The Use of Small Group Discussion Technique to Increase Students’ Reading Comprehension Achievement Using Anecdote Text at the Third Years of SMPN 1 Karya Penggawa Krui Pesisir Barat

ABSTRACT

The Use of Small Group Discussion Technique to Increase Students’ Reading Comprehension Achievement Using Anecdote Text at the Third Years of SMPN 1

Karya Penggawa Krui Pesisir Barat

By Yulisa Putri

English is one of the languages that must be learned by all of students from elementary school to university level. But in fact that most of junior high school students cannot acquire the skills of language well, especially reading skill. Therefore, the objective of the research was to find out whether there is any significant increase of students’ reading comprehension achievement after being taught anecdotes text by using small group discussion technique. The Population of this research was the students of the third years of SMPN 1 Karya Penggawa Krui Pesisir Barat in 2013-2014 of academic year. The sample of the reseah was class IXB that consisted of 26 students. The research design was independent one group pretest posttest design and data were taken from the test and then they were analyzed by using Repeated Measure t-test with Statistically Package for Social Science (SPSS) version 17.0.

The result of the data shows that the students’ achievement in reading comprehension of anecdote text by using small group discussion technique increased. It has been proved by the gain of the students’ mean score was 13.61. The students’ mean score in posttest was higher than the mean score in pretest. The increase of the mean was from 51.80 in the pretest up to 65.42 in the posttest. Based the calculation of t-test, it can be seen that the result of the computation shows that t-value was higher than t-table (11.191>2.492). The two tail significance show that p=000, it means that p<0.05. Referring to the criteria, that is, H1 is accepted if t0> ttab and p<0.05. Meaning that H1 was accepted and H0 was rejected.

Based on the result, the difference of students’ reading comprehension achievement between pre test and post test shows that small group discussion has positive effect toward the students score. It can be concluded that there is a significant increase of students’ reading comprehension achievement after they are taught by using small group discussion technique.

TABLE OF CONTENT

ABSTRACT... i

CURRICULUM VITAE... ii

DEDICATION... iii

MOTTO... iv

ACKNOWLEDGEMENTS... v

TABLE OF CONTENTS... vi

LIST OF TABLE... vii

LIST OF APPENDICES... viii LIST OF GRAPHS... 1. INTRODUCTIONS...

1.1Background of the problems... 1.2Identification of the Problems... 1.3Limitation of the Problems... 1.4Formulation of the Reserach Question... 1.5Objective of the Research... 1.6Uses of the Research... 1.7Definition of Terms...

II. FRAME OF THE THEORIES... 2.1Review of Previous Research... 2.2Review of Related Literatur... 2.2.1 Concept of Reading... 2.2.2 Concept of Small group discussion... 2.2.3 Concept of anecdote text... 2.2.4 Teaching Procedures... III. RESEARCH METHOD...

3.1Research Design... 3.2Population and Sample... 3.3Data Collecting Technique... 3.4Research Procedure... 3.5Reaserch intruments... 3.5.1 Try out of instruments... 3.5.2 Criteria of Good Test... 3.5.3 Validity... 3.5.4 Reliability... 3.5.5 Level of Difficulty... 3.5.6 Descrimination power...

ix 1 1 3 3 4 4 4 5 6 9 9 13 15 17 19 19 20 21 22 24 24 24 24 26 37 38

vii 3.7Scoring System...

3.8Data Analysis... 3.9Hypotesis Test...

29 29 30

IV. RESULT AND DISCUCSSION... ... 31

4.1 Result of the Research... 31

4.1.1. Result of Try Out Test... 32

4.1.2 Result of Pretest... 33

4.1.3 Result of Posttest... 34

4.1.4 Result per Aspect... 36

4.1.5 Increase of Students Reading Comprehension... 40

4.1.6 Result of observation... 42

4.1.7 Normality Test... 44

4.1.8 Hypothesis Testing... 45

4.2 Discusion of Product... 48

4.3 Discussion of Proses... 50

V. CONCLUSSIONS AND SUGGESTIONS... 56

A. Conclusion... 56

B. Suggestion... 57 REFERENCES

CHAPTER I INTRODUCTION

This chapter discusses introduction of the research dealing with background of the problems; identification of the problems; limitation of the problems; research question; objective of the research; uses of the research and definition of terms.

1.1Background of the Problems

English is one of the languages that must be learned by all of students from elementary school to university level. There are four skills of language, i. e, listening, reading, speaking, and writing. Reading is very important in teaching and learning process because every activity in the classroom always has relationship with reading. Therefore, the researcher focused on reading as a component of general second language. So, reading is still regarded as the most effective to increase both students’ competence and performance. Reading always come along with comprehension.

In fact the junior high school students did not aquire reading skill well. Most of them were still confused to comprehend an English text. Similar issue was also found on pre observation on Mei 1th 2013 that the third years students of SMPN 1 Karya Penggawa Krui have difficulties to comprehend an English text. The English teachers still used instructive method; they just explained the materials and the students just listened what the teacher said. The result showed that the

students are boring, they did not enjoy in learning and their achievement became reduce. They need some activities which can make them amuse with the reading learning process. So, they can achieve the main objective of the learning process, the activity used by the researcher is discussion.

As a matter of fact, reading comprehension is defined as the level of understanding of a text. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text. The students can read an English text but they cannot comprehend what is the content of the text that they have read. Proficient reading depends on the ability to recognize words quickly and effortlessly. If word recognition is difficult, students use too much of their processing capacity to read individual words, which interferes with their ability to comprehend what is read. For this reason the researcher applied the technique for teaching reading that is “small group discussion technique”. This technique was expected to be able to increase students’ reading comprehension achievement, because small group discussion technique make the students interest in learning English especially reading skill. The students discuss their problem with their friends in group work. The group discussion make them shared their opinions actively, solve problems and answer the questions given by the teacher.

The researcher used small group discussion technique to increase the students’ reading comprehension, especially junior high school students. This technique works best for the young students because of their developmental level. Anecdote helps the teacher when he/she teaches English because the text is a funny by which it makes the students read and comprehend the text enthusiastically.

Therefore, The researcher conducted the research with the topic ”the use of small group discussion technique to increase the students’ reading comprehension achievement using anecdotes texts at the third grade of SMPN 1 Karya Penggawa Krui”.

1.2Identification of the problems

Based on the background of problems above, the researcher would like to identify the problems as follow:

1. The students’ achievement in reading was still low. 2. The students’ vocabularies were still low.

3. The students got bored in learning English.

4. Teaching techniques in learning process were not interesting. 5. Teaching media was not sufficient.

6. The teaching materials were not suitable. 7. The classroom was not comfortable.

1.3 Limitation of the Problems

In line with the identification of the problems above, the researcher focused on two issues to find out the influence of using small group discussion technique to increase students’ reading comprehension achievement at the third grade of SMPN 1 Karya Penggawa Krui:

1. Students low achievement 2. Teachers’ teaching technique

1.4 Formulation of the Problems

Giving the limitation of problems above, the writer formulates the research question was: “is there any significant increase of students’ reading comprehension achievement after being taught by using small group discussion technique?”

1.5 Objective of the Research

The objective of the research was to find out whether there is any significant increase of students’ reading comprehension achievement after being taught by using small group discussion technique?

1.6 The Use of the research

The uses of the research are as follows:

1. Theoretically, the finding of this reseach is expected to support the existing theory on the rule of group discussion and to measure students’ achievement.

2. Practically, to give information to the English teacher of SMP N 1 Karya Penggawa Krui about new technique in teaching especially using small group discussion technique, and to explain about the influence of small group discussion technique to increase students’ reading comprehension achievement.

1.7 Definition of Terms

There are some terms used by researcher. The researcher gives some definitions are as follows:

Anecdote text

Anecdote text is a text that retells funny and unusual incidents in factually or imaginatively. Its purpose is to entertain the readers.

A small group

A small group is a small member of human, drawn together through interaction whose interdependent relationship allow them to achieve a mutual goal ( Kenz and Greg, 2000:4).

Reading

Reading is the process of constructing meaning through the dynamic interaction between the reader's existing knowledge, the information suggested by the text being read, and the context of the reading situation.

Small group discussion

Small group discussion is a small member of human drawn together through interaction to discuss in solving the problem and comprehending a passage.

CHAPTER II FRAME OF THEORIES

This chapter presents the review of the previous research and review of related literature which covers the concepts of reading, small group discussion, anecdotes text, and procedures of teaching reading using small group discussion technique.

2.1Review of Previous Research

The researcher showed several results of previous studies, they have been applied each of their technique and method in their research. The previous studies were as follow:

First, Afrilianti (2012) did her research at SMA Al-Azhar 3 Bandar Lampung. She was interested in finding out whether KWHL (know, want, how, learn) technique could improve students reading comprehension achievement. As the result, she found that KWHL technique was be able to improve the number of students who were the active in reading of report text activity during the teaching and learning process. The teachers’ performance in reading class improved when KWHL technique was implemented. The technique forced the teacher to act perfectly as a facilitator and expert because the students became more active in asking question to the teacher. It means the technique makes the students-teacher relationship more alive without using KWHL. This can be seen from the result of research observation. More than 80% students were actively involved during the teaching

and learning process. They actively asked question, answer the teacher’s question enthusiastically and every steps of KWHL. Especially in group activity when they have to find out their own questions related to the topic and decision.

