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THE EFFECTIVENESS OF USING JIGSAW TEACHING
TECHNIQUE ON STUDENTS’ READING SKILL
(A Quasi Experimental Study at the Eighth Grade Students of MTs MambaulHikam, Patrol)
By:
FIQI AZIZAH BUDIARTI
NIM. 109014000099
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH’ STATE ISLAMIC UNIVERSITY
JAKARTA
2015
v
ABSTRACT
Azizah, Fiqi. 2014. THE EFFECTIVENESS OF USING JIGSAWTEACHING TECHNIQUE ON STUDENTS’ READING SKILL (AQuasi experimental study at the eighth grade students of MTs Mamba’ulHikam, Patrol) Skripsi, Department of English Education, Faculty ofTarbiya and Teachers’ Training, Syarif Hidayatullah State IslamicUniversity Jakarta, 2014.
Keywords: Jigsaw teaching technique, Reading Skill, Narrative text
This research was aimed to see the effectiveness of Jigsaw technique onstudents’ reading skill of narrative text. The samples were the eighth gradestudents of MTs Mamba’ul Hikam Patrol with 34 students for each class. Thestudents of VIII A were as the control class and VIII B as the experimental class.The effectiveness of Jigsaw technique can be seen from the students’ readingscores.
The writer used quantitative method and quasi-experimental designas theresearch methodology with quota sampling as the sampling technique. Theresearch instrument was 40 multiple choice questions including a pre-test andpost-test.
The result of this research wasshown bythe statistical hypothesis test thatwas found on significance level 5%, tvalue was 19,52 and ttable was 1.78 so tvalue>ttable. Thus, the H0 was rejected and the Ha was accepted and it means there was asignificant difference in the main gains between the students’ taught by JigsawTechnique and students’ reading score taught without it. The implementation ofJigsaw increased the students’ reading scores so there was a positive effect ofJigsaw towards students’ reading skill of narrative text. Jigsaw technique iseffective on students’ reading skill.
.
vi
ABSTRAK
Azizah, Fiqi. 2014. KEEFEKTIFAN TEKNIK JIGSAW TERHADAPKEMAMPUAN MEMBACA SISWA (Penelitian Kuasi-Experimenterhadap Siswa Kelas Delapan MTs Mambaul Hikam Patrol). Skripsijurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan,Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014.
Kata kunci: Teknik Jigsaw, Kemampuan Membaca, Teks Narasi
Penelitian ini bertujuan untuk melihat keefektifan teknik Jigsaw terhadapkemampuan membaca narasi siswa. Sample penelitian ini adalah siswa kelasdelapanMTs Mambaul Hikam, Patrol dengan jumlah 34 siswa setiap kelasnya.Siswa kelas VIII A sebagai kelas kontrol dan VIII B sebagai kelas eksperimen.Keefektifan Jigsaw dapat dilihat dari nilai kompetensi membacasiswa.
Penulis menggunakan metode kuantitatif dan disain kuasi-eksperimensebagai metode penelitiannya dengan kuota sampling sebagai teknik pengambilansample. Instrumen penelitian ini adalah tes tulis yaitu 40 soal pilihan ganda untukpre-test berikut post-testnya.
Hasil penelitian ini ditunjukan oleh penghitungan tes hipotesis statistikdimana pada signifikasi 5%, tvalue yaitu 19,52 dan ttable yaitu 1.78 sehingga tvalue>ttable. Oleh karena itu, H0 ditolak dan Haditerima yang berarti bahwa terdapatperbedaan sigifikan pada pencapaian nilai membaca narasi bahasa Inggris siswayang mendapat perlakuan kelas menggunakan Jigsaw dan tidak mendapatperlakuan kelas. Penerapan teknik Jigsaw dapat meningkatkan nilai kompetensimembaca bahasa Inggris siswa sehingga terdapat efek positif dari teknik Jigsawterhadap kemampuan membaca siswa. Teknik Jigsaw terbukti efektif terhadapkemapuan membaca narasi siswa.
vii
AKNOWLEDGMENT
In the name of Allah, the Beneficent and Merciful
Praise be to Allah, Lord of the world who has given mercy and
blessing to the writer in finishing this skripsi. Peace and salutation be upon the
prophet Muhammad, his family, hiscompanion, and his adherence. On this
occasion, the writer would be like to thank to her beloved family, K.H Ahmad
Hidayat and Hj. Ines Sukaenah as her parents, and her siters Fiqi Budi Falestin
and Yayah Siti Rukoyah, and especially her aunt Sujinah Susilawati for their
prayers, understanding, support, and motivation. The writer also would like to
address her great honor and attitude to her advisors, Dr. Fahriany, M. Pd. and
Drs. Nasifuddin Djalil, M. Ag. for their guidance and valuable advice during the
writer wrote this skripsi. The writer’s sincere gratitude also goes to:
1. Drs. Syauki, M.Pd., the Head of Departement of English Education.
2. Zaharil Anasy, M. Hum., the secretary of Department of English
Education .
3. All lecturers of Department of English Education for the useful
knowledge and skills given.
4. Ahmad Alim Toni, S.Pd.I., the Headmaster of MTs Mambaul Hikam
for giving permission to the writer to do observation and research.
5. Iis Sri Dewi S.Pd., as the English Teacher at MTs Mambaul Hikam who
has helped her in doing observation.
6. All of the teachers and the eighth grade students at MTs Mambaul
Hikam
7. All of her friends in Department of English Education, especially C
Class for academic year 2009/2010
8. To any other persons whose names cannot be mentioned one by one for
contribution to the writer during finishing her skripsi.
viii
The writer realizes that her writing is still far from being perfect.
Therefore, she would like to accept some suggestions for this skripsi and it will
be so valuable for her.
Jakarta, November 20th 2014
The Writer
ix
TABLE OF CONTENT
APPROVAL LETTER .......................................................................................... ii
ENDORSMENT SHEET.......................................................................................iii
CERTIFICATION OF ORIGINALITY..............................................................iv
ABSTRACT............................................................................................................ v
ABSTRAK ..............................................................................................................vi
ACKNOWLEDGMENTS .................................................................................... vii
TABLE OF CONTENTS.......................................................................................ix
LIST OF APENDICES ........................................................................................ xii
LIST OF FIGURES ..............................................................................................xiii
LIST OF TABLES ................................................................................................xiv
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Background of the Study .................................................................... 1
B. Identification of the problem .............................................................. 4
C. Limitation of the study ........................................................................ 4
D. Problems Formulation ........................................................................ 4
E. Objective of the Study ........................................................................ 4
F. Significance of the Study ................................................................... 4
CHAPTER II: Theoretical Framework ............................................................. 6
A. Nature of Reading............................................................................. 6
1. Reading ....................................................................................... 6
2. Reading Comprehension ............................................................. 7
x
a. Definition of Reading Comprehension ................................ 7
b. Factors Influencing Reading Comprehension...................... 9
3. Purposes of Reading ..................................................................... 10
4. Narrative Text............................................................................... 11
a. Definition of Narrative Text.................................................. 11
b. Narrative Scaffold ................................................................. 12
5. Jigsaw Teaching Technique.......................................................... 14
a. Definition of Jigsaw Teaching Technique .......................... 14
b. Principal of Jigsaw Teaching Technique ............................ 15
c. Procedures of Jigsaw Technique......................................... 16
d. Advantages and Disadvantages of Jigsaw........................... 17
e. Teaching Reading of Narrative Text using Jigsaw ........... 17
B. Theoretical Concept.......................................................................... 19
C. Hypothesis ........................................................................................ 20
D. Previous Studies ............................................................................... 21
CHAPTER III: RESEARCH METHODOLOGY............................................. 23
A. Place and Time of the Study............................................................. 23
B. Research Method and Design ........................................................... 23
C. Population and Sample ..................................................................... 24
D. Research Instrument ......................................................................... 25
E. Data Collection Technique .............................................................. 27
F. Data Analysis Technique.................................................................. 27
1. Normality.................................................................................... 28
2. Homogeinity .............................................................................. 28
3. Hypothesis Testing ..................................................................... 29
4. Statistical Hypothesis.................................................................. 33
xi
CHAPTER IV: RESEARCH FINDINGS.......................................................... 33
A. Data Description................................................................................. 33
B. Data Analysis .............................................................................. …. . 39
C. Data Interpretation ...................................................................... …. . 48
CHAPTER V: CONCLUSION AND SUGESTION......................................... 50
A. Conclusion .................................................................................. …. . 50
B. Suggestion ................................................................................... …. . 50
REFERENCES...................................................................................................... 52
APPENDICES ....................................................................................................... 55
xii
LIST OF APPENDICES
Appendix 1 Lesson Plan............................................................................... 55
Appendix 2 Instrumental Test ...................................................................... 66
Appendix 3 Criteria of Pre-test and Post-test............................................... 73
Appendix 4 Pre-Test and Post-test ............................................................... 84
Appendix 5 Students’ Score ......................................................................... 92
Appendix 6 Frequency Distribution Calculation of Pre-test........................ 94
Appendix 7 Normality test ........................................................................... 99
Appendix 8 Homogenity of test ................................................................... 103
Appendix 9 Statistical Hypothesis Test Calculation .................................... 105
Appendix 10 Validity and Reliability test...................................................... 111
Appendix 11 Certificates................................................................................ 120
xiii
LIST OF FIGURES
Figure 2.1 Theoretical Concept ........................................................................ 19
Figure 4.1 Diagram of Frequency Distribution of Pre-test Score for
Control Class................................................................................... 40
Figure 4.2 Diagram of Frequency Distribution of Pre-test Score for
Experimental Class ........................................................................ 41
Figure 4.3 The Diagram of Frequency Distribution of Post-test Score for
Control Class................................................................................... 43
Figure 4.4 The Diagram of Frequency Distribution of Post-test Score for
Experimental Class.......................................................................... 44
xiv
LIST OF TABLES
Table 3.1 Research Design of Two Group Pretest Posttest Design ......... 24
Table 4.1 Research Schedule.................................................................... 35
Table 4.2 Students’ Pre-test Scores .......................................................... 36
Table 4.3 Students’ Post-test Scores ........................................................ 38
Table 4.4 Frequency Distribution of Pre-test Control Class Result ......... 40
Table 4.5 Frequency Distribution of Pre-test Experimental Class
Result........................................................................................ 41
Table 4.6 Frequency Distribution of Post-test Control Class Result........ 42
Table 4.7 Frequency Distribution of Post-test Control Class Result........ 44
Table 4.8 Data Recapitulation of Pre-test and Post-test ............................. 45
Table 4.9 Normality Test Result ................................................................ 46
Table 4.10 Homogeneity Test Result of Pre-test.......................................... 47
Table 4.11 Homogeneity Test Result of Post-test ........................................ 47
Table 4.12 T-test Result on Post-test of Experimental class ........................ 48
1
CHAPTER I
INTRODUCTION
This chapter explains about background of the study, identification of the
problem, problem formulation, limitation of study, objective of the study, and
significance of the study.
