A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT IN PREPOSITION OF PLACE TAUGHT THROUGH REALIA AND TAUGHT THROUGH PICTURES AT THE SEVENTH GRADE OF SMPN 21 BANDAR LAMPUNG

1.1 Background of the Problem

Although English has been taught at junior high school for three years, many students who have graduated from SLTP still have low ability in applying English structure. This fact is proved when the writer taught at SMK, even though the students learnt about preposition in SMP, they did not have the ability to use them properly. For example, they did not know the difference between on and above. In addition their average score for structure is low. Gleanson (1975: 126) states that to learn language is to learn structure. Its means that if students want to master a language especially English language, they must master the structure.

Yogi (2008: 2) states that during his eight years’ experience of teaching junior and senior high school students, he has seen that most of his students face difficulties in understanding English structure. Related to Yogi’s statement, it is clear that student’s problem in learning English is in the case of structure.

It is also supported by Lasmin (2000: 26) who has found in her research in SMP HANG TUAH that 44.4% of students in her classes have low structure especially in preposition of place. There are some factors which may cause the failure of the students, such as, the number of preposition of place in English which are greater than the preposition of place in Bahasa Indonesia.

A preposition of place in Bahasa Indonsia sometimes has more than one meaning in English. For examples, the preposition of place di atas, in English we can use preposition of placeon

orabove, and preposition of placedi bawah,in English we can use preposition of placeunder orbelow,but they have different situation in use.

Another factor is the teacher’s teaching technique. In this case, the teacher usually uses translation in teaching preposition of place into Bahasa Indonesia, then she gives some examples in the sentences, e.g., The cat is on the table (Kucing itu di atas meja), The bird

flies above the tree (Burung itu terbangdi atas pohon). From those example, it can be seen that preposition of place on and above have the same meaning in Bahasa Indonesia, that is di atas. However, they actually have different situations. Even though the students know the meaning of preposition of place in Bahasa Indonesia, they are often confused which one should be used. Therefore, they encounter difficulty in using and applying them in real situation.

In teaching-learning process, it is understood that the teachers should present the materials to their students well. The presentation will be more effective if the teacher uses tools or devices that can help students catch the material taught easier. So the researcher tries to find a way to make students enjoy their structure class and understand about preposition effectively and efficiently.

Realia and picture are examples of media, which are frequently used, encourage students to learn English in particularly prepositions of place. Realia or real objects are in many ways the easiest kind of visual aid that can be applied in the classroom. Simple objects can be used not only for teaching vocabulary but also as prompt to practice structure and develop situation (Doff, 1988: 83). In other word, realia are real things that can be brought by the teacher to make the situation or atmosphere in the classroom more meaningful. Moreover, realia also can be used to teach structure, not to the least of which are promoting cultural insight and teaching a life-skills lexicon. Realia can also be used effectively in teaching structure,

great stimulus in the class, so that the students have great enthusiasm to learn preposition of place.

Similarly, teaching structure through picture also can encourage students to reach the objectives of learning. Wright (1984: 5) states that pictures can increase the achievement to catch the meaning of each preposition by the students themselves. Wright’s statement raises an idea that it will be easier for the students to understand preposition of place through picture to increase students’ achievement in using preposition of place. Therefore, in this study the researcher would like to investigate whether or not picture can be used to give a positive influence on the student’s structure achievement. Moreover using pictures can help the students learn the material more easily, as visual aid, particularly, picture has descriptive representation and it can help them enjoy the lesson.

Based on the paragraphs above, realia and pictures can use for teaching prepositions of place in order to attract students’ attention and to increase students’ motivation. Therefore, the students will comprehend the materials more easily.

However, it is difficult to decide the more effective media between them. Thus, the two teaching media, realia and picture were compared, to find out whether one or both of them are effective or not for teaching preposition of place.

From the English teacher in SMPN 21 the writer found that the students had difficulty in structure. It can be seen from the individual student’s score in structure; only 51.2% the students reached the standard score of structure subject. The writer chooses SMPN 21 Bandar Lampung because the writer wants to improve the student’s structure achievement and no research using preposition of place has been carried out there. Considering those reasons, the

researcher is interested in comparing students taught through realia and taught through picture to see whether any significant difference of the result between them. Therefore the researcher titled the research “A Comparative study between students’ achievement in preposition of place taught through realia and taught through pictures at the seventh grade of SMPN 21 Bandar Lampung”

1.2 Identification of the Problems

Based on the researcher’s observation ,several problems can be identified:

1. Most of students find difficulties in learning structure especially preposition of place. 2. Student’spreposition mastery is still low.

