THE COMPARISON OF STUDENT RETENTION AND LEARNING OUTCOME BY USING WORD SQUARE AND CROSSWORD PUZZLE MEDIA IN VERTEBRATE BINOMIAL NOMENCLATURE (LATIN) AT GRADE X SMA NEGERI 11 MEDAN ACADEMIC YEAR 2014/2015.

THE COMPARISON OF STUDENT RETENTION AND LEARNING OUTCOME
BY USING WORD SQUARE AND CROSSWORD PUZZLE MEDIA IN
VERTEBRATE BINOMIAL NOMENCLATURE (LATIN)
AT GRADE X SMA NEGERI 11 MEDAN
ACADEMIC YEAR 2014/2014

By:
Arta Ria Siadari
4113141005
Bilingual Biology Education

A THESIS
Submitted to Fulfill the Requirement for Degree
Sarjana Pendidikan

BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE
UNIVERSITAS NEGERI MEDAN
MEDAN
2015

BIOGRAPHY
Arta Ria Siadari was born in Medan, on June 07th 1992. The writer is the
first child from 4 children of Mr. M. Siadari and Mrs. R br Sihaloho. In 1997, the
writer started her first educational experience in TK Gloria Medan and finished in
1998, the writer entered SD RK Budi Luhur Medan and graduated at 2004. In
2004, the writer started her study in SMP Katholik Tri Sakti 2 Medan and
graduated at 2007. In 2007, the writer continued her study in SMA Methodist 7
Medan and graduated in 2010. In 2011, the writer was registered in Bilingual
Biology Education, Biology Department, Faculty Mathematics and Natural
Science, State University of Medan, and did the thesis examination on June, 25th
2015. During her study in Universityy, the author served as treasure of UKMKP
Unimed

ACKNOWLEDGEMENT

Praise and great gratitude to Almighty God submitted by the author to the
Lord Jesus Christ Her Savior for blessings and help to complete this thesis on
time. The title of this thesis is “ The Comparison of Student Retention and
Learning Outcome by using Wors Square and Crossword Puzzle Media In
Vertebrate Binomial Nomenclature (Latin) on Grade X SMA Negeri 11 Medan

Academic Year 2014/2015”.
This thesis is arranged to fulfill the requirements for obtaining bachelor's
degree, in Bilingual Biology Education Study Program, Faculty Mathematics and
Natural Science, State University of Medan.
On this occasion with great humility, the author would like to thankyou to
all of those who have given her help and guidance so that this thesis can be
finished. Completion of writing of this thesis, I would like to show her greatest
appreciation to her beloved parents, they are Mr. M. Siadari and Mrs R br
Sihaloho for their endless support, love, and prayer, during her study until now.
She also remember to her little sister Octavia Lestari Siadari being supportive
sister. The also does not forget to her beloved brothers Daniel Hamonangan
Siadari and Binsar Noverandi Siadari

for them help and motivation in this

research process. Then to my aunty Rosida Siadari, S.Pd for her loving care to
me.
Foremost, The author would also like to express my sincere gratitude to
my advisor Drs. Tri Harsono, M.Si who has supported me throughtout her thesis
with her patience and motivation and time to make this thesis possible to finish on

time. The writer also recognized the valuable constructive critics and suggestion
from all examiners (Prof. Dr. Herbert Sipahutar, MS., M.Sc., Dra. Melva
Silitonga, M.Sc., Drs. Puji Prastowo, M.Si). The writer will not forget the
contribution of Prof. Drs. Motlan, M.Sc, Ph.D., as the dean of the Faculty of
Mathematics and Natural Science, State University of Medan. Drs. H. Tri
Harsono, M.Si as the head of Biology department, Prof. Dr. rer. nat. Binari
Manurung, M.Si as the coordinator of bilingual study program. Together, the

contribution and help of the headmaster of SMA Negeri 11 Medan Drs. Karapatan
Lumbantoruan, M.Pd who allowed the writer to conduct the research, and Mrs.
Alfrida Siregar, S.Pd and all the teachers then the students especially X IPA 1 and
X IPA 3 Medan in SMA Negeri 11 Medan are highly appreciated.
At the last but not least, the author like offer her special thanks to her Small Group
in UKMKP named (IGREYA) they are: Lydia Trisnawati Silalahi, Saraswati
Siahaan, Saut Harianto Manik, Septe Vionly Ambarita, and her sister Sartika
Sinulingga for their friendship, encouragement, motivation, and pray in other I
can finish my thesis, my college well as well as get the good value. Thanks for all.
Jesus Christ loves us.
Then, the authors also give thanks to her best friend ever Rani Afrida
Tarigan, Eva Elfrisa Siburian, Lestari Harahap, Martina Simangunsong, Febriani