A. Background of the study
In learning English, students have to master four language skills. Those
are listening, speaking, reading and writing. Today, English is the world’s most
widely studied foreign language. In other words, English has important role in
people’s communication. English is taught in schools as a foreign language and is
taught as a compulsory subject of education level in Indonesia. It means that
English language is important to learn as it is very needed in this global world.
This subject is also tested in the national exam which shows the importance of this
subject.
Reading comprehension is one of important English aspects which should
be mastered by students. The fact states, especially in Indonesia, students can
answer the questions correctly when they can comprehend the text in national
exam. In fact, some students are still getting difficult to comprehend the text, so
do in MTs Mambaul Hikam. They have low achievements in facing text
questions, like getting main idea, supporting details, and even deciding the
schematic structure of the text (narrative). Undeniable, there are many aspects
engage in this problem. Mostly, the problems faced are getting the main idea and
the information stated. This situation is adding up by students’ reading habit that
low; they think that reading is bored activity to do.
Beside, many teachers are still hard to choose the better method to teach
reading for the students. It was quite difficult to the teacher to invite and manage
them in the classroom. It was discovered that students tended to be passive in the
classroom without considering reading is important for them. Hence, the teacher
supposed to do something which could make students enjoy in reading.
2
The goal of teaching reading should improve students' ability in
comprehend the content of reading in order to become an effective reader for the
student. Comprehending a text is not easy, the reader recognizes individual words,
using memory and knowledge of letter and sound patterns, and matches the
resulting pronunciations to meaning; the reader then connects these words into
idea units.1 By those reasons, it realized that reading is a crucial part for English
learning. The objectives of reading skill for junior high school can be seen at the
indicators of its English syllabus. In this case, study is focused on eight grade
students in the second semester of junior high school. The objectives of reading
skill of narrative text are enabling students in:2
1. Using simple past tense in the form of simple narrative text
2. Retelling narrative text forms using their own words.
3. Analyzing the schematic structures of narrative text
4. Determining the moral of the text in narrative text read.
Due to the objectives above, students need to achieve some reading
competences such as comprehending the content of the text, analyzing the
structure, gaining many new vocabulary items, and interpreting some functional
texts in their daily conversation.
At the junior high school level, the students are expected to master some
types of text like narrative, discussion, and hortatory exposition. Narrative as one
of those types become a common text used in students teaching and learning
process, moreover used in national exam. Narrative is a text that tells a story to
entertain the audience, let the audience think about an issue, teach them a lesson,
or excite their emoticons.3 Based on the theories, it can be assumed that narrative
text can be studied easily, because it lets the students interested to read the text; as
its purpose; to entertain people.
1Jo Anne Schhudt Caldwell: Comprehension Assesment- A Classroom Guide, (NewYork: The Guilford Press, 2008), p. 5.
2 MGMP Bahasa Inggris, English Syllabus, (Patrol: MTs Mambaul Hikam, 2014), pp. 1--6
3 Mark Anderson and Kathy Anderson, Text Types in English 3, (Melbourne: MacMillanEducation, 2003), p. 6.
3
The fact, it is not easy as the theory said, based on the writer’s teaching
experience while getting internship at the secondary level, it’s found that students
have difficulties in comprehending a narrative text. Most of students cannot show
good progress to achieve the objectives above, they had difficulties in
comprehending it; they could not find the major elements of the narrative text
including setting, character, conflict or problem, the goal and resolution in the
text. Moreover, they could not get the main idea and supporting details of the
text. Consequently, most of the students think that reading comprehension is a
hard activity to do.
Based on the explanation, the reasons explained above are why this
research is conducted. It believed that reading is a compulsory subject needed to
be mastered and the underlying stated above is that students are difficult in
comprehend the text because of their low motivation in and outside of the
classroom. Therefore, to make the students want to read, it needed an appropriate
and suitable method with encourage students to read.
However, those difficulties need to be solved, hence the students can raise
their reading ability. They need more peers and activities that will encourage them
to enjoy reading. Since English has been important to learn, the problems are
shown and needed to be interpreted and fixed. To solve the problem is to give
Jigsaw teaching technique as a treatment for students to encourage them in
comprehending what they read.
Therefore, the idea of Jigsaw is to bring in the class. Jigsaw teaching
technique is chosen, because it’s one of cooperative language, in which students
work in small groups, create the class to be more student-centered and learn to be
more active, while the teacher’s role is not only as an instructor but also as a
facilitator. It trains students to have pairs in reading, group and individual work.
Jigsaw teaching technique can be an alternative technique for students when doing
reading comprehension in achieving their academic success later.
The experimental research will be taken through giving jigsaw teaching
technique to comprehend text. It hoped also by using Jigsaw, the students are
supposed to be interested in reading a text, and easy to organize their ideas about
4
the text they read. By composing this paper, the writer not only teaches how to
enjoy reading text but also trains students to elaborate texts effectively. And it is
hoped this skripsi will be useful reference for the next study.
B. Identification of the problem
Based on the background above, the problem that cover the research can
be identified as follows:
1. The students of MTs Mambaul Hikam tend to be passive in reading class.
2. The students’ achievment of reading are very low
3. Lack of the teacher’s knowledge in applying the appropriate method in
teaching reading of narrative texts, the methods are still teacher centered.
C. Limitation of the study
To clarify the problem, it is necessary to make limitation of the problem.
The problem is limited in the effectiveness of classroom Jigsaw teaching
technique on students’ reading skill.
D. Problems formulation
Based on the background above, the research question is formulated as
follows: “Is jigsaw teaching technique effective on students’ reading skill at the
eighth grade students of MTs Mamba’ul Hikam Patrol?”
E. Objective of the study
The objective of the study is to know whether or not classroom Jigsaw is
effective on students’ reading skill.
F. Significance of the study
1. For English teachers
The result of this study is expected to be useful for English teachers to
give an alternative way in teaching reading, especially in teaching
narrative text.
5
2. For further researchers.
The study gives a basic reference for further researchers who want to
conduct similar study and they are able to conduct further research
according to the result of this research.
3. For the writer
This study is conducted to fufill the requirement in getting the writer’s
degree in English Education Department UIN Syarif Hidayatullah Jakarta.
6
CHAPTER II
LITERATURE RIVIEW
This chapter explains about nature of reading, definition of reading, reading
comprehension, factor influencing reading comprehension, purposes of reading,
narrative text, definition of narrative text, narrative scaffold, definition of jigsaw,
principal of jigsaw teaching technique, procedures of jigsaw, advantages and
disadvantages of jigsaw, teaching readingof narrative text using jigsaw, theoretical
concept, hypothesis and previous studies.
A. Nature of Reading
1. Reading
Reading is an active process. The students worked intensively, interacting
with the text in order to create meaningful discourse. Harmer states that reading is
useful for language acquisition; the more the students read, the better they get at it. In
addition, reading also has positive effect on students’ vocabulary knowledge, on their
spelling, and on their writing.1
McLaughin as cited by Hawkins points out that reading is the most complex
and difficult skills than others that the child must acquire in school.2 Donough and
Shaw supports by stating reading is clearly one of the most important. Reading is the
skill or activity of getting information from books.3 Grabe states that “Reading is the
ability to draw meaning from the printed page and interpret this information
appropriately.”4
1Jeremy Harmer, The Practice of English Language Teaching-4thEd., (Oxford: PearsonLongman, 2007), p.99.
22Barbara Hawkins, Teaching Children to Read in a Second Language,Teaching English as ASecond or Foreign Language, 2nd Ed. Marianne Celce-Murcia, (Boston: Heinle & Heinle, 1991), p.192
3Jo Mc Donough and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide-2nd, (Malden: Blackwell Publishing, 2003), p.89.
4William Grabe and Fredricka L.Stoller, Teaching and Researching Reading, (Oxford:Pearson Education, 2002), p.9.
7
According to this point of view, good readers are the readers who can develop
the content of the passage of what is to be to read, previous knowledge and
experience can also help to understand the content of passage. Hence, a student who
is not engaged in reading activity, he/she will miss new information. By reading can
also improve their ability in writing.
That means reading is the way to get some ideas and information from written
text through continously process in which the reader can make a decision to confirm,
reject, or refine the ideas itself. Besides, comprehension is the ability to understand
completely and be familiar with a situation, facts, etc. Thus, comprehension is the
ability to get enlightenment on something. Comprehending depends on the ability to
juggle words an author strings together, to put them in a manageable condition, to slot
them into a framework by exercising certain skills.
In summary, reading is the way to get some ideas and information from
written text through continously process in which the reader can make a decision to
confirm, reject, or refine the ideas itself. In line with Grabe’s statement before, the
writer do agree that reading is a kind of activity that people need to interpret the
printed page through jigsaw teaching technique. Based on theresearch, jigsaw
teaching technique helps readers to easily understand what they interpret from the
text.
2. Reading Comprehension
a. Definition of Reading Comprehension
Comprehension is the ability to understand completely and be familiar with a
situation, facts, etc. Comprehension is not a single unitary process. It starts from the
moving of words on the page to meaning in the mind, the recognizing of individual
words by using memory and knowledge of letter and sound patterns, matching the
8
resulting pronunciations to meaning, and finally connects these words into idea
units.5
In line with the statements above, comprehension is “The process
simultaneously extracting and constructing meaning through interaction and
involvement with written language.”6 Thus, it can be concluded that comprehension
is the ability to get enlightenment on something through several steps in process.
Lems concludes that reading comprehension is not a static competency. It
depends on reader’s purpose to read and reader’s basic knowledge with the text in
used. In addition, the role of strategies helps the reading comprehension achieved.7
Lewin said on his book that “Reading comprehension is a very complex
activity.”8 There are so much occurs in the readers mind as the eyes glide over the
printed words. It needs a lifetime of practice to become a good reader, thus, how
complicated the comprehension process is.