Second one, Refilda ( 2012) conducted her research at SMPN 5 Bandar Lampung. She investigated the students reading comprehension achievement through SQ4R (survey, question, read, recite, relate, review) strategy. She found that there was significant increase in students reading comprehension of recount text taught through SQ4R method at the second year of SMPN 5 Bandar Lampung before and after being taught SQ4R Strategy. As seen from the result of the hypothesis showed that at significant level of p<p=00). The students mean score in pre test is 59.64 which have increased to 72.50 in post test. It means after implementing SQ4R the students are able to comprehend recount text quite well.

Then, Betaria (2012) conducted her research at SMAN 1 Krui. She investigated the students’ achievement in reading comprehension using jigsaw technique. She was interested to know whether jigsaw technique can improve students reading comprehension. She found that jigsaw technique can be used to improved students reading comprehension achievement in learning product. In teaching learning process, the implementation of jigsaw technique made the students more interested in learning. By using jigsaw technique the students rarely get problem during learning process. The effects are that they understood what they wanted to learn and the students felt comfotable learning process. It is high possible the students reading comprehension achievement would be increased. It also could be

seen from the improvement of the students scores from cycle 1 (53.33%) and 2 (83.33%) after implementing jigsaw technique.

And then, Allaydrus (2009) did his research at SMAN 1 Kota Bumi. He was interested to find out whether questioning technique can increase students’ achievement in reading comprehension. He found that there was a significant difference of students achievement in reading comprehension skill in class XI IPA 3 before and after being taught through questioning technique ( p<0.05, p=0.000). it is taken from hypothesis testing. It indicates that the hypothesis proposed is accepted. In other words, questioning technique can be used to increase students reading comprehension skill. The increase can be seen by comparing the mean score between the pre test and post test.

The last one, Sihombing (2012) conducted at SMP Dirgantara Bandar lampung. She investigated the students’ reading comprehension achievement. She was interested to find out whether discovery inquiry can increase students’ reading comprehension achievement by using discovery inquiry narrative text. She found that reading text through discovery inquiry be implemented, it can be seen from the number of the students who were active in reading of narrative text improved in their ability by implementing reading text through discovery inquiry narrative text. This can be seen from the result of the researcher’s observation sheets. During the cycle 1, more than 40 % students were active during the teaching learning process. When doing cross check in the number of students who did extensive reading practice before class, there were 15 students did well.

Based on the studies above, the following has been found that the students’ reading comprehension achievement can increase by using QWHL technique, SQ4R technique, jigsaw technique, questioning technique, and discovery inquiry. However, there is still one issue which has not been found, that is whether how can the use of small group discussion technique increase the students’ reading comprehension achievement significantly? Therefore, the researcher expected that small group discussion technique can decrease the difficulties in reading comprehension.

2.2Review of Related literature

2.2.1 Concept of Reading

Reading is one of the four skills of language. All people cannot understand a text without reading. So, the students’ reading achievement and these reading skills should be increased. According to Wixson, Peters, Weber, & Roeber, (1987) reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation. According to Hill (1997:58), reading is a process to understand a written text which means extracting the required information from it as efficiently as possible. The students did not feel bored when they read an entertain and curious passage.

The researcher was interested to increase students’ reading comprehension because she wants the students increase their ability to inquires and comprehends what they have read. She was concerned with the students’ reading comprehension after she did her pre observe at SMPN 1 Karya Penggawa Krui.

Small group discussion is a technique that has been chosen by the researcher. She was interested to increase students’ reading comprehension by using small group discussion technique.

2.2.1.2 Five Aspects of Reading

According to Suparman (2012), there are several aspects of reading. But in this research, the reseacher focus on five aspects namely topic sentence, making inference, multiple meaning (vocabulary), interpreting problem, and characters view.

a. Topic Sentence

Topic sentence is a helpful guide for both writer and reader. Three important points to remember about the topic sentence are as follow: - It is a complete sentence containing a subject, a verb, and (usually) a

complement.

- It contains both topic and controlling idea

- It is the most general statement in the paragraph because it gives only the main idea. (Suparman, 2012:132)

b. Interpreting Problem

A story really has some problems and every problems should be interpreted by the readers. Everyone has the different opinion to interpret a problem from a passage. The readers interprets the problem based on own mind of them.

c. Multiple Meaning (vocabulary)

Multiple meaning is called Vocabulary. According to Suparman (2012:129), many words have multiple meaning. Some of readers may be unfamiliar with and may need to look them up in a dictionary if the meaning you know doesn’t make the sense. The readers have to analyze and determine the meaning that applied in the sentence given from multiple meaning for familiar word.

d. Inference

Inference is one of comprehension strategies to make conclusion about what is not directly stated in the text based on clues given. To making

inference is to come to a conclusion after considering all the fact ( Suparman, 2012: 35). In addition, inference is educational guess or

prediction about something unknown based on available fact and information, Kathleen (1986:31).

e. Characters View

Characters view is the similar with point of view. Characters view is the feeling or emotional of characters in a story. Everyone has his or her own view of the world. Authors share their point of view through their writing. Recognizing point of view is an important previewing skill, Suparman (2012:132).

There is no reading accurse without comprehension. According to Texas Reading Initiative (2002), the purpose of reading is comprehension or to get meaning from written text. Similar to this, Grabe and Stoller (2002: 17) define reading comprehension as the ability of understanding and interpreting information in a text correctly. Comprehension in reading becomes important because it makes the

readers have meaningful in their reading. In other word, their reading is not useless. Reading comprehension is defined as the level of understanding of a text.

This understanding comes from the interaction between the words that are written and how they generate knowledge outside the text. Dallman (1982: 23) states that reading is more than knowing what each alphabet stands for; reading involves more than word recognition; that comprehension is an essential of reading, without comprehension no reading takes place. It is also supported by Simanjuntak (1988: 4) states that the first point to be made about reading process is comprehension and the meaning is the basic element for comprehension. She also adds that comprehending a text is an interactive process between the readers’ background knowledge and the text itself. Reading comprehension is the ultimate goal of learning to read and it is the foundations for education.

Based on the explanations above, researcher concluded that comprehension is the process to understand the meaning and content of a passage in order to know what was the information based on the readers. According to Wedman et al (1996: 112) in Hararit (2007: 12), the technique to comprehends the text is group work. In other words, to have better comprehension of a text, the readers are expected to discuss what they read with other people in a group. Because of the reason, the researcher used small group discussion technique in this researcher. Through small group discussion, the students comprehend the text together.

2.2.2 Concept of Small Group Discussion

Small group discussion is one of the cooperative learning techniques in which students work in groups of four or five. A small group is a small member of human, work together through interaction whose interdependent relationship allows them to achieve a mutual goal (Kenz and Greg, 2000:4). Sagala (2008: 20) says that group discussion team is more effective if the group consists of 3-4 students, enable students gives their opinions or ideas to other students easily. Supporting this, Slavin (1995: 75) argues that group contingency is essential if a small group structures are to enhance achievement.

They will be more creative in thinking to give opinion in solving problems of the topic. According to Johnson et al (1998: 14), a teacher should asses each student’s performance and return the result to the students as soon as possible in order to ascertain who needs more assistance, support, and encouragement in completing the assignment. The students can works together in solving their problem or answer the question from the teacher. In a group, the students are free to talk in discussing to solve problem and answer the question because they do not finish their task individually. It is why the researcher chosen this technique to increase students’ reading comprehension.

According to Brown (2001:178), small group provides opportunities for students’ initiation, for face to face, give and take, for practice in negotiation of meaning for extended conversation exchanges. So the students are more confidence to give opinion in each of their small group. Discussion is scientific conversation among some people who make the group to exchange opinion about a problem and together to solve and to get good answer of the question. Group discussion

technique is always where teacher gives opportunity to the students to the scientific discussion in giving and answering the question based on the topic. According to Brihart (2001:8), discussion is primarily verbal exchange among member though which the work of the group is accomplished.

In discussion as a way of teaching, Brookfield and Preskill (1999) state that discussions tend to increase motivation, promote engagement with difficult material, and give people appreciation for what they can learn from one another and for what can be accomplished as a group. By using small group discussion, the students did not learn individually. The following are several characteristics of small group discussion proposed by Brihart (2001:9):

1. A small group member of human to be aware and have some reaction to each other.

2. A mutually interdependent purpose, making the success of one number contingent on the success of all.

3. Each person having a sense of belonging, of being part of the group.

4. Interaction verbal and nonverbal channels, within word conveying the contents of the discussion. Members continually responded to and adapt their action to each other.

5. A sense of cooperation among members. Although there are disagreements and conflicts individually, all members perceive themselves as searching for a group outcome that will be as satisfactory as possible to all of member. So that no one in the group trusted at losing to another group member.

2.2.3 Concept of Anecdotes Text

According to Bima and Cicik (2005:14) anecdotes text is a kind of text which deals with something unexpected or out of the ordinary. It usually contains some unusual or amusing incident. Its purpose is to entertaining the readers. Sometimes humorous, anecdotes are not jokes because their primary purpose is not simply to evoke laughter, but to reveal a truth more general than the brief tale itself, or to delineate a character trait or the workings of an institution in such a light that it strikes in a flash of insight to their very essence. The researcher is interest to use anecdote text because the communicative purpose of anecdote text is retelling the unusual incident of someone. So the text makes the students curious to read and comprehends the text.

