

TABLE OF CONTENTS ... iii

CHAPTER I INTRODUCTION A. Background of the Study ... 1

B. Identification of the Problem ... 2

C. Limitation of the Problem ... 3

D. Statement of the Problem ... 3

E. The Significance of the Study ... 3

F. Organization of Writing ... 4

CHAPTER II THEORETICAL FRAMEWORK A. 1. National Exam Achievement... 5

2. Try-Out Exam Achievement ... 8

B. Conceptual Framework ... 10

C. Hypothesis ... 11

CHAPTER III RESEARCH METHODOLOGY A. Objective of the Study ... 12

B. Place and Time of the Study ... 12

C. Method of the Study ... 12

D. Population and Sample... 13

E. Instrument ... 13

CHAPTER IV RESEARCH FINDINGS

A. Data Description ... 15 B. Data Interpretation ... 19

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ... 20 B. Suggestion ... 21

BIBLIOGRAPHY

CHAPTER I INTRODUCTION

A. The Background of Study

Language is one of the important things for human being used as a means of communication both written and spoken as Harold Palmer states: Language is the medium by which thought are conveyed from one person to another.1 In this case, language can function as an interaction and transaction. To use as an interaction, language is used to make a contact with other people. As a transaction, language is used to do for doing business and communicating in education.

Education in Indonesia regards English as one of the compulsory subjects from Junior High School up to University including in Vocational High Schools. In Vocational High Schools, English is compulsory for all students in any department such as Secretarial and Audio Video class. For Secretarial class and Audio Video class, students are expected to master their English orally and in written.2 One of the indicators of the students’ mastery can be seen from the National Exam.

However the result of the students’ National Exam is still not satisfied. It can be proven by the fact that the average scores of the National Exam is 5,07. There are many factors that can cause the low level of the students’ achievement

1 _{Harold Palmer, The Scientific of Teaching of Language, (London: Oxford Univ: Press,}

1968), p. 8

2

above including motivation, interest, learning styles, method of teaching, and try-out exam among others.

Try-Out Exam is one of the factors which influence the result of the National Exam. Students who have already followed the Try-Out Exam usually pass in the National Exam because they have experience to do the test. So they will be more familiar with variety of the test items such as direction, content, and the language component to be tested. They are also able to predict what kind of items will be tested. It makes students more comfortable to face the National Exam. In this condition, students’ tension reduced, finally, they can get better scores in the National Exam.

Khazanah Kebajikan Vocational High School is one of some Vocational High Schools that provided the Try-Out Exam for its third grade students. The Principal believes students must have experience to do this kind of test before they cope with the real one, National Exam. Perhaps the students are able to face up to it then they can get the good score and graduate successfully.

Based on the information above, the researcher would like to study the Correlation between the Students’ English Achievement in The Try-Out Exam and in The National Exam.

B. Identification of Problem

Based on the background of the study previously, there are many factors which can influence the students learning achievement, internal factors and external factors. The Internal factors are maturity, intelligence, practice,

motivation, etc. The External factors are learning teaching strategies, environment, opportunity, and Try-Out Exam.

C. Limitation of Problem

There are so many problems could be identified, due limited budget, time, and resources for this research, and also to make problem obviously focused, the writer decides to make a limitation on the Correlation Between Students’ English Achievement in The Try-Out Exam and in The National Exam of Third Grade Students of The Educational Year 2006 - 2007 of Khazanah Kebajikan Vocational High School, which is located at Jl. Bukit Cirendeu C6 No. 7, Pamulang, Tangerang.

D. Statement of the Problem

In line with the limitation of the problem, the researcher problem can be formulated as follows: “Is there any significant positive correlation between the Students’ English Achievement in the Try-Out Exam and in the National Exam?”

E. The Significance of the Study

The writer expects that her research is useful and can give some information to:

1. Teacher : as an input in order that before the National Exam, it would be better to conduct Try-Out first.

2. Students : to follow Try-Out Exam before taking the National Exam.

3. Principal : as an input to make “policy” to carry out Try-Out Exam in his school before students follow the National Exam.

4. Other Researchers : to do research about the National Exam with different variables.

Organization of Writing

This skripsi is systematically divided into five chapters as below:

Chapter one presents Introduction, it contains the Background of the Study, Identification of the Problem, Limitation of the study, Statement of the Problem, The Significance of the Study, and the Organization of Writing.

Chapter two presents the Theoretical Framework, which contains Theoretical Description of Language Achievement, Try-Out Exam Achievement and National Exam Achievement, Conceptual Framework, and Hypothesis.

