Embed Size (px)
Citation preview
THE EFFECTIVENESS OF COMPUTER-ASSISTED
LANGUAGE LEARNING (CALL) IN TEACHING PAST
TENSE TO THE TENTH GRADE STUDENTS OF SMAN 5
TANGERANG SELATAN
A Skripsi
Presented to Tarbiyah and Teachers’ Training Faculty
in a Partial Fulfillment of the Requirements
for the Degree of S.Pd. (Strata One) in English Language Education
By
Ade Maulina Fazrin
1111014000043
ENGLISH EDUCATION DEPARTEMENT
TARBIYAH AND TEACHERS’ TRAINING FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
2015
THE EFFECTIVENESS OF COMPUTER-ASSISTED
LANGUAGE LEARNING (CALL) IN TEACHING PAST
TENSE TO THE TENTH GRADE STUDENTS OF SMAN 5
TANGERANG SELATAN
By
Ade Maulina Fazrin
1111014000043
ENGLISH EDUCATION DEPARTEMENT
TARBIYAH AND TEACHERS’ TRAINING FACULTY
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
2015
SURAT PERNYATAAN KARYA SENDIRI
Yang bertanda tangan di bawah ini:
Ade MaulinaFazin
J akarta, 07 Oktober I 993
1 1 1 1014000043
Pendidikan Bahasa Inggris
Nama
Tempat/Tgl. Lahir
NIM
Jurusan
Menyatakan dengan sesungguhnya bahwa skripsi yang befudul "The
Effectiveness of Computer-Assisted Language Learning in Teaching Past
Tense to the Tenth Grade Students of SMAN 5 Tartgerang Selatan" adalah
benar hasil karya sendiri di bawah bimbingan dosen Drs. Nasifuddin Djalil, M.Ag
dan Dadan Nugraha, M.Pd.
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apa bila terbukti bahwa skripsi ini bukan hasil karya
sendiri.
Jakarta, 31 Agustus 2015
Ade Maulina FazrinNIM 1111014000043
i
ABSTRACT
Ade Maulina Fazrin (1111014000043). The Effectiveness of Computer-Assisted
Language Learning (CALL) in Teaching Past Tense to the Tenth Grade
Students of SMAN 5 Tangerang Selatan.
This research aimed to find empirical evidence of whether or not computer-
assisted language learning (CALL) was effective in teaching past tense to the tenth
grade students of SMAN 5 Tangerang Selatan.
The method of this research was a quasi-experimental method employing pre
and posttest design. The sample of this research was taken by using purposive
sampling technique. The first sample was 37 students as an experimental class that
learnt past tense using CALL. The second sample was also 37 students as a control
class that learnt past tense using conventional teaching technique. The data of this
research was taken by using tests i.e. pre and posttests as well as an interview. Pretest
was delivered before students were given a treatment, posttest was given after
students got a treatment, and interview was conducted after students were given the
posttest. The data of the tests were then calculated by using t-test with sig. 5% and
the effect size formula; while the data of the interview were interpreted.
The result of the test was in line with the result of the interview which agreed to
state that the use of CALL in teaching past tense to the tenth grade students of
SMAN 5 Tangerang Selatan was effective. And, the effectiveness of CALL itself
was strong. It was proved by the value of t observation which was higher than the
value of t table i.e. 5.29 > 1.666; and also proved by the value of the effect size of
CALL i.e. 1.24 which was higher than 1.
Keywords: Computer-Assisted Language Learning, Teaching Past Tense, Tenth
Grade Students of SMAN 5 Tangerang Selatan, Quasi Experimental Research
ii
ABSTRAK
Ade Maulina Fazrin (1111014000043). Keefektifan penggunaan komputer
pembantu pembelajaran Bahasa dalam mengajar past tense untuk siswa kelas
sepuluh SMAN 5 Tangerang Selatan.
Penelitian ini bertujuan untuk menemukan bukti empiris apakah penggunaan
komputer pembantu pembelajaran Bahasa untuk siswa kelas sepuluh SMAN 5
Tangerang Selatan adalah efektif atau tidak.
Metode penelitian ini adalah penelitian eksperiment semu dengan menggunakan
desain pretes dan posttes. Sample penelitian ini diambil dengan menggunakan teknik
purposif. Sample yang pertama berjumlah 37 siswa sebagai kelas eksperiment yang
mempelajari past tense menggunakan komputer. Sample yang kedua juga berjumlah
37 siswa sebagai kelas kontrol yang mempelajari past tense menggunakan tekhnik
pengajaran konvensional. Data penelitian ini diambil dengan menggunakan tes yaitu
pre-tes dan post-tes serta interview. Pretes diadakan sebelum siswa diberi perlakuan,
post-tes diberikan setelah siswa mendapatkan perlakuan, dan interview diadakan
setelah siswa diberi posttes. Data dari hasil tes kemudian dihitung menggunakan
rumus t-tes dengan signifikansi 5% serta rumus ukuran keefektifan; sedangkan data
dari hasil interview ditafsirkan.
Hasil tes ternyata sama dengan hasil wawancara yang setuju untuk menyatakan
bahwa penggunaan komputer pembantu pembelajaran Bahasa dalam mengajar past
tense untuk siswa kelas sepuluh SMAN 5 Tangerang selatan adalah efektif. Dan,
keefektifan dari komputer pembantu pembelajaran Bahasa itu sendiri adalah kuat.
Hal ini dibuktikan oleh nilai t-hitung yang lebih besar dari pada nilai t-tabel yaitu
5.29 > 1.666; dan juga dibuktikan oleh nilai ukuran keefektifan dari komputer
pembantu pembelajaran Bahasa yaitu 1.24 yang lebih tinggi dari pada 1.
Kata Kunci: Komputer Pembantu Pembelajaran Bahasa, Pengajaran Past Tense,
Siswa Kelas Sepuluh SMAN 5 Tangerang Selatan, Penelitan Kuasi Eksperimen
iii
ACKNOWLEDGEMENT
In the Name of Allah, the Most Gracious, the Most Merciful
Praised be to Allah, Lord of the worlds, who has given the writer His love and
compassion to finish the last assignment in her study. Peace and salutation be upon
to the prophet Muhammad, his family, his companion, and his adherence.
In this occasion, the writer would like to express her greatest appreciation,
honor, and gratitude to her beloved parents, who always give her support,
motivation, and moral encouragement in finishing her research.
Her gratitude is also addressed to her advisors, Drs. Nasifuddin Djalil, M.Ag
and Dadan Nugraha, M.Pd, for their patience, valuable guidance, comments, and
suggestions in accomplishing her research.
The writer‘s sincere gratitude also goes to:
1. Prof. Dr. Ahmad Thib Raya, MA., the Dean of the Faculty of Tarbiya and
Teachers‘ Training Syarif Hidayatullah State Islamic University Jakarta,
2. Dr. Alek, M.Pd, the Chairman of English Education Department,
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department,
4. All lecturers of English Education of Tarbiya and Teachers‘ Training Syarif
Hidayatullah State Islamic University Jakarta,
5. Dra. Hj. Ara Juhara, M.MPd, the Head Master of SMAN 5 South Tangerang,
6. Sardi, S.Ag M.M., the English Teacher of SMAN 5 South Tangerang,
7. All of teachers and staffs at SMAN 5 South Tangerang, and
8. Her beloved friend, Anang Tri Wahyudi, S.Pd, who supported and helped her to
finish her research. May Allah. The Almighty bless them all, so be it.
Finally, the writer does realize that this research is still far from being perfect.
Critics and suggestions are really acceptable to make it better.
Tangerang, June 9th
2015
The Writer
iv
TABLE OF CONTENTS
ABSTRACT .............................................................................................................i
ABSTRAK ............................................................................................................. ii
ACKNOWLEDGEMENT ................................................................................... iii
TABLE OF CONTENTS ......................................................................................iv
LIST OF TABLES .............................................................................................. vii
LIST OF FIGURES ............................................................................................ vii
LIST OF APPENDIXES ................................................................................... viii
CHAPTER I INTRODUCTION .................................................................... 1
A. The Background of the Study .................................................... 1
B. The Indentification of the Problem ............................................ 5
C. The Limitation of the Problem ................................................... 5
D. The Formulation of the Problem ................................................ 5
E. The Objective of the Study ........................................................ 5
F. The Significance of the Study .................................................... 5
CHAPTER II THEORETICAL FRAMEWORK ......................................... 7
A. Grammar .............................................................................. 7
1. Definition of Grammar ................................................... 7
2. Importance of Grammar ................................................. 8
3. Grammatical Aspects of Language .............................. 10
4. Tenses ........................................................................... 11
5. Past Tense .................................................................... 12
B. Teaching of Grammar ........................................................ 13
1. Approaches and Methods in Grammar Teaching......... 13
2. Stages in Grammar Teaching ....................................... 15
3. Aids in Grammar Teaching .......................................... 17
a. Definition of Teaching Aid .................................... 17
b. Importance of Teaching Aids ................................. 17
v
c. Types of Teaching Aids ......................................... 18
C. Computer-Assited Language Learning (CALL) ................ 19
1. Definition of CALL...................................................... 19
2. Characteristics of CALL .............................................. 21
3. Criteria of Good CALL ................................................ 23
4. Power Point Macro-Enabled Show .............................. 24
5. Roles of CALL ............................................................. 29
6. Advantages of CALL ................................................... 30
7. Disadvantages of CALL ............................................... 31
D. Teaching Past Tense Using CALL: Power Point Macro-
Enabled Show .................................................................... 32
E. The Relevant Previous Study ............................................. 35
F. The Conceptual Framework of the Study .......................... 37
G. The Theoretical Hypothesis of the Study ........................... 38
CHAPTER III METHODOLOGY OF THE STUDY .................................. 39
A. The Place and Time of the Study ....................................... 39
B. The Method and Design of the Study ............................... 39
C. The Population and Sample of the Study .......................... 40
D. The Instrument of the Study .............................................. 40
1. The Validity and Reliability of the Test Items ............. 42
2. The Quality of the Test Items....................................... 44
E. The Technique of Data Collecting .................................... 46
F. The Technique of Data Analyzing .................................... 46
1. Testing Normality of the Data ..................................... 47
2. Testing Homogeneity of the Data ................................ 47
3. Testing T-Test of the Data .......................................... 48
4. Testing the Effect Size of CALL ................................. 49
G. The Statistical Hypothesis of the Study ............................ 49
vi
CHAPTER IV FINDING OF THE STUDY .................................................. 51
A. The Description of the Data .............................................. 51
1. The Description of the Students‘ Pretest Scores .......... 52
2. The Description of the Students‘ Posttest Scores ........ 52
3. The Description of the Students‘ Gained Scores ......... 53
B. The Analysis of the Data ................................................... 54
1. The Analysis of the Data Normality ............................ 54
2. The Analysis of the Data Homogeneity ....................... 58
3. The Analysis of the t-Test ............................................ 59
4. The Analysis of the Effect Size of CALL .................... 60
C. The Hypothesis Test ......................................................... 60
D. The Analysis of the Interview Data .................................. 61
E. The Interpretation of the Data .......................................... 61
CHAPTER V CONCLUSIONS AND SUGGESTIONS ............................. 63
A. The Conclusions of the Study ........................................... 63
B. The Suggestions of the Study ........................................... 63
BIBLIOGRAPHY ................................................................................................ 65
APPENDIXES ...................................................................................................... 69
vii
LIST OF TABLES
Table 2.1 : Advantages and Disadvantages of Some Methods and
Approaches ............................................................................14
Table 4.1 : The Scores of Students‘ Tests in the Experimental (X) and
Control Classes (Y) ...............................................................51
Table 4.2 : Table frequency of students‘ pretest in the experimental (X)
and control classes (Y) ...........................................................52
Table 4.3 : Table frequency of students‘ posttest in the experimental (X)
and control class (Y) ..............................................................53
Table 4.4 : Table Data Normality Analysis in the Experimental Class ..56
Table 4.5 : Table Data Normality Analysis in the Control Class ............57
LIST OF FIGURES
Figure 3.1 : Pre- and Posttest Design .......................................................39
Figure 3.2 : Interview Questions ..............................................................41
viii
LIST OF APPENDIXES
Appendix 1 : Instrument before being Tested Its Validity, Reliability, and
Item Quality ..........................................................................70
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the
Instrument .............................................................................75
Appendix 3 : Instrument of the Study (Pretest and Posttest) ......................93
Appendix 4 : The Scores of Students‘ Tests in the Experimental (X) and
Control Classes (Y) ................................................................97
Appendix 5 : Table Resulted from Data Normality Calculation ................99
Appendix 6 : Data of Students‘ Opinion Resulted from an Interview ......103
Appendix 7 : Lesson Plan (RPP) ..............................................................105
Appendix 8 : Photos of Experimental and Control Class Activities .........124
Appendix 9 : Letter from the School stating that the Research has been done
..............................................................................................125
1
CHAPTER I
INTRODUCTION
A. The Background of the Study
English grammar is an important element in English. It acts as a structural
foundation of English since it consists of a set of rules that govern English
language behavior.1 So, it can explain about why and how of the English language
is organized.2 With that pattern, people can identify, understand, and create what
is called as acceptable English sentences to help them communicate better.
Conversely, they will find difficulties to communicate in English without
knowing English grammar. They are supposed to have a greater chance to do
wrong interpretation of what people say or write and also do global error which
will hinder the communication message.
Such vivid explanation of how important grammar‘s role in English makes
the existence of English grammar becomes important in English language
assessment and learning in Indonesia. In English language assessment, English
grammar is regarded as a language element that can be used to measure students‘
English language competence. In this case, students can be considered as having
good competency in English if they have a good score in English grammar. Many
English tests then include English grammar as their test items. The tests become a
passport to, selection for, and entry into the most coveted jobs and universities in
Indonesia. Even nowadays, the score of the tests becomes as one of CPNS
(candidate-civil state employee) requirements in Indonesia.
As a result, in Indonesia, English grammar is considered as an important
aspect that should be learnt in English language learning. It is because besides the
score of English grammar has a benefit for students as explained above, the
knowledge of English grammar is also necessary for students to achieve English
1 Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar, (New York: Oxford University, 1988), p. 16. 2 Graham Lock Alexander, Longman English Grammar Practice for Intermediate Students,
(Cambridge: Cambridge University Press, 1988), p. 1.
2
language learning objective in Indonesia. The objective is to make students be
able to use English to communicate.3 However, the communication skill that is
taught in senior high school is limited only at the informational stage.4 At this
stage, students are expected to be able to use English to access the sources of
knowledge in English. At this point, the knowledge of English grammar can help
students achieve such objective. They can more easily understand and create
various texts in English.
One of the texts that have to be learnt at the informational stage is narrative
text. It is taught at the tenth grade students of senior high school. It tells about an
event that occurred in the past. Thus, it uses past tense to indicate that the event
really happened in the past. Consequently, in teaching narrative text, teachers
have to include the teaching of past tense since the knowledge of past tense can
facilitate students to understand and create a narrative text.
However, although students have learnt past tense, they still find difficulties
to use it. It was proved when the writer did a teaching and learning observation at
the tenth grade students of SMAN 5 Tangerang Selatan during the first week of
conducting a teaching practice at that school. The result of the observation shows
that most of students still make mistakes when they are asked to write a narrative
text. They tend to use present tense rather than past tense because they cannot
differentiate which one is present tense and past tense. Even they know it; they
still cannot ensure themselves that they use correct form of past verb since in the
past tense there are two forms of past verb that they can choose i.e. regular and
irregular past verbs.
From the observation, there are four things that can be regarded as problems
that cause students‘ difficulty in using past tense.
First, the teacher‘s perception of English grammar teaching is wrong. It is
caused by the negative influence of UN (national examination) in grammar
teaching. If looking more carefully, the existence of UN has a negative impact for
3 Indonesian national education ministry regulation No. 22 year 2006, standard competency
and basic competency in senior high school, 2015, p. 307, (http://bsnp-
indonesia.org/id/?page_id=103). 4 Ibid.
3
English grammar teaching. The impact is that grammar becomes as a subject that
may not be taught in the school because what will be tested in UN is not grammar
but reading comprehension. In reading comprehension, students are asked to
understand a text in order to answer some questions. Then, to understand a text, as
stated by the teacher, what students need is not a grammatical knowledge but an
ability to predict the meaning of the text. In other word, students do not really
need to know grammatical aspect in order to understand a text. As a result, the
teacher thinks that teaching grammar is not important and wasting teaching time
since to make students understand grammar, teacher needs a long time to teach.
Finally, the teacher prefers to teach grammar briefly and even does not teach
grammar at all.
Second, the use of teaching technique is ineffective. In this case, if the
teachers wrongly choose teaching technique that is not suitable for their classes,
the result of grammar teaching will not satisfy for them. It is because the use of
ineffective teaching technique can make teachers‘ classroom management and
activities bad for the students. It can make students bored and crowded as well as
make teachers unable to manage their language teaching time.
Third, the students‘ learning habit in the class is deviant. The deviation is like
using handphone and internet in the class when the teaching-learning process
occurs. This habit can negatively influence the students‘ result of English
grammar learning because it can disturb students‘ learning concentration. In
addition, it gives students a chance to use google translate when they are asked to
write a narrative text. This thing will make students do not practice what they
have learnt about past tense since what they do for their writing is just copying
and pasting.
Last, the students‘ learning motivation is low. The low of students‘ learning
motivation can negatively impact on students‘ language learning progress. As
observed by the writer, when students have low learning motivation, they tend to
not concentrate on what teacher is explaining to them. They also look lazy to
practice or reread what they have learnt at their school. Even, sometimes, they do
not do the assignment that the teacher gives to them. As a result, their language
4
learning progress is not developed since they do not practice and remember as
well as concentrate on the language learning material that is taught.
In other word, the problems that cause students‘ difficulty in using past tense
are the teachers‘ wrong perception of English grammar teaching, the use of
ineffective teaching technique, and the wrong of students‘ learning habit in the
class, as well as the low of students‘ learning motivation.
Further, to make students more motivated to learn, teachers can use media
that becomes as a hot topic in language teaching and learning. The media is
computer. It is called as computer-assisted language learning (CALL) to describe
the use of computer as a part in language learning process. To use CALL in
language learning, teachers need software such as Microsoft Power Point Macro-
Enabled Show. By using Ms. Power Point Macro-Enabled Show, teacher can
create a language learning application which enables students to get explanation
of the language learning material in an interesting way because it can be equipped
with picture, animation, sound, and video which attract students‘ attention and
empower faculties of retention to them. In addition, it can enable students to have
a grammatical practice which is designed like a game. The game will
automatically show students‘ score after students have completely answered all
questions in the game. In other word, this game can give students immediate
feedback for their learning and attract students to practice English grammar.
Moreover, by using Ms. Power Point Macro-Enabled Show, teacher can integrate
grammar teaching with other English teaching material such as narrative text.
Therefore, the teaching of grammar will not take a long time and disturb the
intended language learning material since it can be flexibly suited depending on
the teachers‘ creativity.
From the explanation above, the writer is then encouraged to conduct a
research entitled the effectiveness of computer-assisted language learning (CALL)
in teaching past tense to the tenth grade student of SMAN 5 Tangerang Selatan.
5
B. The Identification of the Problem
Based on the background of the study, there are four things that are regarded
as problems which cause students‘ difficulty in using past tense as follows:
1. The teacher‘s perception of English grammar teaching is wrong,
2. The use of teaching technique is ineffective,
3. The students‘ learning habit in the class is deviant, and
4. The students‘ learning motivation is low.
C. The Limitation of the Problem
Since CALL is interesting to be used in this study, the problem of this study
has to be limited only on examining the effectiveness of computer-assisted
language learning (CALL) in teaching past tense to the tenth grade student of
SMAN 5 Tangerang Selatan.
D. The Formulation of the Problem
Thus, the problem of this study can be formulated as ―Is computer-assisted
language learning (CALL) effective in teaching past tense to the tenth grade
students of SMAN 5 Tangerang Selatan or not?‖
E. The Objective of the Study
In other word, the objective for conducting this study is merely to find
empirical evidence of whether or not computer-assisted language learning
(CALL) is effective in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan.
F. The Significance of the Study
Finally, it is hoped that this study can produce benefits to the writer, readers,
and further researchers in giving wide information about the teaching of past tense
using CALL and motivating them to do a better research about the use of CALL
6
in language teaching and learning as well as encouraging them to design a better
application for teaching and learning grammar or other aspects of English.
7
CHAPTER II
THEORETICAL FRAMEWORK
A. Grammar
1. Definition of Grammar
Definition of grammar is often changed. The shifting of grammar definition
is merely to improve the old grammar perspective with the better one. In this
study, the old one refers to traditional view while the better one is functional view.
Commonly, the teaching of English grammar in Indonesia is under an
assumption of traditional view point for the term of grammar. In this view,
grammar is regarded as a set of rules that govern language behavior.1 It describes
how a speaker produces sentences using the words, and serves as a way to
manipulate language and combine words into sentences.2 If we look more
carefully, traditional grammar more focuses on the language form rather than
meaning. Moreover, this view left the importance of how to use grammar in real
life. As stated by Alexander3, the primary concern of traditional grammar is with
the forms of grammatical structures rather than with their meanings or uses in
different contexts. Therefore, the teaching of grammar with this view makes
students not be able to connect grammar with their lives. Consequently, students
will feel grammar not meaningful to be learnt and finally their motivation to learn
grammar will decrease.
On the contrary, the functional view includes a consideration of the structure
functions and their meanings in context.4 In this view, grammar is regarded not
only as a set of grammatical forms, but also grammatical meaning and use as a
1 Marianne Celce Murcia and Sharon Hilles, Techniques and Resources in Teaching
Grammar, (New York: Oxford University, 1988), p. 16. 2 Peny Ur, Grammar Practice Activities: a Practical Guide for Teachers, (Cambridge:
Cambridge University Press, 1988), P. 4. 3 Graham Lock Alexander, Longman English Grammar Practice for Intermediate Students,
(Cambridge: Cambridge University Press, 1988), p. 1. 4 Ibid.
8
whole.5 Thus, grammar deals with three dimensions i.e. form, meaning and use.
This assumption leads teachers to teach grammar that should be meaningful in
context and also teach students how to use it. As a result, students can connect
grammar with their lives and their motivation to learn grammar will increase.
In short, the two different main streams for the term grammar are traditional
and functional views. The former more focuses on structure rather than meaning
and use whereas the last focuses on not only structure but also meaning and use.
In this study, the functional view is preferred to be used to define grammar that is
described as a set of rules on how language can be formed and used as an
acceptable and meaningful language in context.
2. Importance of Grammar
Grammar plays an important role in language teaching and learning. The
importance of grammar is so many. The followings are the five importance of
grammar.
First, it is the function of grammar as a structural foundation of language
skills.6 Grammar is regarded as a structural foundation of language skill because
of an assumption which states that learning language skills is like build a building.
Students have to build its foundation first before building its higher parts. If they
do not make a strong foundation, the building will easily break and cannot be built
into a higher one. The foundation of this building is grammar. So, to develop
students‘ language skill, teacher needs to teach grammar since the teaching of
grammar is so important for students as a foundation for their language skills.
Second, it is the existence of grammar in language curriculum. As a language
element that is needed to develop and measure students‘ proficiency in English,
grammar becomes to be a subject that has to be taught and tested in language
curriculum. It is on the language curriculum whether students like it or not. They
5 D. Laser Freeman, ―Teaching Language: From Grammar to Grammaring,‖ in Shu Yun Yu
(Ed.), The Effects of Games on the Acquisition of Some Grammatical Features of L2 German on
Students’ Motivation and on Classroom Atmosphere (A Thesis Published in Australian Catholic
University, October 2005), p. 11. 6 K. Lynn Savage, et.al, Grammar Matters Teaching Grammar in Adult ESL Programs, (New
York: Cambridge University Press, 2010), p. 3.
9
have to pass this subject in order to graduate and be considered as having enough
proficiency in English. Consequently, grammar is a must and important to be
learnt by students.
Third, it is the function of grammar as a sentence-making machine. Grammar
becomes to be important for students because it can function as a sentence-making
machine for them. It can describe the regularities of language behaviors and
provide students with patterns to generate enormous number of new sentences.7
So, by knowing grammar students will be facilitated to produce new sentences.
Fourth, it is the function of grammar as a tool for language monitoring.
Grammar enables students to self-monitor. It can assist students in becoming
aware of a structure that they encounter and help them continue to notice it in
subsequent encounters. 8
Once students have internalized the structure through
repeated exposure, they can use this knowledge to monitor their own language
use.9 It then improves their proficiency in creating polish and acceptable English
sentences. In short, knowing grammar can help students monitor their language
use.
Last, it is the function of grammar to prevent students from fossilizing early.