The structure of anecdote text, Bima and Cicik (2005:93) consists of :

1. Abstract : signals the retelling of an unusual incident 2. Orientation : sets the scene, characters in the story 3. Crisis : provides details of the unusual incident 4. Reaction : reacts to crisis

5. Coda : reflects on or evaluates the incident ( optional )

Language features of anecdote text:

1. Use of punctuations : !, “…”, ?, etc. 2. Additive connectors : and, as well as, etc. 3. Temporal connectives : first, then, ever since, etc. 4. Causal connectives : because, as, for, etc.

5. Verbs of action : sit, laugh, scream, etc. 6. Verbs of thinking and feeling : feel, think, seem, etc.

7. Words reflecting the writer’s attitude : find out, shock, surprise, etc.

Hasnova (2011:19) says that using anecdote means a media used for teaching and learning by using funny story, anecdote is a media in order to make the students both understands and comprehends the text easily and effectively they can be asked to understand the contents of the anecdote stories given and retell it to their friends by using their own words. Based on the theory above, the researcher used anecdote text in applied small group discussion technique.

Example of anecdote text

A Face on the Window

Nasreddin heard news that the richest man in town would give charity to all poor people there. Nasreddin wanted to come there soon but he also had to finish his job at home. First he did his job quickly and then run the rich man’s house.

When he arrived there, there was no people outside the house. He tough he was late. He looked at the house from a distance. Because he saw the rich man through the window, he knocked at the door.

A moment later, the servant came up and said, “Sorry, sir. My master is out now.”

Nasreddin was very disappointed. He knew that the rich man had lied to him. He wanted to get angry but there was no reason for him.

He said to the servant, “That’s alright. Although he could not give me charity, I will give him advice. Tell him later, if he wants to go out, he should not leave his face on the window otherwise somebody will steal it.

2.5 Teaching Procedure

Reading can be taught in a variety of way, many opportunities for teaching reading skills and strategies can be included into daily classroom language experience.

The procedure of teaching reading using anecdote text on small group discussion as follow:

Pre activity:

a. Greeting

b. The teacher checks the attendant list.

c. The teacher asks to students about anecdotes and small group discussion. d. Brainstorming between the teacher and students.

While activity

a. Students are divided into several groups based on small group discussion technique rules with three or four students within a group.

b. The teacher gives the material for the students.

c. Students listen to the rules of small group discussion technique told by the teacher.

d. Before starting to work in a group, the students receive a brief explanation about the printed materials and answering several questions given by the teacher orally.

e. The teacher asks the students to discuss the materials and do the assignment in a group.

f. Some representative students from each groups present their discussion in front of class while discusses it together with the teacher.

g. The teacher monitors the student’s activity while they are presenting and discussing the materials together.

h. The teacher gives rewards to the best group in order to appreciate their work. This scoring methods reward students for improvement (Slavin, 1986). The use of improvement points is shown to increase student’s academic performance even without teams (Slavin, 1986), and it is an important component of student team learning (Slavin 1986; 1995).

Post activity:

a. Students ask the teacher about the difficulties in understanding the lesson. b. The teacher gives homework to students.

CHAPTER III RESEARCH METHOD

This chapter discusses the research method used which consists of research design, population of sample, data collecting technique, research procedures, research instrument, the criteria of good test, level of difficulty, discrimination power, scoring system and data analysis.

3.1 Research Design

This research was quantitative research by using one group pre-test and post-test design. The purpose of quantitative research is to support the previous theory. Research design is arranged to collect the data that will be used in the test (Setiyadi, 2006:5). In this research, pre test (T1) was given before the researcher teaches anecdotes text by using small group discussion technique, and post test (T2) was given after being taught anecdote text by using small group discussion technique. To analyze the data collected through this design, the researcher used SPSS program. This research chose one class as the control class and one class as the experimental class. There were pretest, three times, and posttest to the experiment class. The treatment gave in three times by using small group discussion technique to increase students’ reading comprehension.

And the research design as follow:

T1 X T2

Note;

T1 : Pre-Test

X : Treatment by using small group discussion use anecdotes text T2 : Post-Test

(Setiyadi, 2006:131)

The first activity, the researcher administered pretest to the experimental class in order to find out the students’ reading comprehension achievement before they get the treatment. Then, the researcher conducted the treatments three times by using small group discussion technique to increase the students’ reading comprehension achievement. After that, the researcher administered the posttest to experimental class to find the result of the treatments.

3.2 Population and Sample

Arikunto (1997) says that Population is all research subjects. While Setiadi (2006) states that all individual which can be target in research are called population. So, the research was conducted at the third grade of SMPN 1 Karya Penggawa Krui in the academic year 2013/2014 as the population. There are four classes of the third grade students and each class consisted of 26-27 students. One class took as sample that have given treatment (teaching reading using small group discussion technique), and one class took as control class to administer try out. All of the third grade class wants to have the same possibility to be experimental class.

Table 1: The Number of Students of the Third Grade of SMPN 1 Karya Penggawa Krui Pesisir Barat

So that, the class have been chosen randomly by using lottery. After the researcher random the class, IXA as the control class and IXB as the experimental class.

3.3 Data Collecting Technique

In this research, the researcher used the data which come from:

1. Try out test was done to know the quality of the test instrument of the research. The test was multiple choices that consist of 50 items. Try out test had given to the control class.

2. Pretest was done to know the students’ ability before the treatment. The test was multiple choices that consist of 40 items and the students should answer the question in the answer sheet. The scoring based on the correct answer. The result of the test had written in the scoring column on the paper.

No Class

Gender

Total

Male Female

1 IX A 9 17 26

2 IX B 13 13 26

3 IX C 12 14 26

3. Treatment was done to apply small group discussion. In order to assess the teacher in applying the technique. For experimental class the researcher was taught anecdote text by using small group discussion technique. 4. Post test done to know the students’ reading comprehension achievement

after being taught anecdote text by using small group discussion technique. The system and the difficulty of post test have been the same as the pretest, because both of them used to measure the students’ reading comprehension in anecdote text by using small group discussion in order to know the development of the students’ reading comprehension after small group discussion technique was applied.

3.4Research Procedure

The researcher used the following steps in order to collect the data: a. Determining the population and sample of the research

To determining the population of this research, the researcher choose one class from four classes of the third grade of SMPN 1 Karya Penggawa Krui by using small group discussion technique.

b. Administering tryout test

Tryout test had given to the students in order to know the quality of the test as instrument of the research.

c. Analyzing the test

The result of tryout test analyzed to know which items were good to be use in pretest

Pretest had given to find out the students’ basic ability in comprehend the anecdote text before using small group discussion technique.

e. Conducting treatment

In this research, the treatments were conducted in three times. In treatments, the researcher explained about anecdote text and small group discussion to help students to comprehend anecdote text. After explain anecdote text and small group discussion, the researcher ask the students to divide them into some group work. Then, the researcher gave an anecdote text to each group.

f. Giving posttest

The posttest had given to know how far the students’ increase after they receive the treatment. Multiple choices applied in the test.

g. Analyzing the test result

After giving the pretest and posttest, the researcher analyzed the data. The data was analyzed using one group pretest and post-test design. It had been used to know whether small group discussion suitable to increase students’ reading comprehension significantly or not. The data was computed through SPSS Program.

h. Reporting the result

In reporting the result, the data arranged systematically based on the pretest and posttest to know whether there is significant increase the students comprehension achievement in comprehends anecdote text or not.

3.5 Research instruments

The research instrument was used as part of the data collecting process. The research instruments were as follow:

3.5.1 Try out of instrumentt

A try out test carried out before conducting pre-test and pos-test. This test was given to determine the quality of the test instrument of the research. Try out test had been given to control class. The researcher prepared 50 items of multiple choices test. The question had four alternative answers for each (A, B, C, and D). 3.5.2 Criteria of Good Test

A test or a measuring would become a good test if the test had four criteria of good test, namely validity, reliability, level of difficulty, and discrimination power 3.5.3 Validity

A test will be said be valid if the measures the object to be measured and suitable with the criteria (Hatch and Farhady, 1982:250). According to Setiadi (2006), he says that “validity is used to measure perception, language behavior, motivation, even the language ability”. A valid instrument has a high validity. On the other hand, the instrument which is lack of goodness has a low validity”. An instrument can be called valid if it can show the data of variable are researched correctly. There were three types of validity be used in this research: namely construct validity, content validity, and face validity.

1.Construct Validity

According to Hatch and Farhady (1981:252-253) construct validity is concerned whether or not the test performance can be described psychologically. The procedure is to determine experimentally what factors are related to test

performance. A measure must relate construct to the real world observation. so, construct validity is concern with whether the test is actually in line of the theory of what reading comprehension means or not. The content of the result test is presented in the following table:

Table 2. Specification of Data Collecting Instrument

No. Skills of Reading Item Number Percentage of Item 1 Identifying a topic

sentence 1, 3, 11, 20, 22, 33 12%

2 Interpreting problem 2, 15, 24, 28, 31, 40, 42, 46, 49, 18% 3 Analyzing multiple

meaning-vocabulary 6, 17, 25, 27, 29, 30, 37, 41, 45,48 20%

4 Making inference

4, 5, 10, 12, 16, 18, 21, 23, 32, 35, 38, 47, 50

26%

5 Identifying the characters view

7, 8, 9, 13, 14, 19, 26, 34, 36, 39, 43, 49

24%

Total 50

100%

2. Content Validity

The second one is content validity. fulfilling this type of validity, the researcher should see the whole of indicator of the test and analyze the result of the test. Hatch and Farhady (1981:250) say that this kind of validity concern on adequacy of the sample, not simply on the appearance of the test.