Chapter three discusses about the Research Methodology. The first is Objective of the Study, Place and Time of the Study, Method of the Study, Population and Sample, Instrument, and Data Analysis.

Chapter four is Research Findings which contains the Data Description and Data interpretation.

CHAPTER II

THEORETICAL FRAMEWORK

A. Theoretical Description

1. The National Exam Achievement

In Wikipedia encyclopedia, the definition of learning achievement is

knowledge that you get from studying which has done successfully, especially

using your own effort and skill.3 After having teaching learning process for almost three years in the Vocational High School students are expected to achieve their learning goal as same as the learning goal that prepare and organized by the Government, in this case National Education Ministry. One of Individual achievement is to master their English in orally and written.

According to Omar Hamalik: learning achievement is new behavior or skill caused by experience or the practice.2 Practice is what students must do in teaching learning process. Practice gives students experiences in doing new things, and its can trigger off students’ confident and motivation. In Teaching Learning Process the students are able expose themselves in practice so they have their own experience in mastering their English. This practice will be done individually or in group. Perhaps after practicing in class they are capable to use it in the large community.

3

Wikipedia, Learning Achievement, p.1, March 2007. (http//www.wikipedia, free encyclopedia.htm.//

2

Furthermore, Myra Pollack Sadker and David Miller Sadker stated that learning achievement is student’s actions that they have disciplined minds and adhere to traditional morals and behavior. It can be shown from their competency in academic subjects and traditional skill while they are demonstrating through tests and writings.3 The Indonesian Government wants to know the students’ ability in English language after going through teaching learning process. To know it widely, the Government conduct the written test which is conducted Nationally together called National Examination, the result of this test is going to be the National Standard and to analyze whether the learning goal have been achieved or not.

Based on the definitions above, learning achievement is the advanced of students’ knowledge through teaching learning process by studying and practicing. And the results can be shown through some assessment tests.

The National Exam is National assessment of achievement is designed to evaluate the effectiveness of education systems rather than the achievement of

individual students.4 Even though the system seems to disregard individual achievement but the National Exam must be done because the results of the National Exam are used as one of the consideration to the determination of the passing of participants educated from an educational unit.

3

Myra Pollack Sadker and David Miller Sadker, Teachers, Schools, and Society. (Mc Graw Hill Higher Education, New York, 2005), p.330

4

Indocentris, Education Minister’s Regulation National about the National Exam, p.1.2006 (http//www.Indocentris.com//)

According to National Education Minister of Indonesia, Mr. Bambang Sudibyo: The National Exam is the grating activity and the assessment of participant’s competence educated nationally for the level of basic education and middle.5

The National exam policy has a good goal to evaluate the quality of education. In the other hand, he restates: The national exam aimed the assessing the achievement of the graduate’s competence nationally in the subject that was determined from the subject group of science and technology, in the achievement of the national standard of education.

In Indonesia, the Government conducts national examination at the completion of grades 6, 9, and 12. For Junior High School (SMP)/Madrasah Tsanawiyah (MTs), Senior High School (SMA)/Madrasah Aliyah (MA), Vocational Schools, and Package A,B, and C students, the examination will be carried out at the end of each education unit from the aspect of materials, report assessments, and graduation standards. Annually, the government will hold the National Final Examination (UAN). The Result of a National Examination at the 12th grade is superseded by the university selection examinations.6 The third grade students of Vocational High School is classified as 12th grade students.

As the final term exam, the national exam is categorized as summative assessment which is the purpose of the summative test is to get the final score at the end of learning program.7 The score is going to be the final result whether the

5

Ibid., p.1

6 _{Ibid,. p.1} 7

Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: Remaja Rosdakarya, Ctk. 13, 2006), p.31

students pass the National Exam or not. The Government of Indonesia decides the lowest score is 4.26 to pass. If the students are not able to reach score at least 4.33 each subjects, they will not graduate.

Based of above description National Exam is the test which is conducted annually by the Government, especially Ministry of Education its scheduled at the end of the second semester, in what extend, the result is going to promote or to graduate the students.

National Exam Achievement can be seen from the scores of Students’ Achievement in the National Exam as the result of students’ learning achievement.

Finally, the scores of the National Exam will be added in the students’ Surat Keterangan Hasil Ujian Nasional (SKHUN). It can be students’ reference to continue their study to higher level education or to look for a job.

2. The Try-Out Exam Achievement

Try-Out Exam as a summative test which is categorized teacher made test, because it is made by English teachers of several schools in one group of certain area.