3. Lack of motivation.

4. Lack of appropriate teaching media.

5. Some teacher cannot choose the appropriate technique or media that can be used in teaching learning process.

1.3 Limitation of Problems

Based on the identification of the problems above, the researcher limits the problem about media that is used by teacher; the researcher is interested in investigating whether there is any difference of preposition of place achievement of students if they are taught by interesting media in teaching preposition of place. Realia and pictures are two media that will be used to teach preposition to investigate whether these media can be used to increase students’ preposition of place achievement. The researcher also wants to identify which one is better to teach English grammar, realia or pictures. The researcher chooses teaching preposition of place through realia and picture at SMP Negeri 21 Bandar Lampung.

Based on the limitation of the problems, the formulation of the problems is follows:

1. Is there any differenceof students’ achievement in preposition of place between those who are taught through realia and those who are taught through pictures?

2. Which of the two teaching media is more effective for teaching preposition of place?

1.5 Objective of the Research

The objectives of the research are to investigate:

1. Whether there is a difference of students’ achievement in preposition of place between those who are taught through realia and those who are taught through picture;

2. To find out which one of the two teaching media is more effective for teaching preposition of place.

1.6 Uses of the Research

The results of the research are expected to be beneficial not only theoretically but also practically:

1) Theoretically, the results of the research can help to support the previous theories on syntax.

2) Practically, to inform English teachers that pictures and realia can be used to teach preposition and give a positive influence on the students’ achievement of preposition of place.

1.7 Scope of the Research

This research is a quantitative study. This research will be conducted at grade VII of SMP N 21 Bandar Lampung. The first year of SMP students is chosen since the preposition of place is taught in the first year. The materials are based on the students’ book for grade VII of Junior High School. The topics used are chosen based on the curriculum for the junior high school and the pictures are from ‘picture’ collection retrieved from Junior high school English books.

This research carried in six meetings that consisted of one meeting of try out, one meeting of pretest, three meetings of treatments to both classes , and one meeting of posttest.

This research is focused on students’achievement. So, in collecting the data of this research, the researcher will use tests. The data will be analyzed by using Independent Group T- Test in which it is used compare the mean of two different data from different group that are also taken in different situation. Finally, the researcher will compare the mean scoresof students’ ability before and after the treatment between those two groups.

III. RESEARCH METHOD

3.1 Research Design

This study is quantitative research. In conducting the research, the researcher applied pretest posttest control group design to measure how far picture and realia can increase the students’ achievement in preposition of place. There will be two groups. The first is the experimental group which will receives the treatment of realia. The second is control group which will receive the treatment of picture. This design is believed in having a high internal and external validity. It is because the samples are randomly chosen. The pretest is conducted to measure student’s achievement in preposition before the treatment, and the pretest is conducted to both groups to find out the students’ initial ability before the treatment. The pretest can be also used to ensure whether the students are in equal initial ability or not (Hatch and Farhady, 1982: 22).

The research design is being presented as follows: G1 (random) = T1 X1 T2

G2 (random) = T1 X2 T2

In which: G1 : experimental class G2 : control class T1 : pretest T2 : posttest

2

X2 :control class treatment by using realia 3.2 Population and Sample

The population of the study is the first year students of SMP N 21 Bandar Lampung in the 2010/2011 academic year. There are six classes of VII grade. Two classes will be taken as the sample of the experimental class and control class. There are seven classes of class VII, each class consists of 32-34 students. The total numbers are 227 students. The researcher will use simple random probability sampling, the class is selected randomly by using lottery, and it is used based on consideration that every class has the same opportunity to be selected in order to avoid the subjectivity in this research (Hatch and Farhady, 1982: 19). The experimental class is VII F consists of 32 students, the control class is VII D consist of 32 students and VII C which consists of 34 students is chosen as the try out class.

3.3 Data

This research aims at gaining the data of students’ preposition of place achievement before and after the treatments.