3.Face validity

The last one is face validity. This validity also connects with how the measures can be received by the readers.

3.5.4 Reliability

Setiadi (2006) says if the data is true based on the facts, how many data will be taken the result will be same. Reliability shows the degree of mainstays about something. Reliability means the data can be believed so it can be relied on. knowing the reliability of test, the researcher used the following steps:

1. Giving try out test

2. Giving pre-test and post-test items to 30 students out of sample 3. Collecting the result and analyzing it.

4. Analyzing the difference between the pre-test and post-test result.

Reliability of the test in this research can be determined by using split half method in order to estimate the reliability of the test. Reliability is divided into two half group; the first half group and the second half group. The researcher used the following formula:

Notes:

r1 : The coefficient of reliability between first half group and the second half group

x : total number of the first half group y : total number of second half group x2 : square of x

y2 : square of y (Lado in Hughes, 1989)

And then to find out of reliability of the test, the researcher used “Spearman Brown Prophecy Formula” ( Hatch and Farhady, 1982:286).

rk=

Notes:

rk : The reliability of the test r1 : The reliability of half test

And the criteria of the reliability as follow: 0.80-1.00 = very high

0.60-0.79 = High 0.40-0.50 = Average 0.20-0.39 = low

0.00-0.19 = very Low

( Hatch and Farhady, 1982:246)

3.5.5. Level of difficulty

To know the level of difficulty of the test, the researcher used the following formula:

LD=

Notes:

LD :Level of Difficulty

R : Number of the students answer correctly N : Total number of the students

Here the criteria of the level of difficulty <0.30 : Difficult

0.30-0.70 : Average >0.70 : easy (Shohamy, 1985: 79)

3.5.6 Discrimination Power

Discrimination is the consideration between the high group of students who get the items correct and the consideration of the low level students who get the items correct.

Here is the formula used by the researcher:

DP=

Notes:

DP : Discrimination Power

U : Number of upper group who answer correctly L : Number of lower group who answer correctly N : Total of the students

And here there are the criteria of the discrimination power: DP : 0.00-0.19 : Poor

DP : 0.20-0-39 : Satisfactory DP : 0.40-0.69 : Good DP : 0.70-100 : Excellent

DP : - (Negative) : Bed items (be omitted)

When the result is zero and the item has no discrimination power. The worst is when the result will be negative because the lower students can answer more many than upper students, if the result positive, it will have discrimination power because upper students can answer while poor students cannot answer.

3.6Scoring System

In this research, the researcher used Arikunto’s formula in scoring the result of the test. The highest score is 100 and will use 40 multiple choice in order to find the objective of the result in this test. To scoring the result of the test, the researcher use Henning’s Formula (1987).

The formula is as follows:

Note:

PS : Percentage Score R : the total of right answer N : total item

3.7Data Analysis

Knowing is there any significant increase of the students’ reading comprehension achievement after they taught by using small group discussion technique use anecdotes text, the researcher computed the student’s score using the following steps:

Firstly, the researcher scored the result of pre-test and post-test. After the scoring, she calculated the score of pre-test and post-test and tabulate the result of the test. Then, the last steps is showing the conclusion from the tabulate result of the pre-test and post-pre-test order, the data was statistically analyzed using statistical computerization i.e. Statistical Package for Social Science (SPSS) version 17.0 for windows to test whether the increase of students gain is significant or not.

3.8 Hypothesis Test

After collecting the data, the researcher analyzed the data in order to find out whether there is significant increase of students’ ability in reading comprehension by using small group discussion technique or not after the treatment.

There are two hypotheses; Zero hypotheses (HO) and Progressive hypotheses (H1). H0: There is no significant increase of students’ reading comprehension after taught anecdote text use small group discussion technique at the third grade students of SMPN 1 Karya Penggawa Krui.

H1: There is significant increase of students’ reading comprehension after taught anecdote text using small group discussion technique at the third grade students of SMPN 1 Karya Penggawa Krui.

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter describes the conclusions of the result of this research. It also describes the suggestions from the writer to the readers who want try to apply small group discussion technique in teaching reading comprehension.

5.1Conclusions

Based on the result of the data analysis and discussions, the researcher concludes that there is significant increase of students’ reading comprehension achievement after the treatments using small group discussion technique. Small group discussion technique give the students to share their opinion in comprehend the texts given by the teacher enthusiastically. It can be seen in the students’ pretest and posttest score in experimental class. The result of this research indicated that the increase of students’ reading comprehension scores in the experimental class after treatments was significant. It can be seen that the result of the computation shows that t-value was 11.191 and the two tail significance show that p<0.05 (p=000). Referring to the criteria, that is, H1 is accepted if t0> ttab and p<0.05. Meaning that H1 was accepted and H0 was rejected.

5.2Suggestions

From the conclusions above, the researcher would like to give some suggestions as follows:

1. For the teachers

a. They should apply small group discussion technique because it is one of alternative technique for teaching reading.

b. The teacher should give more chance to the students to be more active, and let the students do several practices. The teacher should give the students more chance to help them when they meet difficulties.

2. For the students

a. The students should learn and be more active in solving problems in reading comprehension in order to develop their abilities in reading English.

b. They should practice the language they have learned with their friends or teachers.

3. For the school

a. The school should provide more English books to the students so that they can increase their knowledge to comprehend a text

b. The school should provide sufficient facility for students to practice their English competency.

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Appendix 1

Research Schedule

Name :Yulisa Putri

SRN : 0913042022

Place of Research : SMPN 1 Karya Penggawa Krui

Script Title : The Use of Small Group Discussion Technique to Increase TheStudents’ Reading Comprehansion

Achievement Using Anecdote Text at the Third Grade of SMPN 1 Karya Penggawa Krui Pesisir Barat

Script Advisors : 1. H. Ujang Suparman, M. A., Ph. D 2. Drs. Ramlan Ginting Suka

No. Date Activities

1 September 16th-18th, 2013 Observation

2 Saturday, September 21th, 2013 Try out test in 1X A 3 Wednesday, September 25th, 2013 Pre test in 1XB 4 Saturday, September 28th, 2013 1sttreatment in 1XB 5 Wednesday, October 2th, 2013 2ndtreatment in 1XB 6 Saturday, October 5th, 2013 3rdtreatment in 1XB 7 Wednesday, October 9th, 2013 Post test in 1XB

Krui, September 2013 Writer

Yulisa Putri SRN 0913042022

Appendix 2

The number of group in the experimental class

No Group member

Group 1 1. Aria Saputra 2. Eci Yunita 3. Hendri Gunawan Group 2 1. Arrapi Arip

2. Asda Yani 3. Eprina

4. Iwan Naga Putra Group 3 1. Arif Saputra

2. Novi Yanti 3. Lekat Hasanah Group 4 1. Cindi Aguszaman

2. Nur Wahyuni 3. Emilia Wati Group 5 1. Dedi Rahmat

2. Yunita Sari 3. Beni Saputra Group 6 1. Endodi

2. Mia Sopia 3. Hedi Yana

Group 7 1. Wawan Ariansyah 2. Patma Wati 3. Meza Elia 4. Idza Mahendra Group 8 1. Yanuar