Based on those definitions above, reading is an important activity used in
learning process, but it becomes more useful when the readers can comprehend what
they read. Overall, reading comprehension can be concluded as the ability to
understand the meaning or idea in the written text completely and chronically.
Eventhough reading comprehension has long process, what the readers get are
comparable with the process itself.
In line with those theories, the writer concludes that reading comprehension
ability is a must for people to have it. Based on this research, students need to
comprehend what they read in order to get academic success. Of course, reading
comprehension is a long activity, but with the appropriate technique for each
student/reader, it is not possible that the long activity becomes an interesting long
5JoAnne Schudt Caldwell, Comprehension Assessment-A Classroom Guide, (New York: TheGuildford Press, 2008), p.5.
6Ibid.,p. 4.7Kristin Lems, et.al.,Teaching Reading to English Languager Learners: Insight from
Linguistics, (New York: The Guildford Press, 2010), p.170.8Larry Lewin, Paving The Way in Reading and Writing, (San Fransisco: Jossey-Bass, 2003) p.
2.
9
activity that makes the students/readers enjoy and can easily comprehend what they
read.
b. Factors Influencing Reading Comprehension
It is undeniable that students’ ability to comprehend the print that they meet in
the class depend on their ability to understand both what a writer says and what they
do not say, except between the lines.9 Reading comprehension is the ability to
translate the letters of a word into sounds to produce the word in one’s mouth or
mind. Therefore, comprehending depends on linguistic factors and non linguistic
factors:10
1) Linguistic Factors:
a) Text is too much
b) Grammatical use
c) Poor vocabulary
2) Non lingusitic Factors:
a) The way students read
b) Not focusing on reading text
c) Passion for reading
d) Students reading achievment are low
In conclusion, the comprehension process is a long activity that has
influencing factors in its process. The plus or the minus of influencing factors depend
on the students’ decision, whether or not they want to maximize the information
gotten from what they read. When they want to take the benefit from the reading
9Dorothy Piercey, Reading Activities in Content Area-2nd Ed (Boston: Allyn and Bacon,1982) p. 26.
10 Lewin, Op.Cit., p. 3.
10
comprehension, they can improve their reading skill through some points of views
above. If they are not, they will just get the information without the experience.
3. Purposes of Reading
When people decide to read, it means that they have a purpose. Even when
they read novel for pleasure, at least they want to get information about the
story.There are many experts define about the purpose of reading. Generally, their
definition state that reading has two main purposes: reading for pleasure and reading
for getting information. Rivers and Temperley in Donough and Shaw’s book list the
purpose for reading as below:11
a. to obtain information for some purpose or because curious about some topic,
b. to obtain instructions on how to perform some task for work or daily life,
c. to keep in touch with friends by correspondence or to understand bussiness
letters,
d. to know when or where something will take place or what is available,
e. to know what is happening or has happened (as reported in newspapers,
magazines, reports),
f. for enjoyment or excitement.
Grabe on his books concludes the purpose of reading into some point, they
are:12
a. Reading to search for simple information and reading to skim quickly.
b. Reading to learn from texts.
c. Reading to integrate information, write, and critique texts.
d. Reading for general comprehension.
11Jo Mc Donough and Shaw, Op.Cit., p.90.12Grabe and Stoller, Op.Cit.,p.13.
11
To sum up, when the students have purpose in reading materials, the purpose
let the students to focus on what they want to get. Whatever the purpose, the students
will have new information and will be useful for their needs when the purpose has
decided. Moreover, through the suitable technique in comprehending their reading
materials, the students will be more focus in the learning process and maximize the
information gotten.
4. Narrative Text
a. Definition of Narrative Text
There are some kinds of texts which are learnt at school by the second grade
students of junior high school and narrative takes a part. “Narration is any written
English text in which the writer wants to amuse, entertain people, and to deal with
actual or vicarious experience in different ways.”13 Thus, commonly narrative text is
found in story book.
There are two main categories of texts- literary and factual. Within there are
various text types. Each text type has a common and usual way of using language.
Literary texts include Aboriginal Dreaming stories, movie scripts, limericks, fairy
tales, plays, novels, song lyric, mimes and soap operas. There are three main text
types in this category; narrative, poetic and dramatic.
The discussion will not be described any longer about all texts, it just explains
about one of literary type, and it’s Narrative. Narrative text type tells a story using
spoken or written language. It can be communication using radio, television, books,
newspapers and computer files. The purpose of narrative text is to present a view of
the world that entertains, amuse or informs the reader. Narrations deal with
problematic events which lead to a crisis or turning point of some kind, which in turn
finds a resolution.14
13 Sanggam Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,2008), p.73.
14Ibid.
12
b. Narrative Scaffold
A scaffold is a guide for constructing a piece of text. A scaffold of narrative
text as follows:15
1) OrientationIn this paragraph the narrator tells the audience who is in the story, when it ishappening, where it is happening and what is going on.
2) ComplicationThis is the part of the story where the narrator tells about something that willbegin a chain of events. These events will affect one or more of the characters.
3) Sequence of eventsThis is where the narrator tells how the characters react to the complication. Itincludes their feelings and what they do. The events can be told inchronological order (the order in which they happen) or with flashback. Theaudience is given the narrator’s point of view.
4) ResolutionIn this part of the narrative where the complication is sorted out or theproblem is solved.
5) CodaThe narrator includes a coda if there is to be a moral or message to be learnedfrom the story.
In order to make the generic structure explanation becomes clear, here the
example of narrative text includes its generic structure.
The Legend of the Kesodo Ceremony
Once upon a time on Mount Bromo, East Java, there was a couple
living there. The new couple wanted to have a child. They had married
for a long time but they hadn’t got a baby. Every time they prayed to
the Gods, asking for a child.
15Mark Anderson and Kathy Anderson, Text Types in English 3 (Melbourne: MacMillan,2003), p. 3.
ORIENTATION
13
One day, there was a loud voice in the sky when they were
praying.“You are going to born a baby, and later you will birth too
many children. But I have a requirement for you to obey, if you really
want to have children”, said the voice.“Whatever you ask, my Lord”,
the couple answered, “We will do it”,
“You must sacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was
asked by the voice. Then, the wife got pregnant and gave birth to a
son. The baby grew up into a handsome, taught man. He was named
Kesuma. The couple loved Kesuma very much. The wife gave birth to
eleven more children after Kesuma. And, they forget their promise to
sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of
earthquakes followed by thunders in the sky. The sky was very dark,
as if it was going to fall down. On the next occasion, there was a voice
in the sky, reminding the couple about their promise. The couple was
very afraid, but they just couldn’t sacrifice their beloved son, Kesuma.
However, because the earthquakes and the thunders were becoming
more and more horrifying, Kesuma couldn’t let his family and all the
people in the village die.
Kesuma knew the situation. Then he said to his parents. “I
would sacrifice myself in order that our family and all the people in
our village will live in peace. For the next times, you all have to
sacrifice animals and crops to the gods.” Then he jumped onto the
crater of the volcano. Amazingly, the earthquakes and the eruption
stopped at once.
COMPLICATION
SEQUENCE
OF
EVENTS
RESOLUTION
CODA
14
To sum up, narrative can be concluded as a text which is used to amuse and
entertain the readers through its story. In addition, some steps to make a narrative text
should be paid attention to the generic structure above. Readers need to have an
understanding of the structure of text. In the case of a story above, it needed to
identify the main characters and their motives, follow the plot and identify the causal
structure of the story, and derive a coherent representation of the whole.16
Although reading comprehension is the ability that is not easy to do, but by
doing this activity continously in every single leisure time and adding by appropriate
technique for students, it is not possible for them to comprehend narrative text easily.
5. Jigsaw Teaching Technique
a. Definition of Jigsaw Teaching Technique
Jigsaw teaching technique was introduced by Elliott Aaronson for the purpose
of encouraging active participation in group setting by students from different ethnic,
cultural, and racial background.17 Jigsaw grouping is based on the characteristics of a
jigsaw puzzle: First, students are given interlocking parts of a whole picture; each
student learns and communicates her or his part, but no one can see the whole picture
until all of the parts are in place, hence they discuss them together.18
From the definitions above, it is concluded that Jigsaw teaching technique is a
creative way to represent idea or information through small group discussion.
The key of jigsaw teaching technique is interdependence; every student
depends on his or her team mates to provide the information needed to do well on the
assessments.The model involves students working together in groups of four
members – each group’s composition is assigned randomly, each group member is
16 Madlerand Jhonson, The Psychological Assessment of Reading, (Rev, Ed: Rotledge,1997), p. 181.
17Martha Rapp Ruddell, Teaching Content Reading And Writing 5th Edition, (USA:JhonWilley&Sons, Inc. 2008), p. 432.
18Ibid.,p. 433.
15
assigned a particular role in the working of the group. The groups-of-four model is
guided by the following rules for students:19
1) Each member of the group is responsible for her/his behavior
2) Each member must be willing to help any other group member who asks for
help
3) And a group may only ask the teacher for help if all four members have the
same question.
b. Principals of Jigsaw Teaching Technique
There are five principles of jigsaw teaching technique discussed; those are
small heterogeneous groups, positive interdependence, individual accountability,
purposeful talk and group skills. They are explained briefly:
1) Small heterogeneous groups
Groups need to be small in order to provide maximum opportunities for oral
interaction. Groups of four are very flexible, because they can be easily into
pairs for some activities.
2) Positive interdependence
Groups share the kinds of interdependence in living and working together.
They depend on one another to achieve tasks and personal and social support.
3) Individual accountability
Although students work together, each of them is individually accountable to
the group and the teacher for completion of his/her own assignment and for
helping others.
4) Purposeful talk
It is through language that learners come to understand ideas. Students need
opportunities to explore, rehearse, and internalize ideas through oral
interaction.
19Kevin Barry, Beginning Teaching and Beyond 3rd edition, (Australia: Thomson, 2006), pp.236--237.