According to Wilmar Tinambunan the summative test is intended to show the standard which the students have now reached in relation to other students at the same stage.8 In this research the students are the third grade students of

8

Drs. Wilmar Tinambunan, Evaluation of Student Achievement, (Dikti Diknas Jakarta: 1988), p.9

Khazanah Kebajikan Vocational school. This test is carried out to know if the objective of curriculum has been achieved or not.

Hence, The Try-Out Exam is standardized test which is made by English teachers due to a teacher does not only think of behaviors, but also of ways of thinking and judging.9 It is important because students must do it by themselves during the test. Furthermore, Dewey mentions the ways of thinking, judging, perceiving values are not given naturally but those can be occurred by replacing the reflex are concept with a circle of experiences.10 By doing the Try-Out test students have experience how to deal with this summative test. The Try-Out test is intended to make the students get accustomed to do the test. Try-Out Exam as one of school level assessment is given to make students’ functional such as structural, material and behavioral trained.11 In this case, students can get a special skill in understanding, attitude appreciation, efficiency and effectiveness in doing the test. This new skill caused by the experience or the practice.

Generally, the material of Try-Out Exam and National Exam are alike. So the Try-Out Exam is a kind of test that motivate and direct student learning since students base their study of course material on what they expect to be asked to on test, and their skill develop accordingly.12 Therefore the result of students’ test in National Exam will be better that in the Try-Out Exam due to they have

9

Australian Journal of Educational Technology, Visualisig learning goals with the Quail

Model, p.2, 2004. (http//www.AJET20Botturi//).

10

Vincent A. Antara, Jr. and Sandra L. Stacki, Middle School:Curriculum Instruction and

Assessment, (Information Age Publishing, Greenwich, Connecticut 2002) p.5

11 _{Psikologi Kependidikan:Perangkat Sistem Pengajaran Modul, (PT Remaja}

Rosdakarya, Bandung) p.159

12

experience already. In fact, The Try-Out Exam is not conducted nationally. To do it, the schools must have enough budget and time to prepare it.

In line with the above description, the Try-Out Exam is Pre-Summative test because the test is given to students before they follow the National Exam. Perhaps students who have done the try-out test are ready to face National Exam.

Factually, Khazanah Kebajikan Vocational High School formally conducts the Try-Out test once, but the English teacher arrange the test which is accordance with Try-Out test more than three times. The teacher and students always discuss the result and the content of the test to find out and to strengthen their weakness in English especially in each part of part of speech. Due to having good experiences it makes students there are accustomed to cope with this kind of test. Finally, whenever they face the National Exam they are more confident than before. It can be seen through their increment of the scores of their informally Try-Out tests.

B. Conceptual Framework

Theoretically, National Exam Achievement is correlated to the Try-Out Exam because Try-Out is a pre-summative test which carried a couple months before the summative test, National Exam. The Try-Out Exam is a kind of practice to the National Exam. Try-Out Exam is able to trigger off students’ bravery and motivation to extend to which individual works or strives to learn the language because of desire to do so and the satisfaction experienced in the activity. By doing the Try-Out test, students not only study the material of the test but also know how to deal with National Exam, it guides students to be

accustomed to deal with National Exam, besides, the result of the Try-Out Exam can encourage the students to study hard and to prepare themselves better than before, finally, they will study more intensively and tend to have good scores in the National Exam.

C. Hypotheses

Based on the conceptual framework the hypothesis of this research is “There is positive correlation between Students’ English Achievement in the Try-Out Exam and in the National Exam”.

The statistical hypotheses can be formulated as follow: Ho : rxy = 0

CHAPTER III

RESEARCH METHODOLOGY

A. Objective of the Study

The objective of this study is to study the Correlation between The Students’ English Achievement in the Try-Out Exam and in the National Exam.

B. Place and Time of the Study

The research of this study was conducted at Khazanah Kebajikan Vocational High School which is located at Bukit Cirendeu Blok C/6 no. 7, Pamulang, Tangerang. This research started on June 10th, 2007 and finished on June 30th, 2007.

C. Method of the Study

The method of this study is a survey which belongs to ex post facto research because the research is conducted after variation in the variable of interest has already been determined in the natural course of events;4 in this case, the events are the Try-Out Examination and the National Examination.

The Purposive sampling is used to obtain the data; the writer considers that The Third Grade students of Khazanah Kebajikan Vocational School as representing sample from all population around group 6 in Tangerang District.

4

Donald Ary, Lucy Jacobs, Asghar Razavieh, Introduction to Research in Education, (USA: Wadsworth Thomson Learning, 6th ed, 2002), p. 335

D. Population and Sample

The population of this study is the Third Grade Students of Khazanah Kebajikan Vocational High School of 2006 - 2007 Academic Year, total 37 students. They are divided into 2 classes; Secretarial class 20 students; Audio Video class 17 students.