2. Melda Asyana 3. Fedi Mulyansyah

Appendix 3

The students’ score of Try Out Test

NO STUDENT'S NAME TOTAL CORRECT SCORE

1 AW 26 52

2 AP 37 50

3 AT 20 40

4 AS 25 74

5 BF 34 68

6 CA 33 58

7 CE 22 44

8 DG 32 64

9 EH 29 58

10 EI 27 54

11 FP 30 60

12 F 32 64

13 HY 24 60

14 IS 28 56

15 JA 30 60

16 LR 27 54

17 LW 38 76

18 MS 26 52

19 MP 25 50

20 MY 36 72

21 NF 19 38

22 NK 29 58

23 RY 22 44

24 RB 33 66

25 SU 36 72

26 SS 24 48

1 Odd 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 0 38 18 20

Even 1 0 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1

2 Odd 1 1 1 0 1 1 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 37 18 19

Even 1 1 1 1 1 0 1 1 1 0 0 0 1 0 1 1 0 1 0 1 1 0 1 1

3 Odd 1 0 0 0 1 1 1 0 1 1 1 1 1 0 1 1 0 1 0 1 1 1 0 1 1 1 36 17 19

Even 1 1 1 1 1 0 1 1 0 1 1 0 0 0 0 1 1 1 1 1 1 0 0 0

4 Odd 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 0 1 1 0 1 1 1 36 19 17

Even 1 0 1 1 0 1 0 1 1 1 1 0 0 1 1 1 1 1 0 1 1 0 1 1

5 Odd 1 1 1 0 1 1 1 1 0 1 1 1 1 0 0 1 1 0 0 0 0 1 0 1 0 1 34 16 18

Even 1 1 1 1 1 0 1 1 0 0 0 1 0 1 1 1 0 1 0 1 0 0 1 0

6 Odd 1 1 0 1 1 1 0 0 1 1 0 0 1 0 1 1 1 1 0 1 1 1 0 1 1 1 33 16 17

Even 1 1 1 1 1 0 1 0 0 1 0 1 0 1 0 1 1 1 0 0 1 1 1 1

7 Odd 1 1 1 0 1 1 0 1 0 0 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 33 17 16

Even 1 1 0 1 0 1 0 1 1 1 0 1 0 0 0 1 1 1 0 1 1 0 1 1

8 Odd 1 0 1 0 1 1 0 1 0 0 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 1 32 15 17

Even 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 0 1 0 1 1 1 1 1 1

9 324 342 342 400 225 289 289 342 342 289 256 324 256 289 289 256

9 Odd 0 1 1 1 0 1 1 0 1 1 0 0 1 0 0 1 1 1 0 1 0 1 0 1 1 1 32 17 15

Even 1 1 1 0 1 0 1 1 1 0 0 0 1 1 1 0 0 1 0 1 0 1 1 1

10 Odd 1 1 0 1 0 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 1 1 0 0 1 1 30 15 15

Even 1 1 1 0 1 1 1 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 0 0

11 Odd 1 0 1 0 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 0 0 0 1 30 17 13

Even 0 1 0 1 0 0 1 0 1 0 1 0 1 0 1 1 0 0 0 1 1 0 0 1

12 Odd 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 29 17 12

Even 1 1 1 0 1 1 0 0 1 1 0 0 1 0 1 0 1 1 0 1 0 0 0 0

13 Odd 1 1 0 0 1 1 0 1 0 1 0 0 1 1 1 0 1 0 1 1 1 1 0 0 1 1 29 16 13

Even 1 0 1 0 0 0 1 0 1 1 0 1 1 0 1 1 0 1 0 1 0 0 1 1 1

Total 13 12 10 12 9 11 4 9 10 9 9 5 15 4 8 11 8 6 12 14 4 12 12 10 9 11 13 13 10 10 13 13 9 10 9 3 12 9 10 8 8 12 11 10 12 7 3 8 9 9 429 218 211 3671 3463

Appendix 6ix 5

Reliability Analysis of Lower Group Tryout Test

256 169 289 169 289 225

225 225

15 Odd 1 0 0 1 1 1 1 0 0 0 0 1 0 0 1 1 1 0 0 1 0 0 1 1 0 1 27 13 14 225 169

Even 1 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 1 0 1 1 0 0

16 Odd 0 1 1 0 1 0 0 1 0 0 0 1 1 1 0 1 1 1 0 0 0 1 0 0 1 0 27 12 15 169 196

Even 1 1 1 0 1 1 0 0 1 0 1 0 1 0 1 1 0 1 1 0 1 1 0 1

17 Odd 1 1 1 0 1 0 1 1 0 0 0 1 0 0 1 0 1 0 1 0 1 1 1 1 0 1 26 16 10 144 225

Even 0 1 0 0 0 1 0 1 0 0 1 1 0 0 0 1 1 0 0 1 0 0 1 1

18 Odd 1 0 1 0 0 1 1 1 1 0 0 0 1 1 0 1 0 1 1 0 0 1 1 1 0 1 26 15 11 256 100

Even 1 0 1 1 1 0 0 1 0 0 1 0 0 0 1 0 1 0 0 1 0 1 0 1

19 Odd 0 1 1 0 0 1 1 1 1 0 0 0 1 0 0 1 0 1 1 0 1 1 0 1 1 1 25 15 10 225 121

Even 0 1 0 1 0 1 1 1 1 1 0 0 0 0 1 0 1 0 0 0 1 0 1 0

20 Odd 1 0 1 1 1 0 0 0 0 0 1 0 1 1 0 1 1 1 1 0 0 0 0 0 0 0 25 14 11 225 100

Even 0 1 0 1 1 1 0 1 1 1 0 0 0 0 0 1 0 1 0 0 0 0 0 0

21

Odd 0 1 0 0 1 1 1 0 0 1 0 0 1 0 0 1 0 1 1 0 0 1 1 1 0 1 24 13 11 196 121

Even 1 1 1 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1

Even 1 1 1 0 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 1 0 0 1

22 Odd 0 1 1 1 0 1 1 0 0 0 0 1 1 1 0 1 1 1 0 1 1 1 0 0 0 1 24 12 12 169 121

Even 0 1 0 0 0 0 1 1 1 0 0 0 1 0 1 1 1 0 1 0 0 0 1 1

23 Odd 1 1 1 1 1 0 0 0 0 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 0 0 22 10 12 144 144

Even 0 1 0 0 1 0 1 1 0 0 1 1 0 0 1 0 1 1 0 0 0 1 1 0

24 Odd 1 0 0 1 0 1 0 1 0 0 0 1 1 0 0 1 0 1 1 1 0 1 1 0 1 0 22 12 10 169 100

Even 1 1 1 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 1 0

25 Odd 1 0 0 0 1 0 0 1 1 0 1 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 20 11 9 121 81

Even 1 1 1 1 0 1 0 1 1 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0

26 Odd 0 1 0 0 1 0 1 0 1 0 1 1 0 0 1 0 0 0 0 1 0 1 0 0 1 0 19 9 10 81 100

Even 0 1 0 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 0 1 1 1 0 1

Appendix 6

Level of difficulty and Descrimination power of Try Out Test

N o Correct Upper Correct Lower Difficulty Level Remark Discriminat

ion Power Remark Decision

(CU) (CL)

1 13 7 0,76 easy 0,46 good revised

2 12 10 0,84 easy 0,15 satisfactory administered

3 10 5 0,57 average 0,38 satisfactory administered

4 12 6 0,69 average 0,46 good revised

5 9 7 0,61 average 0,15 satisfactory administered

6 4 3 0,26 difficult 0,07 poor droped

7 11 8 0,73 easy 0,23 satisfactory administered

8 9 8 0,65 average 0,07 poor revised

9 10 8 0,69 average 0,15 poor revised

10 9 6 0,57 average 0,23 satisfactory administered

11 9 11 0,76 easy 0,15 poor revised

12 5 2 0,26 difficult 0,23 satisfactory dropped

13 15 9 0,92 easy 0,46 good revised

14 10 2 0,46 easy 0,61 good administered

15 8 7 0,73 easy 0,07 poor droped

16 11 7 0,69 average 0,30 satisfactory administered

17 8 9 0,65 average 0,07 poor revised

18 6 1 0,26 difficult 0,38 satisfactory droped

19 12 8 0,76 easy 0,30 satisfactory administered

20 14 8 0,84 easy 0,30 satisfactory administered

21 4 3 0,26 difficult 0,07 poor droped

22 12 5 0,65 average 0,53 good administered

23 12 7 0,73 easy 0,38 satisfactory administered

24 13 5 0,69 average 0,61 good administered

25 9 9 0,69 average 0,00

no

descrimination administered

26 11 4 0,57 average 0,23 difficult revised

27 13 4 0,65 average 0,69 good administered

28 13 2 0,57 average 0,69 good administered

29 10 6 0,61 average 0,30 satisfactory administered

30 10 7 0,65 average 0,23 satisfactory administered

31 4 2 0,23 difficult 0,15 poor droped

32 13 7 0,76 easy 0,27 bad droped

33 9 6 0,57 average 0,11 poor revised

34 10 8 0,69 average 0,15 poor revised

35 9 6 0,57 average 0,11 poor revised

37 12 5 0,65 average 0,53 good administered

38 9 3 0,46 average 0,46 good administered

39 10 4 0,53 average 0,46 good administered

40 12 7 0,73 easy 0,38 satisfactory droped

41 8 7 0,57 average 0,07 poor revised

42 8 8 0,61 average 0,00

no

descrimination revised

43 11 6 0,65 average 0,84 excelent administered

44 10 6 0,61 average 0,30 satisfactory administered

45 12 9 0,80 easy 0,23 poor revised

46 3 4 0,26 difficult 0,07 bad droped

47 7 7 0,53 average 0,00

no

descrimination administered

48 8 5 0,53 average 0,23 satisfactory administered

49 9 5 0,53 average 0,30 satisfactory administered

Appendix 7

Reliability analysis of Try out

No.

Student’s Code

1stHalf 2ndHalf

Total X2 Y2 XY

X Y

1 AW 18 20 38 342 400 360

2 AP 18 19 37 324 342 342

3 AT 17 19 36 289 342 323

4 AS 19 17 36 342 289 323

5 BF 16 18 34 256 324 288

6 CA 16 17 33 256 289 272

7 CE 17 16 33 289 256 272

8 DG 15 17 32 225 289 255

9 EH 17 15 32 289 225 255

10 EI 15 15 30 225 225 225

11 FP 17 13 30 289 169 221

12 F 17 12 29 289 144 204

13 HY 16 13 29 256 169 208

14 IS 15 13 28 196 121 195

15 JA 13 14 27 225 169 182

16 LR 12 15 27 169 196 180

17 LW 16 10 26 144 225 160

18 MS 15 11 26 256 100 165

19 MP 15 10 25 225 121 150

20 MY 14 11 25 225 100 154

21 NF 13 11 24 196 121 143

22 NK 12 12 24 169 121 144

23 RY 10 12 22 144 144 120

24 RB 12 10 22 169 100 120

25 SU 11 9 20 121 81 99

26 SS 9 10 19 81 100 90

Appendix 8

The Reliability Computation of the Data Collecting Instrument

a. Reliability of the half test:

=

= 5450

5991[5163]

= 5450

30931533

= 5450

5561.61 = 0.97993207

b. Reliability of the whole test

= 2

1 +

= 2(0.97993207)