Siringo-ringo, Jasmen Eben Ezer Sihotang, Frederick Leonard Pandiangan, Indra
Jaya Purba, and to her PPL friends (Yerni, Natalita, Dewi, Septe, Saut,
Rusdi,Vera, Juwita, Angela, Theresia, and Mia) to their motivation and
cooperationn. Wonderful, thank for all my greatest friends in Bilingual Biology
Education 2011 that I could not mention their names one by one.
Final words, the author hopefully this thesis can be useful for us and
become the input for the parties in need.

Lots of love and thank to all of you.

May God bless us

Medan,

June 2015

Arta Ria Siadari
SID.4113141005

THE COMPARISON OF STUDENT RETENTION AND LEARNING

OUTCOME BY USING WORD SQUARE AND CROSSWORD
PUZZLE MEDIA IN VERTEBRATE BINOMIAL
NOMENCLATURE (LATIN) ON GRADE X
SMA NEGERI 11 MEDAN ACADEMIC
YEAR 2014/2015
Arta Ria Siadari
4113141005
ABSTRACT
This quasi experiment experiment research aims to investigated the
comparison of students learning outcome and retention by using word square and
crossword puzzle media in vertebrate binomial nomenclature (latin) on grade X
SMA Negeri 11 Medan Academic Year 2014/2015.
The population of this research was all students on grade X SMA Negeri
11 Medan totaling 325 students. The study involves two classes as research
samples. Both of the classes studied with same subject matter about vertebrate
binomial nomenclature. The sample was taken by using random samplng, 40
students were treated by crossword puzzle media ( X-1) and another 40 students
wewrw treated by word square media (X-3). Blooms cognitive test instrument in
form multiple choice was given to measure student learning outcome and student
retention. The result of data analysis showed that pre-test in crossword puzzle

(1235± 9,63) and in word square class (913 ± 7,72). The result of data analysis
showed that post-test in crossword puzzle class (3042 ± 7,6) and in word square
class (3075 ± 11,5). The result of data analysis showed that retention-test in
crossword puzzle class (2096 ± 11,2) and in word square class (2506 ± 11,8). So,
student retention and student learning outcome in learning vertebrate binomial
nomenclature (Latin) that taught by word square media is higher than crossword
puzzle media in SMA Negeri 11 Medan academic year 2014/2015. The result
hyphotesis test for post-test showed that t count= - 1,13 < t table =1,9909 at the level
significance 0,05 and the result hyphotesis for student retention showed that t
count= - 48 < t table =1,9909, means that Ha was rejected and Ho is accepted. If can
be concluded that there is no significant difference of student retention and
learning outcome student by using word square and crossword puzzle media.

Keyword: student retention, student learning outcome, word square media,
crossword puzzle media

TABLE OF CONTENT
BIOGRAPHY

i

ABSTRACT

ii

ACKNOWLEDGEMENT

iii

CHAPTER I. INTRODUCTION

Page

1.1.

Background

1

1.2.

Problem Identification

4

1.3

Problem Scope

5

1.4

Research Question

5

1.5.

Research Objective

6

1.6.