16
5) Group skills
Students who have been socialized into a competitive or individualized mode
of learning will need to learn how to work effectively in groups.
c. Procedures of Jigsaw Teaching Technique
Doing jigsaw teaching technique is not difficult. The students can remember
much information through this way. Here are several steps to do a jigsaw teaching
technique:20
1) Determining the material to be studied and the lesson or unit objectives. (in this
case; about narrative text)
2) Dividing the reading material into four or five roughly equal sections
3) Establishing cross-ability and cross-status groups of four or five students each;
the number of students in each group should correspond to the number of sections
of reading material
4) Assigning one section of the chapter(or other reading material) to a student in
each group so that the total reading assignment is covered within each group
5) Allowing reading time
6) Asking all students assigned to each section to meet in expert groups,
a) to consider, discuss, and clarify the information in their assigned reading
b) to prepare for returning to their original groups and teaching the material to
that group,
7) Convene original groups for students to teach their part of the reading to other
group members
8) Conducting full-class discussion of the chapter or other reading material for
further clarification or research
9) Determining assessments
20Rapp, Op.Cit., pp. 436--437.
17
d. Advantages and Disadvantages of Jigsaw teaching technique
There are some advantages and disadvantages of using jigsaw teaching
technique in teaching reading:
1) Advantages:
a) Cross role-team -as one of the characteristic of Jigsaw teaching technique –
can “break the mold” solutions because the synergy that comes from
combining a diversity of thinking and perspective.
a) Cooperation and mutual trust become valuable and necessary to academic
achievement.
b) Designed for ensuring that all students in the class are responsible for
learning and for teaching what they have learned to others.
2) Disadvantages:
a) For some students, it may create an over whelming sense of pressure toper
form when they return to their home group.
b) Students may wrong about their second language communication skill,
learning difficulties, or social status, blocking their ability to contribute in
their home group.
e. Teaching Reading Comprehension of Narrative Text Through Jigsaw
The explanation below is the procedures of teaching narrative text through
Jigsaw teaching technique:
First : introduce the procedure of doing a jigsaw and review about narrative text.
Later, tells the students about the advantage of using it in learning text,
especially narrative text.
Second : put students into groups of six to seven.
Third : prepare different several copies (as many copies as there are group)of the
text to stimulate and help student comprehend the events
18
Fourth : give each members of groups one of specific paragraph of the text, so
everyone in the group has different text.
Fifth :reorganize the class into expert group.
Sixth :assign student to discuss and describe the events in the text become an
expert in their part of the story
Seventh : collect the text
Eight : reorganize the class into home groups after each student has a summary
of a part of the whole story
Ninth : ask each student to present and share her or his part of the story to the
home group
Tenth : ask student to write the complete story individually so that students can
quickly realize that this session are not just fun and games but also really
count in
Eleventh : ask students to submit the final draft and complete it by reading aloud at
the end of session
In short, students are introduced about the concept of Jigsaw and the
advantages of it in the beginning of teaching, So, they are divided into some groups
which were called by Home Group. Then, each member of groups is given one of
specific paragraph of the text, so everyone in the group has different text. Afterward,
reorganize the class into expert group so they discuss and describe the events in the
text become an expert in their part of the story. Last but not least they have to present
their draft by reading aloud in front of the class. In this case, the teacher has role as
facilitator.
19
B. Theoretical Concept
Figure 2.1Theoretical Concept
Reading as one of theimportant skill
Students’ reading comprehension problem atthe Eighth grade students of Mambaul Hikam
The teachersare hard toencouragestudents
read
Hard tomanageclass-room
Theteaching
method isnot
suitable
LowMotiva
-tion
Students’reading
achievementis low
Un-
supported
Environment
Choosing the alternative methodwhich engage students in learning
reading
Jigsaw teaching technique ofCooperative learning
Enhancing students’ reading of MTsMambaul Hikam comprehension
20
Reading comprehension is one of important English aspects which should be
mastered by students. The fact states, especially in Indonesia, students can answer the
questions correctly when they can comprehend the text in national exam. In fact,
some students are still getting difficult to comprehend the text, so do inMTs Mambaul
Hikam. They have low achievements in facing text questions, like getting main idea,
supporting details, and even deciding the schematic structure of the text (narrative).
Undeniable, there are many aspects engage in this problem. Mostly, the problems
faced are getting the main idea and the information stated. This situation is adding up
by students’ reading habit that low; they think that reading is bored activity to do.
Beside, many teachers are still hard to choose the better method to teach
reading for the students. It was quite difficult to the teacher to invite and manage
them in the classroom. It was discovered that students tended to be passive in the
classroom without considering reading is important for them. Hence, the teacher
supposed to do something which could make students enjoy in reading.
Based on the explanation, the reasons explained above are why this research is
conducted. It believed that reading is a compulsory subject needed to be mastered and
the underlying stated above is that students are difficult in comprehend the text
because of their low motivation in and outside of the classroom. Therefore, to make
the students want to read, it needed an appropriate and suitable method with
encourage students to read.
C. Hypothesis
In line with the question of the study, the writer formulates two hypotheses
that be tested by “t” test. According to Creswell, there are two kinds of hypothesis
which have to be made before the researchers do their experimental research.21
Hypotheses are formulated to draw a connection between two variables. The two
21John W. Creswell, Educational Research (3rded.), (New Jersey: Pearson Prentice Hall,2008), p. 137.
21
hypotheses are null hypothesis (Ho) and alternative hypothesis (Ha) that described as
follows:
a. Alternative Hypothesis (Ha) = “There is effectiveness in students’ reading of
narrative text using jigsaw teaching technique compared with student’s
without Jigsaw teaching technique.”
b. Null Hypothesis (Ho) = “There is no any effectiveness in students’ reading of
narrative text using jigsaw teaching technique compared with student’s
without Jigsaw teaching technique.
The writer formulates the hypothesis as follow:“Using Jigsaw teaching
technique is effective on students’ reading skill at the eighth grade students of MTs
Mambaul Hikam Patrol” And if the result of study is effective, then this research is
acceptable.
D. Previous Studies
The first previous study comes from Mayrina (2011). A research was done in
the second grade of MTSN Tangerang II Pamulang, the research focused on a
classroom action research about whether Jigsaw teaching technique can improve
narrative ability or not. The result of the study showed that learning through jigsaw
can improve learning motivation the reading ability and reading achievement. The
average score in the pre test is 56.3 and it becomes 77.2 after using Jigsaw22.
Another research was done by Suciaroh (2009),the research conducted was
comparing teaching reading of narrative text by using Cooperative learning and
Grammar Teaching Method, the data was taken and analyzed quantitatively to find
the effectiveness of teaching method in both techniques. The results of the study was
22Ina Mayrina, Using Jigsaw teaching technique to improve student’s narrative text(Classroom Action Research of second grade MTSN Tangerang II Pamulang), (Jakarta;PerpustakaanUin Jakarta, 2009), vii
22
shown that the students who taught cooperatively got the higher score than students
who taught by Grammar Teaching Method.23
LailatulQodriah (2012) conducted a study in order to investigate the
improvement of students’ reading comprehension of eight grade of SMP Al-Syukro
Universal Ciputat after using Jigsaw teaching technique in teaching reading. It found
that the result of posttest in the second cycle of CAR gained 18 students who passed
the KKM or 81.81% students and mean score was 81.36. Therefore, the
implementation of jigsaw teaching technique can improve students’ reading
comprehension.24
These studdies above has both the similarities and differences with the
writer’s study. Jigsaw as the technique studied and test as the instrument are the
similarities in this case,while the differences are on the place, sampling technique,
and the research design. And all the results of the study above are same; using jigsaw
teaching technique to improve students’ ability in reading of narrative text is
effective.
23Suciaroh,The Effectiveness Of Narrative Text By Using Cooperative Teaching AnExperimental Study in The First Year of MTSSoebonoMantofani, (Jakarta; PerpustakaanUin Jakarta, 2009), Vii
24Lailatul Qodriah, Improving Students’ reading of Narrative Text using Jigsaw teachingtechnique (A Classroom Action Research of second grade SMP AL-Syukro), (Jakarta; PerpustakaanUIN Jakarta, 2012), vii
23
CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses place and time of the research, research method and
design, population and sample of the research, research instrument, data collection
technique, data analysis technique, hypotheses testing and statistical hypotheses.
A. Place and time of the study
The research was held in MTs Mamba’ul Hikam which is located on Jl. Tiben
RT/ RW:001/ 003Patrol 45257. This research was carried out for a month, start from
September 14th
, 2014 to October14th
, 2014. It is done by giving pretest, treatment and
post-test to the eight grade sudents. It has 6 meetings, 4 meetings for treatment and 2
meeting for pretest and post-test.
B. Research Method and Design
This research was conducted quantitavely through quasi-experimental design.
This research divided the population into two class; experimental class and control
class. The first class is experimental class will be given the treatment of Jigsaw
technique and the second as a control class will not give the treatment with jigsaw
technique. Here shown the research design table; explained of the two class pretest
and posttest based on Sukardi:1
Table 3.1
Research Design of Two Class Pretest Posttest Design
Class Pre-test Treatment Post-test
Experiment
Control −
1
Sukardi, Metodologi Penelitian Pendidikan Kompetensi dan Praktiknya, (Jakarta: Bumi
Aksara, 2003), p. 185.
24
In which:
: Pretest of Experimental Class
: Pretest of Control Class
: Experimental class given a treatment
− : Control class not given a treatment
: Post test of experimental class
: Post test of control class
C. Population and Sample
In this case, the population of this research is eight grade students of MTs
Mamba’ul Hikam Patrol, academic Year 2013/2014. There are only two classes,
therefore, the technique of sampling that used is quota sampling. Quota sampling is
used when the researcher is unable to take a probability sample but is still able to
select subjects on the basis of characteristics of the population.
In this research, the population were 72 of eight grade students from two
classes. The writer took VIII B as the experimental class that has 36 students and VIII
A as the control class that has 36 students. VIII B was chosen as the experimental
class because it had lower mean score in pre-test than VIII A. Experimental class was
taught reading comprehension through Jigsaw technique, while the other was taught
through expository technique. The teaching and learning process was carried out for
six meetings.
In the last, the writer only got 34 students’ data as sample in each class. This
condition happened because there were some students who did not come in each
meeting, either in pre-test, treatment, or post-test. Hence, the writer decided to take
only 34 students as sample in each class based on their attendance.