1 + 0.97993207

= 1.95986414

1.97993207 = 0.98986433

Appendix 9

Students’ score of pretest

NO STUDENT'S CODE SCORE

1 AS 50

2 ASR 52

3 AA 40

4 AY 60

5 BS 55

6 CA 60

7 DR 52

8 EY 60

9 BW 65

10 EN 47

11 ER 35

12 FM 60

13 HY 45

14 HG 50

15 IM 35

16 IWP 70

17 LH 60

18 MA 60

19 ME 47

20 MS 32

21 NY 45

22 NW 60

23 PW 47

24 PA 60

25 YW 45

26 YS 55

Appendix 10

Students’ score of Posttest

NO STUDENT'S CODE SCORE

1 AS 72

2 ASR 65

3 AA 60

4 AY 75

5 BS 67

6 CA 75

7 DR 67

8 EY 75

9 BW 80

10 EN 62

11 ER 57

12 FM 77

13 HY 62

14 HG 65

15 IM 52

16 IWP 77

17 LH 60

18 MA 67

19 ME 65

20 MS 50

21 NY 60

22 NW 55

23 PW 62

24 PA 67

25 YW 62

26 YS 65

Appendix 11

The distribution of students’ score(pretest-posttest)

Pretest

Frequency Percent Valid Percent

Comulative Percent

Valid 32.00 1 3.8 3.8 3.8

35.00 2 7.7 7.7 11.5

40.00 1 3.8 3.8 15.4

45.00 3 11.5 11.5 26.9

47.00 3 11.5 11.5 38.5

50.00 2 7.7 7.7 46.2

52.00 2 7.7 7.7 53.8

55.00 2 7.7 7.7 61.5

60.00 8 30.8 30.8 92.3

65.00 1 3.8 3.8 96.2

70.00 1 3.8 3.8 100.0

Total 26 100.0 100.0

Statistics Pretest

N Valid 26

Missing 0

Mean 51.8077

Median 52.0000

Mode 60.00

Std. Deviation 9.74482

Variance 94.962

Range 38.00

Minimum 32.00

Maximum 70.00

Postest

Frequency Percent Valid Percent

Cumulative Percent

Valid 50.00 1 3.8 3.8 3.8

52.00 1 3.8 3.8 7.7

55.00 1 3.8 3.8 11.5

57.00 1 3.8 3.8 15.4

60.00 3 11.5 11.5 26.9

62.00 4 15.4 15.4 42.3

65.00 4 15.4 15.4 57.7

67.00 4 15.4 15.4 73.1

72.00 1 3.8 3.8 76.9

75.00 3 11.5 11.5 88.5

77.00 2 7.7 7.7 96.2

80.00 1 3.8 3.8 100.0

Total 26 100.0 100.0

Statistics Postest

N Valid 26

Missing 0

Mean 65.4231

Median 65.0000

Mode 62.00a

Std. Deviation 7.85454

Variance 61.694

Range 30.00

Minimum 50.00

Maximum 80.00

Sum 1701.00

a. Multiple modes exist. The smallest value is shown

Appendix 12

The increase of students’ scoreof pre test and post test

NO

STUDENT'S

CODE PRE TEST POST TEST GAIN NOTE

1 AS 50 72 22 Improve

2 ASR 52 65 13 Improve

3 AA 40 60 20 Improve

4 AY 60 75 15 Improve

5 BS 55 67 12 Improve

6 CA 60 75 15 Improve

7 DR 52 67 15 Improve

8 EY 60 75 15 Improve

9 BW 65 80 15 Improve

10 EN 47 62 15 Improve

11 ER 35 57 22 Improve

12 FM 60 77 17 Improve

13 HY 45 62 17 Improve

14 HG 50 65 15 Improve

15 IM 35 52 17 Improve

16 IWP 70 77 7 Improve

17 LH 60 60 0 Stable

18 MA 60 67 7 Improve

19 ME 47 65 18 Improve

20 MS 32 50 18 Improve

21 NY 45 60 15 Improve

22 NW 60 55 -5 Decrease

23 PW 47 62 15 Improve

24 PA 60 67 7 Improve

25 YW 45 62 17 Improve

26 YS 55 65 7 Improve

1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 0 1 0 1 1 0 1

2 1 1 1 1 1 1 0 1 1 1 1 0 0 1 0 0 1 1 1 1 1 1 0 1 1 0 1 1 0

3 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 0 1 0 1

4 1 1 1 0 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1

5 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1

6 1 1 1 1 0 1 1 1 1 1 1 0 0 1 0 0 0 1 0 0 0 0 0 1 0 0 1 0 1

7 1 1 1 1 1 0 0 1 1 0 1 1 0 1 1 1 0 0 0 1 1 1 0 1 1 1 1 0 1

8 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 0 0 1 0 1 0 0 1 1 1 1 0 0

9 1 1 1 0 0 1 1 0 0 1 1 1 1 0 0 1 1 1 1 0 1 0 1 1 0 0 0 1 1

10 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 0 0 1 0 0 0 0 1 1 0 1 1 1

11 1 1 1 1 1 0 1 0 1 0 0 0 0 1 1 0 1 1 1 0 1 1 0 1 1 0 1 1 1

12 0 1 1 1 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 0

13 1 1 1 1 0 1 1 0 0 0 1 0 0 1 1 1 0 1 1 0 1 0 0 1 0 0 1 0 0

14 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 1 0 1 0 0 1 1 1 1 0 0 1 0 1

15 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 0 0 1 1 1 1 1

16 0 1 1 1 0 1 0 0 1 1 0 0 0 0 0 1 0 1 0 1 0 0 0 0 0 1 1 0 0

17 0 1 1 1 1 0 0 0 0 1 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 0 1

18 1 1 0 1 0 0 1 1 1 1 1 1 1 0 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1

19 0 1 0 1 1 1 0 0 1 1 0 1 0 0 1 0 0 0 1 0 1 1 0 1 1 0 1 0 1

20 1 0 1 1 1 1 0 0 1 0 0 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 0 0

20 1 0 1 1 1 1 0 0 1 0 0 1 1 1 0 1 0 1 1 0 0 1 0 1 0 1 0 0 0

21 0 1 0 0 1 1 0 1 0 1 1 0 1 0 1 1 1 0 0 0 0 0 1 1 0 1 0 0 0

22 0 1 0 1 1 0 0 1 0 1 0 1 1 0 1 1 1 0 0 0 0 0 0 1 0 0 0 0 1

23 1 0 1 1 1 0 1 1 1 1 0 1 0 0 0 1 0 0 1 1 1 0 0 1 1 0 0 0 1

24 0 0 1 1 0 1 0 1 1 1 1 1 0 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 1

25 0 0 1 1 1 0 0 1 0 0 1 0 1 0 0 1 0 0 0 0 0 0 0 1 1 0 0 0 1

26 1 1 1 1 1 1 1 0 1 1 0 0 0 1 0 1 0 0 0 0 0 0 0 1 0 1 1 0 0

r hitung 0.5383 0.315 0.28 -0.19 0.1093 0.387 0.424 0.24845 0.41786 0.21307 0.5951219 -0.09214 -0.1314 0.3636965 0.301292 0.05083 0.082438 0.4314506 0.3012923 0.2543097 0.548 0.511854 0.0454791 0.116383 0.0650791 0.2380965 0.400987 0.3143301 0.2253887 r tabel 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38

0 1 1 1 1 0 0 1 1 1 0 0 0 1 1 1 0 1 1 0 1 37

1 0 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 1 0 1 1 36

1 1 1 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 36

1 1 1 0 1 0 0 0 1 1 0 1 1 0 0 1 1 0 1 1 0 34

1 0 0 1 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 33

0 0 0 1 1 0 1 1 1 1 0 1 1 0 1 0 0 0 1 1 0 33

1 1 0 1 0 0 1 1 0 0 1 0 1 0 1 1 1 0 1 1 1 32

1 1 1 0 0 0 0 0 1 1 0 1 1 0 0 1 1 1 1 1 1 32

0 1 1 1 1 0 1 1 1 1 0 1 0 0 0 0 1 1 0 1 0 30

0 1 0 1 1 1 0 0 0 0 0 1 1 0 1 0 0 1 0 1 1 30

0 1 1 0 0 0 1 0 1 0 0 1 1 0 0 1 0 1 0 0 0 29

1 1 0 0 0 0 1 1 1 1 0 1 0 0 0 0 1 1 1 1 1 29

1 0 1 0 1 0 0 0 1 1 0 1 1 0 0 0 0 0 0 1 0 28

1 0 0 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 1 0 27

1 0 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 0 0 27

0 1 0 0 0 0 1 1 1 0 0 1 1 0 0 1 0 0 1 1 1 26

0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 0 1 0 26

0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 1 0 0 0 1 25

0 0 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 25

0 0 0 0 1 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 25

0 0 1 0 1 0 1 0 1 0 1 1 0 0 0 0 1 1 1 1 1 24

1 0 1 1 0 1 1 0 0 0 0 1 0 0 0 0 0 1 1 1 1 24

0 1 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 1 0 0 22

1 1 0 0 0 1 0 0 0 0 0 1 0 1 1 0 0 0 0 1 1 22

0 0 1 1 1 0 1 0 0 1 1 0 0 0 0 0 0 0 0 1 1 20

0 0 0 0 0 0 1 1 1 0 0 0 0 0 0 0 1 0 1 0 1 19

0.41739936 0.3928852 0.3577709 0.4330127 0.41218935 -0.1471383 0.0497 0.3551139 0.407726 0.373395 0.23 0.357076 0.35431975 0.024077 0.3636965 0.55653247 0.1298002 0.3636965 0.298298 0.4413 0.2764093 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38 0.38

code 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 ★✩ 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40