3.4 Research Procedures 1. Selecting materials

The materials, (preposition of place) are chosen from the students’ textbook and internet. The selecting process considers materials that have been taught to the students and the students’ interest.

2. Determining the population and sample

The population of research is all students of SMPN 21 Bandar Lampung at Grade VII. And the sample is selected by usingsimple random probability samplingThrough lottery, the researcher took three classes of class VII of SMP N 21 Bandar Lampung.

3. Trying out the instrument

The preposition of place test tried out to the students, in order to find Out whether the test items are good or not in validity, reliability, level of difficulty, as well as the discrimination power.

4. Conducting pretest

This test was given to experimental class 1 and experimental class 2 in order to know the students’ background knowledge of preposition of place. This test is done in 45 minutes.

5. Conducting the treatment

The preposition of place taught through picture and realia applied in

four weeks. The teacher gave the students three treatments using picture and realia as had been explained in the prepared lesson plan.

6. Administering posttest

The post-test was administered after the application picture and realia. The post-test was administered in 45 minutes and the aim is to find out the students’ ability in preposition of place after the implementation of picture and realia .

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After conducting pretest and posttest, the researcher analyzed the data. The data analyzed by using independent group T- Test. Independent group T-Test formula is used to compare the means of the pretest ad posttest of both two groups. The data is computed through the Statistical Package for Social Sciences (SPSS) version 17.0.

3.5 Data Collecting Technique

The procedures of this research are as follows:

1. Try-Out Test

This step was done in order to known the level of difficulty and discrimination power and also to found out the reliability of the test. Thus, 40 items was tested in the try out.

2. Pretest

The pretest was administered before the treatment for 45 minutes. It is done to know the students’ achievement of preposition before the application of picture and realia. The test used by researcher is an objective test of multiple choice forms. The number in items of the test is 20 with four alternative answer for each ( A, B, C, and D), one is the correct answer and the rest are distracters. The scoring system is that the load of each correct answer is five points. So, if one participant answers all

items correctly, participant gets 100 point.

After conducting the treatment, the researcher gave post-test to both classes. It was done in order to know the result of the experimental and control class, whether they had development or not.

3.6 Criteria of a Good Test

In this research, to prove whether the test has good quality, it must be tried out first. The test can be said having a good quality if it has a good validity, reliability, level of difficulty, and discrimination power (Shohamy, 1985)

1. Validity

Validityrefers to the extent to which the test measure what is intended to measure. This means that it relates directly to the purpose of the test (Shohamy, 1985: 74). There are four types of validity, namely face validity, content validity, construct validity and empirical validity. To measure whether the test has a good validity, the researcher used content validity and construct validity.

Content validity is concerned with whether the test is sufficiently representative and comprehensive for the test. In the content validity, the materials given are suitable with the curriculum. In this case, the researcher uses the preposition of place that is supposed to be comprehended by grade VII students. To fulfill this validity, the researcher should see all the indicators of the instrument and analyze them to see whether it has represented the material that measured or not. In this research, the researcher arranged the instrument based on the material given. If the measuring instrument has represented all the ideas that connected with the material that will be measured, that measuring instrument has fulfilled the aspect

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of content validity. To know whether the test has a good validity, the items of the test discussed with her advisors and her classmate and the English teacher of SMPN 21 Bandar Lampung.

The content of the try out test is represented in the table of specification below:

Table 3. Specification of the Try Out Test No Preposition of Place

classes

Numbers of Items Percentage

1 The Point Itself 1., 3., 4., 6., 8., 11., 13., 14., 15., 21., 31., 33., 34., 35., 36., 38., 39.

42,5%

2 Higher or Lower Point 10., 12., 16., 17., 18., 25., 32., 37. 20% 3 Neighboring the Point 2., 5., 7., 9., 19., 20., 22., 23., 24., 26., 27.,

28., 29., 30., 40.

37,5%

Total 100%

(Frank, 1972: 162)

Construct validityexamines whether the test is actually in line with the theory, meaning whether the test is in line with the school curriculum. Preposition of place that is supposed to be comprehended by grade VII students of junior high school (KTSP Kurikulum Tingkat Satuan Pendidikan 2006) will be used.