D. Research Instrument
. The instrument used in this research is a paper and pencil test in this case is
multiple choice. Multiple choice questions can focus on details (microstructure) and
25
on more general aspect (macrostructure). Then, the good multiple choice tests tend to
be reliable.2
The quality of instrument used in a research is very important. Validity and
reliability are essential requirements should be fulfilled to ensure the instrument is
qualified.
1. Validity
One of important principles in language assesment is validity. The
research instrument should have validity testing to know its eligibility. The
test used as the instument in this research also need to be examined before the
students tested. In a research, validity refers to the appropriateness, the
correctness, or the usefulness of the inferences a researcher makes. Briefly,
validity of the test is the extent to which it measures what it is supposed to
measure.3 It refers to the meaningfulness of the scores, which defines a broad
scope of concerns. Regarding tasks and criteria, one of the main concerns is
content coverage and comprehensiveness in relation to the definition of the
test purpose.
2. Reliability
Reliability is a necessary characteristic of any good test; a test must be
reliable as a measuring instrument.4 It means if you give the same test to the
same students or matched students on two different occasions, the test should
yield similar result. Brown said that human error, subjectivity and bias may
enter the scoring process. By means, attaining reliability is important because
it means that the scores are dependable, so that we can rely on them in
decision-making.
There were 40 items question of instrument were tested toward students of
eight grade at MTs Al-Hasan Dawuan, before applied them to the samples, to know
2I.S.P.Nation, Teaching ESL/EFL Reading and Writing,(New York: Routledge, 2009), p. 78.
3J.BHeaton, Writing English Language Tests, (New York:Longman Inc.,1988), p. 159.
4 Ibid., p. 162.
26
its validity and reliability. The validity and reliability test were analyzed by using
ANATES software.
The result shows that the instrument were reliable. The reliability score is 0.88
while the standard of reliable is 0.60. Hence, it can be concluded that is is reliable. At
last, the writer limited the questions into 20 from 40 questions that were tested, with 6
questions were fixed and some others were choosen as the questions after edited. (for
further data, see appendix 12)
E. Data Collection Technique
After making the instrument, the data was collected by giving a test to the
students. The test technique was one of the data collecting techniques in a
quantitative research.5 There were two kinds of test used:
1. Pre-test
Pre-test was delivered at the first time before the treatment applied in both
experimental and control class. The pre-test was held on September 14th
,
2014. The pre-test conducted to the control class (VIII A) and experimental
class (VIII B). Before the pre-test, the students were explained about the
concept of Jigsaw such as the procedures, the functions, the elements, the
rules, and the scoring to both of classes.
2. Post-test
Post-test was held as the final test after applying the treatment. The treatment
of Jigsaw is only given to the experimental class (VIII B). It is used to see
whether or not Jigsaw effective to improve students’ reading comprehension
achievement. The post-test was held on October14th
, 2014.
5Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi, (Jakarta:FITK,
2013), p. 65.
27
F. Data Analysis Technique
For the next step of the research, the data is processed and analyzed. The
writer analyzed the pre-test and post-test scores. It will have a test of normality to see
the normality of students’ reading skill and a test of homogenity to ensure that the
students reading skill of experimental and controlled class are homogenous. These
tests are requisite test before analyzing the data. After testing the normality and
homogenety, the data gained from the post-test of both classes are analyzed using a
parametric statistic. The parametric statistic used is t-test formulation.
1. Normality Test
Normality Test is used to know whether the data from both sample classs is
examined comes from the population of normal distribution or not. It is done towards
two classes; those are experimental class and control class. The normality test is done
by using KolmogorvSminorv test with requirement as follows; if the score of the data
is higher than 0,05 so the datais come from the normal population, but if it is not
fulfilled this requirement, so the data is not come from population. Score of Lvalueis
got from formula as follows:
In which, Zi = Normality
Xi = data from every sample
= deviation standard
X = mean
2. Homogeneity Test
After normality test gives indication that the data is distributed normally, so it
needs to do homogeneity test with Fisher test. Homogeneity test is used to know the
28
similarity of the two conditions or population. The steps of determining homogeneity
are:
a. Dividing, the larger variance by the smaller one. If the variances are similar to
each other, the F-value will be close to 1. The more the variances differ, the
larger the value will be.
Fmax =
b. Comparing the obtained F-value to the appropriate one in the table. If the
obtained F-value is equal to or larger from the table, then the data is lack
homogeneity of variance.
3. Hypothesis Testing
For the hypothesis Test, it used T-Test formula to find out whether there are
the differences between three variables in this study.6 These are the following
formula:
√( ) ( )
√
In which, = mean score of experimental class
= mean score of control class
= standard deviation of experimental class
= standard deviation of control class
= number of students of experimental class
= number of students control class
6Nurul Zuriah, Metode Penelitian Sosial dan Pendidikan, (Jakarta: Bumi Aksara, 2009), p.
205.
29
T – Table is got with α = 0.05.Testing hypothesis uses criteria with degree of
freedom – 2 with significance degree 0.05. The conclusion is if t value < t
table, so the null hypothesis (Ho) is accepted, if t value > t table, so the null
hypothesis (Ho) is rejected. The process of t-test is as follow:
a. Determining the hypothesis; H0 = X1 ≤ X
2 or X1 > X
2
Annotation:
X 1= The mean score of experimental class
X 2 = The mean score of control class
b. Determining criteria of testing and ttable. The criteria of testing were: If tvalue<
ttable, H0 was accepted and Ha was rejected, on the other hand, If tvalue > ttable,
H0 was rejected and Ha was accepted.
c. After determining the criteria of testing, the researcher determined the
significance level α = 0.05, it meant this research was 95% trusted. Moreover,
the researcher determined the degree of freedom by formulation df = n1 + n2
– 2 and the ttable.
d. Calculating of tvalue. Because both samples of the experimental and the
controlled class were homogeneous, hence the hypothesis testing used t-test
formulation.
tvalue = X X
√
Scom = √( )
( )
Annotation:
X 1 : The mean score of the post test of the experimental class
X 2 : The mean score of post-test in controlled class
Scom : Variance combination
S12 : Variance in experimental class
S22 : Variance in controlled class
30
n1 : Total students in experimental class
n2 : Total students in controlled class
e. Comparing tvalue to ttable, based on the statistical calculation
f. Giving conclusion about the hypothesis.
1) Frequency Distribution Table
This table is a tool of presentation consisting of columns and rows and there
are numbers which describe the division of frequency from variable which is
researched. Steps to make frequency distribution table is shown below:
a. Determine the distance of score ®, with formula:
In which, H = High Score
L = Low Score
b. Determine number of classes(K), with formula:
In which, N = number of subjects
c. Determine the interval of class (I), with formula
In which, R = the distance of the score
K = the number of classes
2) Mean
Mean is the total of all data which is divided with the number of data.7 The
formula is,
7Iskandar, Metode Penelitian Pendidikan Sosial, (Jakarta: GP Press, 2009), p. 103.
31
In which, X = Mean
= the result of data frequency with the scores get
= the frequency of data
3) Median
In statistic and probability theory, the median is the numerical value
separating the higher half of a data sample, a population, or a probability
distribution, from the lower half.8 The median of a finite list of numbers can be
found by arranging all the observation from lowest value to highest value and
picking the middle one.
Median can be got from the formula;
In which, = Median
= the size of median class
n = total number of the data
Fm = the cumulative frequency of the class before median
Fm = frequency of the median class
4) Mode
The mode is defined as the element that appears most frequently in a given set
of elements.9 Mode can be defined based on formula:
In which, Mo = Mode
L = the lower class limit of the modal class
i = class interval
8Ibid
9Ibid
32
= different between the frequency of the mode class
and frequency before mode class
=different between the frequency of the mode class and
frequency after mode class
5) Deviation Standard
Deviation standard is a quantity calculated to indicate the extent of deviation
for a class as a whole. Before determining the standard deviation, at first variance
should be determined.
( )
( )
In which, = variance
F = frequency with which data value x, occurs
x = the mean
x = each data value in turn
Therefore, deviation standard is ( ) √
4. Statistical Hypothesis
Ho :
:
:There is difference between students’ reading
comprehension achievement using Jigsaw technique
: There isno difference between students’ reading
comprehension achievement using Jigsaw technique
In which, Ho : Null Hypothesis
Ha : Alternative Hypothesis
µ1 : Students’ reading achievement using Jigsaw Technique
µ2 : Students’ reading achievement not using Jigsaw Technique
33
CHAPTER IV
RESEARCH FINDING
This chapter presents findings of the study. The findings describe into data
description, data analysis, and data interpretation.
A. Data DescriptionThis part shows the general description of students’ scores in both
experimental class and control class. The description is divided into two sections:
data of pre-test scores and data of post-test scores.
During research, the researcher designed six meetings in this study. In the first
meeting, the pre-test was given to get students’ background knowledge. The second
to the fifth meeting, both of classes were taught about narrative text through different
treatment. The experiment class was taught through Jigsaw teaching technique, while
the control class was taught by conventional technique. After giving the treatment,
the students in each class had to answer some questions related to the text. It is used
to know whether the students got higher improvement in their reading comprehension
achievement after using Jigsaw teaching technique than using conventional. In the
last meeting, the post-test was given to check whether students’ achievement of
reading comprehension in narrative text increased.
The treatment is only given to the experiemental class by giving some
materials. In this research, the materials are given to the students based on the
syllabus that actually similar with materials for reading skill. The material was
extended to the students about narrative text with reading as a focused skill.The
researcher gave the motion (topic) to students to discuss. The students directly used
the materials that have been covered in a handout given by the researcher.The
students’ reading comprehension achievement was measured by using a test in
multiple choice form. Before the instruments administered to the students, the
researcher conducted validity and reliability test. There were 40 numbers of questions
34
given to 36 eight grade students of MTs Al-Hasan Dawuan. The result of validity and
reliability test was analyzed by using ANATEST software, there were 16 valid
questions from 40 questions which were gained and it should be 20 questions to be
tested. Therefore, there were 4 numbers of questions that should be revised. Further
information about validity and reliability result can be seen in the appendix 10. Here
the table showed how the research conducted.