1 ✪✫ 1 1 1 0 0 1 1 0 1 0 0 1 1 0 1 1 0 0 0 1 1 1 0 1 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 0

2 ✪✫✬ 1 1 1 0 0 1 0 1 0 1 0 1 0 1 1 0 1 1 1 1 0 1 0 1 0 1 1 1 0 0 0 0 1 1 0 0 0 0 1 0

3 ✪ ✪ 0 0 1 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 0 1 1 0 1 0 0 1 0 1

4 ✪✭ 1 1 0 0 1 0 0 1 0 1 0 1 0 1 1 1 0 0 1 1 0 0 1 0 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1

5 ✮✫ 1 0 1 1 1 0 0 0 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 1 0 0 0 1 0 1 0 0 1 1 1 1 1 1 1 1

6 ✯✪ 0 1 1 0 0 1 1 0 1 1 1 0 0 0 0 0 1 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 0 1 0 1

7 ✰✬ 1 0 0 1 1 0 0 1 0 1 0 1 1 0 0 1 0 1 1 1 1 0 0 1 0 1 0 1 0 1 0 0 1 0 1 0 1 1 1 0

8 ✱✭ 1 1 1 0 1 1 1 0 0 1 0 0 0 1 1 0 0 0 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 1 0 0 1 1 1

9 ✮ ✲ 0 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 1 0 1 0 1 1 0 0 1

10 ✱✳ 1 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 0 0 1 0 0 0 1 1 0 0 1 0 1 1 1

11 ✱ ✬ 0 0 1 0 0 1 0 0 1 0 0 0 1 1 0 1 0 1 0 1 0 0 1 0 1 0 0 0 0 1 0 0 1 0 0 0 1 0 1 0

12 ✴✵ 1 1 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 1 0 1 1 0 0 1 0 1 1 1 1 0 1 1 1 1 1 0 1 0 1

13 ✶✭ 0 1 1 0 0 1 1 0 1 0 1 0 0 1 0 1 0 1 0 1 1 1 1 1 1 0 1 0 1 1 0 0 1 0 0 0 0 0 1 1

14 ✶✷ 0 0 0 1 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 1 0 0 `1 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0 1

14 ✶✷ 0 0 0 1 0 1 1 0 0 1 0 1 1 1 1 0 1 0 1 1 0 0 `1 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0 1

15 ✸✵ 0 0 1 0 1 0 0 0 1 0 1 0 1 0 0 0 1 0 0 0 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 1 0 1 0 1

16 ✸ ✲✹ 1 0 0 1 0 1 1 1 0 0 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1

17 ✺✶ 1 0 1 0 0 1 1 0 1 1 1 0 1 0 0 1 1 0 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 1 1 1 1 0

18 ✵✪ 0 1 0 1 1 0 1 0 0 0 1 1 0 1 0 0 0 1 1 0 1 1 0 1 0 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1

19 ✵✱ 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 1 1 0 0 1 1 0 1 0 0 1 0 0 1 1 0 1 1 0 1 1 0 1 1 1

20 ✵✫ 1 0 1 0 1 0 0 1 1 0 1 0 0 1 0 0 0 1 0 1 0 1 0 1 1 0 0 1 0 0 0 1 0 1 0 0 0 1 0 0

21 ✳✭ 0 1 0 0 1 0 1 0 1 0 0 1 0 1 0 0 1 1 0 0 1 1 1 0 1 0 0 1 0 1 0 0 0 1 0 0 1 1 0 1

22 ✳✲ 0 0 0 1 0 1 1 0 0 1 0 1 1 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 1

23 ✹✲ 0 0 1 0 1 0 0 1 0 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 0 0 0 0 1 0 0 0 1 1 0 0 1 1 0 0

24 ✹✪ 1 0 1 0 1 0 1 0 0 1 1 1 0 0 1 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 0 0 1 0 0 1 0 1 0 1

25 ✭✲ 0 0 0 1 0 1 1 0 1 0 1 1 0 0 1 0 0 0 1 0 1 1 0 0 0 1 0 1 0 0 0 1 1 0 1 1 0 1 1 0

26 ✭✫ 0 0 0 1 1 0 0 0 0 1 0 0 1 0 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 1 1 1 0 0 0 0 1

No ents'

Code number of item

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 1 A 1 1 0 1 1 1 0 1 0 1 1 0 1 0 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 1 0 1 0 2 B 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 1 1 1 1 1 1 0 1 1 0 0 1 1 0 1 1 0 0 1 1 0 1 1 1 3 C 0 1 1 0 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 0 1 1 0 0 1 1 1 0 1 0 0 1 4 D 1 0 1 1 1 0 0 1 1 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 5 E 1 1 0 1 0 1 1 0 1 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 0 1 1 0 6 F 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 0 1 0 1 0 1 1 1 0 7 G 0 1 0 1 0 1 1 0 1 0 1 1 0 1 0 1 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 1 0 8 H 1 0 1 0 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 9 I 1 1 1 1 0 1 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 0 1 0 1 0 1 1 1 1 1 0 10 J 0 0 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 0 0 0 1 0 1 11 K 1 1 1 1 0 1 0 0 1 0 1 1 0 1 0 1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 0 1 0 0 1 0 1 11 K 1 1 1 1 0 1 0 0 1 0 1 1 0 1 0 1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 0 1 0 0 1 0 1 12 L 1 1 1 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 0 1 1 1 1 1 0 1 13 M 1 0 1 1 1 1 0 0 1 0 1 0 1 1 0 1 0 1 0 1 0 1 0 1 1 0 1 1 1 0 0 1 1 1 0 1 0 1 1 14 N 1 0 1 0 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 0 1 0 0 1 0 1 15 O 1 1 0 1 0 0 1 1 1 0 1 0 1 0 0 1 0 1 0 0 0 1 1 1 0 1 0 1 0 1 0 1 0 0 0 1 0 1 1 16 P 1 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 0 1 0 1 17 Q 0 1 0 0 1 1 1 0 1 0 1 1 0 1 0 0 1 1 0 0 0 1 1 1 1 1 0 1 0 1 0 1 1 0 1 1 0 1 1 18 R 1 0 1 1 1 1 0 1 1 1 1 0 1 0 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 0 1 0 1 0 1 1 0 0 0 19 S 1 1 0 1 1 1 1 0 1 0 1 1 0 1 0 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 0 0 0 0 1 1 20 T 1 0 1 1 0 1 0 1 0 1 0 1 0 0 1 1 0 0 0 1 0 1 1 0 1 1 1 0 0 1 1 0 1 0 1 0 1 0 0 21 U 0 1 1 0 1 1 1 1 0 0 1 0 1 1 0 1 0 1 0 1 1 1 0 1 1 1 0 0 1 0 0 0 1 0 1 1 0 1 1 22 V 1 0 0 1 1 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 1 0 1 0 0 1 0 1 0 0 1 0 0 23 W 1 1 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 1 1 1 0 1 1 1 0 1 0 1 0 1 0 0 1 0 0 1 0 1 1 24 X 1 1 0 1 0 1 1 1 0 1 0 1 1 0 1 0 1 1 0 1 1 0 1 1 1 1 1 1 1 0 1 1 0 0 1 1 1 0 0 25 Y 1 0 1 0 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 1 0 1 1 1 0 1 1 1 0 1 0 0 0 1 0 1 0 1 1 26 Z 1 1 1 1 0 1 0 1 0 1 0 1 1 0 1 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 1 0 1 1 0 TOTAL 21 15 18 15 15 23 16 18 15 16 20 16 16 16 18 18 14 22 19 21 18 19 19 22 17 21 18 20 17 13 12 14 15 14 14 16 16 15 16

20 21 16 24 22 24 21 24 26 19 14 24 18 20 20 14 28 24 24 19 13 18 24 19 24 18 22 540

Total

40 1 29 0 26 0 24 1 30 0 27 1 30 1 27 1 30 1 32 0 25 1 23 1 23 1 31 1 25 0 26 1 21 1 31 1 24 0 27 1 26 1 20 1 24 0 22 0 26 1 27 0 25 0 26 16 684

Appendix 16

Prequensi of Pre test and Post Test

Statistics

PRETTEST

N Valid 26

Missing 0

Statistics

POSTTEST

N Valid 26

Missing 0

PRETTEST

Frequency Percent Valid Percent

Cumulative Percent

Valid 32.00 1 3.8 3.8 3.8

35.00 2 7.7 7.7 11.5

40.00 1 3.8 3.8 15.4

45.00 3 11.5 11.5 26.9

47.00 3 11.5 11.5 38.5

50.00 2 7.7 7.7 46.2

52.00 2 7.7 7.7 53.8

55.00 2 7.7 7.7 61.5

60.00 8 30.8 30.8 92.3

65.00 1 3.8 3.8 96.2

70.00 1 3.8 3.8 100.0

POSTTEST

Frequency Percent Valid Percent

Cumulative Percent

Valid 50.00 1 3.8 3.8 3.8

52.00 1 3.8 3.8 7.7

55.00 3.8 3.8 11.5

57.00 1 3.8 3.8 15.4

60.00 3 11.5 11.5 26.9

62.00 4 15.4 15.4 42.3

65.00 4 15.4 15.4 57.7

67.00 4 15.4 15.4 73.1

72.00 1 3.8 3.8 76.9

75.00 3 11.5 11.5 88.5

77.00 2 7.7 7.7 96.2

80.00 1 3.8 3.8 100.0

Appendix 17 Hypotesis testing

Descriptive Statistics

N Minimum Maximum Mean Std. Deviation

POSTTEST 26 50.00 80.00 65.4231 7.85454

PRETEST 26 32.00 70.00 51.8077 9.74482

Valid N (listwise) 26

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 POSTTEST 65.4231 26 7.85454 1.54040

PRETEST 51.8077 26 9.74482 1.91112

Paired Samples Correlations

N Correlation Sig.