It is assumed that students who receive no grammar instruction seem to be at risk
of fossilizing early because they cannot monitor their own language use. They will
easily feel satisfied with their current ability. It then makes their language
progress stop and fossilize early. Therefore, grammar is so needed to prevent
students from fossilizing early.
To sum up, grammar is so important in language teaching and learning. It is
because grammar functions as a structural foundation of language that enables
students to develop their language skills. Consequently, grammar should be taught
in language curriculum since it can function as a language-sentence machine for
7 Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman, 1991),
p. 13. 8 S. Fotos, ―Cognitive Approaches to Grammar Instruction,‖ In K. Lynn Savage, et.al (Eds.),
Grammar Matters Teaching Grammar in Adult ESL Programs, (New York: Cambridge University
Press, 2010), p. 4. 9 Savage, et.al, Grammar Matters Teaching Grammar in Adult ESL Programs, (New York:
Cambridge University Press, 2010), p. 4.
10
students because it describes the regularities of language behaviors so that
students can use it as a pattern to make an enormous number of new sentences and
help them monitor their language use. Finally, it will prevent them from
fossilizing early.
3. Grammatical Aspects of Language
To explain the grammatical aspects of language, inevitably, it has to involve
the explanation of the nature of grammar itself. If tracing back the history of
grammar, it will be found that there are two approaches which can be used to
describe the nature of grammar.
The first is a descriptive grammar. It is a grammar approach which describes
the nature of grammar as a description of the language grammar that exists in the
minds of its speakers.10
It considers that every human being who speaks a
language knows its grammar. So, by describing the language grammar that exists
in the speaker‘s minds, someone can know about the nature of grammar itself.
On the other hand, prescriptive grammar comes with a different perspective.
According to this approach, language always changes by the time and the change
of language itself is regarded as a corruption. So, instead of describing the
language grammar which is then regarded as a corruption, prescriptive grammar
tends to prescribe grammar rules that are regarded as correct forms that the
speaker should know.11
However, nowadays, the approach that is widely used is a descriptive
grammar. Although, there will be some differences among speakers‘ knowledge,
this approach believes that there will be a shared or common knowledge too. Such
knowledge is then regarded as laws which can represent the universal aspects of
all languages or what is called as a universal grammar.
So, universal grammar is defined as principles that characterize all human
language such as grammatical aspects of language itself.12
And, to discover the
10
Victoria Fromkin, et.al, An Introduction to Language: Seventh Edision, (Boston:
Wadsworth, 2003), 14. 11
Ibid., p. 15. 12
Ibid., p. 19.
11
universal grammar is the goal of linguist. In other word, to get the explanation
about the grammatical aspects of language, students have to look it out in the
linguistic theory.
In linguistics, grammatical aspects of language are divided into four levels.13
The first level is phonology. It is a linguistic analysis which deals with sound
systems. Then, the next level is morphology. It is a linguistic analysis which deals
with word-structure. The third level is syntax. It is a study of language grammar
which deals with sentence-structure. Finally, at the upper level, there is semantics.
It is a linguistic analysis which deals with meaning. So, the grammatical aspects
of language are phonology, morphology, syntax, and semantics.
4. Tense
Tense is included as a grammatical aspect of a language in the word level i.e.
morphology. It is one of morphological aspects which modify the form of a word,
particularly a verb, so that it can fit into a particular syntactic slot.14
In this case, it
acts as a verb time which suits and relates the happening described by the verb to
time in the past, present, or future.15
So, tense is a grammatical aspect which can
suit and connect an event with its time and its connection is showed through the
use of certain verb. For instance, when someone says, ―I visited my grandmother‘s
house‖, it shows that the event happened in the past. It is because the sentence
uses certain verb i.e. ‗visited‘ which shows that the event happened in the past.
Actually, there are three main tenses in English grammar. First, it is present
tense. It uses present verb to indicate that the event occurs at present. The verb is
like ‗play/plays‘, ‗is/are playing‘, ‗has/have played‘, or ‗has/have been playing‘,
and so on. Second, it is past tense. It uses past verb to indicate that the event
occurred in the past. The verb is like ‗played‘, ‗was/were playing‘, ‗had played‘,
or ‘had been playing‘, and so on. And, last, it is future tense. It uses future verb to
13
Francis Katamba, Morphology, (London: Macmillan Press, 1993), p. 4. 14
Ibid., p. 51 15
G. Leech and J. Svartvik, A Communicative Grammar of English, (Edinburgh: Pearson
Education, 2002), p. 66
12
indicate that the event will occur in the future. The verb is like ‗will play‘, ‗will be
playing‘, ‗will have played‘, or ‗will have been playing‘, and so on.
Further, since this study wants to examine the teaching of past tense, the
following is a more detailed explanation of past tense in English.
5. Past Tense
Past tense in English grammar is divided into four kinds. They are simple
past tense, past progressive tense, pas perfect tense, and past perfect progressive
tense.
a. Simple Past
Simple past tense is a verb time that indicates an activity or situation that
began and ended at a particular time in the past.16
It is used for a completed action
that happened at one specific time in the past.17
It employs the following pattern to
create sentences:
Subject + Verb II …
b. Past Progressive
Past progressive tense is a verb time that indicates two actions occurred at the
same time but one action began earlier and was in progress when the other action
occurred.18
It indicates two actions which were in progress simultaneously.19
The
followings are the patterns that are employed in past progressive tense.
Basic pattern: Subject + was/ were + verb ing
When + subject 1 + simple past + subject 2 + past progressive …
Subject1 + past progressive + while + subject2 + past progressive …
16
Betty Schampfer Azar, Understanding and Using English Grammar, (New Zersey: Prentice
Hall Regents, 1989), p. 24. 17
M. A. Phyle and M. E. Munoz Page, Cliff TOEFL preparation Guide Test of English as a
Foreign Language, (Delhi: Nice Printing Press, 2009), P.59. 18
Azhar, op. cit., p. 24. 19
Phyle and Page. op. cit., p. 60.
13
c. Past Perfect
Past perfect tense is a verb time that indicates an activity was completed
before another activity or time in the past.20
It employs time signals such as
before, after, and when. To create past perfect tense, students can use the
following patterns:
Basic pattern: Subject + had + (verb in past participle) …
Subject + past perfect + before + subject + simple past tense
Subject + simple past tense + after + subject + past perfect
d. Past Perfect Progressive
Past perfect progressive tense is a verb time that indicates an activity which
was in progress before another activity or time in the past. 21
In addition, it can
indicate an activity that was in progress recently to another time or activity in the
past. To create past perfect progressive tense, students can use the following
patterns:
Subject + had + been + verb ing …
B. Teaching of Grammar
1. Approaches and Methods in Grammar Teaching
The shifting of language teaching approach and method, as well as the
demand for pursuing the best approach and method in language teaching shows
that there is no single approach and method that can guarantee successful results
of language teaching.22
It is because each method and approach brings not only its
advantages but also limitations in language teaching. The following table is the
20
Ibid., p. 39 21
Azhar. loc. cit. 22
Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language
Teaching: a Description and Analysis, (New York: Cambridge University Press, 1986), p.11.
14
advantages and disadvantages of methods and approaches in language teaching as
what stated by Savage23
as well as Richard and Rodgers24
:
Table 2.1 Advantages and Disadvantages of Some Methods and Approaches
Method or
Approach Advantages Limitations
Grammar
translation
method
An explicit teaching of
grammar rules; attention
paid to language forms;
good for teaching situation
where understanding literary
text is the primary focus
a tedious experience of
memorizing endless list of
unusable grammar rules;
absence of communicative
practice
Direct method Only everyday sentences
taught; using visuals
(actions, pictures, objects) to
convey meaning; using the
target language as a
language classroom
Failing to consider the practical
realities of language classroom
learning; lack a thorough
methodological basis.
Audio-lingual
method
Contextualizing key
structure and illustrating
situation in which structures
might be used; enhancing
students‘ analogical ability;
using drills to reinforce
grammatical patterns
Acquiring language through
imitation not creating new
sentences; failing to make
students transfer skills to real
communication outside the
classroom; the experience of
studying is boring and
unsatisfying
Natural
approach
Giving extra-linguistic
context to make classroom
activities as meaningful as
Not suitable for teaching that
focuses on grammar because
this approach more emphasizes
23
Savage, et.al, op. cit., p. 6-7. 24
Richards and Rodgers, op. cit., page 4, 9-11, 53, 59, 137-139, and 141.
15
possible; providing
comprehensible input; using
a wide range of activity;
on comprehensible and
meaningful practice activities
than production of
grammatically perfect
utterances and sentences
Communicati
ve language
teaching
Emphasizing on meaningful
interaction; course syllabus
includes language functions;
using authentic texts and
contexts
communication can result in
ignoring grammar; emphasizing
on fluency at the expense of
accuracy can result in many
students never attaining correct
grammar
The table above describes that not all methods and approaches focus or
include the teaching of grammar in their concepts. Consequently, it should be
better for teachers to use a teaching aid to help them teach grammar. In this
current study, the teaching aid that is used is computer.
2. Stages in Grammar Teaching
According to Harmer25
, there are three major stages in teaching grammar i.e.
introducing new language, practice, and communicative activities. These stages
are in line with what Celce-Murcia & Hilles26
state about grammar teaching
stages. They state that the teaching grammar stages include presentation, focused
practice, and communicative practice. However, in this case, they add feedback
and correction as the final stage in teaching grammar. So, generally, the teaching
of grammar can be through the following stages:
a. Presentation.
At this stage, teacher presents students with clear information about the
language they are learning. They must be shown what the language means and
how it is used. They also have to know what grammatical form of the new
25
Harmer, op. cit, p. 50-51. 26
Celce-Murcia and Hilles, op. cit., p. 27-28.
16
language and how it is said or written. In short, at this stage, teacher should
present the meaning, use, form, and context of the new language that is going to
be learnt.
b. Focused practice.
At this stage students manipulate the structure in question while all other
variables are constant. The purpose of this step is to allow students to gain control
of the form without the added pressure and distraction of trying to use the form for
communication. The focus of this stage is on the accuracy. At this stage, teacher
may intervene slightly to help guide and to point out inaccuracy. The teacher
should not proceed the next phase until most of students have mastered at least the
form of the structure.
c. Communicative practice
At this stage, students are engaged in communicative activities to practice the
structure being learnt. Communicative activities happen if there are information
gap, purpose, and response in the interaction. This activity is vital in language
classroom since here students can do their best to use the language as individuals.
d. Feedback and correction
The last stage is that teacher should give feedback and correction that
engages students cognitively. Here teacher is not only simply pointing out the
error and providing the appropriate target form but also giving them a remedial
action to fix their understanding.
To sum up, grammar teaching consists of four stages i.e. presentation,
focused practice, communicative practice, as well as feedback and correction.
Presentation stage requires teacher to present the use, meaning, form, and context
of new language. Then students practice the structure in a focused and
communicative practice. After that, the teacher gives students feedback and
correction of their work.
17
3. Aids in Grammar Teaching
a. Definition of Teaching Aid
The term of aid in language teaching means broader than media and tool.
Every media and tool can be said as a teaching aid if they aim to help teacher
present information. The difference between media and tool is that every tool is
media but not all media is a tool. Media refers to all things (hardware, software, or
etc.) that can bring information from its source to receiver27
. But, tool only refers
to a hardware that is used to present information.28
And the broader definition of
them belongs to teaching aid. So, teaching aid can be defined as all things that can
facilitate teachers in teaching a new material. In this case, it refers to software and
hardware of CALL.
b. Importance of Teaching Aids
In conducting the teaching stages, teachers are recommended to use some
aids to succeed their teaching stages meeting their goal. It is because the use of
teaching aids is so important and useful in teaching and learning process.
According to Sukartiwi,29
the importance of using aid in the teaching and learning
process are:
a. To increase students‘ motivation.
b. To avoid students bored.
c. To make students easy to understand the instructional material, and
d. To make teaching and learning process more systematic
If thinking more carefully, the importance of teaching aids is more than what
Sukartiwi already said. The teaching aid also helps teacher create an environment
that is interesting for students and brings features that can help them retain more
concept permanently. By using teaching aid, teacher can also clarify the subject
27
Sharon E. Smaldino, et.al, Instructional Technology & Media for Learning, (Jakarta:
Kencana, 2011), p. 9. 28
Arief S. Sadiman, et.al, Media Pendidikan dan Proses Belajar Mengajar, (Jakarta: PT Raja
Grafindo Persada; 1986), p. 5. 29
Soekartiwi, ―Rancangan Instruksional,‖ in Nuhung Ruis, et.al, Instructional Media,
(Jakarta: Ministry of National Education, 2009), p. 4.
18
matter more easily so that it will save the teacher‘s time from a long explanation.
Moreover, teaching aid can provide students with direct experience or real-world
application which enables students to learn higher order thinking. It is because by
using teaching aid, teacher can create a possible direct interaction between
students and their environment as well as present everything outside the
classroom by means of aid.
In short, the use of teaching aid in language teaching is so important and
useful to give students motivation, clarification, retention, direct experience or
real-world application, and a chance to learn higher order thinking.
c. Types of Teaching Aids
Actually, aids in language teaching are so many. To make it simple, Alduais
divided them into five categories as follows.30
1) Visual aids
This aid emphasizes on the use of vision sense. It is like realia, model,
picture, drawing, poster, map, board, card, graph, menu, film strip, comic book,
facial diagram, calendar, table, and so on
2) Audio aids
This aid involves the use of hearing sense. It is like tape recorder,
phonograph, radio, and so on.
3) Audio-visual aids
This aid combines the use of both vision and hearing sense. It is like TV,
Video tapes, DVDs, Video CDs and so on.
30
Ahmed Mohammed Saleh Alduais, Integration of Language Learning Theories and Aids
Used for Language Teaching and Learning: A Psycholinguistic Perspective, (Journal of Studies in
Education, Vol. 2, No. 4, November 2012), p. 111.
19
4) Action aids
This aid encourages the use of physical movement. It is like dramatization,
physical response, pantomiming, charade game, party games, rumor game, role-
playing, conversations, physical response, and so on.
5) Multimedia aids
This aid involves the use of many senses (vision, hearing, etc.). It is like
computer, laptop, internet, and so on.
Further, Anderson,31
provided another category of teaching aids. He divided
the teaching aids into ten categories i.e. printed aids, audio-printed aids, silent
visual aids, silent visual aids with audio, visual movement aids with audio, things
aids, human and environment aids, and computer.
From all of the teaching aids in each category above, the one that is
considered as the most sophisticated is computer. It is because computer can
present students not only, picture but also sound, video, animation, and graphic
that can make learning interesting. In addition, it enables teacher to create context
in which teaching grammar is meaningful for students.32
Consequently, in this
study, computer is preferred to be chosen as a teaching aid to help students learn
grammar effectively. The purpose of choosing this aid is merely to examine the
effectiveness of computer in teaching past tense.
C. Computer-Assisted Language Learning (CALL)
1. Definition of CALL
Definition of CALL is so many because there are so many ways of how the
authors see and understand CALL. One of its ways is by considering its
abbreviation, acronyms, and also concepts.
31
Sadiman, et.al, op. cit., p. 95. 32
Dalia Omar Abu Shagga, The Effectiveness of Using Computerized Educational Games on
Developing Aspects of English Grammar for Deaf Ninth Graders in Gaza Governorates (a thesis
Published in Al-Azhar University Gaza, 2012), p. 4.
20
The abbreviation of CALL stands for Computer-Assisted Language Learning.
It is a term used to describe the use of computer as a vehicle for delivering
instruction. As stated by Fotos & Browne33
, CALL is not a method but a tool for
learning using computer. Further, Young34
added that CALL is an aid for teacher
to present, reinforce and assess materials to be learned using computer and usually
includes substantial interactive elements. In brief, CALL is a term which is used
to describe the use of computers as a part of language course.
The term of CALL has many acronyms such as computer-assisted language
instruction (CAI), intelligent computer-assisted language learning (ICALL),
computer enhanced language learning (CELL), technology enhanced language
learning (TELL), and web enhanced language learning (WELL). The main
difference between the acronyms is the focus given to the computer as a part of
the language learning process. For instance, CAI refers to the use of the computer
for instruction, regardless of what is being taught. ICALL refers to the integration
of techniques from the fields of Artificial Intelligence and Computational
Linguistics to enhance CALL applications. CELL effectively means the same
thing as CALL. TELL is an acronym that is mainly used in North America that
covers the same domain as CALL. WELL refers specifically to the use of the web
(or Internet) in the language learning process. Then, CALL in this study is used as
a general term to cover all of the acronyms.
CALL has two concepts i.e. CALL as a tutor versus CALL as a tool35
. CALL
as tutor refers to the use of computer as a substitute for teacher in presenting and
evaluating students‘ work. It may replace the function of teacher or textbook in
the language teaching. The concern of this instructional strategy is the students
learn in isolation, with less rapport and less personal teaching from the teacher.
33
S. Fotos and C. Browne, ―New Perspectives on CALL for second language classrooms,‖ in
Toni Yuliyanto (Ed), Developing Students’ grammar through Computer-Assissted Language
Learning (CALL) (a research published in UNJ University, 2010), p. 16. 34
B. Young, ―Exergaming Definitions‖, in Dalia Omar Abu Shagga (Ed.), The Effectiveness
of Using Computerized Educational Games on Developing Aspects of English Grammar for Deaf
Ninth Graders in Gaza Governorates (a thesis Published in Al-Azhar University Gaza, 2012), p.
19. 35
M. Levy, ―Computer-assisted language learning: Context and conceptualization‖, in Sue E.
K. Otto and James P. Pusack (Eds.), Computer-Assisted Language Learning Authoring Issues (The
Modern Language Journal, Vol. 93), p. 784.
21
The computer has the information to be learnt and controls the learning
environment. It is different with the perspective of CALL as a tool which refers to
the use of computer as a means for teachers and students to enrich their work. It
enhances the teaching process, usually by focusing on one particular learning task
and aiming to improve it. In this view, computer does not replace the function of
teacher and textbook rather than supplement them. It is used in normal classrooms
with the teacher as the instructional leader in the language teaching. Further, the
idea of CALL as a tutor versus tool becomes blurring. As suggested by Hubbard
and Bradin36
, viewing tutor and tool-oriented CALL as mutually exclusive
categories does not accurately reflect the reality of today's uses of CALL.
Nowadays CALL can be used both as tutor and tool because it often uses
particular software that embodies the characteristics and quality of both tutor and
tool. So, in this study, tutor and tool are considered as parallel rather than
opposing concepts of CALL.
In short, to understand CALL, someone may see its abbreviation, acronyms,
and concepts. From such things, CALL can be defined as a term to describe the
use of computer as a tool and tutor for presenting language teaching and learning
material as well as evaluating and improving students‘ work.
2. Characteristics of CALL
Teaching learning activity by using computer cannot be said as a CALL if it
does not have the characteristics of CALL. According to Susilana and Riyana37
,
there are seven characteristics of what is called as a CALL.
First, it is content representation. In CALL, the learning material that will be
presented is not in the form of a text only but it can be in the form of a video,
animation, sound, and etc. It depends on the teacher‘s decision about which form
that will be suitable to present the material effectively. And also, not all material
36
P. Hubbard and Siskin C. Bradin (2004), ―another look at tutorial CALL‖, in Sue E. K. Otto
and James P. Pusack (Ed.), Computer-Assisted Language Learning Authoring Issues (The Modern
Language Journal, Vol. 93), p. 784. 37
Rusman, Belajar dan Pembelajaran Berbasis Komputer: Mengembangkan Profesionalisme
Guru Abad 21, (Bandung: Alfabeta, 2013), p. 186.
22
should be presented in the CALL. The teacher should carefully select which
material that will be representative to be shown in the CALL. So, teaching
learning activity based on CALL will carefully consider the content of what will
be shown to the students.
Second, it is visualization. In CALL, the material that will be learnt should be
visualized by using or combining text with video, animation, sound, or etc. It is
used to facilitate students to learn material quickly. In addition, it can empower
faculties of students‘ retention.
Third, it is using interesting color and high graphic resolution. Usually,
CALL uses interesting template equipped with various images and objects which
are suitable to the learning demand. The aim of using such template is merely to
attract students‘ attention, avoid students‘ boredom, and to make students enjoy
learning the material.
Fourth, it is the use of various learning strategies. In CALL, there are four
learning strategies. They are drill and practice, tutorial, stimulation, and
educational game. Such learning strategies should exist in CALL. They can be
designed separately or collaboratively. It depends on the learning needs and
requests.
Fifth, it is feedback and reinforcement. One of CALL characteristics is
providing students with feedback and reinforcement. Students must be shown
whether their answers are correct or not. They also must be given reinforcement
or explanation about the answers. It aims to guide and evaluate students‘
understanding, as well as to give students‘ retention.
Sixth, it is self-evaluation. CALL also provides students with learning
practice in which the students can automatically be shown their scores after they
have answered all questions. If the scores are not maximally achieved by the
students, the students are allowed to learn the material again. In other word,
CALL should permit students to do self-evaluation.
Last, it is individual or classical use. Teaching learning activity using CALL
should allow students to use the program individually or classically. In addition, it
should permit the students to use it not only in the classroom but also in their
23
home. Therefore, the students can repeat the learning material again as much as
they need.
In brief, teaching learning activity by using computer can be called as CALL
if it has seven characteristics of CALL such as it can present and visualize the
material. It uses interesting color and high graphic resolution. It uses various
learning strategies. It provides students with feedback and reinforcement. It allows
students to do self-evaluation. And, it can be used individually or classically.
3. Criteria of Good CALL
Not all CALL can produce positive results in improving students‘ learning
progress. It is because some of the tools may have poor quality to be used. Sue
and James stated that a CALL can be said as the best one if it has six criteria as
follows.38
First, it is suitability. Good CALL must permit teachers to meet the needs of
their own students, syllabi, methodologies, and principles. It must be suitable to
such needs in order the intended objectives can be achieved effectively.
Second, it is interactivity. Good CALL must give teachers a way to create
interactivity which provides students with a good classroom practice. It should
facilitate teachers to create activities that motivate students, fit effectively to the
syllabus, and give helpful support as well as feed back to the students.
Third, it is media. Good CALL must be equipped by additional media
support. This addition will allow students to come into authentic materials and
direct contact with the target cultures. It also permits teachers to improve not only
students‘ receptive skills but also productive skills. Moreover, it can be used as
students‘ aids to learn glossaries and grammar.
Fourth, it is record keeping. Good CALL must allow teachers to track
students‘ progress and give feedback on students‘ performance. It should record
and keep students‘ works so that it helps teachers provide appropriate help or
remediation for students.
38
Sue E. K. Otto and James P. Pusack, Computer-Assisted Language Learning Authoring
Issues, (The Modern Language Journal, Vol. 93), p. 786
24
Fifth, it is ease of use. Good CALL must be easy to use. It means, in practice,
the tool should not be more difficult than a word processor. In addition, it will be
helpful for students and teacher, if the tool also provides good documentation,
training videos, and examples of the best practices.
Last, it is accessibility. Good CALL must provide students access to the
learning materials via web. It will enable students to learn the material when they
are in their home. So, the learning process will not be restricted only in the
classroom.
To summarize, the good CALL that can be used to improve students‘
learning progress is the one which can fulfill the six criteria of a good CALL. It
should be suitable, interactive, easy to use, and accessible. In addition, it should
possess media support and can record the students‘ learning progress.
4. Power Point Macro-Enabled Show
Power point macro-enabled show is one of power point product which
enables the teacher inserts macro code in the slides and also makes the power
point view become like a flash or slide show at the first time it is opened. It is
used in this study as a CALL because it is considered as having the seven criteria
of what is called as a CALL and also has the six criteria of what is called as a
good CALL.
As a CALL, power point macro-enabled show can fulfill the seven criteria of
what is called as a CALL. 39
First, it can be used to present learning material in a representative way. It is
because it provides teacher with various features such as video, audio, animation,
and etc. Therefore, in power point macro-enabled show, the teacher can freely
select which feature that is regarded to be representative for presenting the
material.
39
Rusman. loc. cit.
25
Second, it can be used to visualize the material. Equipped with various
features, power point macro-enabled show enables teacher to use and combine
text, video, animation, and etc. to help the teacher visualize the material for
students.
Third, it uses interesting color and high graphic resolution. In power point
macro-enabled show, there is a feature for inserting color and graphic. The color
and graphic that are provided are so various and have high resolution. Therefore,
the teacher can use them to make an interesting template.
Fourth, it enables teacher to use various learning strategies. By using power
point macro-enabled show, teacher can create an application that employs various
learning strategies such as drill and practice, tutorial, simulation, and educational
game.
Fifth, it permits teacher to give feedback and reinforcement. By using power
point macro-enabled show, teacher can also create an application that can show to
students whether their answers are correct or not. In addition the teacher can also
create menu explanation to give students reason about why such answers are
correct.