The sample was selected through total random sampling which consists of The Try-Out Exam Achievement and The National Exam Achievement.

E. Instrument

The instrument of this research is the document of the Students’ English Achievement in The Try-Out Exam which is the given by the English teacher and the document of the result of the Students’ English Achievement in The National Exam in the 2006-2007 Academic Year which is published by Diknas Tangerang. Both results will be calculated and will be analyzed on its correlation.

F. Data Analysis

The data of this research will be analyzed by using Pearson Product Moment Correlation.5 The formula of this correlation is:

] Y) ( Y N ][ X) ( X [N Y) ( X) ( -XY N 2 2 2 xy 2

r

∑

∑

−

∑

∑ ∑

∑

−

∑

=

rXY : Correlation ‘r’ Product Moment N : The number of respondent

5

Prof. Drs. Anas Sudijono, Statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 2006), p. 206

X : The students’ English scores in the Try-Out Exam Y : The students’ English score in the National Exam

∑X : The sum of students’ English scores in the Try-Out Exam

∑Y : The sum of students’ English scores in the National Exam

X2 : The squared of sum of students’ English scores in the Try-Out Exam Y2 : The squared of sum of students’ English scores in the National Exam

∑X2 : The sum of squared of sum of students’ English scores in the Try-Out Exam

∑Y2 : The sum of squared of sum of students’ English scores in the National Exam

XY : The multiplication of the Try-Out Exam score and the National Exam score

∑XY : The sum of the multiplication of the Try-Out Exam score and the National Exam score.

CHAPTER IV RESEARCH FINDINGS

A. Data Description

Based on the data obtained from the school document, it can be described as follows:

1. Try-Out Exam Scores

The Result of the Try-Out Exam as follows: the lowest score is 2,80 and the highest score is 7,40. The mean of all scores is 4,95. The median is 4,60 and the standard deviation is 1,28.

The Result of the Try-Out Exam

Number Registration No. The Scores of Try-out Exam

1 04-041-001-8 4,80

2 04-041-002-7 4,60

3 04-041-003-6 6,40

4 04-041-004-5 3,40

5 04-041-005-4 4,40

6 04-041-006-3 6,20

7 04-041-007-2 2,80

8 04-041-008-9 4,60

9 04-041-009-8 4,20

10 04-041-010-7 4,40

11 04-041-011-6 5,60

12 04-041-012-5 2,80

13 04-041-013-4 5,60

14 04-041-014-3 3,00

15 04-041-015-2 3,00

16 04-041-016-9 3,20

17 04-041-017-8 4,60

18 04-041-018-7 4,40

19 04-041-019-6 5,20

20 04-041-020-5 7,40

22 04-041-022-3 5,80

23 04-041-023-2 7,20

24 04-041-024-9 5,60

25 04-041-025-8 6,20

26 04-041-026-7 4,20

27 04-041-027-6 6,60

28 04-041-028-5 6,40

29 04-041-029-4 4,80

30 04-041-030-3 4,40

31 04-041-031-2 5,80

32 04-041-032-9 7,20

33 04-041-033-8 5,60

34 04-041-034-7 6,60

35 04-041-035-6 4,60

36 04-041-036-5 4,00

37 04-041-037-4 4,80

2. National Exam Scores

The Result of the National Exam as follows: the lowest score is 4,60. The highest score is 9,20. The mean is 6,99. The median is 7,00. Finally the standard deviation of national exam is 1,10.