Table 4.1Research Schedule
Class Meeting Date Material
EXPERIM
ENT
CLASS
1 Sept,15th 2014 Giving a pre-test
2 Sept,22th 2014 Explaining Jigsaw teaching
technique and Narrative text
3 Sept, 25nd 2014 Discussing “Temples of Roro
Anteng” using Jigsaw teaching
technique
4 Sept, 29th 2014 Discussing “The Glove and The
Lions” text using Jigsaw
teaching technique
5 Oct, 8th 2014 Discussing “The Sister and Cat”
text using Jigsaw teaching
technique
6 Oct, 15th 2014 Giving a post-test
CONTROL
CLASS
1 Sept,15th 2014 Giving a pre-test
2 Sept,22th 2014 Explaining Narrative text
3 Sept, 25nd 2014 Discussing “Temples of Roro
Anteng” not using Jigsaw
teaching technique
35
4 Sept, 29th 2014 Discussing “The Glove and The
Lions” text not using Jigsaw
teaching technique
5 Oct, 8th 2014 Discussing “The Sister and Cat”
text not using Jigsaw teaching
technique
6 Oct, 15th 2014 Giving a post-test
1. Data of Pre-test Scores
This Table 4.2 reports the students’ pre-test scores of the experimental class
and the control class. There are 34 students in both control class experimental class.
Table 4.2Students’ Pre-test Scores
Students The Pre-test Scores of
Control Class
The Pre-test Scores of
Experimental Class
135 20
240 65
350 20
425 50
530 30
630 60
770 30
835 30
935 30
1035 60
1120 40
1245 40
36
1340 50
1450 55
1540 45
1645 50
1740 50
1845 50
1960 50
2040 25
2150 40
2225 50
2350 55
2450 45
2560 60
2670 30
2760 60
2860 60
2945 30
3065 60
3165 65
3270 30
3360 65
3420 20
1560 1555
The above table shows the students’ pre-test scores of the experimental class
and the controlled class. The test was given in the first meeting before giving any
treatment. The pretest of control class is 20 as the lowest score of pre-test, 45.85 as
the mean score, and 70 as the highest score. While for experimental class 20 is as the
37
lowest score of pre-test, 45.74 as the mean score, and 65 as the highest score.Hence,
it can be concluded that the pre-test scores of the experimental class and the
controlled class seem to be equivalent.
2. Data of Post-test ScoresTable 4.3 reports the students’ post-test scores of the experimental class
and the control class. Each class has 34 students as the sample.
Table 4.3Students’ Post-test Scores
Students The Post-test Scores of
Control Class
The Post-test Scores of
Experimental Class
155 90
270 75
345 90
475 75
575 85
650 75
755 65
840 80
955 85
1040 60
1155 85
1255 80
1355 75
1460 70
1570 60
1660 70
1765 60
38
1860 65
1965 75
2065 75
2160 80
2265 80
2370 75
2470 80
2555 85
2670 70
2770 70
2860 60
2970 70
3075 65
3145 90
3275 75
3345 90
3475 85
∑ 2080 2565
The above table shows the students’ post-test scores of the experimental class
and the controlled class. The test was given in the first meeting before giving any
treatment. The pretest of controlled class is 40 as the lowest score of pre-test, 61,38
as the mean score, and 75 as the highest score. While for experimental class 60 is as
the lowest score of pre-test, 75.44 as the mean score, and 90 as the highest score.
Therefore, it can be seen that the experimental class has higher significant score than
the controlled class.
39
B. Data Analysis
1. Result of Pre-Test of Control class and Experimental Class
a. Pre-test of Control Class
Result gained from a pre-test in class VIII A as control class of this research is
presented in a frequency distribution table below:
Table 4.4Table of Frequency Distribution of Pre-test Control Class Result
No Interval
Low Class
Boundary Frequency
1 20 – 27 19.5 4
2 28 – 35 27.5 6
3 36 – 43 35.5 5
4 44 – 51 43.5 9
5 52 – 59 51.5 0
6 60 – 70 59.5 9
TOTAL 34
Based on the table above, it can be made a figure which is presented as follows:
Figure 4.1Diagram of Distribution of Pre-test Control Class Result
0
2
4
6
8
10
20-27 28-35 36-43 44-51 52-59 60-70
40
According to the tabulation of the data related to the result of pre-test
control class, from 34 students who became sample of this research, it is gained
20 as a minimum score and 70 as a maximum score. A minimum and maximum
score describe that the gap between students who are poor and very good is far.
The mean is 45.485, variance 209.804 and deviation standard is 14.85. Further
calculation can be seen in appendix 8.
b. Pre-test of Experimental Class
Table 4.5Table of Frequency Distribution of Pre-test Experimental Class Result
No Interval Low Class Boundary Frequency
1 20 – 27 19.5 4
2 28 – 35 27.5 6
3 36 – 43 35.5 3
4 44 – 51 43.5 9
5 52 – 59 51.5 2
6 60 – 67 59.5 10
TOTAL 34
Based on the table above, it can be made a figure which is presented as follows:
41
Figure 4.2Diagram of Frequency Distribution of Pre-test Experimental Class Result
According to the tabulation of the data related to the result of pre-test
experimental class, from 34 students who became sample of this research, it is
gained 20 as a minimum score and 65 as a maximum score. A minimum and
maximum score describe that the gap between students who are poor and very
good is far. The mean is 45.74, variance 212.322 and deviation standard is 14.47.
Further calculation can be seen in appendix8.
2. Result of Post-Test of Control class and Experimental Class
a. Post-test of Control Class
Table 4.6
Table of Frequency Distribution of Post-test
Control Class Result
No Interval Low Class Boundary Frequency
1 40 – 45 39.5 4
2 46 – 51 45.5 2
0
2
4
6
8
10
12
20-27 28-35 36-43 44-51 52-59 60-67
42
3 52 – 57 51.5 7
4 58 – 63 57.5 5
5 64 – 69 63.5 4
6 70 – 75 69.5 12
TOTAL 34
Based on the table above, it can be made a figure which is presented as follows:
Figure 4.3Diagram of Frequency Distribution of Post-test Control Class Result
According to the tabulation of the data related to the result of post-test control
class, from 34 students who became sample of this research, it is gained 40 as a
minimum score and 65 as a maximum score. A minimum and maximum score
describe that the students of control class have different ability. The mean is 61.38
0
2
4
6
8
10
12
14
40-45 46-51 52-57 58-63 64-69 70-75
43
variance 106.150 and deviation standard is 10.303. Further calculation can be seen
in appendix 8.
b. Post-test of Experimental Class
Table 4.7Table of Frequency Distribution of Post-test Experiment Class Result
No Interval Low Class Boundary Frequency
1 60 – 64 59.5 4
2 65 – 69 64.5 3
3 70 – 74 69.5 5
4 75 – 79 74.5 8
5 80 – 84 79.5 6
6 85 – 90 84.5 8
TOTAL 34
Based on the table above, it can be made a figure which is presented asfollows:
44
Figure 4.4Diagram of Frequency Distribution of Post-test Experiment Class Result
According to the tabulation of the data related to the result of post-test of
experimental class, from 34 students who became sample of this research, it is
gained 60 as a minimum score and 90 as a maximum score. A minimum and
maximum score describe that the students of control class have different ability.
The mean is 75.44 variance 83.890 and deviation standard is 9.159. Further
calculation can be seen in appendix8.Here is the recapitulation of the data gained
from both two classes:
Table 4.8Data Recapitulation of Pre-test and Post-test
DATA Control Class Experimental Class
Minimum Score 20 20
Maximum Score 70 65
0
1
2
3
4
5
6
7
8
9
60-64 65-69 70-74 75-79 80-84 85-90
45
Pre-Test Mean 45.85 45.74
Variance 209.804 212.322
Deviation Standard 14.48 14.57
Post-test
Minimum Score 40 60
Maximum Score 75 90
Mean 61.38 75.44
Variance 106.150 83.890
Deviation Standard 10.30 9.159
3. Normality Test
The results of normality test of the data are presented as follows:
Table 4.9Normality Test Result
Class Highest L – Observation
Pretest Post-test
Control Class 0.754 0.916
Experiment Class 1.154 0.745
L-table 0.005
Conclusion The data are normally distributed
In analyzing the normality, it used Kolmogorov Smirnov, and the results
showed that both the data of pre-test and post-test in control class and experimental
class were distributed normally. According to criteria of the test, the data can be said
normal when it is higher than the standard data. And here, based on Kolmogorov
Smirnov the standard data is 0.05. While, the results both control class and
experimental class were higher than 0.05. Therefore, it can be concluded that the data
of both pre-test and post-test from control class and experimental class were
distributed normally. For further calculation, it can be seen in appendix 7.
46
4. Homogeneity Test
Based on the calculation of normality, the result of the data in pre-test and
post-test of both control class and experiment class have been distributed normally.
The next step of the calculation is finding the homogeneity of the data by using
Fisher test.
The calculation of homogeneity test was by finding the F-observation of pre-
test and post-test. F –observation was got by dividing the larger variance with smaller
variance. From the pre-test result, it was gained the variance of control class was
209.804, while from experimental class was 212.322. After that, from the post-test
result, it was found the variance of control class was 106.150. While from the
experiment class was 83.890. Based on the results, it can be concluded that those two
groups come from homogeneous population.
Table 4.10Homogeneity Test Result of Pre-test
Statistic Control Class Experiment Class
Variance 209.804 212.322
F-Score 1.01
F-table 1.78
Conclusion Both groups come from homogeneous population
Table 4.11Homogeneity Test Result of Post-test
Statistic Control Class Experiment Class
Variance 106.150 83.890
F-Score 1.26
F-table 1.78
Conclusion Both groups come from homogeneous population
47
The criteria of the test were in significance level 1.78. From the table above, it
can be seen that the F-score < F-table, therefore, both groups are from homogenous
population. Further calculation can be seen in appendix 8.
5. Hypothesis Test
After both data – data of pretest and posttest – were normally distributed and
homogeneous, the data were calculated to test the hypothesis by using T-test formula.
This was the last calculation and the crucial calculation to answer the problem
formulation of this research that whether there is a significant difference between
students’ reading achievement in control class which were using conventional
technique and students’ reading achievement in experimental class which were given
Jigsaw teaching technique. Here, the sample was claimed having significant
difference if t- observation is > t-table. The result of t-test on post-test of
experimental is described in the table below:
Table 4.12T-test Result on Post-test of Experimental class
Statistic Experiment Class
Mean 75.44
Variance 83.890
S-combination 0.30
t-score 19.527
t-table 1.78
Conclusion Ho is rejected Ha is accepted
The data on the above showed that t-score is higher than t-table (19,527 >
1.78).Therefore, the null hypothesis (Ho) is rejected. It means that with 5% risk of
error, it can be concluded that there is a significant improvement between students’
48
reading comprehension of narrative text using Jigsaw teaching technique and
conventional technique. For further calculation, it can be seen in the appendix 9.