26
Sixth, it can be used as a self-evaluation for students. In
power point macro-enabled show, there is a feature called
‗macro‘ which can be used to run certain code for scoring. So
that, the application that will be created with such code can
automatically show students‘ score after they have taken any
exercise. Such thing will help students to do self-evaluation.
The last, it can be used individually or classically. By using power point
macro-enabled show, teacher can create an application that can be copied and
pasted into another driver. So, if the students need to use the application in their
home, their task is just copying and pasting the application.
Further, as a good CALL, power point macro-enabled show permits the
teacher to create a language learning application which can fulfill the six criteria
of a good CALL.40
First, it is suitable. Power point macro-enabled show can be suited to the
teachers‘ need. For instance, the teacher in this study would like to make an
application for teaching grammar using power point macro-enabled show. In the
teacher‘s mind, the application is supposed to have a grammar game to attract
students to learn and practice English grammar. In addition, the teacher wants the
application can automatically show students‘ score after they have practiced
English grammar using the application. Fortunately, power point macro-enabled
show lets the teacher‘s dream become real. The teacher can make a grammar
game which is called as ―space decoder‖ by inserting and combining various
animations and trigger
40
Otto and Pusack. loc. cit.
27
Then, the teacher can also make a grammar practice which can automatically
show students‘ score by inserting certain code in the power point macro.
Second, it is interactive. Power point macro-enabled show can make teaching
and learning grammar become interactive. The students not only watch and listen
what is explained in the application but also participate to answer questions from
what they have watched and listened. In this case, the application permits students
to write their answers freely in the columns or choose one correct answer from 4
possible choices
Third, it is equipped with media support. Power point macro-enabled show
can be equipped with additional media such as audio, video, picture, graphic,
28
animation, text, and object. Such features can be used to attract and facilitate
students to learn grammar. They also can be used to empower faculties of
students‘ retention as well.
Fourth, it can record students‘ learning progress. Power point macro-enabled
show can save students‘ work. After students have leant grammar using the
application, there will be a message box which asks whether students need to save
their work or not. In this case, students have to click ‗yes‘ to let the application
record their work. So that, the teacher can trace back students‘ learning progress
by opening again the application that students have operated.
Fifth, it is easy to be used. The application that is made by using power point
macro-enabled show is easy to be used for student. The student can operate the
application easily by only clicking the bottoms and read the instructions.
29
The last is accessible. The application that is made by using power point
macro-enabled show is accessible for students. It means that the students can
access the application not only in their classroom but also in their home. If the
students need to use the application in their home, they have to copy first the file
into their flash disk. After that, they have to paste the file to their laptop or
computer. Then, they can use the application whenever they need because the
application has already existed in their laptop or computer.
To sum up, power point macro-enabled show is regarded as a CALL and a
good CALL in this study because it fulfills the seven criteria of CALL and six
criteria of good CALL. As a CALL, it can present and visualize the material in a
representative way. It uses interesting color and high graphic resolution. It uses
various learning strategies. It provides students with feedback and reinforcement.
It allows students to do self-evaluation. And, it can be used individually or
classically. As a good CALL, it is suitable, interactive, easy to use, and accessible
for students. In addition, it is equipped with media support which can attract and
empower faculties of students‘ retention. And, it can record students‘ learning
progress by saving students‘ work.
5. Roles of CALL
There are many roles that computer can do to assist students in language
learning. The number of its roles depends on the number of what it can do to help
teacher. Generally, computer can do two main roles in language teaching.
30
First, computer is used to assist instruction. Computer based instruction is the
role of CALL to provide instruction. Based on this role, there are four types of
instructional strategies that can be used in language teaching:41
a. Drill and practice: it is used to present material, exercise, as well as immediate
feedback repeatedly.
b. Tutorial: it is used to present an explanation or illustration of the new or being
learnt material.
c. Simulation: it is used to give students‘ a chance to apply their knowledge in
the real situation
d. Instructional/educational games: it is used to motivate students and develop
their ability.
Last, computer is used to assist assessment. Computer-assisted assessment is
the role of CALL to assess students‘ learning progress and to provide them
feedback and correction during and after learning process.
So, the roles of CALL are to assist instruction and assessment. In assisting
instruction, CALL offers four types of instructional strategies such as drill and
practice, tutorial, simulation, and instructional/educational games; while, in
assisting assessment, the use of CALL is to give students feedback and correction.
6. Advantages of CALL
Educational literature painted a positive picture of the effectiveness of
computer in facilitating the mastery of various basic skills. They indicated that the
current computer technology has many advantages for language teaching and
learning. Nicol and Andreson42
stated that CALL can provide students with
extended practice, which, in turn, can lead to atomization of basic skills. In
addition, it can readily provide students feedback which may be used to improve
the timing, quality, and quantity of individual feedback. Moreover, CALL can be
41
Rusman. loc. cit. 42
M. Nicol and A. Anderson, ―Computer-Assisted vs. Teacher–Directed Teaching of
Innumeracy in Adults‖, in Ali Ahmad Al-Barakat and Ruba Fahmi Bataineh, International Journal
of Education and Development using Information and Communication Technology, (IJEDICT,
2008, Vol. 4, Issue 4), pp. 65
31
used to foster students‘ motivation to learn. As stated by Willner and Willner43
as
well as Nicol and Andreson, there is empirical evidence that CALL can stimulate
students‘ motivation to engage in academic activities which may readily be helped
by computer learning activities. In short, the positive effects of computer in
language teaching and learning are providing students with extended practice,
giving immediate feedback which can lead to the optimal use of learning time,
and fostering students‘ motivation to learn.
7. Disadvantages of CALL
Although computer in language class brings benefits as stated above, there
are also disadvantages of CALL.44
First, CALL is impractical to be used. It cannot be easily carried around and
studied whenever and wherever students wish. They have to posses their own
personal notebook to make it possible. If they do not have it, they only can learn
the new material at school which provides students a chance to access computers
in a restricted time. Or, they can use rental computer which demands them to pay
bill for each hour. Therefore, CALL can only have maximal benefits for students
who have personal computer.
Second, not all schools provide students with computers. It is caused by the
inability of schools to buy computers and to pay computer bill for each month. Or,
if schools inevitably provide students with computers, they have to force students
to pay additional expense because of the use of computer which obviously
increases students‘ school fee for each month.
Third, not all teachers and students are familiar with computer technology. It
is because the knowledge of computer technology is still new for teachers and
students. It then makes some of them illiterate how to operate computer. And
43
E. Willner and J. Willner, ―Pre-service Teachers' Perceptions about Computer Use for
Tutoring‖, in Ali Ahmad Al-Barakat and Ruba Fahmi Bataineh, International Journal of
Education and Development using Information and Communication Technology, (IJEDICT, 2008,
Vol. 4, Issue 4), pp. 65 44
Shagga, op. cit., p. 23.
32
finally, the use of computer is not maximally employed in teaching learning
process.
Last, the existence of CALL programs is imperfect. Commonly, CALL
program is designed for facilitating students to learn language limited for only one
aspect because it is still difficult for specialists to design an application that can
help teacher teach all language aspects using one program. In addition, the design
of current CALL programs still unables to handle unexpected learning problems
as well as response to students‘ questions immediately as teachers do.
In short, CALL has disadvantages in language teaching and learning. It is
because computer is not practical to be used and not all schools provide students
with computers. In addition, there are some teachers and students who still do not
know how to operate computer which then makes the use of computer is not
maximally employed. Moreover, the existence of current CALL programs is still
imperfect for teaching all language aspects.
D. Teaching Past Tense Using CALL: Power Point Macro-
Enabled Show
In this study, the teaching of grammar using CALL is divided into the
following stages: 45
1. Presentation
At the presentation stage, the role of CALL is to assist instruction. It employs
tutorial as an instructional strategy at this stage. Therefore, at this stage, the
function of CALL is as a tutor. It is used to present explanation or illustration of
the new material being learnt. The explanation will be equipped with animations,
sounds and video to attract students and make learning more interesting for them.
This equipment will help them memorize the material quickly and longer.
45
Celce-Murcia and Hilles, loc. cit.
33
2. Focused practice.
At this stage, the role of CALL is to assist instruction. It functions as a tool
which provides students with exercises to manipulate the structure in question
while all other variables are constant. The instructional strategies that will be used
in this stage are practice and game activities. In practice activities, the design of
CALL is like doing exercises on computer in the form of multiple choice items
and short answer items. At this stage, students will get immediate feedback from
the computer such as they will be given their score and the explanation of the
answer. While in game activity, students are required to play grammar game on
computer.
34
3. Communicative practice
At this stage, the role of CALL is
to assist instruction. It functions as a
tool and employs simulation as an
instructional strategy. So, at this stage,
students are engaged in
communicative activity to practice the
structure being learnt. It is used to give students a chance to apply their knowledge
in the real situation. The communicative activity at this stage is writing a narrative
text. After students have learnt and practice past tense. They will be asked to write
a narrative text.
4. Feedback and correction
At this stage, the role of CALL is to assist assessment. It is used as a tool to
help teacher give feedback and correction to students. In this case, the learning
application is designed to be able to show students whether their answers are
correct or not. In addition, it is also made to be able to show students score
automatically after they have done the exercise. Therefore, the students can get
immediate feedback from the application. Then, the teacher‘s task is just giving
students evaluation about how well they do in each meeting. Teacher also may
give students‘ retention by re-explaining the answers and concluding what
students have learnt in each meeting together.
35
5. Practice at home as a homework assignment
At this stage, students will be given the software to be learnt and practiced at
home. To ensure that all students practice at home, teacher asks students to submit
their work in the next meeting.
From the explanations, it can be concluded that the use of CALL in this
current study is both as tutor and tool. It means that the use of CALL does not
replace the function of teacher. Students do not learn in isolation with the
computer in all stages, instead they only use it at the presentation, focused practice
and assessment activities. Here, teacher is still the leader which leads and
monitors students to do communicative practice activities and also provide them
homework as well as feedback and correction.
E. The Relevant Previous Study
There are many researches that have been conducted to find out the
effectiveness of computer-assisted language learning (CALL) in teaching
grammar. However, there are only three related previous researches that are used
as references for this study.
First, it is a research that is conducted by Iravani and Tajik46
about The Effect
of Software-Assisted Grammar Teaching on Learning Grammar of Iranian Male
Junior High School Learners. In this research, they found that using CALL in
teaching grammar has a greater impact on the students' grammar learning than
46
Hasan Iravani and Mehdi Tajik, The Effect of Software-assisted Grammar Teaching on
Learning Grammar ofIranian Male Junior High School Learners (Journal of Language and
Translation Volume 3, Number 1 (pp.23-28), 2012), p. 27.
36
using traditional method. It is because students are more intrinsically motivated to
learn due to they do not have to learn in a monotonous learning situation like in
the traditional class. However, to make the use of CALL is effective, the
researcher should ensure that before treatment all of the students know how to
operate the computer.
Another reference is a research that is conducted by Naba'h, Hussain, Omari,
and Shdeifat47
. This research is about The Effect of Computer-Assisted Language
Learning in Teaching English Grammar on the Achievement of Secondary
Students in Jordan. The result of this research showed that the use of CALL is
effective in teaching passive voice grammar. It is because computers enable each
individual to work according to his own pace, and also provide students with
immediate feedback, as well as give them a chance to use many senses which can
empower faculties of retention to them. Moreover, in this study, there was showed
that male students have higher scores than female students in the post-test
regardless of the teaching way that is used. It may be due to male students are
more serious in their learning process and more incredibly interested in computers
and multi-media programs. Another finding of this study is that scientific students
have higher marks than literary students regardless of the gender or method of
teaching. It is because the scientific stream students generally have relatively
higher mental abilities and be more interested in studying and better in learning
languages than the literary students.
Last, it is a research that is conducted by Shagga48
by the title The
Effectiveness of Using Computerized Educational Games on Developing Aspects
of English Grammar for Deaf (Hearing Loss Students) Ninth Graders in Gaza
Governorates. This study showed that the computer educational game is more
effective for developing aspects of English grammar for the deaf (hearing loss
students) than using the sign language because the computer educational games
47
Abdallah Abu Naba'h, Jebreen Hussain, Aieman Al-Omari, and friend, The Effect of
Computer-Assisted Language Learning in Teaching English Grammar on the Achievement of
Secondary Students in Jordan (The International Arab Journal of Information Technology, Vol. 6,
No. 4, October 2009), p. 435-437 48
Shagga, op.cit., p. 107-108
37
that are designed for this study enables the deaf (hearing loss students) to use their
sense vision rather than sense hearing and it is assumed that the increasing
academic achievement of the deaf (hearing loss students) is as the result of
increasing students‘ motivation to learn. However, in this study, it is showed that
there is no significant difference between male and female pupils‘ scores when
using CALL. It is because both of them were exposed to similar social and
educational environment.
To sum up, the three related previous studies proved that the use of computer
is effective in teaching grammar due to it motivates students to learn, enables
students to work in their individual path, provides students with immediate
feedback, and gives students a chance to use many senses which can empower
faculties of retention to them.
F. The Conceptual Framework of the Study
The variables of this study are English grammar i.e. past tense and computer-
assisted language learning (CALL). According to traditional perspective, English
grammar is defined as a structural foundation of English. It consists of a pattern
that governs language behavior. Thus, the teaching of grammar in this view
emphasizes language form only in which students are only required to remember
and practice language pattern without considering the use of such pattern in
meaningful context. As a result, students know the language pattern but cannot
use such pattern in their live. Further, functional view defined grammar not only
as a set of grammatical form, but also grammatical meaning and use.
Consequently, teacher is required to not only teach language pattern but also show
the students how the language is used in meaningful context. To create such
context, teacher is recommended to use media to facilitate them to teach grammar
effectively. The media that is considered as a sophisticated one is computer
because it can present students not only, picture but also sound, video, animation,
and graphic that can facilitate teacher to create meaningful grammar in context
and make learning interesting. Thus, students‘ motivation to learn grammar
increases. In addition, CALL can also provide students retention, extended
38
practice, and immediate feedback which can lead to the optimal use of learning
time. As a result, it can be predicted that using CALL in teaching past tense can
be effective.
G. The Theoretical Hypothesis of the Study
From the explanation above, it can be hypothesized that computer-assisted
language leaning (CALL) is effective in teaching past tense to the tenth grade
students of SMAN 5 Tangerang Selatan.
39
CHAPTER III
METHODOLOGY OF THE STUDY
A. The Place and Time of the Study
This study was conducted to the tenth grade students of SMAN 5 Tangerang
Selatan whose school is located in South Tangerang. In conducting this study, the
writer needed four meetings. The first meeting was to give students a pre-test; the
second and third meetings were to give students treatments; while the fourth
meeting was to give students a post-test. As planned by the writer, these all
meetings were held on the third and fourth weeks of April, 2015.
B. The Method and Design of the Study
The method of this study was a quasi-experimental method employing pre-
and posttest design. Quasi experimental method was used because there was a
situation in which the writer did not have a possibility to assign individual
students from each class to groups randomly, since it would disturb the classroom
learning process. Therefore, the writer chose to select whole students in two
classes as experimental and control groups. The two groups were given a pretest
before treatment and only the experimental group was given a treatment using
CALL while the control group was taught using conventional teaching technique.
At the end, both of the groups were given a posttest to check their final past tense
scores. The following figure gave picture about this study design:1
Figure 3.1 Pre- and Posttest Design
Selected
experimental group Pretest
Experimental treatment i.e. using
CALL Posttest
Selected control
group Pretest
No experimental treatment i.e. using
conventional teaching technique Posttest
1 John W. Creswell, Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research, (Boston: Pearson Education, 2012), p. 310.
40
C. The Population and Sample of the Study
The population of this study was the entire tenth grade students of SMAN 5
Tangerang Selatan. The tenth grade students at this school were 262 students
which were divided into seven classes i.e. X-1 consisting of 37 students, X-2
consisting of 36 students, X-3 consisting of 38 students, X-4 consisting of 38
students, X-5 consisting of 38 students, X-6 consisting of 37 students and X-7
consisting of 38 students. Thus, the population of this study was 262 students of
the seven classes
In taking samples for this study, the sampling technique that was used was
purposive sample or what was called as a judgment sample. It was a sampling
technique in which the researcher selected the study sample using her experience
and knowledge of the group to be sampled.2 In other word, the researcher was
allowed to use her consideration or judgment in selecting sample that was
believed to be representative of a given population. And, since the researcher only
used her belief and consideration to select the samples; this sampling technique
did not guarantee that the selected samples were trully representative as random
sampling did. In this case, the study samples that were considered to be
representative were class X-3 and X-4. It was because, as suggested by the
English teacher at the school, the two classes had English quality which was not
too far different. It was proved by the result of students‘ average pretest scores
from the two classes. Class X-3 got average score around 40.86, while class X-
got average score around 48.03. Class X-3 was then used as sample for the
experimental group and class X-4 was used as a sample for the control group.
D. The Instrument of the Study
The instruments that were used in this study were test and interview. Test
was used as a main instrument for this study, while the use of interview was as a
secondary instrument for this study.
2 L. R. Gay, et.al, Educational Research, (New Jersey: Pearson Education, 2009), p. 135-136
41
As a main instrument for this study, test was used to collect data about
students‘ score in each group before and after treatment. Such data was needed to
find out which group that had significant higher mean score; either it was an
experimental group or a control group. This information was obviously needed to
determine whether the use of CALL in teaching past tense was effective for
students or not. However, before the test was delivered to the sample, such test
had to be tested in term of its validity and reliability.
The next was interview. Interview was also used in this study as a secondary
instrument. It was used to collect data about students‘ opinion equipped with their
reasons for answering two questions which were directed to bear a conclusion i.e.
whether CALL was effective in teaching past tense or not. The interview was held
to 12 students in the experimental class. They were selected by using purposive
sampling technique i.e. by considering their pretest scores. In this case, the use of
pretest score was as a guide to find which student who had highest, middle, and
lowest pretest scores and to analyze whether there was significant increasing mean
score from their initial scores to final scores. From each pretest score level, only
four students were taken as interviewees. The interviewees were then showed
their pretest and posttest scores and then asked the following questions:
Figure 3.2 Interview Questions
Questions for the interviewees who
get high gained score:
Questions for the interviewees who get
low gained score:
―Look! Your past tense score
increases so high. So, do you feel
motivated to learn past tense using
CALL? Why? And, do you feel easy
to understand past tense using CALL?
Why?
―Look! Your past tense score increases
just a little. So, don‘t you feel
motivated to learn past tense using
CALL? Why? And, don‘t you feel easy
to understand past tense using CALL?
Why?
The answers for such questions were useful to make a conclusion and
suggestions for this study.
42
1. The Validity and Reliability of the Test Item
A good instrument was an instrument that could fulfill criteria of test validity
and reliability. In other word, the instrument had to be valid or really measure
what the test maker wanted to measure and could produce consistent result when
it was administered again. To check whether the instrument that was used had
fulfilled the two criteria, the following statistical calculations were employed:
a. Testing Item validity
To examine a validity of test items, bi-serial point correlation formula was
used as follow3:
=
√
Note:
= coefficient of bi-serial point correlation
= average score of students who answer correctly for certain item which is
being examined its validity
= average total score
= standard deviation of total score
p = proportion of students who answer correctly
q = proportion of students who answer wrongly
The result of the above calculation would show the value of ‗ ‘ product
moment of each test item. Such value was then compared to the value of ‗r‘
product moment table with degree of freedom (N-nr) and significance 5%. If the
comparison result showed that the value of ‗ ‘ was higher than the value of
‗ ‘, the test item was considered as a valid test item. Conversely, if the value of
3 Anas Sudijono, Pengantar Evaluasi Pendidikan, (Jakarta: Raja Grafindo Persada, 1996), p.
185-190
43
‗ ‘ was smaller than the value of ‗ ‘, the test item was considered as an invalid
test item.
> , the test item is valid
≤ , the test item is not valid
b. Testing Item reliability
To examine a reliability of test items, single test-single trial approach was
used and spilt-half method was employed. This approach gave easiness since it
allowed examining a reliability of a test if the test had been tried to students once.
Further, the use of split-half method was for dividing the test items into two
divisions. From such divisions, the correlation score of each division which was
needed to find out coefficient reliability of the test was then calculated. The
following was the formula to get the value of each division correlation score
(
):
4
=
√
Note:
X = total score from the first division
Y = total score from the second division
Then, below was the formula to find out coefficient reliability of the test5:
=
Note:
= Correlation score of each division
= Coefficient reliability which is already suited
4 Ibid., p. 219
5 Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2006), p.93.
44
The result of such calculation was then interpreted to determine whether the
test was reliable or not. In doing such interpretation, the following guidance was
used6:
> 0, 70, the test item is reliable
0, 70, the test item is not reliable
2. The Quality of the Test Item
To give additional information about the quality of the test items, the
following tests were added:
a. Testing difficulty index of the test item
A good test item was a test item which was not too easy and too difficult for
students. It was because a test item that was too easy could not stimulate students
to use their higher effort to answer the test; while a test that was too difficult could
make students easily give up to solve the test. Therefore, it would be better if the
students were given a test which was not too easy and difficult for them. To check
whether the test had appropriate difficulty level for students, the following
formula was used:7
P =
Note:
P = Difficulty index
B = Total number of students who answer the test correctly
JS = Total number of students who take the test
The result of calculation above was then interpreted by using the following
guidance to determine which test item that was too difficult, too easy, and
appropriate for students:8
6 Sudijono, op. cit., p. 209.
7 Arikunto, op. cit., p.208
8 Ibid., p.210
45
1) Difficulty index around 0 , 0 – 0 , 3 shows the test is difficult
2) Difficulty index around 0 , 3 – 0 , 7 shows the test is enough difficult/easy
3) Difficulty index around 0 , 7 – 1 , 0 shows the test is easy
b. Testing discrimination index of a test item
Discrimination index of a test was used to know the ability of a test to
differentiate which student who had high ability and low ability. To get such
information, firstly, the students were divided into two groups. The first group
was a group for students who had higher score while the second group was a
group for students who had smaller score. Next, the discrimination index of the
test was then calculated as follow:9
D =
-
= -
Note:
D = Discrimination index
= Total number of students in the first group
= Total number of students in the second group
= Total number of students in the first group who answer correctly
= Total number of students in the second group who answer correctly
= Proportion of students in the first group who answer correctly
= Proportion of students in the second group who answer correctly
Finally, such calculation was then interpreted by using the following
classification10
:
D: 0, 0 -0, 2: poor
D: 0, 2 -0, 4: satisfactory
D: 0, 4 -0, 7: good
D: 0, 7 -1, 0: excellent
D: negative: bad
9Ibid, p.213
10Ibid., p.218
46
From the above classification, a test item which was considered as a good
item to be used in this study was a test item which had discrimination index
around 0, 4 – 1, 0.
E. The Technique of Data Collecting
After appropriate test items for this study had been gotten, the test as well as
interview could be used to collect data for this study. The technique for collecting
data was through pretest, posttest, and interview.
First, students were given a pretest before taking a treatment. The test was
arranged in the form of multiple choice items consisting of 25 items and in the
each item there were four possible choices for students. So, the students‘ task was
just choosing one correct answer from the four possible choices in the each item.
The use of the test was to check students‘ past tense knowledge before treatment.
Further, students were given a posttest after taking a treatment. The test was
arranged similarly like the pretest items in order the created posttest items could
bear a same difficulty index as the pretest items. Thus, by delivering such test, it
was hoped that the real information about students‘ progress in learning past tense
could be gotten.
Finally, some students were given interview questions to get additional
information about the use of CALL. The interview was delivered to 12 students in
the experimental group. It was used to find information whether CALL was
effective for them or not. The result of the interview was used to make a
conclusion and suggestion of this study.
F. The Technique of Data Analyzing
After the data of the two samples had been gotten, the mean scores of the two
samples were analyzed to determine whether the use of CALL in teaching past
tense was effective or not. At the end, this analysis could be useful to examine the
truth or false of this study hypothesis. In this study, the parameter statistic was
used to calculate the data. So, as the requirement in the parameter statistic, the
normality and homogeneity of the data had to be examined first.
47
1. Testing Normality of the Data
Testing normality was used to check whether the population had normal
distribution or not. The formula was as follow11
:
= p-
ɸ
= value of
p = sum value of data probability
ɸ = value of Kolmogorov table
To get the ɸ value, the standard score of the data (z) had to be calculated first
with formula:
z =
z = standard score
x = students‘ score
= the mean score
s = standard deviation
After the value of was gotten, the value of normality table with
significance 5% was sought. After the value of normality table was found, it had
to be compared with the value of to find whether the data had a normal
distribution or not. If the data had a normal distribution, the value of would
be same as or lower than the value of normality table. Conversely, if the data did
not have a normal distribution, the value of would be higher than the value
of normality table.