The Result of the National Exam

Number Students Name The Scores of National Exam

1 04-041-001-8 6,60

2 04-041-002-7 6,00

3 04-041-003-6 7,00

4 04-041-004-5 6,80

5 04-041-005-4 7,60

6 04-041-006-3 7,80

7 04-041-007-2 7,60

8 04-041-008-9 6,40

9 04-041-009-8 6,00

10 04-041-010-7 7,40

11 04-041-011-6 6,40

12 04-041-012-5 6,40

13 04-041-013-4 6,60

14 04-041-014-3 5,60

15 04-041-015-2 4,60

17 04-041-017-8 6,80

18 04-041-018-7 8,00

19 04-041-019-6 7,60

20 04-041-020-5 8,60

21 04-041-021-4 4,60

22 04-041-022-3 7,00

23 04-041-023-2 9,00

24 04-041-024-9 5,60

25 04-041-025-8 6,20

26 04-041-026-7 6,60

27 04-041-027-6 9,20

28 04-041-028-5 7,60

29 04-041-029-4 7,80

30 04-041-030-3 6,60

31 04-041-031-2 8,60

32 04-041-032-9 8,00

33 04-041-033-8 7,20

34 04-041-034-7 8,20

35 04-041-035-6 7,20

36 04-041-036-5 5,00

37 04-041-037-4 6,40

3. The Correlation between The Try-Out Exam Scores and The National Exam Scores

No X Y X2 Y2 XY

1 4,80 6,60 23,04 43,56 316,80

2 4,60 6,00 21,16 36,00 276,00

3 6,40 7,00 40,96 49,00 448,00

4 3,40 6,80 11,56 46,24 231,20

5 4,40 7,60 19,36 57,76 334,40

6 6,20 7,80 38,44 60,84 483,60

7 2,80 7,60 7,84 57,76 212,80

8 4,60 6,40 21,16 40,96 294,40

9 4,20 6,00 17,64 36,00 252,00

10 4,40 7,40 19,36 54,76 325,60

11 5,60 6,40 31,36 40,96 358,40

12 2,80 6,40 7,84 40,96 179,20

13 5,60 6,60 31,36 43,56 369,60

14 3,00 5,60 9,00 31,36 168,00

15 3,00 4,60 9,00 21,16 138,00

16 3,20 6,40 10,24 40,96 204,80

18 4,40 8,00 19,36 64,00 352,00

19 5,20 7,60 27,04 57,76 395,20

20 7,40 8,60 54,76 73,96 636,40

21 4,00 4,60 16,00 21,16 184,00

22 5,80 7,00 33,64 49,00 406,00

23 7,20 9,00 51,84 81,00 648,00

24 5,60 5,60 31,36 31,36 313,60

25 6,20 6,20 38,44 38,44 384,40

26 4,20 6,60 17,64 43,56 277,20

27 6,60 9,20 43,56 84,64 607,20

28 6,40 7,60 40,96 57,76 486,40

29 4,80 7,80 23,04 60,84 374,40

30 4,40 6,60 19,36 43,56 290,40

31 5,80 8,60 33,64 73,96 498,80

32 7,20 8,00 51,84 64,00 576,00

33 5,60 7,20 31,36 51,84 403,20

34 6,60 8,20 43,56 67,24 541,20

35 4,60 7,20 21,16 51,84 331,20

36 4,00 5,00 16,00 25,00 200,00

37 4,80 6,40 23,04 40,96 307,20

N=37 ∑X=183,20 ∑Y=258,60 ∑X2=966,08 ∑Y2=1851,72 ∑XY=1310,88

∑

−

∑

∑

∑ ∑

∑

−

∑

= 2 2 2 2 o o xy y) ( y N ][ x) ( x [N y) x)( ( -xy N r ] ) 60 , 258 ( 72 , 1851 37 ][ ) 20 , 183 ( 08 , 966 37 [ 60 , 258 20 , 183 88 , 1310 37 r 2 o 2 o o o xy − − − = ] 96 , 66873 64 , 68513 ][ 24 , 33562 96 , 35744 [ 52 , 47375 56 , 48502 r_xy − − − = ] 68 , 1639 ][ 72 , 21282 [ 04 , 1127 r_xy =

32 , 3578962 04 , 1127 r_xy =

81 , 1891 04 , 1127 r_xy =

596 , 0 r_xy =

Rt in t.s. 5% = 0,325 Rt in t.s.1% = 0,418

B. Data Interpretation

After computing the scores of the two variables of the Students’ English Achievement in the Try-Out Exam and in the National Exam, the writer found that the correlation coefficient is + 0,596. It means there is significant positive correlation between the Students’ English Achievement in the Try-Out Exam and in the National Exam. And then the writer compared the correlation coefficient with the critical table of product moment correlation at 0,40 - 0,70 the positive correlation between variable X and variable Y is Positive correlation.. With the subject of cases after subtracting 2 (degrees of freedom) and the r table is 35. It means that it is significant at 5% level rtable = 0,325 and it is significant at 1% level rtable = 0,418, so that the Ha is accepted therefore Ho is rejected. The observed r is 0,596 this means that there is Significant Positive Correlation between the Students’ English Achievement in the Try-Out exam and in the National Exam.

The Correlation interpretation above is accumulated as in regard with Anas Sudjiono theory in Correlation.6

6

Drs. Anas Sudjiono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, July 1999) , p. 210-211

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

For the research, the writer takes from the score of Try-Out Exam and the score of National Exam. Finally the writer concludes that Students’ English Achievement in The Try-Out Exam is positively correlated with Students’ English Achievement in The National Exam.