Benefits Research

6

1.7

Definition Operasional

7

CHAPTER II LITERATURE REVIEW
2.1 Learning Media

8

2.1.1 Defeniton of media

8

2.1.2 Benefits and Functions Learning Media

10

2.1.3 How to Choose Media

10

2.1.4 Word Square Media

11

2.1.5 Crossword puzzles Media

12

2.2 Retention
2.2.1 Measuring Retention

14
16

2.3 The Essence of Learning

16

2.4 Defenition of Learning Outcomes

17

2.4.1 Types Of Learning Outcome

18

2.5 Binomial Nomenclature

22

2.5.1 Posting rules of Binomial Nomenclature

2.6 Research Hypothesis

22
23

2.7 Conceptual Framework

23

CHAPTER III.METODELOGI RESEARCH
3.1 Location and Time Research

26

3.2 Population and Sample Research

26

3.3 Research Variables

27

3.4 Type and Design Research

27

3.5. Procedure Research

28

3.5.1 Preparation Step

28

3.5.2 Implementation Step

28

3.6 Research Instrument

31

3.7 Instrument Testing

33

3.7.1. Test Validity

33

3.7.2 Reliability test

33

3.7.3 Item difficulty

33

3.7.4 Item Discriminator

33

3.7.6 Retention Test

34

3.8 Data Analysis Method

35

3.8.1 Normality Test

35

3.8.2 Homogenity Test

35

3.8.3 Hyphotesis Test

35

CHAPTER IV. RESULT AND DISCUSSION
4.1 The Result of Instrument Testing

37

4.1.1 Validity Test

37

4.1.2 Reliability Test

37

4.1.3 Discriminant Item Test

37

4.1.4 Difficult Item Test

37

4.2. Description the result of Research

37

4.2.1 Data of Student Values

38

4.2.1.1 Cognitive Learning Outcome

38

4.2.1.2 Average Cognitive Learning Outcome

38

4.2.1.3 Data of Retention-test

41

4.2.2 Data Analysis

43

4.2.2.1 Normality Test

43

4.2.2.2 HomogenityTest

44

4.3 Disscussion

44

4.3.1 Student Learning Outcome

44

4.3.2 Student Retention

44

CHAPTER V. CONCLUSION & SUGGESTION
5.1 Conclusion

49

5.2 Suggestion

49

References

50

LIST OF TABLES

Page
Table 2.1 Tanonomy of Cognitive Domain

19

Table 2.2 Binomial Nomenclature

20

Table 3.2 Research Design

27

Table 3.3 Instrument Question

31

Table 3.4 Percentage Category Retention

34

Table 4.1 Normality Data

43

Table 4.2 HomogenityData

44

LIST OF FIGURES
Page
Figure 2.1 Theory dale's cone of experience

9

Figure 2.2 Schema Conceptual Framework

25

Figure 3.1 Flowchart of the study

30

Figure 4.1 The Difference Of Student Cognitive Learning
Outcome (Post-test I) In Word Class

38

Figure 4.2 The Difference Of Student Cognitive Learning
Outcome (Post-test II) In Word Class

39

Figure 4.3 The Difference Of Student Cognitive Learning
Outcome (Post-test I) In Crossword Puzzle Class

40

Figure 4.4 The Difference Of Student Cognitive Learning
Outcome (Post-test II) In Crossword Puzzle Class

41

Figure 4.5 The Comparison of Student Cognitive Learning
Outcome in Crossword Puzzle and Word Square

42

Figure 4.6 The Comparison of Student Retention in Crossword
Puzzle Class and Word Square Class

43

APPENDIX

Appendix I Syllabus

54

Appendix II Lesson Plan

56

Appendix III Lesson Plan

60

Appendix IV. Lesson Plan to Word Square media

64

Appendix V Lesson Plan to Crossword Puzzle media

68

Appendix VI Instrument Test

72

Appendix VII Answer Key

77

Appendix VIII Student Answer Sheet

78

Appendix IX Crossword Puzzle

79

Appendix X Crossword Puzzle Question

80

Appendix XI Answer of Crossword Puzzle

82

Appendix XII Word Square Question

83

Appendix XIII Answer of Word Square

85

Appendix XIV Word Square

86

Appendix XV Validity

87

Appendix XVI Reliability

89

Appendix XVIIDifficulty Item

90

Appendix XVIII Discriminant Item

91

Appendix XIX The Calculation of Data Analysis

92

Appendix XX Upper & Lower Class

94

Appendix XXI The Calculation of Average & Standard
Deviation

96

Appendix XXII Data Retention

98

Appendix XXIII The calculation of Normality Test

101

Appendix XXIV The calculation of HomogenityTest

107

Appendix XXV The calculation of HypothesisTest

110

Appendix XXVI Table t

115

Appendix XXVII Table f

116

Appendix XXVIII Research Documenter

117

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