1. Reliability

Hatch and Farhady (1982: 243) say that reliability of a test can be defined as the extent to which a test produces consistent result when administered under similar conditions. Because the instrument consists of some indicators, the

researcher will use split-half technique in order to know how far each indicator will show the same result in measuring an aspect. To measure the coefficient of the reliability between first and second half, the following formula will be used:

r1

=



_



_





2 2 y x xy Where:

rxy : coefficient of reliability between odd numbers and even numbers items



2

x : the right answer of odd part



_y2

: the right answer of even part



xy : number of students who take part in the test (Lado: 1961 in Huges, 1991: 32)

Then “Spearmen Brown’s Prophecy Formula” will be used (Hatch and Farhady, 1982: 286) to know the coefficient correlation of the whole items. The formula is as follows:

rk =

rk : the reliability of the test rl : the reliability of half test The criteria of reliability are: 0.90-1.0 : high

0.50-0.89 : moderate 0.00-0.49 : low

(Hatch and Farhady, 1982: 286) rl

rl



1 2

8

The result of reliability of try out test in this research was 0.98 (see appendix 4). Seeing the criteria proposed above, the reliability of this test was moderate, while a criterion for high reliability was in range 0.50-0.89. It could be concluded that this instrument would give consistent result when it was administered under similar condition to the same participant and in different time (Hatch and Farhady, 1982: 247). Therefore, it could be stated that the test had fulfilled the criteria of reliability. In other words, the test was reliable.

3. Level of Difficulty

To see the level of difficulty, the following formula will be applied:

LD = N R

Where:

LD : level of Difficulty

R : number of students who answer correctly N : the total number of students following the test The criteria are:

<0.30 : difficult 0.30-0.70 : average >0.70 : easy (Shohamy, 2985: 79)

Seeing the result of item analysis from try out test, it could be inferred that there were ten items which came into the classification of easy items, those were items numbers 6, 9, 12, 17, 20, 22, 26, 31, 33 and 37 (see appendix 5).

The rest 30 items were in the level of average difficulty. The ten easy items were dropped, while the rests were administered for the pretest and posttest. 4. Discrimination Power

To see the discrimination power, the following formula will be used: D = correct U_–correct L

1 /2N

D = Discrimination Power

Correct U = The number of upper group students who answer correctly Correct L = The number of lower group students who answer correctly N = The total number of students who take the test

The criteria are:

D: 0.00–0.20 = Poor items

D: 0.21–0.40 = Satisfactory items

D: 0.41–0.70 = Good items

D: 0.71–1.00 = Excellent items

D: - (Negative) = Bad items, should be omitted

(Heaton, 1975: 180)

Based on the calculation of discrimination index, the result of try out test showed that there were 4 items (6, 9, 12, 22) had zero discrimination. It means that the items could not discriminate the upper and lower students well. Therefore, those items were dropped. Then items number 17 was also dropped since the ID result was negative, which mean low level students answered more that the high level students. Item numbers 20, 26, 31, 33 and 37 were also dropped since the result were under 0.20. In short, 30 items had discrimination index above 0.20 and they were used in the pretest and posttest. Those items were

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1, 2, 3, 4, 5, 7, 8, 10, 11, 13, 14, 15, 16, 18, 19, 21, 23, 24, 25, 27, 28, 29, 30, 32, 34, 35, 36, 38, 39 and 40. A further result of discrimination index is shown on appendix 6.

5. Scoring System

In scoring students result of the test, the highest score is 100. The scores of pretest and posttest are calculated by using formula as follow:

X =

(Lyman, 1971: 95) Where:

X : percentage of correct score R : number of right answer T : total number of items on test

3.7 Data Analysis

To know whether there is a significant increase of the students’ preposition of

place achievement, the data gained from the pre and the post tests will be analyzed. The researcher analyzes the students’ structure achievement by doing

these activities:

1. Scoring the pretest and posttest

2. Tabulating the result of the test and calculating the mean of the pretest and posttest.

T R

3. Drawing conclusion from the tabulated result of the pretest and posttest administered, that is by statistically analyzing the data using statistical computerization i.e. independent group T-Test of SPSS 17.0 for Windows to test whether the increase of students’ gain is significant or not, The

significance is determined by p<0.05. The data come from the same sample or known as paired data. (Hatch and Farhady, 1982: 114)

3.8 Data Treatment

The researcher computed the data through drawing conclusion from the tabulated results of the pretest and posttest after having finished collecting the data. In doing so, the researcher analyzed the data statistically by administering the normal distribution, homogeneity test and hypothesis test.