For Khazanah Kebajikan Vocational High School third grade students, the Try-Out Exam is a good practice to face the National Exam. From the score of the Students’ English Achievement in the Try-Out Exam, the teacher is able to know which students are ready to do the National Exam or not. The students who are not ready with it will get special attention from the teachers how to reduce their weakness and teacher should motivate intensively those students to study harder.

The Result of Try-Out Exam is given the students good trigger to prepare them much better and to practice a lot; consequently the students will be familiar and ready with the test so they can get the better score in the National Exam. It also can motivate the students to get higher score and analyze their weakness; therefore they can decide which part of speech must be emphasized to study more. However, The Try-Out Exam is a good practice for students to face The National Exam as we know that practice makes perfect. If the students often do

the Try-Out test, they will be more mentally ready to deal with it. Finally, they will get good score and pass the graduate passing score successfully.

B. Suggestions

1. The teachers are suggested to conduct the Try-Out Exam before the National Exam. It would be better if the school do it more than once. The purpose is to make the third year students practice a lot, then they will get used to do this kind of test and familiar with the rules of the test. It can reduce their tension to face the National Exam.

2. The Teacher should pay attention with the Students’ feedback. It’s necessary to discuss the content of the test with the students thus the students’ understanding will increase promptly. Obviously they should come over the test obstacles together. This kind of activity also can motivate students how to do better in The National Exam.

3. The Try-Out Exam should be made in accordance with the National Exam and therefore the test of the Try-Out Exam should be as difficult as the test of National Exam.

BIBLIOGRAPHY

Antara, Vincent A., Jr. and Sandra L. Stacki, Middle School:Curriculum Instruction and Assessment, Connecticut: Information Age Publishing, Greenwich, 2002

Australian Journal of Educational Technology, Visualisig learning goals with the Quail Model, 2004. (http//www.AJET20Botturi//).

Bowers, Roger, and Christoper Brumfit, Applied Linguistics and English Language Teaching, London: Macmillan Publishers Limited 1991.

Departemen Pendidikan Nasional, Kurikulum 2004 Sekolah Menengah Kejuruan, Jakarta: Binatama Raya 2005.

Donald Ary, Lucy Cheser Jacobs, and Asghar Razavieh, Introduction to Research in Education, Wadsworth Thomson Learning. USA 2002.

Ellen Bialystok and Maria Frohlich, Variables of Classroom Achievement in Second Language Learning, 2002. (http.www.JTSTOR.htm//)

Grounlund, Norman, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Co, Inc., 1981.

Gulo, W., Strategi Belajar Mengajar, Jakarta: Grasindo 2002.

Gunawan, Adi W., Genius Learning Strategy, PT Gramedia Pustaka Utama, Jakarta: 2006.

Guth, Hans, P., The Uses of Language, New York: Mc Graw-Hill Inc., 1970 Hamalik, Oemar Prof. Dr. , Proses Belajar Mengajar, Jakarta: PT Bumi Aksara,

Juni 2005.

Harmer, Jeremy, How to Teach English, England: Pearson Education Limited. 2001, Printed in Malaysia, PP. Fifteenth Impressions 2006.

Harmer, Jeremy, The Practice of English Language Teaching, England: Pearson Education Limited. 2001, Printed in Malaysia, PP. Sixth Impressions 2004.

Indocentris, Education Minister’s Regulation National about the National Exam, 2006. (http//www.Indocentris.com//)

Lado, Robert Ph.D, Language Testing The Construction and Use of Foreign Language Tests, McGRAW-HILL Book Company .First Published 1961 by Longmans, Green and Co Ltd., American impressions 1964 by McGraw-Hill Book Company, San Fransisco.

Mackay, William Francis, Language Teaching Analysis, London: Longman Group ltd. 1965.

Mackey, William Francis, Language Teaching Analysis, London: Longman Group Limited 1965.

Makmun, H. Abin Syamsuddin H. Prof. DR., MA, Psikologi Kependidikan,

Bandung: Rosdakarya 2003.

Nurhancana. W, Evaluasi Pendidikan, Jakarta: Usaha Nasional, 1983.

Oller, John W. Jr, Language Tests at School; a Pragmatic Approach, Regent Publishing London: Longman Group Limited 1979.

Palmer, Harold E., The Scientific Study and Teaching of Languages, England: Oxford University Press 1968.