2. Testing Homogeneity of the Data
11
Budi Susetyo, Statistika untuk analysis data penelitian, (Bandung: Refika Aditama, 2010),
p. 148-150
48
Further, it was testing homogeneity. It was used to check whether the two
populations had an equivalent variance or not. The formula was as follow12
:
F=
Note:
= High variance
= Small variance
To determine whether the data was homogeny or not, the following criteria of
homogeneity were used:
(The test is homogeny) is accepted if <F<
(The test is not homogeny) is accepted if F≥
With dk (N-1) and significance 5%
If the data had fulfilled the requirement of normality and homogeneity, the
mean score of the two data could be examined using t-test calculation as follow:
3. Testing T-Test for Two Independent Sample
T-test was used to examine the truth or false of the study hypotheses by
comparing the value of to . To get such value, the following calculations had
to be done:13
=
√
= t observation
= mean score of experimental class
= mean score of control class
= variance of experimental class
12
Ibid, p. 160-161 13
Ibid., p. 202-205
49
= variance of control class
= total students in experimental class
= total students in control class
After the value of t observation had been gotten, the value of t table with
significance ( ) 5%, , and degree of freedom + -2 had to be sought.
The value of t observation and t table were then compared to know whether
CALL was effective in teaching past tense or not.
4. Testing the Effect Size of CALL(Cohen’s d)
After the value of t-test was gotten, the effect size of CALL was then
measured. In this case, Cohen’s d formula was used to measure whether the effect
size of CALL was strong or weak.The formula was as follow:14
d = (Mean for experimental class—Mean for control class) / Pooled standard
deviation
Where
Pooled standard deviation = (Standard devation of experimental class + Standard
devation of control class) / 2
Then, the criteria below acted as a guidance to determine the effect size of
CALL:
0-0.20 = weak effect
0.21-0.50 = modest effect
0.51-1.00 = moderate effect
>1.00 = strong effect
G. The Statistical Hypothesis of the Study
14
Daniel Muijs, Doing Quantitatve Research in Education, (London: Sage Publications),
2004, pp. 136—137.
50
From the result of such analysis, the value of and could be gotten and
could be used to determine the truth or false of the hypotheses. If the value of
was equal to or higher than the value of , the null hypothesis ( ) would be
rejected and the alternative hypothesis ( ) would be accepted. Conversely, If the
value of was smaller than the value of , the null hypothesis ( ) would be
accepted and the alternative hypothesis ( ) would be rejected.
≥ , is rejected and is accepted
< , is accepted and is rejected
The followings were the null hypothesis ( ) and the alternative hypothesis
( ) of this study.
1. Null hypothesis ( ): computer-assisted language learning (CALL) is not
effective in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan.
2. Experimental hypothesis ( ): computer-assisted language learning (CALL) is
effective in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan.
51
CHAPTER IV
FINDINGS OF THE STUDY
A. The Description of the Data
After students‘ pretest and posttest scores were gotten from both the
experimental (X) and control classes (Y), the students‘ gained scores could also be
founded by reducing the students‘ posttest scores with pretest scores. The result of
those scores was showed as follow.
Table 4.1
The Scores of Students’ Tests in the Experimental (X) and Control Classes (Y)
NIS
(X)
Pretest
(X)
Posttest
(X)
Gained
Score (X)
NIS
(Y)
Pretest
(Y)
Posttest
(Y)
Gained
Score (Y)
1 48 84 36 1 48 68 20
2 32 92 60 2 60 76 16
3 32 96 64 3 24 68 44
4 40 96 56 4 28 36 8
5 24 68 44 5 60 72 12
6 44 92 48 6 56 68 12
7 40 96 56 7 60 84 24
8 56 80 24 8 21 28 7
9 24 88 64 9 52 80 28
A complete data is available at appendix 4, page 96-97
40.86 86.92 46.05
48.03 68.97 20.95
From the table above, there were three things that could be described more
detailed below. They were the descriptions of students‘ pretest scores, students‘
posttest scores, and students‘ gained scores as follows.
52
1. The Description of Students’ Pretest Scores
The table 4.1 above showed that the students‘ average pretest scores in the
experimental class (X) was 40.86; while the students‘ average pretest score in the
control class (Y) was 48.03. Such scores expressed that the initial students‘
knowledge about past tense in the control class (Y) was higher than those in the
experimental class (X). In this case, difference was about 7.17 points. To prove it
more clearly, table 4.2 was added as follow.
Table 4.2
Table frequency of students’ pretest in the experimental (X) and control classes (Y)
Score (X) Frequency (X) Score (Y) Frequency (Y)
16-25 6 21-27 5
26-35 8 28-34 2
36-45 10 35-41 4
46-55 6 42-48 3
56-65 5 49-55 9
66-75 1 56-62 10
76-85 1 63-69 4
Total 37 Total 37
The table 4.2 gave information about the most frequent pretest score that
students got in the experimental (X) and control classes (Y). In the experimental
class (X), most of students got scores which fell into interval 36-45. The number
of the students which got such score was 10 students. While in the control class
(Y), most of students got score in the interval 56-62. The total students which got
such score were 10 students. Such information proved that most of students in the
control class (Y) had much more initial past tense knowledge than those in the
experimental class (X).
2. The Description of Students’ Posttest Scores
Not only showing the students‘ pretest scores, table 4.1 also showed the
students‘ posttest scores both in the experimental (X) and control class (Y). In the
53
experimental class (X), students got average posttest scores around 86.92; while in
the control class, students got average posttest scores around 68.97. Such scores
expressed that the students‘ average final past tense scores increased both in the
experimental (X) and control class (Y). However, in the experimental class (X),
the students‘ average posttest score was higher than the students‘ average posttest
score in the control class (Y). The different score was around 17.95. To prove it
more clearly, table 4.3 was added as follow.
Table 4.3
Table frequency of students’ posttest in the experimental (X) and control class (Y)
Score (X) Frequency (X) Score (Y) Frequency (Y)
48-55 2 28-37 2
56-63 0 38-47 3
64-71 2 48-57 3
72-79 2 58-67 2
80-87 7 68-77 16
88-95 11 78-87 9
96-103 13 88-97 2
Total 37 Total 37
The table 4.3 gave information about the most frequent posttest score that
students got in the experimental (X) and control class (Y). As stated on the table,
most of students in the experimental class (X) got score which fell into interval
96-103. The number of students which got such score was 13 students. While in
the control class (Y), most of students got score in the interval 68-77. The total
students which got such score were 16 students. Such description proved that most
of students in the experimental class (X) had much more final past tense
knowledge than most of students in the control class (Y).
3. The Description of Students’ Gained Scores
Further, table 4.1 also showed the students‘ average gained score both in the
experimental ( X) and control classes (Y). In the experimental class (X), students
54
got average gained score around 46.05; while in the control class (Y), students got
average gained score around 20.95. It showed that students in the experimental
class got much more increasing knowledge about past tense which was higher
around 25.10 than students in the control class. So, it could be said that students
who received a treatment using CALL could understand past tense much more
than the students who did not receive treatment using CALL.
Further, to get information whether the use of CALL in teaching past tense
was effective or not, a statistical analysis had to be done as what was explained
below.
B. The Analysis of the Data
As stated in the chapter 3, the analysis of the data was to be done through
four steps. The steps were examining data normality, data homogeneity, t-test, and
the effect size of CALL. In this case, testing normality and homogeneity had to be
done first because the result of such analysis determined which statistical
calculation that had to be used in this study. If the data showed that it had a
normal distribution and an equivalent variance, the statistical calculation that had
to be used was parameter statistic. Conversely, if the data did not have a normal
distribution and/or an equivalent variance, the statistical calculation that had to be
used was non-parameter statistic.
1. The Analysis of the Data Normality
Testing normality was used to check whether the data had a normal
distribution or not. By employing the normality formula below, calculation of the
data normality was done through certain steps as follows:
a= p-ɸ
Note:
a = value of a
p = sum value of data probability
ɸ = value of Kolmogorov table
55
The first step was making twelve columns. They were made to be filled with
the number or value of:
a. NIS : Students Identification Number
b. X or Y : X refers to students posttest score in the experimental class
Y refers to students posttest score in the control class
c. P=
: Probability of students‘ score which was gained from the result of
the score frequency divided by the total number of students. For
instance, see table 4.4, NIS (X) number 5 got score 72 and the
frequency of 72 score was 1. So the value of ‗P‘ was just dividing the
frequency, 1, by the total number of students i.e. 37. The result was
0.0263.
d. p : Sum probability of students‘ score which was gained from the
result of the previous score of p added by the score of P=
. For
instance, see table 4.4, the first p score was 0.0263 while the
second p score was 0.0526. The first p score was gotten by
adding the base score of p, 0, with the P=
first score, 0.0263. The
result was 0.0263. While the second p was gotten by adding the
previous score of p, 0.0263, with the P=
second score, 0.0263.
The result was 0.0526 or 0.053.
e. or : Square degree of students score. For instance, see table 4.4, the
value of the first in the column was gotten from X score, 48,
times 48. The result was 2304.
f. or : refered to the average students‘ posttest scores in the
experimental, while refered to the average students‘ posttest scores
in control class. They were gotten by dividing the sum of students‘
posttest scores with the number of students. For instance, see table
4.4, the value of was gotten from 3216 divided by 37. The result
was 86.42.
56
g. : Variance. The value of variance was gotten from –
. For
instance, see table 4.4, the score of was 156.132. It was gotten
from the result of –
h. : Standard deviation. The value of standard deviation was gotten by
square rooting the value of . For instance, see table 4.4, the value
of S was 12.495. It was gotten from the result of √ .
i. Z : Standard score. The value of standard score was gotten from
and the value of was gotten from
. So, the value in the table
4.4 was gotten from
= 86.42, while the first Z value in the table
4.4 was gotten from
= -3.07
j. ɸ : Probability distribution table of standard normality. The value of ɸ
was gotten from the probability distribution table with significance
5%
k. a= p-ɸ : The value of normality observation. It was gotten from p-ɸ.
However, the normality observation that had to be used was the
highest one from the list. So, the normality observation that was used
in the table 4.4 was 0.2142 because it was the highest normality
observation from the table 4.4.
After that, all data were inputted into the twelve columns and then they were
calculated till the following tables were produced.
Table 4.4
Table Data Normality Analysis in the Experimental Class
NIS
(X) X F p=
p S Z ɸ
a = p-
ɸ
1 48 1 0.0263 0.026 2304 86.42 156.13
12.4953
-3.1 0.0011 0.02522
2 48 1 0.0263 0.053 2304 86.42 -3.1 0.0011 0.05153
3 68 1 0.0263 0.079 4624 86.42 -1.5 0.0708 0.00815
57
Table 4.5
Table Data Normality Analysis in the Control Class
NIS
(Y) Y F p=
p S Z ɸ
a= p-
ɸ
1 28 1 0.027 0.027 784 68.97 246.58
15.7029
-2.6 0.0045 0.02253
2 36 1 0.027 0.054 1296 68.97 -2.1 0.0179 0.03615
3 40 1 0.027 0.081 1600 68.97 -1.8 0.0322 0.04888
4 40 1 0.027 0.108 1600 68.97 -1.8 0.0322 0.07591
5 44 1 0.027 0.135 1936 68.97 -1.6 0.0559 0.07924
6 52 1 0.027 0.162 2704 68.97 -1.1 0.1401 0.02206
7 56 1 0.027 0.189 3136 68.97 -0.8 0.2033 0.0141
8 56 1 0.027 0.216 3136 68.97 -0.8 0.2033 0.01292
9 60 1 0.027 0.243 3600 68.97 -0.6 0.2843 0.0411
10 64 1 0.027 0.27 4096 68.97 -0.3 0.3745 0.1042
11 68 1 0.027 0.297 4624 68.97 -0.1 0.4761 0.1788
A complete data is available at appendix 5 p. 98
2552 184896
Further, as stated on the tables, the value of normality observation in the
experimental class was 0.2142 while the value of normality observation in the
control class was 0.1788. Such values had to be compared with the value of
normality table with significance 5% to find whether the two data had a normal
distribution or not.
4 68 1 0.0263 0.105 4624 86.42
-1.5 0.0708 0.03446
5 72 1 0.0263 0.132 5184 86.42 -1.2 0.1251 0.00648
6 76 1 0.0263 0.158 5776 86.42 -0.8 0.2033 0.0454
7 80 1 0.0263 0.184 6400 86.42 -0.5 0.305 0.1208
8 84 1 0.0263 0.211 7056 86.42 -0.2 0.4247 0.2142
A complete data is available at appendix 5 p.98
3216 285152
58
In this study, the value of normality table that was gotten was 0.218. In other
word, the value of normality observation both in the experimental i.e. 0.2142 and
control classes i.e. 0.1788 were lower than the value of normality table i.e. 0.218.
In this case, if the value of normality observation was same as or lower than the
value of normality table, it meant that the data had a normal distribution.
Conversely, if the value of normality observation was higher than the value of
normality table, it meant that the data did not have a normal distribution. So, in
this study, the two data had a normal distribution.
2. The Analysis of the Data Homogeneity
Further, the homogeneity of the data had to be examined also. It was used to
check whether the data had equivalent variance or not. To test the homogeneity of
the data, the homogeneity formula that was used was like what was written in the
chapter 3. The followings were the formula and its calculation:
F=
F=
F=1.58
Note:
= High variance. See table 4.5, the value of high variance was taken from the
value of in the control class (Y)
= Small variance. See table 4.4, the value of high variance was taken from the
value of in the experimental class (X)
From the above calculation, the ‗f‘ value or what was called as the value of
homogeneity observation was gotten i.e. 1.58. Such value had to be compared to
the value of homogeneity table to determine whether the data had an equivalent
variance or not. In this case, the value of homogeneity table that was found was
1.74. In other word, the value of homogeneity observation i.e. 1.58 was lower than
the value of homogeneity table i.e. 1.74. If the value of homogeneity observation
was same as or lower than the value of homogeneity table, it meant that the data
had an equivalent variance. Conversely, if the value of homogeneity observation
was higher than the value of homogeneity table, it meant that the data did not have
59
an equivalent variance. So, it could be concluded that the data of this study was
homogeny or had an equivalent variance.
3. The Analysis of t-test
T-test was used to examine the truth or false of the study hypothesis. Since
the data of this study had a normal distribution and an equivalent variance, the
statistical calculation of t-test that had to be used was parameter statistic. By
employing such formula, the following t-test calculations were done:
=
√
=
√
= 5.29
Note:
= The average students‘ posttest scores in the experimental. See table 4.4
= The average students‘ posttest scores in control class. See table 4.5
= The variance score in the experimental class. See table 4.4
= The variance score in the control class. See table 4.5
, = The number of students in the experimental or control class. The
number of students from each class was 37
From the above calculation, the value of t observation was gotten i.e. 5.29.
Such value had to be compared with the value of t table with significance ( ) 5%,
= = , and degree of freedom + – 2 = 37 + 37 – 2 = 72.
Fortunately, the value of t table was 1.666. In other word, the value of t
observation was higher than the value of t table. In this case, if the value of t
observation was same as or higher than the value of t table, it meant that this study
rejected hypothesis observation and accepted the hypothesis alternative. Or, it
could be said that this study proved that the use of CALL in teaching past tense
was effective for the tenth grade students of SMAN 5 Tangerang Selatan.
60
4. The Analysis of the Effect Size of CALL
After the use of CALL was perceived to be effective in teaching past tense,
the effect size of CALL itself was then examined. To check whether the effect
size of CALL was weak, moderate, or strong, the following formula and
calculation were employed.
D=
D=
= 1.24
Note:
= The average students‘ posttest scores in the experimental. See table 4.4
= The average students‘ posttest scores in control class. See table 4.5
= The variance score in the experimental class. See table 4.4
= The variance score in the control class. See table 4.5
From the above calculation, the value of the effect size of CALL was found
i.e. 1.24. It meant that the effect size of CALL was strong since its value was
higher than 1.
C. The Hypothesis Test
As calculated above, the value of t observation was 5.29 while the value of t
table was 1.666. So, the value of t observation was higher than the value of t table.
Based on the study hypothesis rule, If the value of was equal to or higher than
the value of , the null hypothesis ( ) would be rejected and the alternative
hypothesis ( ) would be accepted. Conversely, If the value of was smaller than
the value of , the null hypothesis ( ) would be accepted and the alternative
hypothesis ( ) would be rejected. The followings were the null hypothesis ( )
and the alternative hypothesis ( ) of this study.
1. Null hypothesis ( ): computer-assisted language learning (CALL) is not
effective in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan.
61
2. Alternative hypothesis ( ): computer-assisted language learning (CALL) is
effective in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan.
So, it could be inferred that this study agreed that computer-assisted language
learning (CALL) was effective in teaching past tense to the tenth grade students of
SMAN 5 Tangerang Selatan.
D. The Analysis of Interview Data
As stated in the chapter three, there were 12 students in the experimental
class from the lower, middle, and upper pretest scores who were interviewed
about their opinion equipped with their reasons for answering two questions
which were directed to bear a conclusion whether CALL was effective in teaching
past tense or not.
The result of the interview (see appendix 6 p. 102-103) showed that most of
the interviewees stated that learning past tense using CALL was interesting, good,
and cool for them. It was interesting because the application was designed with
many interesting features such as music, picture, animation, and colorful template
which could increase students‘ motivation and curiosity to learn. It was good
because the application provided students with not only text but also video and
sound which could help students understand the material easily and memorize it
longer. It was cool since they had a chance to practice and played a game about
past tense which could automatically show students‘ score and show the students
whether their answers were correct or not so that the students could get immediate
feedback after practicing and playing a game about past tense. So, it could be
concluded that the use of CALL in teaching past tense was effective for them.
E. The Interpretation of the Data
From the result of data analyses above, it could be interpreted that the data of
this study had a normal distribution, had an equivalent variance, accepted the
alternative hypothesis of this study, and showed the strong effect of CALL as
well.
62
The data of this study had a normal distribution. It was proved by the value of
normality observation in the experimental class, 0.2142, and the control class,
0.1788, which were lower than the value of normality table, 0.218. In this case, if
the value of normality observation was same as or lower than the value of
normality table, it could be said that the data had a normal distribution. So, in this
study, the two data had a normal distribution.
The data of this study also had an equivalent variance. It was proved by the
value of homogeneity observation, 1.58, which was lower than the value of
homogeneity table, 1.74. In this case, if the value of homogeneity observation was
same as or lower than the value of homogeneity table, it could be said that the data
had an equivalent variance. So, in this study, the two data had an equivalent
variance.
In addition, the data of this study accepted the alternative hypothesis of this
study which stated that using CALL in teaching past tense was effective. It was
proved by the value of t observation, 5.29, which was higher than the value of t
table, 1.666. In this case, if the value of t observation was same as or higher than
the value of t table, it could be said that this study accepted the alternative
hypothesis. So, this study proved that the use of CALL in teaching past tense was
effective for the tenth grade students of SMAN 5 Tangerang Selatan.
Further, the data of this study showed that the effectiveness of CALL was
strong. It was proved by the value of the effect size of CALL, 1.24, which was
higher than 1. In this case, if the effect size of CALL was same as or higher than
1, it could be said that the effect size of CALL was strong. So, this study showed
that the effectiveness of CALL in teaching past tense to the tenth grade students of
SMAN 5 Tangerang Selatan was strong.
63
CHAPTER V
CONCLUSION AND SUGGESTION
A. The Conclusion of the Study
From the result of data analysis in the chapter IV, it could be concluded that
the use of CALL in teaching past tense to the tenth grade students of SMAN 5
Tangerang Selatan was effective. And, the effectiveness of CALL itself was
strong. It was proved by the result of students‘ gained score in the experimental
class which was higher than students‘ gained score in the control class i.e.
46.05>20.95. In addition, the result of t-test also showed that the value of t
observation was higher than the value of t table i.e. 5.29 > 1.666. And, the value
of the effect size of CALL i.e. 1.24 was higher than 1. This was in line with the
interview result which showed that all of the interviewees felt satisfied with the
use of CALL in learning past tense.
B. The Suggestions of the Study
To enhance the effectiveness of CALL in teaching past tense, below are some
suggestions that can be used for further researcher:
1. Teacher should make an application that provides students with a game about
past tense as a media for students to practice past tense. By providing such
game in the application, teacher can increase students‘ motivation to practice
past tense.
2. Teacher should make an application that can automatically show students‘
scores or show whether their answers are correct or not. By giving immediate
feedback to students, teacher can increase students‘ curiosity to solve past
tense questions.
3. Teacher should include not only text, but also video and sound as a media for
presenting the material. By using many features to present the material,
64
teacher can avoid students‘ boredom in learning past tense and also increase
their understanding about the material.
4. Further, as suggested by the students, the application that the teacher makes
should be designed simpler. In this case, there should not be many menus in
the application that can make students confused.
The suggestions above were resulted from the writer‘s experience in
conducting this study as well as from an interview with some students in the
experimental class.
65
BIBLIOGRAPHY
Abu Naba'h, Abdallah, et.al. The Effect of Computer-Assisted Language Learning
in Teaching English Grammar on the Achievement of Secondary Students in
Jordan. The International Arab Journal of Information Technology, Vol. 6,
No. 4, 2009.
Abu Shagga, Dalia Omar. The Effectiveness of Using Computerized Educational
Games on Developing Aspects of English Grammar for Deaf Ninth Graders
in Gaza Governorates. A Thesis Published in Al-Azhar University Gaza,
2012.
Alduais, Ahmed Mohammed Saleh. Integration of Language Learning Theories
and Aids Used for Language Teaching and Learning: A Psycholinguistic
Perspective. Journal of Studies in Education, Vol. 2, No. 4, November 2012.
Alexander, Graham Lock. Longman English Grammar Practice for Intermediate
Students. Cambridge: Cambridge University Press, 1988.
Arikunto, Suharsimi. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara,
2006.
Azar, Betty Schampfer. Understanding and Using English Grammar. New Jersey:
Prentice Hall Regents, 1989.
Bitterlin, K. Lynn, et.al. Grammar Matters Teaching Grammar in Adult ESL
Programs. New York: Cambridge University Press, 2010.
Creswell, John W. Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research. Boston: Pearson Education, 2012.
Fotos, S. and C. Browne. ―New Perspectives on CALL for second language
classrooms,‖ in Toni Yuliyanto (Ed). Developing Students’ grammar through
Computer-Assissted Language Learning (CALL). A Research Published in
UNJ University, 2010.
66
Fotos, S.. ―Cognitive Approaches to Grammar Instruction,‖ In K. Lynn Savage,
et.al (Eds.). Grammar Matters Teaching Grammar in Adult ESL Programs.
New York: Cambridge University Press, 2010.
Freeman, D. Laser. ―Teaching Language: From Grammar to Grammaring,‖ in Shu
Yun Yu (Ed.). The Effects of Games on the Acquisition of Some Grammatical
Features of L2 German on Students’ Motivation and on Classroom
Atmosphere. A Thesis Published in Australian Catholic University, October
2005.
Fromkin, Victoria, et.al. An Introduction to Language. Boston: Wadsworth, 2003.
Gay, L. R., et.al. Educational Research. New Jersey: Pearson Education, 2009.
Harmer, Jeremy. The Practice of English Language Teaching. New York:
Longman, 1991.
Hubbard, P. and Siskin C. Bradin. ―another look at tutorial CALL‖, in Sue E. K.
Otto and James P. Pusack (Eds.). Computer-Assisted Language Learning
Authoring Issues. The Modern Language Journal, Vol. 93, 2009.
Indonesian national education ministry regulation No. 22 year 2006. standard
competency and basic competency in senior high school, 2015. Retrieved
from http://bsnp-indonesia.org/id/?page_id=103.
Iravani, Hasan and Mehdi Tajik. The Effect of Software-assisted Grammar
Teaching on Learning Grammar of Iranian Male Junior High School
Learners. Journal of Language and Translation, Vol. 3, Number 1, 2012.
Katamba, Francis. Morphology. London: Macmillan Press, 1993.
Leech, G. and Svartvik, J.. A Communicative Grammar of English. Edinburgh:
Pearson Education, 2002.
Levy, M.. ―Computer-assisted language learning: Context and conceptualization‖,
in Sue E. K. Otto and James P. Pusack (Eds.). Computer-Assisted Language
Learning Authoring Issues. The Modern Language Journal, Vol. 93, 2009.
M. A. Phyle and M. E. Munoz Page, Cliff TOEFL preparation Guide Test of
English as a Foreign Language, (Delhi: Nice Printing Press, 2009), P.59.
Muijs, Daniel. Doing Quantitatve Research in Education. London: Sage
Publications, 2004.
67
Celce-Murcia, Marianne and Sharon Hilles. Techniques and Resources in
Teaching Grammar. New York: Oxford University, 1988.