C. Data Interpretation
Cooperative learning has an effect on students’ achievement under two
essential conditions: group and individual accountability. Group goals motivate
students to help their group-mates learn. They could exchange any information in
order to complete the task. The exchange not only stimulates necessary clarification
to ensure comprehension but also contribute to academic achievement.1
In the present study, it was found that there is a significant difference between
students’ achievement in reading comprehension by using conventional method and
Jigsaw teaching technique. It was seen that the students’ reading achievement after
being treatment of using Jigsaw teaching technique were higher than the students’
reading achievement before treatment. It can be seen from students’ pre-test and post-
test score. The pre-test mean score of students in experimental class was 45.74 while
the post-test mean score of students in experimental class was 75.47.
Thus, the results of the present study highlight and support the idea that
cooperative learning strategies is effective on the academic achievement. To discuss
the result further it is a very clear advantage of cooperative learning that it provides a
structure which allows students to help manage the classroom; which develop from
the positive interdependence which is created within the learning teams; and helps the
students take more responsibility.
The theory above is supported by the writer’s observation during the
treatment in the classroom. It discovered that the students were enthusiastic and
cooperative when learning English text. They followed the lesson respectfully and
tried to comprehend the text together. They discussed the material with their group
and helped each other to make their friends comprehend it.
1Carollyn Kessler, Cooperatvie Language Learning; A teacher’s Resource Book, (NewJersey: Prentice Hall, 1992), p. 2
49
Thus the result of this study is in line with previous studies of this research.
Mayrina (2011) and Lailatul Qodriah (2012) found that learning through jigsaw
teaching technique can improve learning motivation of reading ability and reading
achievement. In addition, there is existing research which compared the effectiveness
of reading comprehension by using Jigsaw teaching technique and Grammar
Translation Methods, Suciaroh (2009) discovered that Jigsaw teaching technique is
more effective than Grammar translation Method. Those previous studies strengthen
this research result that Jigsaw teaching technique is effective which can enhance
students’ reading skill.
50
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The conclusion came from this research obtained that using Jigsaw teaching
technique on reading ability of narrative text is an effective technique. It can be
proved by the research result that has been explained in data analysis (see chapter
IV). The research result performed that the mean score of experimental class was
higher than the mean score of control class in the post-test. The experimental class
received treatment of Jigsaw teaching technique while the control class did not. The
result of statistical hypothesis test on the level of significance 5% found that t-value
was 19,5 while t-table was 1.78or tvalue > ttable. Thus, the Ho (Null Hypothesis) was
rejected and the Ha (Alternative Hypothesis) was accepted. It can be seen from the
acceptance of alternative hypothesis that there isa significant difference in the main
gains between the students’ reading achievement tought by Jigsaw teaching technique
and students taught without it. It means that the implementation of jigsaw teaching
technique in the experimental class is effective on students’ reading skill. Therefore,
Jigsaw teaching technique is effective on students’ reading skills.
B. Suggestion
This research proved that Jigsaw is an effective technique to teach reading. It
has been tested by the data gained during the research. However, the researcher
would like to give some suggestion as follows:
1. Since English is a foreign language but the needs to understand English text
right now is very demanded, teacher should be more creative in teaching
English. Jigsaw teaching technique is highly recommended to teach reading
since it has been experimentally studied and tested in this scientific research.
51
2. Jigsaw is one of techniques to use in the classroom, so teacher should give
more explanation about how to run them in thecourt to make sure they know
what to do.
3. Teacher should bring interesting and current topics to be the motion in the
reading class.
4. Teacher should switch the students regularly in a group of jigsaw to make
them try any positions with their new group of friend in the classroom. Beside
that, it can also make students more cooperative to work on a team with any
students in the class.
5. Both the teachers and students can well collaborate in teaching and learning
process. It is used to make them easier in solving the problems faced in
teaching and learning process.
52
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Anderson, Mark, Kathy Anderson, Text types in English. Australia: MacmillanEducation, 2008.
Barry, Kevin, Beginning Teaching and Beyond (Third Edition). Australia: Thomson,2006.
Caldwel, Jo Anne Schhudt l, Comprehension Assessment - A Classroom Guide.USA:The Guilford Press, 2008.
Creswell, John W., Educational Research; Planning, Conducting, and EvaluatingQuantitative and Qualitative Research, NewJersey: Pearson Education,2008.
David Allen, Edward, Classroom Techniques: Foreign Language and English as
Second Language, New York: Harcourt Brace, Inc, 1977
Donough, Jo Mc and Christopher Shaw, Materials and Methods in ELT: A Teacher’sGuide-2nd, Malden: Blackwell Publishing, 2003.
Grabe, William and Fredricka L.Stoller, Teaching and Researching Reading,Oxford: PearsonEducation, 2009.
Harmer, Jeremy, Approaches and Methods in Language Teaching-8th Ed, New York:Cambridge University Press, 1992.
Hawkins, Barbara,Teaching Children to Read in a Second Language,TeachingEnglish as A Second or Foreign Language, 2nd Ed. Marianne Celce-Murcia, Boston: Heinle & Heinle, 1991.
Heaton, J.B,Writing English Language Tests, New York: Longman Inc., 1988.
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Iskandar, Metode Penelitian Pendidikan Sosial, Jakarta: GP Press, 2009.
Kessler, Carolyn, Cooperatvie Language Learning; A teacher’s Resource Book, NewJersey: Prentice Hall, 1992.
Lewis-Beck, Michael S, Experimental Design and Methods, London: SagePublication, 1993.
Lewin, Larry, Paving The Way in Reading and Writing, San Fransisco: Jossey-Bass,2003.
Lems, Kristin, Teaching Reading to English Languager Learners: Insight from
Linguistics, New York: The Guildford Press, 2010.
Madlerand Jhonson , The Psychological Assessment of Reading, Rev, Ed, Rotledge,1997.
Mayrina, Ina, Using Jigsaw Technique To Improve Student’s Narrative Text(Classroom Action Research of second grade MTSN Tangerang IIPamulang), Jakarta; PerpustakaanUin Jakarta, 2009.
Nation, I.S. P, Teaching ESL/EFL Reading and Writing, New York: Routledge, 2009.
Piercey, Dorothy, Reading Activities in Content Areas-Second Edition. USA: Allynand Bacon, Inc, 1982.
Priyono, Joko, Interlanguage: English for Senior Hifh School Students XI Scienceand Social Study Programme, Jakarta: PusatPerbukuan,DepartemenPendidikanNasional, 2008.
Qodriah, Lailatul, Improving Students’ reading of Narrative Text using JigsawTechnique A Classroom Action Research of second grade SMP AL-Syukro, Jakarta; Perpustakaan UIN Jakarta, 2012.
Rapp Ruddell, Martha, Teaching Content Reading and Writing 5th Edition, USA:JhonWilley&Sons, Inc. 2008
54
Setyaningrum, Deny, The Implementation of ktsp in Teaching English at the SecondYear of SMPN 1 WedarijaksaPati in the academic year 2008/2009,Thesis. Surakarta: SebelasMaret University. 2009.
Siahaan, Sanggam and KisnoShinoda, Generic Text Structure, Yogyakarta:GrahaIlmu, 2008.
Suciaroh, The Effectiveness Of Narrative Text By Using Cooperative Teaching AnExperimental Study in The First Year of MTS Soebono Mantofani,Jakarta; Perpustakaan Uin Jakarta, 2009.
Sukardi, Metodologi Penelitian Pendidikan. Jakarta: PT. Bumi Aksara, 2003.
Tim Penyusun Pedoman Penulisan Skripsi FITK, Pedoman Penulisan Skripsi, Jakarta:FITK, 2013.
Zuriah,Nurul, Metode Penelitian Sosial dan Pendidikan, Jakarta: Bumi Aksara,2009.
55
Appendix 1
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)KELAS EXPERIMENT
Sekolah : MTs Mambaul Hikam
Pertemuan ke : 1
Kelas/Semester : VIII (Delapan)/ I (satu)
Mata Pelajaran : Bahasa Inggris
Skill/aspek : Reading
Jenis Text : Narrative Text
Tema : Two Sisters and Cat
Waktu : 1x40 menit
I. Kompetensi inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara afektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
56
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
II. Kompetensi dasar:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.2. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan
fungsi social teks descriptive dengan menyatakan dan menanyakan
tentang deskripsi orang, binatang, dan benda, pendek dan sederhana,
sesuai dengan konteks penggunaan.
4.11. Menangkap makna teks narasi lisan dan tulis, pendek dan sederhana.
III. Indicator
1. Spiritual
Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai
bahasa pengantar komunikasi internasional.
2. Social
Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
3. Pengetahuan
Menyebutkan pengertian dan generic structure dari teks narative serta
mengamati kegunaan teknik Jigsaw
4. Ketrampilan
57
Menjelaskan dengan tepat pengertian, fungsi dan generic structure dari
narrative text serta dapat menuliskan kalimat present tense dengan
benar.
IV. Tujuan
Setelah mengikuti pembelajaran, peserta didik dapat:
1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa komunikasi internasional.
2. Social
Menumbuhkan rasa percaya diri dan tanggung jawab terhadap
komunikasi social dalam kehidupan sehari-hari peserta didik.
3. Pengetahuan
Menjelaskan fungsi dan struktur kebahasaan dari narrative teks dan
juga penggunaan Jigsaw
4. Ketrampilan
Menyebutkan dan menjawab pertanyaan tentang teks narrative dengan
tema yang dipelajari
V. Materi pembelajaran
Tes lisan dan tulis tentang mendiskripsikan tempat
1. Fungsi social
a. Mengenalkan
b. Mengidentifikasi
2. Struktur teks
a. Mengidentifikasi berbagai informasi dalam teks meliputi
Orientation, Complication, dan Resolution
3. Unsur kebahasaan
a. Nama tema : Two sisters and cat
b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s)
c. Kata ganti: it, they, this, these, those, that
d. Tenses yang digunakan: past-tense
VI. Sumber/media pembelajaran
58
Sumber : Buku paket siswa
Media pembelajaran : White board, board marker, karton.