Pair 1 POSTTEST & PRETEST 26 .772 .000

Paired Differences t df Sig. (2-tailed) Mea n Std. Deviatio n Std. Error Mean

95% Confidence Interval of the Difference Lower Upper Pair 1 POSTT EST -PRETE ST 13.6 153 8

6.20372 1.21665 11.10965 16.12112 11.19 1

1 AS Group 1 10 100 10 100 10 100

2 EC 8 80 8 80 9 90

3 HG 8 80 8 80 8 80

4 AA Group 2 8 80 8 80 8 80

5 AY 5 50 6 60 8 80

1 EP 9 90 9 90 8 80

2 INP 5 50 8 80 8 80

3 AS Group 3 8 80 7 70 5 50

4 NY 8 80 8 80 9 90

5 LH 6 60 7 70 8 80

1 CA Group 4 9 90 9 90 8 80

2 NW 8 80 8 80 8 80

3 EW 8 80 7 70 8 80

4 DR Group 5 8 80 4 40 8 80

5 YS 5 50 8 80 8 80

1 BS 9 90 8 80 8 80

Percentag e (%)

First Meeting Second Meeting Third Meeting

No Students’ Code Group Total Activities Percentag e (%) Total Activities Percentag e (%) Total Activities

2 E Group 6 7 70 8 80 8 80

3 MS 8 80 8 80 8 80

4 HY 5 50 8 80 6 60

1 WA Group 7 8 80 8 80 8 80

2 PW 8 80 8 80 8 80

3 ME 8 80 8 80 8 80

4 IM 7 70 8 80 8 80

1 Y Group 8 5 60 6 60 5 50

2 MA 8 80 8 80 8 80

3 FM 8 80 8 80 9 90

Note: The red number is the score which is not fulfill the criteria of good level of students' activitivity in the teaching learning process ( Arikunto, 2006:7).

Appendix 19

The Increase of Group Score

Group Students’ Code Individual Increase Point Group Score Category 1 AS EY HG 20 30

20 23,5 Super Team

2 AA AY E IN 20 20 20 20

20 Great Team

3 AS NY LH 20 20 10

16,6 Good Team

4 CA NW EW 20 20 30

23,5 Super Team

5 DR YS BS 30 30 20

20 Great Team

6 E MS HY 30 10 30

20 Great Team

7 WA PW ME IM 0 30 20 30

20 Great Team

8 Y MA F 0 30

No. Student'

s Code Gender Score Category Group

1 AY Female 70 upper 2

2 ASR Male 70 upper 3

3 MA Female 68 upper 8

4 AS Male 66 upper 1

5 BS Male 66 upper 5

6 CA Male 62 upper 4

7 DR Male 62 upper 1

8 EY Female 60 upper 1

9 BW Female 60 upper 4

10 EN Male 60 upper 6

11 ER Female 58 upper 3

12 FM Male 56 upper 8

13 NY Female 56 upper 3

14 HG Male 54 lower 3

15 IM Male 54 lower 7

16 IWP Male 54 lower 2

17 LH Female 52 lower 3

18 NW Female 52 lower 4

19 ME Female 52 lower 7

20 MS Female 50 lower 6

21 HY Female 48 lower 6

22 AA Male 44 lower 2

23 PW Female 44 lower 7

24 WA Male 40 lower 7

25 YW Male 40 lower 8

Appendix 21. T-Table that is Used to Prove Whether The Data will be Significant or Not.

NILAI-NILAI DALAM DISTRIBUSI t £ untuk uji dua pihak (two tail test)

Dk 0.50 0.20 0.10 0.05 0.02 0.01

£ untuk uji satu pihak one tail test)

Dk 0.25 0.10 0.05 0.025 0.01 0.005

1 1.000 3.078 6.314 12.706 31.821 63.657

2 0.816 1.876 2.920 4.303 6.965 9.925

3 0.765 1.638 2.353 3.182 4.541 5.841

4 0.741 1.533 2.132 2.776 3.747 4.604

5 0.727 1.476 2.015 2.570 3.365 4.032

6 0.718 1.440 1.943 2.447 3.143 3.707

7 0.711 1.415 1.895 2.365 2.998 3.499

8 0.706 1.397 1.860 2.306 2.896 3.355

9 0.703 1.383 1.833 2.262 2.821 3.250

10 0.700 1.372 1.812 2.228 2.764 3.169 11 0.697 1.363 1.796 2.201 2.718 3.106 12 0.695 1.356 1.782 2.179 2.681 3.055 13 0.692 1.350 1.771 2.160 2.650 3.012 14 0.691 1.345 1.761 2.145 2.624 2.977 15 0.690 1.341 7.753 2.131 2.602 2.947 16 0.689 1.337 1.746 2.120 2.583 2.921 17 0.688 1.333 1.740 2.110 2.567 2.898 18 0.688 1.330 1.734 2.101 2.552 2.878 19 0.687 1.328 1.729 2.093 2.539 2.861 20 0.687 1.325 1.725 2.086 2.528 2.845 21 0.686 1.323 1.721 2.080 2.518 2.831 22 0.686 1.321 1.717 2.074 2.508 2.819 23 0.685 1.319 1.714 2.069 2.500 2.807 24 0.685 1.318 1.711 2.064

t-table

2.492 2.797 25 0.684 1.316 1.708 2.060 2.485 2.787 26 0.684 1.315 1.706 2.056 2.479 2.779 27 0.684 1.314 1.703 2.052 2.473 2.771 28 0.683 1.313 1.701 2.048 2.467 2.763 29 0.683 1.311 1.699 2.045 2.462 2.756 30 0.683 1.310 1.697

2.042

t-table 2.457 2.750 40 0.681 1.303 1.684 2.021 2.423 2.704 60 0.679 1.296 1.671 2.000 2.390 2.660 120 0.677 1.289 1.658 1.980 2.358 2.617

LESSON PLAN 1

Unit of education : SMP

Subject : English

Class/Semester : IX/I

Skill : Reading

Genre : Anecdotes text

Time Allocation : 2 x 45 minutes

I. Standard Competence

Understanding the meaning of the texts monologue / essay form anecdote, accurately, smoothly, and acceptable in the context of everyday life and access to science.

II. Basic Competence

Understand and respond to the meaning of the text monologue / essay that uses variety of written language accurately and fluently in anecdote

III. Indicators

a) Identifying the topic sentence of the text. b) Interpreting the problem of the text.

c) Analyzing the multiple meaning (vocabulary) of the text. d) Making the inference of the text.

e) Identifying the problem from the text.

1V. Learning Objectives 1. Process

a. Students try to find out the topic sentence from the text. b. Students try to attain the problem of the text.

c. Students understand the multiple meaning (vocabulary) of anecdotes text.

d. Students try to find out the inference of the text. e. Students converse the characters view of the text.

2. Product

a. Students are able to find out the topic sentence from the text. b. Students are able to attain the problem of the text.

c. Students are able to understand the multiple meaning of the text. d. Students are competence to find out the inference of the text. e. Students are capable to converse the characters view of the text.

IV. Learning Material

Teddy ‘sDream

It was Saturday morning in May, when Mrs. Edward opened her curtains and looked out, say.” he smiled and said, “it’s going to be beautiful day.” She woke

her small son up at eight-thirty and said to him, “ get up Teddy, weare going to the zoo today. Wash your hands and face, brush your teeth and eat your breakfast

quickly. We’re going to go New York by Train.”

Teddy was six years old. He was very happy now, because he liked going to the

zoo very much, and he also like going by train. He said “I dreamed about the zoo last night, Mommy.”His mother was in a hurry, but shestopped and smiled at her

small son. “you did, Teddy?” she said. “And what did you do in the zoo in your dream?Teddy laughed and answered, “You know, Mommy! You were there in my dream too.”Hill, L. A. (1996: Hal. 6)

V. Time Allocation 2 x 45 minutes

- Pre activity : +10 minutes - Whilst activity : +70 minutes - Closure activity : + 10 minutes

VI. Teaching Procedures

Pre–activity (±10 minutes)

1. Braindstorming between the teacher and students to construct their background knowledge that related to the topic with answering several questions as

stimulant. For example:

T: “Do you know aboutanecdote text?”

“Have you ever readanecdotes text?”

It is used to build the students’ though before they learn further about anecdotes text.

2. Students listen to the teacher’s explanation about material they are going to learn – that is about “Teddy’s dream”, the goals of learning to achieve, and

reading strategies the students use.

While–activity (±70 minutes)

1. Students are divided into several groups based on small group discussion technique rules with three or four students within a group. (Step I)

2. The teacher gives the material for the students.(Step 11)

3. Students listen to the rules of small group discussion technique told by the teacher. (Step II1).

4. Before starting to work in a group, the students receive a brief explanation about the printed materials and answering several questions given by the teacher orally (Step IV).