Nicol, M. and A. Anderson. ―Computer-Assisted vs. Teacher–Directed Teaching
of Innumeracy in Adults‖, in Ali Ahmad Al-Barakat and Ruba Fahmi
Bataineh. International Journal of Education and Development using
Information and Communication Technology. IJEDICT, Vol. 4, Issue 4,
2008.
Otto, Sue E. K. and James P. Pusack. Computer-Assisted Language Learning
Authoring Issues. The Modern Language Journal, Vol. 93, 2009.
Richards, Jack C. and Theodore S. Rodgers. Approaches and Methods in
Language Teaching: a Description and Analysis. New York: Cambridge
University Press, 1986.
Rusman. Belajar dan Pembelajaran Berbasis Komputer: Mengembangkan
Profesionalisme Guru Abad 21. Bandung: Alfabeta, 2013.
Sadiman, Arief S., et.al. Media Pendidikan dan Proses Belajar Mengajar. Jakarta:
PT Raja Grafindo Persada; 1986.
Smaldino, Sharon E., et.al. Instructional Technology & Media for Learning.
Jakarta: Kencana, 2011.
Soekartiwi. ―Rancangan Instruksional,‖ in Nuhung Ruis, et.al (Eds). Instructional
Media. Jakarta: Ministry of National Education, 2009.
Sudijono, Anas. Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada,
1996.
Susetyo, Budi. Statistika untuk analysis data penelitian. Bandung: Refika
Aditama, 2010.
Ur, Peny. Grammar Practice Activities: a Practical Guide for Teachers. UK:
Cambridge University Press, 1988.
Willner, E. and J. Willner. ―Pre-service Teachers' Perceptions about Computer
Use for Tutoring‖, in Ali Ahmad Al-Barakat and Ruba Fahmi Bataineh.
International Journal of Education and Development using Information and
Communication Technology. IJEDICT, Vol. 4, Issue 4, 2008.
68
Young, B.. ―Exergaming Definitions‖, in Dalia Omar Abu Shagga (Ed.). The
Effectiveness of Using Computerized Educational Games on Developing
Aspects of English Grammar for Deaf Ninth Graders in Gaza Governorates.
A thesis Published in Al-Azhar University Gaza, 2012.
69
A
P
P
E
N
D
I
X
E
S
70
Appendix 1 : Instrument before being Tested Its Validity,
Reliability, and Item Quality
1. Aidil and Rian ………. in Astra last
year a. were working b. had worked c. worked d. had been working
2. Mrs. Enden ………. the home work last week a. do not checked b. did not check c. was not checking d. had not checked
3. Mr. Yasri ………. along the river bank when he accidentally met some people from Asmat tribe. a. walk b. walked c. was walking d. had been walking
4. Finally, Mrs. Ria’s daughter ………. to German after she had graduated from Senior High School a. study b. studied c. was studying d. had been studying
5. The train finally came after I ………. for twenty minutes. a. had waited b. was waiting c. waited d. had been waiting
6. Mr. Bukhari and Mr. Arif ………. to Tanah Abang Market two days ago. a. went b. had been going c. was not going d. had not gone
7. Mrs. Monalisa ………. English for 10 minutes when one of her students knocked the door. a. taught b. was teaching c. had taught d. had been teaching
8. Mrs. Sofrida ………. from UIN in 2006 a. had graduated b. graduated c. was graduating d. had been graduating
9. The car engine ………. smoothly when it suddenly stopped on the toll road. a. ran b. was running c. had run d. had been running
10. My lecturer had explained the lectures before ………. a. he had been reviewing the
previous one b. he reviewed the previous one c. he had reviewed the previous
one d. he was reviewing the previous
one 11. Arif ………. English for two hours
when Fenti came a. studied b. had studied c. had been studying d. was studying
12. The garden was finally clean after I ………. all grasses for an hour a. had been cutting b. cut
RESEARCH INSTRUMENT 1 Nilai
Nama
Kelas
Hari/tanggal
71
c. was cutting d. had cut
13. Our team ………. the game last week a. won b. was winning c. had won d. had been winning
14. Lia : What was your mother doing when you arrived at home two days ago? Aldi : She ………. in the living room a. cooked b. had been cooking c. had cooked d. was cooking
15. I guess the house ………. before it was advertised by the agent. a. sold b. had sold c. had been sold d. was selling
16. My eyes were very tired after I ………. A novel for two hours. a. had been reading b. read c. had read d. was reading
17. When the teacher entered the room, the students ………. a. were talking b. talked c. had been talking d. had talked
18. I ………. my grandmother’s house yesterday a. visited b. had been visiting c. had visited
d. was visiting 19. Sofrina ………. an aspirin when
Purnomo came to her house a. took b. had taken c. was taking d. had been taking
20. Mr. Susilo was very tired last night, so he selpt after he ………. off the light. a. was turned b. was turning c. had turned d. had been turning
21. Cinderalla ………. for a hundred years when a prince came to her a. Slept b. was sleeping c. had slept d. had been sleeping
22. Before Sabay ………. the computer program, She had checked it out with her husband, Martinus. a. had run b. ran c. was running d. had been running
23. Just now, I ………. a car hitting a man a. Saw b. Was seeing c. Had seen d. Had been seeing
24. The sun ………. when the children went out. a. shone b. was shining c. had been shining d. had shone
72
Appendix 1 : Instrument before being Tested Its Validity,
Reliability, and Item Quality
1. I ………. the task to my teacher,
before she asked me to do it. a. was submitted b. was submitting c. had been submitting d. had submitted
2. Adi ………. for an hour when his mother cried him to hurry up a. took a bath b. had taken a bath c. had been taking a bath d. was taking a bath
3. After my mother ………. me a breakfast, she woke me up a. was cooked b. was cooking c. had cooked d. had been cooking
4. I ………. a ticket for this concert two days ago a. had bought b. was buying c. bought d. had been buying
5. I ………. while my mother was cooking a. washed b. had been washing c. was washing d. had washed
6. After Cepi ………. breakfast, he went to the office by train. a. was eating b. had eaten c. was ate d. had been eating
7. I ………. for ten minutes when the teacher threw an eraser to my head
a. had daydreamed b. had been daydreaming c. daydreamed d. was daydreaming
8. I was singing while my brother ………. a. danced b. was dancing c. had been dancing d. had danced
9. Mr. Budi and his wife ………. in 2010 a. were marrying b. had married c. had been marrying d. married
10. When we were watching a movie, the screen suddenly ………. a. was switching off b. switched off c. had been switching off d. had switched off
11. I ………. a letter for my mother before I sent it a. was writing b. written c. had written d. had been writing
12. I ………. a tree for 30 minutes when tsunami came destroying my village a. climbed b. was climbing c. had climbed d. had been climbing
13. Before I went to school, I ………. a permission to my parents a. were asked b. was asking c. had asked d. had been asking
RESEARCH INSTRUMENT 2 Nilai
Nama
Kelas
Hari/tanggal
73
14. She ………. a doll with me yesterday. a. was playing b. played c. had played d. had been playing
15. My father was working at an office while my mother ………. at a mall. a. shopped b. was shopping c. had shopped d. had been shopping
16. Before I brought home a new bag, I ………. it to the cashier a. had paid b. had been paying c. was paid d. was paying
17. I ………. English for two years before I went to study aboard. a. had studied b. had been studying c. was studying d. studied
18. Sinta ………. for an hour before her mother gave her an Ice cream a. was crying b. had been crying c. cried d. had cried
19. My mother ………. me a house a year ago. a. gave b. was giving c. had given d. had been giving
20. My telephone ………. when I was in a toilet a. rang b. was ringing c. had been ringing d. had rung
21. Diki ………. before he saw his baby a. was died b. had been dying c. had died d. was dying
22. Sandi ………. for three hours when the alarm rang a. was sleeping b. slept c. had slept d. had been sleeping
23. Boby ………. at this semester. He got a lot of red marks in his rapport. a. was failing b. had failed c. failed d. had been failing
74
Appendix 1 : Instrument before being Tested Its Validity,
Reliability, and Item Quality
CINDERELLA
Long, long time ago, there lived a beautiful girl named Cinderella. Because
her parents . . . (1) away, she . . . (2) with her step mother and step sister.
Cinderella was very sad everyday because she . . . (3) to do the housework alone.
One day, the king . . . (4) to find the wife for his son. He . . . (5) all the
beautiful girls to come. Cinderella was very sad because her step sister . . . (6) not
let her go. Her sister . . . (7) to the palace without Cinderella.
Luckily, The Angel came and helped Cinderella to go to the palace. In the
palace, Cinderella . . . (8) with the prince. He . . . (9) in love with her; then he
married her. They . . . (10) happily ever after.
1. a. passed
b. pass
c. passing
d. passes
2. a. living
b. lived
c. live
d. lives
3. a. had
b. have
c. has
d. having
4. a. wanting
b. wants
c. want
d. wanted
5. a. invited
b. invite
c. invites
d. inviting
6. a. done
b. do
c. does
d. did
7. a. went
b. go
c. gone
d. going
8. a. dance
b. danced
c. dancing
d. dances
9. a. fall
b. falls
c. fell
d. flown
10. a. lived
b. lives
c. live
d. living
RESEARCH INSTRUMENT 3 Nilai
Nama
Kelas
Hari/tanggal
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the Instrument
VALIDITY 1
Testee Skor untuk butir item nomor
Xt Xt2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
1 0 1 0 1 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 0 0 0 1 1 9 81
2 0 1 0 1 0 0 1 0 1 0 0 0 0 1 0 0 0 0 1 0 0 0 1 1 8 64
3 0 0 0 1 0 0 1 0 1 0 0 0 0 1 0 1 1 0 1 0 0 0 1 1 9 81
4 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 1 0 1 0 0 0 1 1 8 64
5 1 1 1 1 0 0 1 1 1 1 0 0 1 1 0 1 1 0 1 0 0 0 1 1 15 225
6 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 1 1 1 0 0 0 1 6 36
7 0 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 4 16
8 0 1 0 0 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 1 0 0 6 36
9 0 0 1 0 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 1 4 16
10 0 0 0 1 0 1 0 1 0 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 8 64
11 0 1 1 1 1 0 1 1 1 0 0 0 0 1 0 1 1 0 0 1 1 0 0 0 12 144
12 1 0 1 0 1 0 1 1 1 0 1 0 1 1 0 1 1 0 1 1 1 0 0 1 15 225
13 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 1 1 1 0 0 0 1 6 36
14 0 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 1 1 1 0 0 0 1 15 225
15 0 0 0 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 0 0 0 1 3 9
16 0 0 0 1 1 1 1 0 0 0 1 1 0 0 0 1 0 0 0 0 1 0 0 1 9 81
17 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 1 0 1 0 0 0 1 1 8 64
18 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 1 0 1 1 9 81
19 1 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 1 0 1 1 10 100
75
20 0 0 1 0 1 0 1 0 0 0 1 0 0 0 0 1 1 0 1 1 1 0 0 1 10 100
21 1 1 1 1 1 0 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 0 1 1 16 256
22 0 1 0 0 1 0 1 0 1 0 0 0 0 0 0 1 1 0 0 0 1 0 1 1 9 81
23 0 0 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 1 1 0 0 1 1 9 81
24 0 0 0 0 1 0 1 0 0 0 0 0 0 0 1 1 1 0 1 1 1 0 1 0 9 81
25 0 0 1 0 1 1 0 0 1 0 0 1 0 0 0 1 0 0 1 0 0 0 0 1 8 64
26 0 0 0 1 0 1 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 0 0 1 12 144
27 0 1 0 0 1 0 1 0 1 0 1 1 0 0 0 1 1 0 1 1 1 0 0 1 12 144
28 0 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 1 0 0 0 1 0 1 1 8 64
29 1 0 1 0 1 0 1 0 1 0 0 0 0 1 0 1 0 0 1 1 1 0 0 1 11 121
30 1 1 0 0 1 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 1 0 1 1 10 100
31 0 0 0 0 1 0 1 0 1 0 1 0 0 0 0 1 1 0 1 1 1 0 0 0 9 81
32 0 1 1 1 1 0 1 1 1 0 0 1 0 0 0 1 1 0 1 1 0 0 0 1 13 169
33 1 1 1 0 1 0 1 1 1 0 0 0 0 1 0 0 1 1 1 1 1 0 0 0 13 169
33 N1 N2 N3 N4 N5 N6 N7 N8 N9
N1
0
N1
1
N1
2
N1
3
N1
4
N1
5
N1
6
N1
7
N1
8
N1
9
N2
0
N2
1
N2
2
N2
3
N2
4
Xt
Xt
2
8 15 12 11 17 8 26 6 26 2 9 7 2 13 8 19 23 4 21 17 16 2 14 27 313 3303
P 0.24 0.45 0.36 0.33 0.52 0.24 0.79 0.18 0.79 0.06 0.27 0.21 0.06 0.39 0.24 0.58 0.7 0.12 0.64 0.52 0.48 0.06 0.42 0.82
Q 0.76 0.55 0.64 0.67 0.48 0.76 0.21 0.82 0.21 0.94 0.73 0.79 0.94 0.61 0.76 0.42 0.3 0.88 0.36 0.48 0.52 0.94 0.58 0.18
76
77
Appendix 2 : Validity, Reliability, and Item Quality Test
Calculation of the Instrument
VALIDITY 1
Soal Mp Mt SDt p q r pbi r table sig.
5% Interprestasi
1 12 9.5 3.2 0.2 0.8 0.51 0.355 r pbi>r table Valid
2 11 9.5 3.2 0.5 0.5 0.43 0.355 r pbi>r table Valid
3 11 9.5 3.2 0.4 0.6 0.44 0.355 r pbi>r table Valid
4 11 9.5 3.2 0.3 0.7 0.44 0.355 r pbi>r table Valid
5 11 9.5 3.2 0.5 0.5 0.55 0.355 r pbi>r table Valid
6 8.6 9.5 3.2 0.2 0.8 -0.2 0.355 r pbi<r table Invali
d
7 10 9.5 3.2 0.8 0.2 0.38 0.355 r pbi>r table Valid
8 13 9.5 3.2 0.2 0.8 0.47 0.355 r pbi>r table Valid
9 10 9.5 3.2 0.8 0.2 0.41 0.355 r pbi>r table Valid
10 15 9.5 3.2 0.1 0.9 0.44 0.355 r pbi>r table Valid
11 12 9.5 3.2 0.3 0.7 0.44 0.355 r pbi>r table Valid
12 12 9.5 3.2 0.2 0.8 0.43 0.355 r pbi>r table Valid
13 15 9.5 3.2 0.1 0.9 0.44 0.355 r pbi>r table Valid
14 9.6 9.5 3.2 0.4 0.6 0.03 0.355 r pbi<r table Invali
d
15 8.1 9.5 3.2 0.2 0.8 -0.2 0.355 r pbi<r table Invali
d
16 11 9.5 3.2 0.6 0.4 0.55 0.355 r pbi>r table Valid
17 11 9.5 3.2 0.7 0.3 0.51 0.355 r pbi>r table Valid
18 10 9.5 3.2 0.1 0.9 0.06 0.355 r pbi<r table Invali
d
19 11 9.5 3.2 0.6 0.4 0.43 0.355 r pbi>r table Valid
20 11 9.5 3.2 0.5 0.5 0.36 0.355 r pbi>r table Valid
21 11 9.5 3.2 0.5 0.5 0.42 0.355 r pbi>r table Valid
22 7 9.5 3.2 0.1 0.9 -0.2 0.355 r pbi<r table Invali
d
23 9.8 9.5 3.2 0.4 0.6 0.08 0.355 r pbi<r table Invali
d
24 9.5 9.5 3.2 0.8 0.2 -0 0.355 r pbi<r table Invali
d
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the Instrument
RELIABILITY 1
Testee Skor untuk butir item ganjil nomor:
X
Testee
Skor untuk butir item genap
nomor: Y
Testee
Skor item
bernomor XY X2 Y2
1 3 5 7 9 11 13 17 19 21
2 4 8 10 12 16 20
X Y
1 0 0 0 1 1 0 0 0 1 0 3
1 1 1 0 0 0 1 0 3
1 3 3 9 9 9
2 0 0 0 1 1 0 0 0 1 0 3
2 1 1 0 0 0 0 0 2
2 3 2 6 9 4
3 0 0 0 1 1 0 0 1 1 0 4
3 0 1 0 0 0 1 0 2
3 4 2 8 16 4
4 0 0 0 1 1 0 0 1 1 0 4
4 0 0 0 0 0 1 0 1
4 4 1 4 16 1
5 1 1 0 1 1 0 1 1 1 0 7
5 1 1 1 1 0 1 0 5
5 7 5 35 49 25
6 0 0 0 0 1 0 0 0 1 0 2
6 0 0 0 0 0 0 1 1
6 2 1 2 4 1
7 0 1 0 0 1 0 0 1 0 0 3
7 0 0 0 0 0 0 0 0
7 3 0 0 9 0
8 0 0 0 1 1 0 0 0 0 0 2
8 1 0 0 0 0 0 0 1
8 2 1 2 4 1
9 0 1 0 1 0 0 0 0 0 0 2
9 0 0 0 0 0 0 1 1
9 2 1 2 4 1
10 0 0 0 0 0 1 0 1 0 0 2
10 0 1 1 0 0 0 1 3
10 2 3 6 4 9
11 0 1 1 1 1 0 0 1 0 1 6
11 1 1 1 0 0 1 1 5
11 6 5 30 36 25
12 1 1 1 1 1 1 1 1 1 1 10
12 0 0 1 0 0 1 1 3
12 10 3 30 100 9
13 0 0 0 0 0 0 0 0 1 0 1
13 0 0 0 0 0 0 1 1
13 1 1 1 1 1
14 0 1 1 0 1 1 0 1 1 0 6
14 1 1 0 1 1 1 1 6
14 6 6 36 36 36
15 0 0 0 0 0 0 0 0 0 0 0
15 0 0 0 0 0 0 0 0
15 0 0 0 0 0
16 0 0 1 1 0 1 0 0 0 1 4
16 0 1 0 0 1 1 0 3
16 4 3 12 16 9
17 0 0 0 1 1 0 0 1 1 0 4
17 0 0 0 0 0 1 0 1
17 4 1 4 16 1
78
18 1 0 0 1 1 0 0 1 0 1 5
18 1 0 0 0 0 0 0 1
18 5 1 5 25 1
19 1 0 1 1 1 0 0 1 0 1 6
19 1 0 0 0 0 0 0 1
19 6 1 6 36 1
20 0 1 1 1 0 1 0 1 1 1 7
20 0 0 0 0 0 1 1 2
20 7 2 14 49 4
21 1 1 1 1 1 1 0 1 1 1 9
21 1 1 0 0 1 1 1 5
21 9 5 45 81 25
22 0 0 1 1 1 0 0 1 0 1 5
22 1 0 0 0 0 1 0 2
22 5 2 10 25 4
23 0 0 1 1 1 0 0 1 1 0 5
23 0 0 0 0 0 0 1 1
23 5 1 5 25 1
24 0 0 1 1 0 0 0 1 1 1 5
24 0 0 0 0 0 1 1 2
24 5 2 10 25 4
25 0 1 1 0 1 0 0 0 1 0 4
25 0 0 0 0 1 1 0 2
25 4 2 8 16 4
26 0 0 0 1 1 1 0 1 1 1 6
26 0 1 0 0 1 1 1 4
26 6 4 24 36 16
27 0 0 1 1 1 1 0 1 1 1 7
27 1 0 0 0 1 1 1 4
27 7 4 28 49 16
28 0 0 0 1 1 0 0 1 0 1 4
28 1 0 0 0 0 0 0 1
28 4 1 4 16 1
29 1 1 1 1 1 0 0 0 1 1 7
29 0 0 0 0 0 1 1 2
29 7 2 14 49 4
30 1 0 1 1 1 0 0 1 0 1 6
30 1 0 0 0 0 0 0 1
30 6 1 6 36 1
31 0 0 1 1 1 1 0 1 1 1 7
31 0 0 0 0 0 1 1 2
31 7 2 14 49 4
32 0 1 1 1 1 0 0 1 1 0 6
32 1 1 1 0 1 1 1 6
32 6 6 36 36 36
33 1 1 1 1 1 0 0 1 1 1 8
33 1 0 1 0 0 0 1 3
33 8 3 24 64 9
33 8 12 17 26 26 9 2 23 21 16 33 15 11 6 2 7 19 17 33 160 77 440 946 267
RELIABILITY 1
r 1/2 1/2 r 1 1 Interprestasi
0.54675 0.70696 r 11 > 0.70 Reliable
79
80
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation
of the Instrument
INDEX DIFFICULTY and DESCRIMINATION INDEX 1
Testee Skor untuk butir item nomor
Xt 1 2 3 4 5 7 8 9 10 11 12 13 16 17 19 20 21
21 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 1 1 14
12 1 0 1 0 1 1 1 1 0 1 0 1 1 1 1 1 1 13
5 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 0 0 12
14 0 1 1 1 1 0 0 1 1 1 1 0 1 1 1 1 0 12
32 0 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 0 12
11 0 1 1 1 1 1 1 1 0 0 0 0 1 1 0 1 1 11
27 0 1 0 0 1 1 0 1 0 1 1 0 1 1 1 1 1 11
33 1 1 1 0 1 1 1 1 0 0 0 0 0 1 1 1 1 11
26 0 0 0 1 0 1 0 1 0 1 1 0 1 1 1 1 1 10
20 0 0 1 0 1 1 0 0 0 1 0 0 1 1 1 1 1 9
29 1 0 1 0 1 1 0 1 0 0 0 0 1 0 1 1 1 9
31 0 0 0 0 1 1 0 1 0 1 0 0 1 1 1 1 1 9
16 0 0 0 1 1 1 0 0 0 1 1 0 1 0 0 0 1 7
19 1 1 0 0 1 1 0 1 0 0 0 0 0 1 0 0 1 7
22 0 1 0 0 1 1 0 1 0 0 0 0 1 1 0 0 1 7
24 0 0 0 0 1 1 0 0 0 0 0 0 1 1 1 1 1 7
30 1 1 0 0 1 1 0 1 0 0 0 0 0 1 0 0 1 7
1 0 1 0 1 0 1 0 1 0 0 0 0 1 0 1 0 0 6
5 0 0 0 1 0 1 0 1 0 0 0 0 1 1 1 0 0 6
17
7 11 9 9 15 18 5 16 2 8 6 2 16 16 14 12 14 180
18 1 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 6
23 0 0 0 0 1 1 0 1 0 0 0 0 0 1 1 1 0 6
25 0 0 1 0 1 0 0 1 0 0 1 0 1 0 1 0 0 6
2 0 1 0 1 0 1 0 1 0 0 0 0 0 0 1 0 0 5
4 0 0 0 0 0 1 0 1 0 0 0 0 1 1 1 0 0 5
10 0 0 0 1 0 0 1 0 0 1 0 0 0 1 0 1 0 5
17 0 0 0 0 0 1 0 1 0 0 0 0 1 1 1 0 0 5
28 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 1 5
6 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 1 0 3
7 0 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 0 3
81
8 0 1 0 0 0 1 0 1 0 0 0 0 0 0 0 0 0 3
9 0 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 3
13 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 0 2
15 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
16
1 4 3 2 2 8 1 10 0 1 1 0 3 7 7 5 2 57
N = 33
N
1
N
2
N
3
N
4
N
5
N
7
N
8
N
9
N
10
N
11
N
12
N
13
N
16
N
17
N
19
N
20
N
21
Xt
8 15 12 11 17 26 6 26 2 9 7 2 19 23 21 17 16 237
INDEX
DIFFICULTY 0.2 0.5 0.4 0.3 0.5 0.8 0.2 0.8 0.1 0.3 0.2 0.1 0.6 0.7 0.6 0.5 0.5
INTERPRETASI S C C C C M S M S C S S C C C C C
M (MUDAH) = 0.7-1.0
C (CUKUP) = 0.7-0.3
S (SULIT) = 0.1-0.3
DISCRIMINATI
ON INDEX
0.
3
0
.
4
0
.
3
0
.
4
0
.
8
0
.
6
0
.
2
0
.
3
0.
1
0.
4
0.
3
0.
1
0.
8
0.
5
0.
4
0.
4
0.