Palmer, Harold, The Scientific of Teaching of Language, London: Oxford Univ: Press, 1968

Pirozzi, Monitoring Learning Achievement, 2002 (http//www.UNICEF.htm//) Purwanto, Ngalim, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, Bandung:

Remaja Karya CV. 1984

Sudjiono, Anas, Drs., Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, July 1999

Suryabrata, Sumadi Drs B.A. M.A. Ed.S., Ph.D, Psikologi Pendidikan, Jakarta: RajaGrafindo Persada 1986.

Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan, Jakarta, 1988. Wikipedia, Achievement, March 2007. (http//www.wikipedia, free

THE ENGLISH SCORES OF TRY-OUT EXAM AND NATIONAL EXAM

THIRD GRADE STUDENTS OF KHAZANAH KEBAJIKAN VOCATIONAL HIGH SCHOOL, PAMULANG THE EDUCATIONAL YEAR 2006-2007

Number Registration No. The Scores of Try-out Exam The Scores of National Exam

1 04-041-001-8 4,80 6,60

2 04-041-002-7 4,60 6,00

3 04-041-003-6 6,40 7,00

4 04-041-004-5 3,40 6,80

5 04-041-005-4 4,40 7,60

6 04-041-006-3 6,20 7,80

7 04-041-007-2 2,80 7,60

8 04-041-008-9 4,60 6,40

9 04-041-009-8 4,20 6,00

10 04-041-010-7 4,40 7,40

11 04-041-011-6 5,60 6,40

12 04-041-012-5 2,80 6,40

13 04-041-013-4 5,60 6,60

14 04-041-014-3 3,00 5,60

15 04-041-015-2 3,00 4,60

16 04-041-016-9 3,20 6,40

17 04-041-017-8 4,60 6,80

18 04-041-018-7 4,40 8,00

19 04-041-019-6 5,20 7,60

20 04-041-020-5 7,40 8,60

21 04-041-021-4 4,00 4,60

22 04-041-022-3 5,80 7,00

23 04-041-023-2 7,20 9,00

24 04-041-024-9 5,60 5,60

25 04-041-025-8 6,20 6,20

26 04-041-026-7 4,20 6,60

27 04-041-027-6 6,60 9,20

28 04-041-028-5 6,40 7,60

29 04-041-029-4 4,80 7,80

30 04-041-030-3 4,40 6,60

31 04-041-031-2 5,80 8,60

32 04-041-032-9 7,20 8,00

33 04-041-033-8 5,60 7,20

34 04-041-034-7 6,60 8,20

35 04-041-035-6 4,60 7,20

36 04-041-036-5 4,00 5,00

37 04-041-037-4 4,80 6,40

the Try-Out test, they will be more mentally ready to deal with it. Finally, they will get good score and pass the graduate passing score successfully.

B. Suggestions

1. The teachers are suggested to conduct the Try-Out Exam before the National Exam. It would be better if the school do it more than once. The purpose is to make the third year students practice a lot, then they will get used to do this kind of test and familiar with the rules of the test. It can reduce their tension to face the National Exam.

2. The Teacher should pay attention with the Students’ feedback. It’s necessary to discuss the content of the test with the students thus the students’ understanding will increase promptly. Obviously they should come over the test obstacles together. This kind of activity also can motivate students how to do better in The National Exam.

3. The Try-Out Exam should be made in accordance with the National Exam and therefore the test of the Try-Out Exam should be as difficult as the test of National Exam.

BIBLIOGRAPHY

Antara, Vincent A., Jr. and Sandra L. Stacki, Middle School:Curriculum Instruction and Assessment, Connecticut: Information Age Publishing, Greenwich, 2002

Australian Journal of Educational Technology, Visualisig learning goals with the Quail Model, 2004. (http//www.AJET20Botturi//).

Bowers, Roger, and Christoper Brumfit, Applied Linguistics and English Language Teaching, London: Macmillan Publishers Limited 1991.

Departemen Pendidikan Nasional, Kurikulum 2004 Sekolah Menengah Kejuruan, Jakarta: Binatama Raya 2005.

Donald Ary, Lucy Cheser Jacobs, and Asghar Razavieh, Introduction to Research in Education, Wadsworth Thomson Learning. USA 2002.

Ellen Bialystok and Maria Frohlich, Variables of Classroom Achievement in Second Language Learning, 2002. (http.www.JTSTOR.htm//)

Grounlund, Norman, Measurement and Evaluation in Teaching, New York: Macmillan Publishing Co, Inc., 1981.

Gulo, W., Strategi Belajar Mengajar, Jakarta: Grasindo 2002.

Gunawan, Adi W., Genius Learning Strategy, PT Gramedia Pustaka Utama, Jakarta: 2006.