1. Normal distribution test

This test was administered in order to find out whether the data from both groups were normally distributed.

The hypothesis of the normal distribution test was: Ho: The distribution of the data is not normal

H1: The distribution of the data is normal

In this research, the criterion for the hypothesis was:

The hypothesis is accepted if sign > α. In this case, the research uses the level of

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2. Random Test

Random Test is used to ensure whether the data is random or not. One of the assumption should be fulfilled in using T-Test is the data should be taken from random sample in a population.

The criteria are:

H0 : (the data is random)

H1 : (the data is not random)

In this research, H0 was accepted if sign > α, and the researcher used the level

significant 0.05.

3. Homogenity Test

This test was used to determine whether the data fulfill the criteria of the quality of variance. This test used T-test to analyze the data.

The hypothesis for the homogeneity of variance was as follows: H0: there is no significant difference in the level of ability (equal)

H1: there is significant difference in level of ability (no equal)

In this research, the criterions for the hypothesis were:

H1is accepted if sign>α. In this case, the researcher used the level of significance

3.9 Hypothesis Testing

The researcher will test the hypothesis to prove whether the hypothesis proposed by the researcher is accepted or not. The formulation of the hypothesis testing (t-test) is as follows:









2 1 1 2 1 2 2 2 2 1 1 2       n n SD n SD n S

(Hatch and Farhady 1982:112)

2 1 2 1 1 1 n n S X X T   

(Hatch and Farhady 1982: 116) Notes:

X1 : mean of the experimental class

X2 : mean of the control class

S : Standard Deviation

N1 : the number of the students in experimental class

N2 : the number of the students in control class

The test criteria are:

If the T0  T-table, the H0is accepted.

If the T0  T-table, the Hais accepted.

(Hatch and Farhady 1982: 120)

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difference of students’ achievementbetween those who are taught

through realia and those who are taught through pictures). H1 :is accepted if t-ratio is higher than t-table (there is no significant

difference of students’ achievementbetween those who are taught

through realia and those who are taught through pictures).

Ho : Realiais not more effective than pictures in improving the students’

achievement in preposition of place

H1 : Realiais more effective than pictures in improving the students’

THROUGH REALIA AND TAUGHT THROUGH PICTURES

AT THE SEVENTH GRADE OF SMPN 21 BANDAR

LAMPUNG

(A Script)

By

PUJI RAHMAWATI NINGSIH

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

A COMPARATIVE STUDY BETWEEN STUDENTS’

ACHIEVEMENT IN PREPOSITION OF PLACE TAUGHT

THROUGH REALIA AND TAUGHT THROUGH PICTURES

AT THE SEVENTH GRADE OF SMPN 21 BANDAR

LAMPUNG

By

PUJI RAHMAWATI NINGSIH

A script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

The writer was born in Bandar Lampung on October 2nd, 1987. She is the first daughter of Mr.Heri Santoso and Mrs.Olga Saplena. She has one younger brother and one younger sister, Riza Mandala Putra and Elmira Ratna Sari.

She went to a formal education institution for the first time at TK BUDI BHAKTI kindergarten 1 in 1992 and graduated in 1993. She continued her study in primary school at SD BUDI BHAKTI PERSIT II-5 Bandar Lampung for three years and she entered elementary school in SDN 5 Sukarame in 1997 and graduated in 1999. Then she continued to secondary school at SLTP Negeri 21 Bandar Lampung and accomplished it in 2002. After that, she joined a state senior high school at SMU Negeri 5 Bandar Lampung and graduated in 2005.

At the same year, 2005, she was registered as a student in S1 English Department in the Teacher Training and Education Faculty, University of Lampung. At the beginning of February, 2009, she did teaching practice program (PPL) at SMP Negeri 20 Bandar Lampung.