7
INTERPRESTAS
I √ √ √ √ √ √ √ √ X √ √ X √ √ √ √ √
D: 0, 0 -0, 2: poor
D: 0, 2 -0, 4: satisfactory
D: 0, 4 -0, 7:
good
D: 0, 7 -1, 0: excellent
D: negative: bad
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the Instrument
VALIDITY 2
Testee Skor untuk butir item nomor
Xt Xt2 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
1 1 1 1 0 1 1 1 1 0 0 0 1 1 0 0 1 0 1 0 1 1 1 0 14 196
2 1 1 1 0 1 1 1 1 1 0 1 1 1 0 1 1 1 1 0 0 1 1 0 17 289
3 1 0 1 0 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 14 196
4 1 1 0 0 1 1 0 1 0 0 0 1 1 0 1 1 1 1 0 0 0 0 0 11 121
5 1 0 1 1 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 10 100
6 0 1 1 0 1 1 1 1 0 0 1 1 1 0 0 1 1 1 0 0 1 0 0 13 169
7 1 0 0 0 0 0 1 1 0 1 0 0 0 0 1 1 0 0 1 0 1 0 0 8 64
8 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 1 1 0 0 0 1 1 1 10 100
9 1 1 0 1 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 10 100
10 0 0 1 1 0 1 1 1 0 0 0 0 1 0 1 0 0 0 0 0 1 0 0 8 64
11 1 0 1 1 0 0 1 0 1 1 1 0 1 0 1 1 0 1 0 1 1 1 0 14 196
12 1 1 1 0 0 0 1 0 0 1 1 0 0 0 0 1 0 0 0 0 1 0 0 8 64
13 1 1 0 0 1 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 10 100
14 1 1 1 0 1 0 1 1 0 0 1 1 1 0 0 0 1 1 0 1 0 1 0 13 169
15 1 0 0 0 0 1 1 1 0 1 0 0 0 1 0 1 0 0 0 0 1 0 0 8 64
16 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 16 256
17 1 0 0 1 0 1 0 0 0 0 1 1 1 0 1 0 0 0 1 1 1 1 0 11 121
18 1 0 0 0 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 8 64
19 1 1 1 0 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 1 20 400
82
20 1 1 0 1 0 1 1 1 0 1 0 0 0 0 1 1 0 0 0 0 1 0 0 10 100
21 1 0 0 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 0 1 0 0 5 25
22 1 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 0 4 16
23 1 1 0 0 1 1 1 1 0 1 0 1 0 0 1 1 0 1 0 1 0 1 0 13 169
24 1 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 1 1 1 18 324
25 0 1 1 0 1 1 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 15 225
26 1 1 1 0 1 0 1 1 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 15 225
27 1 0 1 0 0 1 1 1 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 13 169
28 1 1 1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 13 169
29 0 1 1 0 1 0 1 1 0 0 1 1 1 0 1 1 1 1 0 0 0 1 0 13 169
30 1 0 1 0 0 1 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 0 14 196
31 0 0 1 1 0 0 1 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 5 25
32 1 1 1 0 1 1 1 1 0 0 1 1 1 0 0 1 1 1 0 0 1 1 0 15 225
33 1 0 0 0 0 0 1 1 0 1 0 0 0 1 0 1 0 0 0 0 1 0 0 7 49
34 1 1 1 0 1 1 1 1 0 0 0 1 1 0 0 1 1 1 0 1 1 1 0 15 225
35 1 1 0 1 1 1 1 1 0 1 0 1 1 1 0 1 0 0 0 1 1 0 0 14 196
36 1 0 1 0 0 1 1 0 0 0 1 1 1 0 1 1 1 1 0 0 1 1 0 13 169
37 1 0 0 0 0 0 0 0 0 0 1 0 0 0 1 0 0 0 1 1 0 0 0 5 25
N = 37
N1 N2 N3 N4 N5 N6 N7 N8 N9 N10 N11 N12 N13 N14 N15 N16 N17 N18 N19 N20 N21 N22 N23 Xt Xt 2
31 20 23 9 17 25 31 26 5 14 21 22 23 6 24 32 16 19 5 11 30 17 3 430 5534
P 0.8 0.5 0.6 0.2 0.5 0.7 0.8 0.7 0.1 0.4 0.6 0.6 0.6 0.2 0.6 0.9 0.4 0.5 0.1 0.3 0.8 0.5 0.1
Q 0.2 0.5 0.4 0.8 0.5 0.3 0.2 0.3 0.9 0.6 0.4 0.4 0.4 0.8 0.4 0.1 0.6 0.5 0.9 0.7 0.2 0.5 0.9
83
84
Appendix 2 : Validity, Reliability, and Item Quality Test
Calculation of the Instrument
VALIDITY 2
Soal Mp Mt SDt p Q r pbi r table sig.
5% Interprestasi
1 12 12 3.8 0.8 0.2 0.11031 0.334 r pbi<r t Invalid
2 14 12 3.8 0.5 0.5 0.57766 0.334 r pbi>r t Valid
3 13 12 3.8 0.6 0.4 0.5663 0.334 r pbi>r t Valid
4 11 12 3.8 0.2 0.8 -0.1587 0.334 r pbi<r t Invalid
5 14 12 3.8 0.5 0.5 0.67541 0.334 r pbi>r t Valid
6 13 12 3.8 0.7 0.3 0.44658 0.334 r pbi>r t Valid
7 12 12 3.8 0.8 0.2 0.45685 0.334 r pbi>r t Valid
8 13 12 3.8 0.7 0.3 0.40115 0.334 r pbi>r t Valid
9 16 12 3.8 0.1 0.9 0.4129 0.334 r pbi>r t Valid
10 11 12 3.8 0.4 0.6 -0.1273 0.334 r pbi<r t Invalid
11 13 12 3.8 0.6 0.4 0.44327 0.334 r pbi>r t Valid
12 14 12 3.8 0.6 0.4 0.78518 0.334 r pbi>r t Valid
13 14 12 3.8 0.6 0.4 0.75652 0.334 r pbi>r t Valid
14 8.7 12 3.8 0.2 0.8 -0.3413 0.334 r pbi<r t Invalid
15 12 12 3.8 0.6 0.4 0.17958 0.334 r pbi<r t Invalid
16 12 12 3.8 0.9 0.1 0.33436 0.334 r pbi>r t Valid
17 14 12 3.8 0.4 0.6 0.64535 0.334 r pbi>r t Valid
18 14 12 3.8 0.5 0.5 0.76937 0.334 r pbi>r t Valid
19 12 12 3.8 0.1 0.9 -0.0022 0.334 r pbi<r t Invalid
20 14 12 3.8 0.3 0.7 0.35961 0.334 r pbi>r t Valid
21 12 12 3.8 0.8 0.2 -0.0118 0.334 r pbi<r t Invalid
22 14 12 3.8 0.5 0.5 0.58998 0.334 r pbi>r t Valid
23 16 12 3.8 0.1 0.9 0.34148 0.334 r pbi>r t Valid
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the Instrument
RELIABILITY 2
Testee Skor untuk butir item ganjil nomor:
X
Testee Skor untuk butir item genap nomor:
Y
Testee Skor item bernomor
XY X2 Y2 3 5 7 9 11 13 17 23 2 6 8 12 16 18 20 22 Ganjil (X) Genap (Y)
1 1 1 1 0 0 1 0 0 4 1 1 1 1 1 1 1 1 1 8 1 4 8 32 16 64
2 1 1 1 1 1 1 1 0 7 2 1 1 1 1 1 1 0 1 7 2 7 7 49 49 49
3 1 0 1 0 1 1 1 0 5 3 0 1 1 1 1 1 0 1 6 3 5 6 30 25 36
4 0 1 0 0 0 1 1 0 3 4 1 1 1 1 1 1 0 0 6 4 3 6 18 9 36
5 1 0 1 0 0 0 0 0 2 5 0 1 1 0 1 0 0 0 3 5 2 3 6 4 9
6 1 1 1 0 1 1 1 0 6 6 1 1 1 1 1 1 0 0 6 6 6 6 36 36 36
7 0 0 1 0 0 0 0 0 1 7 0 0 1 0 1 0 0 0 2 7 1 2 2 1 4
8 1 0 0 0 1 1 1 1 5 8 0 1 0 1 1 0 0 1 4 8 5 4 20 25 16
9 0 0 1 0 0 0 0 0 1 9 1 1 1 0 1 0 0 0 4 9 1 4 4 1 16
10 1 0 1 0 0 1 0 0 3 10 0 1 1 0 0 0 0 0 2 10 3 2 6 9 4
11 1 0 1 1 1 1 0 0 5 11 0 0 0 0 1 1 1 1 4 11 5 4 20 25 16
12 1 0 1 0 1 0 0 0 3 12 1 0 0 0 1 0 0 0 2 12 3 2 6 9 4
13 0 1 1 0 0 0 0 0 2 13 1 1 1 0 1 0 0 0 4 13 2 4 8 4 16
14 1 1 1 0 1 1 1 0 6 14 1 0 1 1 0 1 1 1 6 14 6 6 36 36 36
15 0 0 1 0 0 0 0 0 1 15 0 1 1 0 1 0 0 0 3 15 1 3 3 1 9
16 1 1 1 0 1 1 1 0 6 16 1 1 1 1 1 1 0 1 7 16 6 7 42 36 49
17 0 0 0 0 1 1 0 0 2 17 0 1 0 1 0 0 1 1 4 17 2 4 8 4 16
18 0 0 1 0 0 0 0 0 1 18 0 1 1 0 1 0 0 0 3 18 1 3 3 1 9
19 1 1 1 1 1 1 1 1 8 19 1 1 1 1 1 1 1 0 7 19 8 7 56 64 49
85
20 0 0 1 0 0 0 0 0 1 20 1 1 1 0 1 0 0 0 4 20 1 4 4 1 16
21 0 0 0 0 1 0 0 0 1 21 0 0 0 0 1 0 0 0 1 21 1 1 1 1 1
22 0 0 0 0 0 0 0 0 0 22 0 0 0 0 1 0 0 0 1 22 0 1 0 0 1
23 0 1 1 0 0 0 0 0 2 23 1 1 1 1 1 1 1 1 8 23 2 8 16 4 64
24 1 1 1 0 1 1 1 1 7 24 1 1 1 1 1 1 1 1 8 24 7 8 56 49 64
25 1 1 1 0 1 1 1 0 6 25 1 1 1 1 1 1 0 1 7 25 6 7 42 36 49
26 1 1 1 0 1 1 1 0 6 26 1 0 1 1 1 1 0 1 6 26 6 6 36 36 36
27 1 0 1 0 1 1 1 0 5 27 0 1 1 1 1 1 0 1 6 27 5 6 30 25 36
28 1 1 1 1 1 1 0 0 6 28 1 0 0 1 1 1 0 0 4 28 6 4 24 36 16
29 1 1 1 0 1 1 1 0 6 29 1 0 1 1 1 1 0 1 6 29 6 6 36 36 36
30 1 0 1 1 1 1 0 0 5 30 0 1 0 1 1 0 1 0 4 30 5 4 20 25 16
31 1 0 1 0 0 0 0 0 2 31 0 0 0 0 0 0 0 0 0 31 2 0 0 4 0
32 1 1 1 0 1 1 1 0 6 32 1 1 1 1 1 1 0 1 7 32 6 7 42 36 49
33 0 0 1 0 0 0 0 0 1 33 0 0 1 0 1 0 0 0 2 33 1 2 2 1 4
34 1 1 1 0 0 1 1 0 5 34 1 1 1 1 1 1 1 1 8 34 5 8 40 25 64
35 0 1 1 0 0 1 0 0 3 35 1 1 1 1 1 0 1 0 6 35 3 6 18 9 36
36 1 0 1 0 1 1 1 0 5 36 0 1 0 1 1 1 0 1 5 36 5 5 25 25 25
37 0 0 0 0 1 0 0 0 1 37 0 0 0 0 0 0 1 0 1 37 1 1 1 1 1
X 139
Y 172
X Y XY X2 Y2
N3 N5 N7 N9 N11 N13 N17 N23 N2 N6 N8 N12 N16 N18 N20 N22 37 139 172 778 705 988
23 17 31 5 21 23 16 3 20 25 26 22 32 19 11 17
r 1/2 1/2 r 1 1 Interprestasi
0.71033 0.83064 r 11 > 0.70 Reliable
86
87
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation of the
Instrument
INDEX DIFFICULTY and DESCRIMINATION INDEX 2
Testee Skor
Xt 2 3 5 6 7 8 9 11 12 13 16 17 18 20 22 23
19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 15
24 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 15
2 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 0 14
16 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 13
25 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 13
32 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 0 13
34 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 13
1 1 1 1 1 1 1 0 0 1 1 1 0 1 1 1 0 12
6 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 0 12
14 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 0 12
26 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 0 12
29 1 1 1 0 1 1 0 1 1 1 1 1 1 0 1 0 12
3 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 11
27 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 0 11
23 1 0 1 1 1 1 0 0 1 0 1 0 1 1 1 0 10
28 1 1 1 0 1 0 1 1 1 1 1 0 1 0 0 0 10
36 0 1 0 1 1 0 0 1 1 1 1 1 1 0 1 0 10
4 1 0 1 1 0 1 0 0 1 1 1 1 1 0 0 0 9
8 0 1 0 1 0 0 0 1 1 1 1 1 0 0 1 1 9
N = 19 N2 N3 N5 N6 N7 N8 N9 N11 N12 N13 N16 N17 N18 N20 N22 N23
15 17 15 15 17 16 3 15 19 18 18 16 18 6 15 3
11 0 1 0 0 1 0 1 1 0 1 1 0 1 1 1 0 9
30 0 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 9
35 1 0 1 1 1 1 0 0 1 1 1 0 0 1 0 0 9
17 0 0 0 1 0 0 0 1 1 1 0 0 0 1 1 0 6
13 1 0 1 1 1 1 0 0 0 0 1 0 0 0 0 0 6
4 0 1 0 1 1 1 0 0 0 0 1 0 0 0 0 0 5
9 1 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 5
10 0 1 0 1 1 1 0 0 0 1 0 0 0 0 0 0 5
12 1 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 5
20 1 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 5
88
15 0 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 4
18 0 0 0 1 1 1 0 0 0 0 1 0 0 0 0 0 4
7 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 3
33 0 0 0 0 1 1 0 0 0 0 1 0 0 0 0 0 3
21 0 0 0 0 0 0 0 1 0 0 1 0 0 0 0 0 2
31 0 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 2
37 0 0 0 0 0 0 0 1 0 0 0 0 0 1 0 0 2
22 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 0 1
N = 18 N2 N3 N5 N6 N7 N8 N9 N11 N12 N13 N16 N17 N18 N20 N22 N23
5 6 2 10 14 10 2 6 3 5 14 0 1 5 2 0
N = 37 N2 N3 N5 N6 N7 N8 N9
N1
1
N1
2
N1
3
N1
6
N1
7
N1
8
N2
0
N2
2 N23
20 23 17 25 31 26 5 21 22 23 32 16 19 11 17 3
INDEX DIFFICULTY
0.5
4
0.6
2
0.4
6
0.6
8
0.8
4 0.7
0.1
4
0.5
7
0.5
9
0.6
2
0.8
6
0.4
3
0.5
1 0.3
0.4
6
0.08
1
INTERPRETASI C C C C M C S C C C M C C C C S
M (MUDAH) = 0.7-1.0
C (CUKUP) = 0.7-0.3
S (SULIT) = 0.1-0.3
DISCRIMINATION
INDEX
0.5
1
0.5
6
0.6
8
0.2
3
0.1
2
0.2
9
0.0
5
0.4
6
0.8
3
0.6
7
0.1
7
0.8
4
0.8
9
0.0
4
0.6
8
0.15
8
INTERPRESTASI √ √ √ √ X √ X √ √ √ √ √ √ X √ √
D: 0, 0 -0, 2: poor
D: 0, 4 -0, 7: good
D: 0, 7 -1, 0: excellent
D: negative: bad
89
Appendix 2 : Validity, Reliability, and Item Quality Test Calculation
of the Instrument
VALIDITY 3
Testee Skor untuk butir item nomor
Xt Xt2 1 2 3 4 5 6 7 8 9 10
1 0 0 0 1 0 1 1 0 0 0 3 9
2 1 0 0 0 0 1 1 0 0 0 3 9
3 1 1 0 0 1 1 1 0 0 1 6 36
4 1 1 0 1 1 0 0 1 1 0 6 36
5 1 1 0 1 1 0 0 1 1 0 6 36
6 1 1 1 0 1 1 0 0 1 1 7 49
7 1 1 1 0 1 1 0 0 1 1 7 49
8 1 1 1 1 1 1 1 1 1 1 10 100
9 1 1 1 1 1 1 1 1 1 1 10 100
10 1 1 1 1 1 1 1 1 1 1 10 100
11 1 1 1 1 0 1 0 1 1 1 8 64
12 1 1 0 1 1 1 0 0 0 1 6 36
13 1 1 1 1 1 1 1 1 1 1 10 100
14 1 1 1 1 1 1 1 0 0 1 8 64
15 1 0 0 0 0 0 0 0 0 0 1 1
16 1 1 1 0 1 1 0 0 1 1 7 49
17 1 1 1 0 1 1 0 0 1 1 7 49
18 1 1 1 1 1 1 1 1 1 1 10 100
19 1 0 0 1 0 1 0 0 0 1 4 16
20 1 1 0 1 1 1 1 0 0 0 6 36
21 1 1 1 1 0 1 1 0 0 0 6 36
22 1 1 1 1 1 1 1 1 1 1 10 100
23 1 1 1 0 1 1 1 0 0 1 7 49
24 1 0 1 1 0 1 0 0 1 0 5 25
25 1 0 0 0 0 1 1 0 0 0 3 9
26 1 1 0 0 0 1 1 0 0 0 4 16
27 1 0 1 1 0 1 1 0 0 0 5 25
28 1 0 0 1 0 1 1 0 0 0 4 16
29 1 1 0 1 0 1 1 0 0 0 5 25
30 1 0 0 1 0 1 1 0 0 0 4 16
31 1 0 0 1 0 1 1 0 0 0 4 16
32 1 0 0 0 0 1 1 0 0 0 3 9
90
JUMLAH
N=32
N1 N2 N3 N4 N5 N6 N7 N8 N9 N10 Xt Xt 2
31 21 16 21 17 29 21 9 14 16 195 1381
p 0.97 0.66 0.5 0.66 0.53 0.91 0.66 0.28 0.44 0.5
Q 0.03 0.34 0.5 0.34 0.47 0.09 0.34 0.72 0.56 0.5
Soal Mp Mt SDt p q r pbi r table sig. 5% Interprestasi
1 6.2 6.1 2.5 1 0 0.2 0.707 r pbi<r table Invalid
2 7.4 6.1 2.5 0.7 0.3 0.8 0.707 r pbi>r table Valid
3 7.9 6.1 2.5 0.5 0.5 0.8 0.707 r pbi>r table Valid
4 6.7 6.1 2.5 0.7 0.3 0.3 0.707 r pbi<r table Invalid
5 7.8 6.1 2.5 0.5 0.5 0.8 0.707 r pbi>r table Valid
6 6.3 6.1 2.5 0.9 0.1 0.2 0.707 r pbi<r table Invalid
7 6.2 6.1 2.5 0.7 0.3 0.1 0.707 r pbi<r table Invalid
8 8.9 6.1 2.5 0.3 0.7 0.7 0.707 r pbi>r table Valid
9 8.1 6.1 2.5 0.4 0.6 0.7 0.707 r pbi>r table Valid
10 7.9 6.1 2.5 0.5 0.5 0.8 0.707 r pbi>r table Valid
RELIABILITY 3
Testee
Skor butir
ganjil X
Testee
Skor butir
genap Y
Testee
Skor item
bernomor XY X2 Y2
3 5 9
2 8 10
X Y
1 0 0 0 0
1 0 0 0 0
1 0 0 0 0 0
2 0 0 0 0
2 0 0 0 0
2 0 0 0 0 0
3 0 1 0 1
3 1 0 1 2
3 1 2 2 1 4
4 0 1 1 2
4 1 1 0 2
4 2 2 4 4 4
5 0 1 1 2
5 1 1 0 2
5 2 2 4 4 4
6 1 1 1 3
6 1 0 1 2
6 3 2 6 9 4
7 1 1 1 3
7 1 0 1 2
7 3 2 6 9 4
8 1 1 1 3
8 1 1 1 3
8 3 3 9 9 9
9 1 1 1 3
9 1 1 1 3
9 3 3 9 9 9
10 1 1 1 3
10 1 1 1 3
10 3 3 9 9 9
11 1 0 1 2
11 1 1 1 3
11 2 3 6 4 9
12 0 1 0 1
12 1 0 1 2
12 1 2 2 1 4
13 1 1 1 3
13 1 1 1 3
13 3 3 9 9 9
14 1 1 0 2
14 1 0 1 2
14 2 2 4 4 4
15 0 0 0 0
15 0 0 0 0
15 0 0 0 0 0
16 1 1 1 3
16 1 0 1 2
16 3 2 6 9 4
17 1 1 1 3
17 1 0 1 2
17 3 2 6 9 4
18 1 1 1 3
18 1 1 1 3
18 3 3 9 9 9
91
19 0 0 0 0
19 0 0 1 1
19 0 1 0 0 1
20 0 1 0 1
20 1 0 0 1
20 1 1 1 1 1
21 1 0 0 1
21 1 0 0 1
21 1 1 1 1 1
22 1 1 1 3
22 1 1 1 3
22 3 3 9 9 9
23 1 1 0 2
23 1 0 1 2
23 2 2 4 4 4
24 1 0 1 2
24 0 0 0 0
24 2 0 0 4 0
25 0 0 0 0
25 0 0 0 0
25 0 0 0 0 0
26 0 0 0 0
26 1 0 0 1
26 0 1 0 0 1
27 1 0 0 1
27 0 0 0 0
27 1 0 0 1 0
28 0 0 0 0
28 0 0 0 0
28 0 0 0 0 0
29 0 0 0 0
29 1 0 0 1
29 0 1 0 0 1
30 0 0 0 0
30 0 0 0 0
30 0 0 0 0 0
31 0 0 0 0
31 0 0 0 0
31 0 0 0 0 0
32 0 0 0 0
32 0 0 0 0
32 0 0 0 0 0
N = 32 3 5 9
X
N = 32
2 8 10 Y
N = 32
X Y X
Y
X
2
Y
2
16 17 14 47
21 9 16 46
47 46 106 119 108
r 1/2 ½ r 1 1 Interprestasi
0.84029 0.91321 r 11 > 0.70 Reliable
INDEX DIFFICULTY and DESCRIMINATION INDEX 3
No
Xt 2 3 5 8 9 10
8 1 1 1 1 1 1 6
9 1 1 1 1 1 1 6
10 1 1 1 1 1 1 6
13 1 1 1 1 1 1 6
18 1 1 1 1 1 1 6
22 1 1 1 1 1 1 6
6 1 1 1 0 1 1 5
7 1 1 1 0 1 1 5
11 1 1 0 1 1 1 5
16 1 1 1 0 1 1 5
17 1 1 1 0 1 1 5
4 1 0 1 1 1 0 4
5 1 0 1 1 1 0 4
14 1 1 1 0 0 1 4
92
23 1 1 1 0 0 1 4
3 1 0 1 0 0 1 3
JUMLAH N=16 N2 N3 N5 N8 N9 N10
16 13 15 9 13 14
12 1 0 1 0 0 1 3
20 1 0 1 0 0 0 2
21 1 1 0 0 0 0 2
24 0 1 0 0 1 0 2
19 0 0 0 0 0 1 1
26 1 0 0 0 0 0 1
27 0 1 0 0 0 0 1
29 1 0 0 0 0 0 1
1 0 0 0 0 0 0 0
2 0 0 0 0 0 0 0
15 0 0 0 0 0 0 0
25 0 0 0 0 0 0 0
28 0 0 0 0 0 0 0
30 0 0 0 0 0 0 0
31 0 0 0 0 0 0 0
32 0 0 0 0 0 0 0
JUMLAH N=16 N2 N3 N5 N8 N9 N10
5 3 2 0 1 2
JUMLAH N=32 N2 N3 N5 N8 N9 N10
21 16 17 9 14 16
INDEX DIFFICULTY 0.66 0.5 0.53 0.28 0.44 0.5
INTERPRETASI C C C C C C
M (MUDAH) = 0.7-1.0
C (CUKUP) = 0.7-0.3
S (SULIT) = 0.1-0.3
DISCRIMINATION INDEX 0.69 0.63 0.81 0.56 0.75 0.75
INTERPRESTASI √ √ √ √ √ √
D: 0, 0 -0, 2: poor
D: 0, 2 -0, 4: satisfactory
D: 0, 4 -0, 7: good
D: 0, 7 -1, 0: excellent
D: negative: bad
93
Appendix 3 : Instrument of the Study (Pretest and Posttest)
Fill in the following blanks with correct answers!
CINDERELLA
Long, long time ago, there lived a beautiful girl named Cinderella. Because her
parents passed away, she . . . (1) with her step mother and step sister. Cinderella was
very sad every day because she . . . (2) to do the housework alone.
One day, the king wanted to find the wife for his son. He . . . (3)all the beautiful
girls to come. Cinderella was very sad because her step sister did not let her go. Her
sister went to the palace without Cinderella.