Guth, Hans, P., The Uses of Language, New York: Mc Graw-Hill Inc., 1970 Hamalik, Oemar Prof. Dr. , Proses Belajar Mengajar, Jakarta: PT Bumi Aksara,

Juni 2005.

Harmer, Jeremy, How to Teach English, England: Pearson Education Limited. 2001, Printed in Malaysia, PP. Fifteenth Impressions 2006.

Harmer, Jeremy, The Practice of English Language Teaching, England: Pearson Education Limited. 2001, Printed in Malaysia, PP. Sixth Impressions 2004.

Indocentris, Education Minister’s Regulation National about the National Exam, 2006. (http//www.Indocentris.com//)

Lado, Robert Ph.D, Language Testing The Construction and Use of Foreign Language Tests, McGRAW-HILL Book Company .First Published 1961 by Longmans, Green and Co Ltd., American impressions 1964 by McGraw-Hill Book Company, San Fransisco.

Mackay, William Francis, Language Teaching Analysis, London: Longman Group ltd. 1965.

Mackey, William Francis, Language Teaching Analysis, London: Longman Group Limited 1965.

Makmun, H. Abin Syamsuddin H. Prof. DR., MA, Psikologi Kependidikan, Bandung: Rosdakarya 2003.

Nurhancana. W, Evaluasi Pendidikan, Jakarta: Usaha Nasional, 1983.

Oller, John W. Jr, Language Tests at School; a Pragmatic Approach, Regent Publishing London: Longman Group Limited 1979.

Palmer, Harold E., The Scientific Study and Teaching of Languages, England: Oxford University Press 1968.

Palmer, Harold, The Scientific of Teaching of Language, London: Oxford Univ: Press, 1968

Pirozzi, Monitoring Learning Achievement, 2002 (http//www.UNICEF.htm//) Purwanto, Ngalim, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, Bandung:

Remaja Karya CV. 1984

Sudjiono, Anas, Drs., Pengantar Statistik Pendidikan, Jakarta: PT Raja Grafindo Persada, July 1999

Suryabrata, Sumadi Drs B.A. M.A. Ed.S., Ph.D, Psikologi Pendidikan, Jakarta: RajaGrafindo Persada 1986.

Pendidikan dan Kebudayaan Direktorat Jenderal Pendidikan Tinggi Proyek Pengembangan Lembaga Pendidikan Tenaga Kependidikan, Jakarta, 1988. Wikipedia, Achievement, March 2007. (http//www.wikipedia, free

THE ENGLISH SCORES OF TRY-OUT EXAM AND NATIONAL EXAM

THIRD GRADE STUDENTS OF KHAZANAH KEBAJIKAN VOCATIONAL HIGH SCHOOL, PAMULANG THE EDUCATIONAL YEAR 2006-2007

Number Registration No. The Scores of Try-out Exam The Scores of National Exam

1 04-041-001-8 4,80 6,60

2 04-041-002-7 4,60 6,00

3 04-041-003-6 6,40 7,00

4 04-041-004-5 3,40 6,80

5 04-041-005-4 4,40 7,60

6 04-041-006-3 6,20 7,80

7 04-041-007-2 2,80 7,60

8 04-041-008-9 4,60 6,40

9 04-041-009-8 4,20 6,00

10 04-041-010-7 4,40 7,40

11 04-041-011-6 5,60 6,40

12 04-041-012-5 2,80 6,40

13 04-041-013-4 5,60 6,60

14 04-041-014-3 3,00 5,60

15 04-041-015-2 3,00 4,60

16 04-041-016-9 3,20 6,40

17 04-041-017-8 4,60 6,80

18 04-041-018-7 4,40 8,00

19 04-041-019-6 5,20 7,60

20 04-041-020-5 7,40 8,60

21 04-041-021-4 4,00 4,60

22 04-041-022-3 5,80 7,00

23 04-041-023-2 7,20 9,00

24 04-041-024-9 5,60 5,60

25 04-041-025-8 6,20 6,20

26 04-041-026-7 4,20 6,60

27 04-041-027-6 6,60 9,20

28 04-041-028-5 6,40 7,60

29 04-041-029-4 4,80 7,80

30 04-041-030-3 4,40 6,60

31 04-041-031-2 5,80 8,60

32 04-041-032-9 7,20 8,00

33 04-041-033-8 5,60 7,20

34 04-041-034-7 6,60 8,20

35 04-041-035-6 4,60 7,20

36 04-041-036-5 4,00 5,00

37 04-041-037-4 4,80 6,40