DEDICATION

I would like to dedicate this paper to: My parents , Heri Santoso and Olga Saplena My beloved brother and sister, Riza and Ira My cousins, Andri, Tia, Marta, Fazar,HAfiz

My Aunts, Lia, Erna, Hesti, Eka and Uncles, Endon, Krisnaga

THROUGH PICTURES AT THE SEVENTH GRADE OF SMPN 21 BANDAR LAMPUNG

Students’Name : Puji Rahmawati Ningsih

Students’Number : 0543042040

Department : Language and Arts

Program : English

Faculty : Teacher Training and Education

APPROVED BY

Advisory Committee

1stAdvisor 2ndAdvisor

Ujang Suparman, M.A., Ph.D. Dra. Rosita Simbolon, M.A.

NIP 19570608 198603 1 001 NIP 19480920 197503 2 001

The Head of

Language and Arts Education Department

Drs. Imam Rejana, M.Si.

NIP 19480421 0197803 1 004

ADMITTED BY

1. Examination Committee

Chairperson :

Ujang Suparman, M.A., Ph.D.

………

Examiner :

Hery Yufrizal, M.A., Ph.D.

………

Secretary :

Dra. Rosita Simbolon, M.A.

………

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si.

NIP 19600315198503 1 003

“

Anyone who has never made a mistake has never tried anything new.

_”

(Albert Einstein)

A COMPARATIVE STUDY BETWEEN STUDENTS’

ACHIEVEMENT IN PREPOSITION OF PLACE TAUGHT

THROUGH REALIA AND TAUGHT THROUGH PICTURES

AT THE SEVENTH GRADE OF SMPN 21 BANDAR

LAMPUNG

By

PUJI RAHMAWATI NINGSIH

A script

Submitted in a Partial Fulfillment of The Requirements for S-1 Degree

in

The Language and Arts Department of Teacher Training and Education Faculty

LAMPUNG UNIVERSITY

BANDAR LAMPUNG

CURRICULUM VITAE

The writer was born in Bandar Lampung on October 2nd, 1987. She is the first daughter of Mr.Heri Santoso and Mrs.Olga Saplena. She has one younger brother and one younger sister, Riza Mandala Putra and Elmira Ratna Sari.

She went to a formal education institution for the first time at TK BUDI BHAKTI kindergarten 1 in 1992 and graduated in 1993. She continued her study in primary school at SD BUDI BHAKTI PERSIT II-5 Bandar Lampung for three years and she entered elementary school in SDN 5 Sukarame in 1997 and graduated in 1999. Then she continued to secondary school at SLTP Negeri 21 Bandar Lampung and accomplished it in 2002. After that, she joined a state senior high school at SMU Negeri 5 Bandar Lampung and graduated in 2005.

At the same year, 2005, she was registered as a student in S1 English Department in the Teacher Training and Education Faculty, University of Lampung. At the beginning of February, 2009, she did teaching practice program (PPL) at SMP Negeri 20 Bandar Lampung.

DEDICATION

I would like to dedicate this paper to: My parents , Heri Santoso and Olga Saplena My beloved brother and sister, Riza and Ira My cousins, Andri, Tia, Marta, Fazar,HAfiz

My Aunts, Lia, Erna, Hesti, Eka and Uncles, Endon, Krisnaga

Research Title : A COMPARATIVE STUDY BETWEEN STUDENTS’ ACHIEVEMENT IN PREPOSITION OF PLACE TAUGHT THROUGH REALIA AND TAUGHT THROUGH PICTURES AT THE SEVENTH GRADE OF SMPN 21 BANDAR LAMPUNG

Students’Name : Puji Rahmawati Ningsih Students’Number : 0543042040

Department : Language and Arts Program : English

Faculty : Teacher Training and Education

APPROVED BY

Advisory Committee

1stAdvisor 2ndAdvisor

Ujang Suparman, M.A., Ph.D. Dra. Rosita Simbolon, M.A.

NIP 19570608 198603 1 001 NIP 19480920 197503 2 001

The Head of

Language and Arts Education Department

Drs. Imam Rejana, M.Si.

ADMITTED BY

1. Examination Committee

Chairperson :

Ujang Suparman, M.A., Ph.D.

………

Examiner :

Hery Yufrizal, M.A., Ph.D.

………

Secretary :

Dra. Rosita Simbolon, M.A.

………

2. The Dean of Teacher Training and Education Faculty

Dr. Bujang Rahman, M.Si.

NIP 19600315198503 1 003

MOTTO

“

Anyone who has never made a mistake has never tried anything new.

_”

(Albert Einstein)