Luckily, The Angel came and helped Cinderella to go to the palace. In the palace,
Cinderella . . . (4)with the prince. He . . . (5) in love with her; then he married her.
They . . . (6)happily ever after.
1. a. living
b. lived
c. live
d. lives
2. a. had
b. have
c. has
d. having
3. a. invited
b. invite
c. invites
d. inviting
4. a. dance
b. danced
c. dancing
d. dances
5. a. fall
b. falls
c. fell
d. flown
6. a. lived
b. lives
c. live
d. living
Choose one correct answer for each question!
7. Adi ………. for an hour when his
mother cried him to hurry up
a. took a bath
b. had taken a bath
c. had been taking a bath
d. was taking a bath
8. After my mother ………. me a
breakfast, she woke me up
a. was cooked
b. was cooking
c. had cooked
d. had been cooking
9. I ………. a ticket for this concert
two days ago
a. had bought
b. was buying
c. bought
d. had been buying
10. I ………. while my mother was
cooking
a. washed
b. had been washing
PRETEST Nilai
Nama
Kelas
Hari/tanggal
94
c. was washing
d. had washed
11. I ………. a letter for my mother
before I sent it
a. was writing
b. written
c. had written
d. had been writing
12. Before I brought home a new bag,
I ………. it to the cashier
a. had paid
b. had been paying
c. was paid
d. was paying
13. I ………. English for two years
before I went to study aboard.
a. had studied
b. had been studying
c. was studying
d. studied
14. My mother ………. me a house a
year ago.
a. gave
b. was giving
c. had given
d. had been giving
15. My telephone ………. when I was
in a toilet
a. rang
b. was ringing
c. had been ringing
d. had rung
16. Diki ………. before he saw his
baby
a. was died
b. had been dying
c. had died
d. was dying
17. Mrs. Enden ………. the home
work last week
a. do not checked
b. did not check
c. was not checking
d. had not checked
18. Mr. Yasri ………. along the river
bank when he accidentally met
some people from Asmat tribe.
a. walk
b. walked
c. was walking
d. had been walking
19. The train finally came after I
………. for twenty minutes.
a. had waited
b. was waiting
c. waited
d. had been waiting
20. Mr. Bukhari and Mr. Arif ……….
to Tanah Abang Market two days
ago.
a. went
b. had been going
c. was not going
d. had not gone
21. Mrs. Sofrida ………. from UIN in
2006
a. had graduated
b. graduated
c. was graduating
d. had been graduating
22. Arif ………. English for two hours
when Fenti came
a. Studied
b. had studied
c. had been studying
d. was studying
23. The garden was finally clean after
I ………. all grasses for an hour
a. had been cutting
b. cut
c. was cutting
d. had cut
24. Our team ………. the game last
week
a. won
b. was winning
c. had won
d. had been winning
25. When the teacher entered the
room, the students ……….
a. were talking
b. talked
c. had been talking
d. had talked
95
Appendix 3 : Instrument of the Study (Pretest and Posttest)
Choose one correct answer for each question!
1. My telephone ………. when I was
in a toilet
e. rang
f. was ringing
g. had been ringing
h. had rung
2. The train finally came after I
………. for twenty minutes.
a. had waited
b. was waiting
c. waited
d. had been waiting
3. Before I brought home a new bag, I
………. it to the cashier
a. had paid
b. had been paying
c. was paid
d. was paying
4. Adi ………. for an hour when his
mother cried him to hurry up
a. took a bath
b. had taken a bath
c. had been taking a bath
d. was taking a bath
5. The garden was finally clean after I
………. all grasses for an hour
a. had been cutting
b. cut
c. was cutting
d. had cut
6. I ………. a ticket for this concert
two days ago
a. had bought
b. was buying
c. bought
d. had been buying
7. Mrs. Enden ………. the home work
last week
a. do not checked
b. did not check
c. was not checking
d. had not checked
8. Arif ………. English for two hours
when Fenti came
a. Studied
b. had studied
c. had been studying
d. was studying
9. Mr. Bukhari and Mr. Arif
………. to Tanah Abang Market
two days ago.
a. Went
b. had been going
c. was not going
d. had not gone
10. I ………. English for two years
before I went to study aboard.
a. had studied
b. had been studying
c. was studying
d. studied
11. Diki ………. before he saw his
baby
a. was died
b. had been dying
c. had died
d. was dying
12. I ………. while my mother was
cooking
a. washed
b. had been washing
c. was washing
d. had washed
13. Our team ………. the game last
week
a. Won
b. was winning
c. had won
d. had been winning
14. After my mother ………. me a
breakfast, she woke me up
a. was cooked
POSTTEST Nilai
Nama
Kelas
Hari/tanggal
96
b. was cooking
c. had cooked
d. had been cooking
15. Mrs. Sofrida ………. from UIN
in 2006
a. had graduated
b. graduated
c. was graduating
d. had been graduating
16. Mr. Yasri ………. along the river
bank when he accidentally met
some people from Asmat tribe.
a. walk
b. Walked
c. was walking
d. had been walking
17. I ………. a letter for my mother
before I sent it
a. was writing
b. written
c. had written
d. had been writing
18. When the teacher entered the
room, the students ……….
a. were talking
b. talked
c. had been talking
d. had talked
19. My mother ………. me a house a
year ago.
a. Gave
b. was giving
c. had given
d. had been giving
Fill in the following blanks with correct answers!
CINDERELLA
Long, long time ago, there lived a beautiful girl named Cinderella. Because
her parents passed away, she . . . (1) with her step mother and step sister.
Cinderella was very sad every day because she . . . (2) to do the housework alone.
One day, the king wanted to find the wife for his son. He . . . (3) all the
beautiful girls to come. Cinderella was very sad because her step sister did not let
her go. Her sister went to the palace without Cinderella.
Luckily, The Angel came and helped Cinderella to go to the palace. In the
palace, Cinderella . . . (4) with the prince. He . . . (5) in love with her; then he
married her. They . . . (6) happily ever after.
20. a. living
e. lived
f. live
g. lives
21. a. had
e. have
f. has
g. having
22. a. invited
b. invite
c. Invites
d. inviting
23. a. dance
b. danced
c. dancing
d. dances
24. a. fall
b. falls
c. fell
d. flown
25. a. lived
b. lives
c. live
d. living
97
Appendix 4 : The Scores of Students’ Tests in the
Experimental (X) and Control Classes (Y)
NIS
(X)
Pretest
(X)
Posttest
(X)
Gained
Score (X)
NIS
(Y)
Pretest
(Y)
Posttest
(Y)
Gained
Score (Y)
1 48 84 36 1 48 68 20
2 32 92 60 2 60 76 16
3 32 96 64 3 24 68 44
4 40 96 56 4 28 36 8
5 24 68 44 5 60 72 12
6 44 92 48 6 56 68 12
7 40 96 56 7 60 84 24
8 56 80 24 8 21 28 7
9 24 88 64 9 52 80 28
10 68 100 32 10 40 80 40
11 32 84 52 11 64 68 4
12 36 92 56 12 60 72 12
13 44 72 28 13 64 84 20
14 52 96 44 14 48 72 24
15 16 68 52 15 24 76 52
16 36 84 48 16 56 84 28
17 44 96 52 17 52 84 32
18 56 100 44 18 64 84 20
19 28 96 68 19 60 80 20
20 56 88 32 20 24 40 16
21 48 96 48 21 52 76 24
22 48 48 0 22 56 72 16
23 40 96 56 23 56 52 -4
24 52 92 40 24 32 68 36
25 76 84 8 25 36 64 28
98
26 28 92 64 26 24 84 60
27 20 48 28 27 52 76 24
28 20 76 56 28 52 92 40
29 32 88 56 29 48 56 8
30 24 92 68 30 52 56 4
31 44 92 48 31 36 72 36
32 32 84 52 32 64 92 28
33 32 96 64 33 60 60 0
34 56 96 40 34 52 44 -8
35 52 84 32 35 52 76 24
36 44 96 52 36 36 40 4
37 56 88 32 37 52 68 16
40.86 86.92 46.05
48.03 68.97 20.95
Appendix 5 : Table Resulted from Data Normality Calculation
NORMALITY DATA CALCULATION: EXPERIMENTAL CLASS n(X) X F p=f/n p X2 Xrata s2 s z ɸ a1=ɸ− pbwh a2 = p-ɸ
1 48 1 0.0263 0.026 2304 86.42 156.13 12.4953 -3.1 0.0011 0.0011 0.02521579
2 48 1 0.0263 0.053 2304 86.42 -3.1 0.0011 -0.0252158 0.05153158
3 68 1 0.0263 0.079 4624 86.42 -1.5 0.0708 0.0181684 0.00814737
4 68 1 0.0263 0.105 4624 86.42 -1.5 0.0708 -0.0081474 0.03446316
5 72 1 0.0263 0.132 5184 86.42 -1.2 0.1251 0.0198368 0.00647895
6 76 1 0.0263 0.158 5776 86.42 -0.8 0.2033 0.0717211 0.0454053
7 80 1 0.0263 0.184 6400 86.42 -0.5 0.305 0.1471053 0.1207895
8 84 1 0.0263 0.211 7056 86.42 -0.2 0.4247 0.2404895 0.2141737
9 84 1 0.0263 0.237 7056 86.42 -0.2 0.4247 0.2141737 0.1878579
10 84 1 0.0263 0.263 7056 86.42 -0.2 0.4247 0.1878579 0.1615421
11 84 1 0.0263 0.289 7056 86.42 -0.2 0.4247 0.1615421 0.1352263
12 84 1 0.0263 0.316 7056 86.42 -0.2 0.4247 0.1352263 0.1089105
13 84 1 0.0263 0.342 7056 86.42 -0.2 0.4247 0.1089105 0.0825947
14 88 1 0.0263 0.368 7744 86.42 0.13 0.5517 0.2095947 0.1832789
15 88 1 0.0263 0.395 7744 86.42 0.13 0.5517 0.1832789 0.1569632
16 88 1 0.0263 0.421 7744 86.42 0.13 0.5517 0.1569632 0.1306474
17 88 1 0.0263 0.447 7744 86.42 0.13 0.5517 0.1306474 0.1043316
18 92 1 0.0263 0.474 8464 86.42 0.45 0.6736 0.2262316 0.1999158
19 92 1 0.0263 0.5 8464 86.42 0.45 0.6736 0.1999158 0.1736
20 92 1 0.0263 0.526 8464 86.42 0.45 0.6736 0.1736 0.1472842
21 92 1 0.0263 0.553 8464 86.42 0.45 0.6736 0.1472842 0.1209684
99
22 92 1 0.0263 0.579 8464 86.42 0.45 0.6736 0.1209684 0.0946526
23 92 1 0.0263 0.605 8464 86.42 0.45 0.6736 0.0946526 0.0683368
24 92 1 0.0263 0.632 8464 86.42 0.45 0.6736 0.0683368 0.0420211
25 96 1 0.0263 0.658 9216 86.42 0.77 0.7794 0.1478211 0.1215053
26 96 1 0.0263 0.684 9216 86.42 0.77 0.7794 0.1215053 0.0951895
27 96 1 0.0263 0.711 9216 86.42 0.77 0.7794 0.0951895 0.0688737
28 96 1 0.0263 0.737 9216 86.42 0.77 0.7794 0.0688737 0.0425579
29 96 1 0.0263 0.763 9216 86.42 0.77 0.7794 0.0425579 0.0162421
30 96 1 0.0263 0.789 9216 86.42 0.77 0.7794 0.0162421 0.01007368
31 96 1 0.0263 0.816 9216 86.42 0.77 0.7794 -0.0100737 0.03638947
32 96 1 0.0263 0.842 9216 86.42 0.77 0.7794 -0.0363895 0.06270526
33 96 1 0.0263 0.868 9216 86.42 0.77 0.7794 -0.0627053 0.08902105
34 96 1 0.0263 0.895 9216 86.42 0.77 0.7794 -0.0890211 0.11533684
35 96 1 0.0263 0.921 9216 86.42 0.77 0.7794 -0.1153368 0.14165263
36 100 1 0.0263 0.947 10000 86.42 1.09 0.8621 -0.0589526 0.08526842
37 100 1 0.0263 0.974 10000 86.42 1.09 0.8621 -0.0852684 0.11158421
3216 285152
NORMALITY DATA CALCULATION: CONTROL CLASS n(Y) Y F p=f/n p Y2 Xrata s2 s z ɸ a1=ɸ− pbwh a2 = p-ɸ
1 28 1 0.027 0.027 784 68.97 246.58 15.7029 -2.6 0.0045 0.0045 0.02252703
2 36 1 0.027 0.054 1296 68.97 -2.1 0.0179 -0.009127 0.03615405
3 40 1 0.027 0.081 1600 68.97 -1.8 0.0322 -0.0218541 0.04888108
4 40 1 0.027 0.108 1600 68.97 -1.8 0.0322 -0.0488811 0.07590811
100
5 44 1 0.027 0.135 1936 68.97 -1.6 0.0559 -0.0522081 0.07923514
6 52 1 0.027 0.162 2704 68.97 -1.1 0.1401 0.0049649 0.02206216
7 56 1 0.027 0.189 3136 68.97 -0.8 0.2033 0.0411378 0.0141108
8 56 1 0.027 0.216 3136 68.97 -0.8 0.2033 0.0141108 0.01291622
9 60 1 0.027 0.243 3600 68.97 -0.6 0.2843 0.0680838 0.0410568
10 64 1 0.027 0.27 4096 68.97 -0.3 0.3745 0.1312568 0.1042297
11 68 1 0.027 0.297 4624 68.97 -0.1 0.4761 0.2058297 0.1788027
12 68 1 0.027 0.324 4624 68.97 -0.1 0.4761 0.1788027 0.1517757
13 68 1 0.027 0.351 4624 68.97 -0.1 0.4761 0.1517757 0.1247486
14 68 1 0.027 0.378 4624 68.97 -0.1 0.4761 0.1247486 0.0977216
15 68 1 0.027 0.405 4624 68.97 -0.1 0.4761 0.0977216 0.0706946
16 68 1 0.027 0.432 4624 68.97 -0.1 0.4761 0.0706946 0.0436676
17 72 1 0.027 0.459 5184 68.97 0.19 0.5753 0.1428676 0.1158405
18 72 1 0.027 0.486 5184 68.97 0.19 0.5753 0.1158405 0.0888135
19 72 1 0.027 0.514 5184 68.97 0.19 0.5753 0.0888135 0.0617865
20 72 1 0.027 0.541 5184 68.97 0.19 0.5753 0.0617865 0.0347595
21 72 1 0.027 0.568 5184 68.97 0.19 0.5753 0.0347595 0.0077324
22 76 1 0.027 0.595 5776 68.97 0.45 0.6736 0.1060324 0.0790054
23 76 1 0.027 0.622 5776 68.97 0.45 0.6736 0.0790054 0.0519784
24 76 1 0.027 0.649 5776 68.97 0.45 0.6736 0.0519784 0.0249514
25 76 1 0.027 0.676 5776 68.97 0.45 0.6736 0.0249514 0.00207568
26 76 1 0.027 0.703 5776 68.97 0.45 0.6736 -0.0020757 0.0291027
27 80 1 0.027 0.73 6400 68.97 0.7 0.758 0.0552973 0.0282703
28 80 1 0.027 0.757 6400 68.97 0.7 0.758 0.0282703 0.0012432
29 80 1 0.027 0.784 6400 68.97 0.7 0.758 0.0012432 0.02578378
101
30 84 1 0.027 0.811 7056 68.97 0.96 0.8315 0.0477162 0.0206892
31 84 1 0.027 0.838 7056 68.97 0.96 0.8315 0.0206892 0.00633784
32 84 1 0.027 0.865 7056 68.97 0.96 0.8315 -0.0063378 0.03336486
33 84 1 0.027 0.892 7056 68.97 0.96 0.8315 -0.0333649 0.06039189
34 84 1 0.027 0.919 7056 68.97 0.96 0.8315 -0.0603919 0.08741892
35 84 1 0.027 0.946 7056 68.97 0.96 0.8315 -0.0874189 0.11444595
36 92 1 0.027 0.973 8464 68.97 1.47 0.9292 -0.0167459 0.04377297
37 92 1 0.027 1 8464 68.97 1.47 0.9292 -0.043773 0.0708
2552 184896
102
103
Appendix 6 : Data of Students’ Opinion Resulted from an
Interview INTERVIEW
Questions for the interviewees who
get high gained score:
Questions for the interviewees who get
low gained score:
―Look! Your past tense score
increases so high. So, do you feel
motivated to learn past tense using
CALL? Why? And, do you feel easy
to understand past tense using CALL?
Why?
―Look! Your past tense score increases
just a little. So, don‘t you feel
motivated to learn past tense using
CALL? Why? And, don‘t you feel easy
to understand past tense using CALL?
Why?
The following is a summary of student‘s answers for the interview questions.
104
Appendix 6 : Data of Students’ Opinion Resulted from an
Interview INTERVIEW
Questions for the interviewees who
get high gained score:
Questions for the interviewees who get
low gained score:
―Look! Your past tense score
increases so high. So, do you feel
motivated to learn past tense using
CALL? Why? And, do you feel easy
to understand past tense using CALL?
Why?
―Look! Your past tense score increases
just a little. So, don‘t you feel
motivated to learn past tense using
CALL? Why? And, don‘t you feel easy
to understand past tense using CALL?
Why?
The following is a summary of student‘s answers for the interview questions.
105
Appendix 7 : Lesson Plan (RPP)
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK KELAS EKSPERIMEN
Mata Pelajaran : Bahasa Inggris / Narrative text: Past Tense
Kelas/Semester : X/2
Pertemuan Ke : 1(satu)
Alokasi Waktu : 2 x 45 Menit
Standar Kompetensi :
12. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek dan
esei sederhana berbentuk narrative, descriptive dan news item dalam
konteks kehidupan sehari-hari
Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative
Indikator :
12.2.1. Mengidentifikasi jenis structure kalimat teks narrative
12.2.2. Membuat pola structure kalimat past tense (simple past, past
continuous, past perfect, and perfect continuous tense)
12.2.3. Membedakan jenis-jenis pola structure kalimat past tense dan
artinya
12.2.4. Menentukan kata kerja past tense yang tepat untuk melenkapi
kalimat rumpang
12.2.5. Melengkapi kalimat dengan menggunakan kata kerja past tense
yang tepat
12.2.6. Mengubah kalimat past tense positif menjadi kalimat negative dan
interogatif
Tujuan Pembelajaran :
Setelah kegiatan pembelajaran, siswa di harapkan mampu menggunakan
structure kalimat past tense yang tepat untuk melengkapi kalimat yang rumpang.
Siswa juga diharapkan mampu menulis kalimat dengan menggunakan pola past
tense yang tepat.
A. Tatap Muka (TM)
1. Materi Pembelajaran:
Past Tense
2. Ringkasan Materi Pembelajaran
106
Tense Example Meaning
Simple
past
a. It rained yesterday
b. It rained last night
c. I stood under a tree
when it began to rain
d. When it began to rain, I
stood under a tree
Simple past indicates that an
activity or situation began and
ended at a particular time in the
past
If a sentence contains when and
has the simple past in both
clauses, the action in the ―when
clause‖ happens first
Past
continuous
e. He was sleeping when I
arrived
f. While he was sleeping,
I arrived
g. While I was studying in
my home, my neighbor
was having a party in
her home
h. At eight o‘clock last
night, He was sleeping
i. Last year at this time,
He was sleeping
Past progressive tense indicates
that an action was in progress at
certain time, and probably
continued
It indicates that two actions
occurred at the same time but
one action began earlier and was
in progress when the other action
occurred.
It indicates that two actions
which were in progress
simultaneously
Past
perfect
j. I had already eaten
when they arrived
k. I had already eaten
before they arrived
l. I had already eaten by
the time they arrived
Past perfect tense indicates that
an activity was completed before
another activity or time in the
past.
Past
perfect
continuous
m. I had been studying for
two hours before my
friend came
n. He finally came at six
o‘clock. I had been
waiting for him since
four-thirty.
Past perfect indicates that an
activity was in progress before
another activity or time in the
past.
It indicates that an activity was
in progress recent to another time
or activity in the past
Tense Formula Time signal
Simple
past
(+) S + Verb II + … atau
S (I, he, she, it) + was + … / S (we, you, they)
+ were + …
(-) S + did not + Verb I + … atau
S (I, he, she, it) + was not + … / S (we, you,
they) + were not+ …
(?) Did + S + Verb I + … atau
Yesterday, last
year, last
month, last
week, last
Saturday, ago,
two days ago,
yesterday
morning, just
now
107
was + S (I, she, he, it) + … / were + S (we,
you, they) + …
Past
continuo
us
(+) S (I, he, she, it) + was + verb ing + …
S (we, they, you) + were + verb ing + …
(-) S (I, he, she, it) + was not+ verb ing + …
S (we, they, you) + were not+ verb ing + …
(?) was + S (I, he, she, it) + verb ing + …
were + S (we, they, you) + verb ing + …
When/while, at
8 o‘clock last
night, at 7
o‘clock
yesterday, at
this moment
last week
Past
perfect
(+) S + Had + Verb III + …
(-) S + Had not + Verb III +…
(?) Had + S + Verb III + …
Before/After
Past
perfect
continuo
us
(+) S + Had + been + Verb ing + …
(-) S + Had not+ been + Verb ing + …
(?) Had + S + been + Verb ing + …
Before/after
didampingin
kata for/since
3. Sumber Belajar:
Referensi : Buku Paket yang relevan
Bahan ajar : Software and worksheet about Past Tense
Media/Alat : Proyektor, Speaker, Laptop, dan Komputer
4. Metode: Using CALL (Computer-Assisted Language Learning)
5. Langkah Kegiatan Pembelajaran
Tatap Muka Pertama
Aktifitas Guru dan Siswa
Kegiatan Pendahuluan
Meminta siswa duduk di tempat yang telah ditentukan
Meminta siswa memimpin doa
Menjawab salam siswa
Mengecek absensi siswa
Mengarahkan siswa membuka program pembelajaran di computer
Apersepsi
Pada program pembelajaran, siswa di minta menjawab pertanyaan tentang
cerita narrative singkat yang akan ditayangkan. Cerita tersebut dilengkapi
dengan gambar, suara dan teks. Adapun pertanyaannya:
1. Jenis teks apa cerita di atas?
2. Kalimat-kalimat di atas menggunakan structure tense apa?
3. Sebutkan salah satu kalimat yang menggunakan structure tersebut!
Setelah melihat cerita tersebut, siswa diminta menyebutkan jawaban
mereka dan memprediksikan apa yang akan mereka pelajari hari ini
108
Pada program, siswa diperlihatkan tujuan mereka mempelajari materi
tersebut
Kegiatan Inti
Eksplorasi
Pada program pembelajaran, siswa diperlihatkan beberapa kalimat past
tense (simple past, past continuous, past perfect, dan past perfect
continuous tense dalam bentuk positive, negative, dan introgative). Siswa
diminta mengidentifikasi pola dari masing-masing kalimat
Pada program, siswa di perlihatkan penjelasan pola yang benar dari
masing-masing kalimat (simple past, past continuous, past perfect, dan
past perfect continuous tense), nama dan fungsinya
Pada program, siswa diminta menuliskan perbedaan dari masing-masing
jenis past tense
Guru meminta beberapa siswa menyebutkan perbedaan dari masing-
masing jenis past tense, kemudian guru memberi penjelasan ulang tentang
perbedaan jenis-jenis past tense
Elaborasi
Pada program, siswa diminta mengidentifikasi jenis past tense yang
digunakan pada kalimat-kalimat yang akan ditampilkan, beserta alasannya.
Pada program, siswa diperlihatkan score benar hasil jawaban mereka.
Kemudian guru bersama dengan siswa berdiskusi tentang jawaban yang
benar beserta alasannya.
Pada program, siswa diminta menentukan kata kerja past tense yang tepat
untuk melengkapi kalimat yang rumpang
Pada program, siswa diperlihatkan score benar hasil jawaban mereka.
Kemudian guu bersama dengan siswa berdiskusi tentang jawaban yang
benar beserta alasannya.
Pada program, siswa diminta melengkapi kalimat yang rumpang dengan
kata kerja past tense yang tepat
Guru bersama dengan siswa berdiskusi tentang jawaban yang benar beserta
alasannya.
Pada program, siswa diperlihatkan cara mengubah kalimat positif past
tense menjadi kalimat negative dan interrogative. Kemudian siswa diminta
mengerjakan latihan tersebut.
Guru bersama dengan siswa berdiskusi tentang jawaban yang benar beserta
alasannya.
Pada program, siswa diminta berlatih past tense dan bermain game tentang
past tense yang berisi soal-soal past tense
Pada program siswa diperlihatkan jawaban yang benar.
Kegiatan Penutup
Pada program, siswa diminta menyimpulkan apa yang telah mereka
pelajari.
Konfirmasi: Guru meminta beberapa siswa membacakan kesimpulan
mereka dan memberi kesimpulan secara keseluruhan
Guru memberi PR menjawab soal past tense yang belum sempat
109
dikerjakan pada software. Jawaban harus disertai alasan. Di tulis pada
kertas dan harus dikumpulkan pada pertemuan selanjutnya.
B. Penugasan Terstruktur (PT)
1. Materi Pembelajaran
Past Tense
2. Sumber Belajar
Referensi : Buku Paket yang relevan
Bahan ajar : Software and worksheet about Past Tense
Media/Alat : Proyektor, Speaker, Laptop, dan Komputer
3. Metode: Using CALL (Computer-Assisted Language Learning)
4. Langkah Kegiatan Pembelajaran
Tahap Kegiatan Aktivitas Siswa
Pendahuluan Menjawab pertanyaan apersepsi
Inti Mengidentifikasi pola dari masing-masing kalimat
serta menentukan nama dari pola tersebut
Menuliskan perbedaan dari masing-masing jenis past
tense pada worksheet
Mengidentifikasi jenis past tense yang digunakan pada
kalimat-kalimat yang akan ditampilkan, beserta
alasannya
Menentukan kata kerja past tense yang tepat untuk
melengkapi kalimat rumpang
Melengkapi kalimat yang rumpang dengan kata kerja
past tense yang tepat
Membuat bentuk negative dan introgative dari kalimat
yang ditampilkan past tense yang ditampilkan
Berlatih dan bermain game tentang past tense
Penutup Menyimpulkan apa yang telah dipelajari hari ini
C. Kegiatan Mandiri Tidak Terstruktur (KMTT)
1. Materi Pembelajaran: Past tense
2. Sumber Belajar: Software Past tense
3. Tugas untuk Siswa: Berlatih past tense dengan software di rumah.
D. Penilaian
1. Tekhnik Penilaian : Test
2. Bentuk Penilaian : Test
3. Aspek yang dinilai : Pengetahuan
4. Jenis Penilaian : Penilaian hasil
5. Instrument Penilaian : Fill in the blank dan Pilihan ganda
6. Indikator Penilaian :
Mengubah kalimat positif menjadi kalimat negative dan interogative
Fill in the blank jumlah soal 4
Penilaian: Jumlah benar x 25 =100
110
Melengkapi kalimat yang rumpang dengan menggunakan kata kerja past tense
(simple past, past continuous, past perfect, and past perfect continuous tense)
yang tepat
Pilihan Ganda Jumlah soal: 20 Soal
Penilaian: Jumlah benar x 5 =100
Mengetahui ……………………….
Guru Pamong Mahasiswi
Sardi, S.Ag.MM Ade Maulina Fazrin
111
Appendix 7 : Lesson Plan (RPP)
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK KELAS EKSPERIMENT
Mata Pelajaran : Bahasa Inggris / Narrative text: Past Tense
Kelas/Semester : X/2
Pertemuan Ke : 2 (dua)
Alokasi Waktu : 4 x 45 Menit
Standar Kompetensi :
12. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek dan
esei sederhana berbentuk narrative, descriptive dan news item dalam
konteks kehidupan sehari-hari
Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative
Indikator :
12.2.1. Menyebutkan jenis-jenis past tense
12.2.2. Menjelaskan pola jenis-jenis past tense
12.2.3. Membuat kalimat menggunakan pola structure kalimat past tense
(simple past, past continuous, past perfect, and past perfect
continuous tense)
12.2.4. Mengidentifikasi pola past tense yang digunakan pada paragraph
text narrative
12.2.5. Melengkapi paragraph text narrative dengan menggunakan kata
kerja past tense (simple past, past continuous, past perfect, and
past perfect continuous tense) yang tepat
12.2.6. Menulis paragraph teks narrative menggunakan pola structure past
tense yang tepat
Tujuan Pembelajaran :
Setelah kegiatan pembelajaran, siswa di harapkan mampu menggunakan
melengkapi paragraph teks narrative yang rumpang dengan menggunakan kata
kerja past tense yang tepat. Siswa juga diharapkan mampu menulis paragraph teks
narrative dengan menggunakan structure kalimat past tense yang tepat.
A. Tatap Muka (TM)
1. Materi Pembelajaran:
Past Tense
2. Ringkasan Materi Pembelajaran
112
Tense Example Meaning
Simple
past
a. It rained yesterday
b. It rained last night
c. I stood under a tree
when it began to rain
d. When it began to rain,
I stood under a tree
Simple past indicates that an
activity or situation began and
ended at a particular time in the
past
If a sentence contains when and
has the simple past in both
clauses, the action in the ―when
clause‖ happens first
Past
continuous
e. He was sleeping when
I arrived
f. While he was sleeping,
I arrived
g. While I was studying in
my home, my neighbor
was having a party in
her home
h. At eight o‘clock last
night, He was sleeping
i. Last year at this time,
He was sleeping
Past progressive tense indicates
that an action was in progress at
certain time, and probably
continued
It indicates that two actions
occurred at the same time but
one action began earlier and was
in progress when the other action
occurred.
It indicates that two actions
which were in progress
simultaneously
Past
perfect
j. I had already eaten
when they arrived
k. I had already eaten
before they arrived
l. I had already eaten by
the time they arrived
Past perfect tense indicates that
an activity was completed before
another activity or time in the
past.
Past
perfect
continuous
m. I had been studying for
two hours before my
friend came
n. He finally came at six
o‘clock. I had been
waiting for him since
four-thirty.
Past perfect indicates that an
activity was in progress before
another activity or time in the
past.
It indicates that an activity was
in progress recent to another time
or activity in the past
3. Sumber Belajar:
Referensi : Buku Paket yang relevan
Bahan ajar : Software about Past Tense
Media/Alat : Proyektor, Speaker, Laptop, dan Komputer
4. Metode: Using CALL (Computer-Assisted Language Learning)
5. Langkah Kegiatan Pembelajaran
113
Tatap Muka Pertama
Aktifitas Guru dan Siswa
Kegiatan Pendahuluan
Meminta siswa duduk di tempat yang telah ditentukan
Meminta siswa memimpin doa
Menjawab salam siswa
Mengecek absensi siswa
Mengarahkan siswa membuka program pembelajaran di computer
Apersepsi
Pada program, siswa diminta menjawab pertanyaan untuk mengingat
pelajaran yang lalu. Adapun pertanyaannya:
Ada berapa macam past tense?
Jelaskan perbedaan pola dan fungsi dari macam-macam past tense!
Tuliskan contoh kalimat untuk masing-masing pola!
Pada program, siswa diperlihatkan penjelasan singkat tentang materi yang
lalu
Pada program, siswa diperlihatkan tujuan pembelajaran hari ini
Kegiatan Inti
Eksplorasi
Pada program, siswa diperlihatkan beberapa paragraph text narrative dan
diminta memgidentifikasi jenis pola past tense apa saja yang digunakan
pada paragraph tersebut.
Guru bersama dengan siswa berdiskusi tentang jawaban yang benar
beserta alasannya.
Pada program, siswa diminta memilih kata kerja past tense yang tepat
untuk melengkapi paragraph teks narrative yang rumpang
Pada program, siswa diperlihatkan score benar hasil jawaban mereka.
Kemudian guu bersama dengan siswa berdiskusi tentang jawaban yang
benar beserta alasannya.
Pada program, siswa diminta melengkapi paragraph teks narrative yang
rumpang dengan kata kerja past tense yang tepat
Guru bersama dengan siswa berdiskusi tentang jawaban yang benar
beserta alasannya.
Elaborasi
Pada program, siswa diminta menuliskan paragraph teks narrative dengan
menggunakan structure past tense yang tepat
Beberapa siswa diminta mempresentasikan paragraph teks narrative yang
mereka buat dan menjelaskan pola apa saja yang digunakan
Guru bersama siswa yang lain membenarkan penjelasan presentasi jika ada
kekeliruan
Penutup
Guru bersama siswa menyimpulkan materi yang dipelajari hari ini
114
B. Penugasan Terstruktur (PT)
1. Materi Pembelajaran
Past Tense
2. Sumber Belajar
Referensi : Buku Paket yang relevan
Bahan ajar : Software about Past Tense
Media/Alat : Proyektor, Speaker, Laptop, dan Komputer
3. Metode: Using CALL (Computer-Assisted Language Learning)
4. Langkah Kegiatan Pembelajaran
Tahap Kegiatan Aktivitas Siswa
Pendahuluan Menjawab pertanyaan pada kegiatan apersepsi
Inti Mengidentifikasi jenis pola past tense yang digunakan
pada paragraph teks narrative
Melengkapi paragraph teks narrative dengan kata kerja
past tense yang tepat
Menuliskan paragraph teks narrative dengan
menggunakan structure past tense yang tepat
Mempresentasikan paragraph teks narrative yang
mereka buat dan menjelaskan pola apa saja yang
digunakan
Bermain beberapa jenis game tentang past tense
Penutup Menyimpulkan apa yang telah dipelajari hari ini
C. Penilaian
1. Tekhnik Penilaian : Test
2. Bentuk Penilaian : Test
3. Aspek yang dinilai : Pengetahuan
4. Jenis Penilaian : Penilaian hasil
5. Instrument Penilaian : Pilihan ganda
6. Indikator Penilaian :
Siswa dapat melengkapi paragraph teks narrative yang rumpang dengan
menggunakan kata kerja past tense (simple past, past continuous, past perfect,
and past perfect continuous tense) yang tepat
Jumlah soal: 20 Soal
Rubrik Penilaian
Aspek Penilaian Nilai
Jawaban Benar 1
Alasan Benar 1
Total (Jawaban Benar + Alasan Benar) x 50 = 100
115
D. Lampiran
Mengetahui …………….
Guru Pamong Mahasiswi
Sardi, S.Ag.MM Ade Maulina Fazrin
116
Appendix 7 : Lesson Plan (RPP)
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK KELAS KONTROL
Mata Pelajaran : Bahasa Inggris / Narrative text: Past Tense
Kelas/Semester : X/2
Pertemuan : 1 x Pertemuan
Alokasi Waktu : 2 x 45 Menit
Standar Kompetensi :
12. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek dan
esei sederhana berbentuk narrative, descriptive dan news item dalam
konteks kehidupan sehari-hari
Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative
Indikator :
12.2.1. Mengidentifikasi jenis structure kalimat teks narrative
12.2.2. Membuat pola structure kalimat past tense (simple past, past
continuous, past perfect, and perfect continuous tense)
12.2.3 Mengidentifikasi jenis past tense yang digunakan pada kalimat
tertentu
12.2.4. Membedakan jenis-jenis pola structure kalimat past tense (simple
past, past continuous, past perfect, and past perfect continuous
tense) dan fungsinya
12.2.5. Melengkapi kalimat dengan menggunakan kata kerja past tense
(simple past, past continuous, past perfect, and past perfect
continuous tense) yang tepat
Tujuan Pembelajaran :
Setelah kegiatan pembelajaran, siswa di harapkan mampu
mengidentifikasi, membuat pola, membedakan, dan melengkapi kalimat past tense
dengan benar dan tepat.
A. Tatap Muka (TM)
1. Materi Pembelajaran:
Past Tense
2. Ringkasan Materi Pembelajaran
Tense Example Meaning
Simple a. It rained yesterday Simple past indicates that an
117
past
b. It rained last night
c. I stood under a tree
when it began to rain
d. When it began to rain, I
stood under a tree
activity or situation began and
ended at a particular time in the
past
If a sentence contains when and
has the simple past in both
clauses, the action in the ―when
clause‖ happens first
Past
continuous
e. He was sleeping when I
arrived
f. While he was sleeping,
I arrived
g. While I was studying in
my home, my neighbor
was having a party in
her home
h. At eight o‘clock last
night, He was sleeping
i. Last year at this time,
He was sleeping
Past progressive tense indicates
that an action was in progress at
certain time, and probably
continued
It indicates that two actions
occurred at the same time but
one action began earlier and was
in progress when the other action
occurred.
It indicates that two actions
which were in progress
simultaneously
Past
perfect
j. I had already eaten
when they arrived
k. I had already eaten
before they arrived
l. I had already eaten by
the time they arrived
Past perfect tense indicates that
an activity was completed before
another activity or time in the
past.
Past
perfect
continuous
m. I had been studying for
two hours before my
friend came
n. He finally came at six
o‘clock. I had been
waiting for him since
four-thirty.
Past perfect indicates that an
activity was in progress before
another activity or time in the
past.
It indicates that an activity was
in progress recent to another time
or activity in the past
Tense Formula Time signal
Simple
past
(+) S + Verb II + … atau
S (I, he, she, it) + was + … / S (we, you, they)
+ were + …
(-) S + did not + Verb I + … atau
S (I, he, she, it) + was not + … / S (we, you,
they) + were not+ …
(?) Did + S + Verb I + … atau
was + S (I, she, he, it) + … / were + S (we,
you, they) + …
Yesterday, last
year, last
month, last
week, last
Saturday, ago,
two days ago,
yesterday
morning, just
now
118
Past
continuo
us
(+) S (I, he, she, it) + was + verb ing + …
S (we, they, you) + were + verb ing + …
(-) S (I, he, she, it) + was not+ verb ing + …
S (we, they, you) + were not+ verb ing + …
(?) was + S (I, he, she, it) + verb ing + …
were + S (we, they, you) + verb ing + …
When/while, at
8 o‘clock last
night, at 7
o‘clock
yesterday, at
this moment
last week
Past
perfect
(+) S + Had + Verb III + …
(-) S + Had not + Verb III +…
(?) Had + S + Verb III + …
Before/After
Past
perfect
continuo
us
(+) S + Had + been + Verb ing + …
(-) S + Had not+ been + Verb ing + …
(?) Had + S + been + Verb ing + …
Before/after
didampingin
kata for/since
3. Sumber Belajar:
Referensi : Buku Paket yang relevan
Bahan ajar : Past Tense
Media/Alat : Papan Tulis, Spidol
4. Metode: Drilling
5. Langkah Kegiatan Pembelajaran
Tatap Muka Pertama
Aktifitas Guru dan Siswa
Kegiatan Pendahuluan
Meminta siswa duduk di tempat yang telah ditentukan
Meminta siswa memimpin doa
Menjawab salam siswa
Mengecek absensi siswa
Apersepsi: Mengaitkan pelajaran narrative dengan pelajaran past tense
Kegiatan Inti
Eksplorasi
Siswa diperlihatkan beberapa kalimat past tense dan diminta
mengidentifikasi jenis past tense pada setiap kalimat
Siswa diminta membuat pola dari masing-masing kalimat past tense
Guru bersama siswa mendiskusikan perbedaan dari beberapa jenis past
tense
Elaborasi
119
Siswa diminta melengkapi kalimat rumpang dengan kata kerja past tense
yang tepat. Agar dapat melengkapi kalimat tersebut, siswa harus dapat
membedakan jenis-jenis past tense dan context yang digunakannya.
Kegiatan Penutup
Guru bersama siswa menyimpulkan materi yang dipelajari hari ini
Guru memberi tugas siswa
B. Penugasan Terstruktur (PT)
1. Materi Pembelajaran
Past Tense
2. Sumber Belajar
Referensi : Buku Paket yang relevan
Bahan ajar : Past Tense
Media/Alat : Papan Tulis dan Spidol
3. Metode: Drilling
4. Langkah Kegiatan Pembelajaran
Tahap Kegiatan Aktivitas Siswa
Pendahuluan Menjawab apersepsi guru
Inti Mengidentifikasi pola dari masing-masing kalimat
serta menentukan nama dari pola tersebut
Menuliskan perbedaan dari masing-masing jenis past
tense pada worksheet
Melengkapi kalimat yang rumpang dengan kata kerja
past tense
Penutup Menyimpulkan apa yang telah dipelajari hari ini
C. Kegiatan Mandiri Tidak Terstruktur (KMTT)
1. Materi Pembelajaran: Past tense
2. Sumber Belajar: Buku paket yang relevan
3. Tugas untuk Siswa: Berlatih soal past tense
D. Penilaian
1. Tekhnik Penilaian : Test
2. Bentuk Penilaian : Test
3. Aspek yang dinilai : Pengetahuan
4. Jenis Penilaian : Penilaian hasil
5. Instrument Penilaian : Fill in the blank
6. Indikator Penilaian :
Siswa dapat melengkapi kalimat yang rumpang dengan menggunakan kata
kerja past tense (simple past, past continuous, past perfect, and past perfect
continuous tense) yang tepat
E. Lampiran soal
120
Change the following sentences into past tense
1. I (eat) meatball at 10 o‘clock this morning
2. She (swim) at the swimming pool last week
3. We (wait) for two hours before the train (come)
4. I (watch) TV when the telephone (ring)
5. Andi (wash) his motorcycle while Siti (wash) plates
6. After I (turn) off the lamp, I (sleep)
7. He (lock) the door before he (leave)
8. They (study) for one week before they (take) national examination
9. A car (hit) a cat last night
10. They (read) at 7 o‘clock last night
Answer Key
1. I was eating meatball at 10 o‘clock this morning
2. She swam at the swimming pool last week
3. We had been waiting for two hours before the train came
4. I was watching TV when the telephone rang
5. Andi was washing his motorcycle while Siti was washing plates
6. After I had turned off the lamp, I slept
7. He had locked the door before he left
8. They had been studying for one week before they took national examination
9. A car hit a cat last night
10. They were reading at 7 o‘clock last night
Rubric penilaian
Rubrik Penilaian
Aspek Penilaian Nilai
Jawaban Benar 10
Alasan Benar 10
Total Jawaban Benar x 10 = 100
Mengetahui 27 Maret 2015
Guru Pamong Mahasiswi
Sardi, S.Ag.MM Ade Maulina Fazrin
121
Appendix 7 : Lesson Plan (RPP)
RANCANGAN PELAKSANAAN PEMBELAJARAN (RPP)
UNTUK KELAS KONTROL
Mata Pelajaran : Bahasa Inggris / Narrative text: Past Tense
Kelas/Semester : X/2
Pertemuan : 1 x Pertemuan
Alokasi Waktu : 2 x 45 Menit
Standar Kompetensi :
12. Mengungkapkan makna dalam bentuk teks tulis fungsional pendek dan
esei sederhana berbentuk narrative, descriptive dan news item dalam
konteks kehidupan sehari-hari
Kompetensi Dasar :
12.2. Mengungkapkan makna dan langkah retorika dalam esei sederhana secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam
teks berbentuk narrative
Indikator :
12.2.1.Mengidentifikasi pola kalimat past tense: positive, negative, dan
interrogative
12.2.2.Menentukan jenis past tense yang tepat untuk melengkapi kalimat yang
rumpang
12.2.3.Mengubah kalimat positive past tense menjadi kalimat negative dan
interrogative
Tujuan Pembelajaran :
Setelah kegiatan pembelajaran, siswa di harapkan mampu
mengidentifikasi jenis-jenis kalimat past tense, membuat pola kalimat past tense
(positive, negative, dan interrogative), serta mengubah kalimat positive past tense
menjadi kalimat negative dan interrogative
A. Tatap Muka (TM)
1. Materi Pembelajaran:
Past Tense
2. Ringkasan Materi Pembelajaran
Jenis Past Tense Rumus
Simple Past Tense Non verbal
(+) Subject (he/she/it) + to be (was) + complement
(+) Subject (you, we, they) + to be (were) + complement
Verbal
(+) Subject + V2 + . . .
Non verbal
122
(-) Subject (he/she/it) + to be (was) + not + complement
(-) Subject (you, we, they) + to be (were) + not +
complement
Verbal
(-) Subject + did not + V1 + . . .
Non verbal
(?) To be (was) + subject (he/she/it) + complement
(?) To be (were) + subject (you, we, they) + complement
Verbal
(?) Did + subject + V1 + . . .
Past Continuous
Tense
(+) Subject (he/she/it) + to be (was) + verb-ing
(+) Subject (you, we, they) + to be (were) + verb-ing
(-) Subject (he/she/it) + to be (was) + not + verb-ing
(-) Subject (you, we, they) + to be (were) + not + verb-
ing
(?) To be (was) + subject (he/she/it) + verb-ing
(?) To be (were) + subject (you, we, they) + verb-ing
Past Perfect Tense Non Verbal
(+) S + Had + Been + Complement
Verbal
(+) S + Had + V3
Non Verbal
(-) S + Had NOT+ Been + Complement
Verbal
(-) S + Had NOT + V3
Non Verbal
(?) Had + S + Been + Complement
Verbal
(?) Had + S + V3
Past Perfect
Continuous Tense
(+) S + Had + Been + V-ing
(-) S + Had NOT + Been + V-ing
(?) Had + S + been + V-ing
3. Sumber Belajar:
Referensi : Buku Paket yang relevan
Bahan ajar : Past Tense
Media/Alat : LKS, Spidol, Papan Tulis
4. Metode: Drilling
5. Langkah Kegiatan Pembelajaran
Tatap Muka Pertama
Aktifitas Guru dan Siswa
Kegiatan Pendahuluan
Meminta siswa duduk di tempat yang telah ditentukan
Meminta siswa memimpin doa
123
Menjawab salam siswa
Mengecek absensi siswa
Apersepsi: Menyiapkan siswa dengan mengulang kembali pelajaran
kemarin
Kegiatan Inti
Eksplorasi
Memperlihatkan beberapa kalimat past tense baik dalam bentuk positive,
negative, dan interrogative dan meminta siswa mengidentifikasi pola
kalimat positive, negative, dan interrogative past tense.
Guru bersama dengan siswa mendiskusikan pola positive, negative, dan
interrogative kalimat past tense
Meminta siswa mencatat pola-pola tersebut
Elaborasi
Meminta siswa mengidentifikasi jenis past tense yang tepat untuk
melengkapi 20 kalimat yang diberikan
Meminta siswa mengubah 20 kalimat past tense menjadi kalimat negative
dan interrogative
Guru bersama dengan siswa mendiskusikan jawaban yang benar dari soal
tersebut.
Penutup
Guru bersama siswa menyimpulkan materi yang dipelajari hari ini
Guru memberi tugas siswa yaitu menulis sebuah paragraph text narrative
B. Penugasan Terstruktur (PT)
1. Materi Pembelajaran
Past Tense
2. Sumber Belajar
Referensi : Buku Paket yang relevan
Bahan ajar : Past Tense
Media/Alat : LKS, Spidol, Papan Tulis
3. Metode: Drilling
4. Langkah Kegiatan Pembelajaran
Tahap Kegiatan Aktivitas Siswa
Pendahuluan Menjawab pertanyaan apersepsi guru
Inti Mengidentifikasi pola kalimat positive, negative, dan
interrogative past tense.
Mengidentifikasi jenis past tense yang tepat untuk
melengkapi 20 kalimat yang diberikan
Mengubah 20 kalimat past tense menjadi kalimat
negative dan interrogative
Penutup Menyimpulkan apa yang telah dipelajari hari ini
C. Kegiatan Mandiri Tidak Terstruktur (KMTT)
1. Materi Pembelajaran: Past tense
124
2. Sumber Belajar: LKS
3. Tugas untuk Siswa: Berlatih soal past tense.
D. Penilaian
1. Tekhnik Penilaian : Test
2. Bentuk Penilaian : Test
3. Aspek yang dinilai : Pengetahuan
4. Jenis Penilaian : Penilaian hasil
5. Instrument Penilaian : Short Answer Item
6. Indikator Penilaian :
Mengidentifikasi jenis past tense yang tepat untuk melengkapi 20 kalimat
yang diberikan
Mengubah 20 kalimat past tense menjadi kalimat negative dan
interrogative
Soal ada di LKS halaman 12
Contoh soal:
1. Uncle/send/this/package/last week
(-)_____________________________________________ Nilai (1)
(?)____________________________________________ Nilai (1)
Jumlah soal: 60 Soal
Rubrik Penilaian
Aspek Penilaian Nilai
Jawaban Benar 1
Alasan Benar 1
Total Jawaban Benar (60) : 0.6 = 100
Mengetahui 31 Maret 2015
Guru Pamong Mahasiswi
Sardi, S.Ag.MM Ade Maulina Fazrin
125
Appendix 8 : Photos of Experimental and Control Class
Activities
PHOTOS
a. EXPERIMENTAL CLASS
b. CONTROL CLASS
![Effectiveness of Computer-Assisted Stad [1] gambari ... · Effectiveness of Computer-Assisted Stad Cooperative Learning Strategy on Physics Problem Solving, Achievement and Retention](https://img.dokumen.tips/doc/110x75/5fb1c0bf98cb1e49f67af399/effectiveness-of-computer-assisted-stad-1-gambari-effectiveness-of-computer-assisted.jpg)