VII. Metode pembelajaran
Pendekatan : Scientific Approach
Tekhnik : Jigsaw
VIII. Langkah pembelajaran
Fase Kegiatan Pembelajaran Wakt
uGuru Siswa
Pendahuluan a. Memberi salam serta
memberikan pertanyaan
berkaitan dengan
pembelajaran sebelumnya.
b. Memberikan informasi
tentang ketertaitan
pembelajaran sebelumnya
dengan pembelajaran yang
akan dilaksakan.
c. Memberikan informasi
tentang kompetensi, materi,
tujuan, manfaat, dan
langkah pembelajaran yang
akan dilaksanakan.
a. Merespon salam serta
menjawab pertanyaan yang
berkaitan dengan
pembelajaran sebelumnya
b. Menerima informasi tentang
keterkaitan pembelajaran
sebelumnya dengan
pembelajaran yang akan
dilaksakan.
c. Menerima informasi tentang
kompetensi, materi, tujuan,
manfaat, dan langkah
pembelajaran yang akan
dilaksanakan.
10
menit
Kegiatan Inti
a. Mengamati - Memberikan penjelasan
tentang definisi, generic
structure dan tenses yang
digunakan di dalam
narrative text.- Memberikan contoh
narrative text yang bertema
- Memperhatikan penjelasan
tentang definisi, generic
structure dan tenses yang
digunakan di dalam narrative
text.- Mengamati contoh narrative
text yang bertema two sisters
20
menit
59
b. Menanya
c. Menalar
d. Mencoba
e. Mengkomuni-
kasikan
two sisters and cat- Menyajikan contoh
narrative text yang telah
diberikan serta menjelaskan
bagian-bagian dari generic
structure dan struktur
kebahasaan yang terdapat di
dalam teks.
- Mengarahkan siswa untuk
bertanya tentang perbedaan
dua generic structure yang
ada di dalam narrative text
- Mengarahkan siswa untuk
menyebutkan definisi dan
generic structure dari
narrative text
- Meminta beberapa siswa
untuk menentukan generic
structure dari contoh text
yang telah diberikan di
whiteboard dan membuat
contoh kalimat
- Memberikan stimulus
kepada siswa untuk
memeberanikan diri
menjadi volunteer dalam
and cat- Memperhatikan contoh
narrative text yang disajikan
serta mengamati generic
structure dan struktur
kebahasaan yang terdapat di
dalam teks.
- Siswa bertanya tentang
perbedaan antara dua generic
structure yang ada di dalam
narrative text
- Menyebutkan kembali
generic structure of narrative
text yang telah dijelaskan
oleh guru sebelumnya.
- Menentukan generic structure
dari contoh text yang telah
diberikan di whiteboard dan
membuat contoh kalimat.
- Siswa secara volunteer
menjelaskan definisi dan
cirri-ciri kebahasaan dari
narrative text
10
menit
5
menit
15
menit
60
menjelaskan kembali
tentang definisi dari
narrative text serta struktur
kebahasaannya.
10
menit
Penutup a. Meminta siswa
menyimpulkan materi
pelajaran.
b. Bertanya tentang hal-hal
yang telah dipelajari.
a. Secara bersama-sama
menyimpulkan materi
pelajaran.
b. Menjawab pertanyaan guru
dengan benar.
10
menit
IX. Penilaian
1. Penilaian sikap- Pengamatan langsung oleh guru yang dilakukan selama proses
belajar mengajar berlangsung.
2. Penilaian pengetahuan- Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh
guru.
3. Penilaian ketrampilan- Dilakukan dengan menilai hasil jawaban siswa
Mengetahui,
Guru Bahasa Inggris, Peneliti
Iis Sri Dewi, S.Pd. Fiqi Azizah Budiarti
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)KELAS KONTROL
Sekolah : MTs Mambaul Hikam
Pertemuan ke : 1
Kelas/Semester: VIII (Delapan)/ I(satu)
Mata Pelajaran: Bahasa Inggris
Skill/aspek : Reading
Jenis Text : Narrative Text
Tema : Two Sisters and Cat
Waktu : 1x40 menit
I. Kompetensi inti :
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri dalam
berinteraksi secara afektif dengan lingkungan social dan alam dalam
jangkauan pergaulan dan keberadaannya.
3. Memahami dan menerapkan pengetahuan (factual, konseptual, dan
prosedural) berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya terkait fenomena dan kejadian tampak mata.
4. Mengolah, menyaji, dan menalar dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam
sudut pandang/teori.
II. Kompetensi dasar:
1.1. Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa pengantar komunikasi internasional yang diwujudkan dalam
semangat belajar.
2.2. Menunjukkan jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
62
3.10. Menerapkan struktur text dan unsur kebahasaan untuk melaksanakan
fungsi social teks descriptive dengan menyatakan dan menanyakan
tentang deskripsi orang, binatang, dan benda, pendek dan sederhana,
sesuai dengan konteks penggunaan.
4.11. Menangkap makna teks narasi lisan dan tulis, pendek dan sederhana.
III. Indicator
1. Spiritual
Mensyukuri anugerah Tuhan akan keberadaan bahasa inggris sebagai
bahasa pengantar komunikasi internasional.
2. Social
Melakukan tindakan yang jujur, disiplin, percaya diri, dan bertanggung
jawab dalam melaksanakan komunikasi transaksional dengan guru dan
teman.
3. Pengetahuan
Menyebutkan pengertian dan generic structure dari teks narative serta
mengamati kegunaan teknik Jigsaw
4. Ketrampilan
Menjelaskan dengan tepat pengertian, fungsi dan generic structure dari
narrative text serta dapat menuliskan kalimat present tense dengan
benar.
IV. Tujuan
Setelah mengikuti pembelajaran, peserta didik dapat:
1. Spiritual
Mensyukuri kesempatan dapat mempelajari bahasa inggris sebagai
bahasa komunikasi internasional.
2. Social
Menumbuhkan rasa percaya diri dan tanggung jawab terhadap
komunikasi social dalam kehidupan sehari-hari peserta didik.
3. Pengetahuan
Menjelaskan fungsi dan struktur kebahasaan dari narrative teks
63
4. Ketrampilan
Menyebutkan dan menjawab pertanyaan tentang teks narrative
berdasarkan dengan tema yang dipelajari
V. Materi pembelajaran
Tes lisan dan tulis tentang mendiskripsikan tempat
1. Fungsi social
a. Mengenalkan
b. Mengidentifikasi
2. Struktur teks
a. Mengidentifikasi berbagai informasi dalam teks meliputi
Orientation, Complication, dan Resolution
3. Unsur kebahasaan
a. Nama tema : Two sisters and cat, The glove and lion, Temples of
Roro Anteng
b. Penyebutan kata benda singular dengan “a”, “the” dan plural (-s)
c. Kata ganti: it, they, this, these, those, that
d. Tenses yang digunakan: past-tense
VI. Sumber/media pembelajaran
Sumber : Buku paket siswa
Media pembelajaran : White board, board marker, karton.
VII. Metode pembelajaran
Pendekatan : Scientific Approach
Tekhnik : Expository Technique
VIII. Langkah pembelajaran
Fase Kegiatan Pembelajaran WaktuGuru Siswa
Pendahuluan a. Memberi salam sertamemberikan pertanyaanberkaitan denganpembelajaran sebelumnya.
b. Memberikan informasitentang ketertaitanpembelajaran sebelumnya
a. Merespon salam sertamenjawab pertanyaan yangberkaitan denganpembelajaran sebelumnya
b. Menerima informasi tentangketerkaitan pembelajaransebelumnya dengan
10menit
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dengan pembelajaran yangakan dilaksakan.
c. Memberikan informasitentang kompetensi, materi,tujuan, manfaat, danlangkah pembelajaran yangakan dilaksanakan.
pembelajaran yang akandilaksakan.
c. Menerima informasi tentangkompetensi, materi, tujuan,manfaat, dan langkahpembelajaran yang akandilaksanakan.
Kegiatan Intia. Mengamati
b. Menanya
c. Menalar
d. Mencoba
- Memberikan penjelasantentang definisi, genericstructure dan tenses yangdigunakan di dalamnarrative text.- Memberikan contohnarrative text yang bertematwo sisters and cat- Menyajikan contohnarrative text yang telahdiberikan serta menjelaskanbagian-bagian dari genericstructure dan strukturkebahasaan yang terdapat didalam teks.- Mengarahkan siswa untukbertanya tentang perbedaandua generic structure yangada di dalam narrative text- Mengarahkan siswa untukmenyebutkan definisi dangeneric structure darinarrative text- Meminta beberapa siswauntuk menentukan genericstructure dari contoh textyang telah diberikan diwhiteboard dan membuatcontoh kalimat
- Memperhatikan penjelasantentang definisi, genericstructure dan tenses yangdigunakan di dalam narrativetext.- Mengamati contoh narrativetext yang bertema two sistersand cat- Memperhatikan contohnarrative text yang disajikanserta mengamati genericstructure dan strukturkebahasaan yang terdapat didalam teks.
- Siswa bertanya tentangperbedaan antara dua genericstructure yang ada di dalamnarrative text- Menyebutkan kembaligeneric structure of narrativetext yang telah dijelaskanoleh guru sebelumnya.- Menentukan generic structuredari contoh text yang telahdiberikan di whiteboard danmembuat contoh kalimatpresent tense.
20menit
10menit
5menit
15menit
65
e. Mengkomuni-kasikan
- Memberikan stimuluskepada siswa untukmemeberanikan dirimenjadi volunteer dalammenjelaskan kembalitentang definisi darinarrative text serta strukturkebahasaannya.
- Siswa secara volunteermenjelaskan definisi dancirri-ciri kebahasaan darinarrative text
10menit
Penutup a. Meminta siswamenyimpulkan materipelajaran.
b. Bertanya tentang hal-halyang telah dipelajari.
a. Secara bersama-samamenyimpulkan materipelajaran.
b. Menjawab pertanyaan gurudengan benar.
10menit
IX. Penilaian
1. Penilaian sikap- Pengamatan langsung oleh guru yang dilakukan selama proses
belajar mengajar berlangsung.
2. Penilaian pengetahuan- Dinilai dari jawaban siswa atas pertanyaan yang diberikan oleh
guru.
3. Penilaian ketrampilan- Dilakukan dengan menilai hasil jawaban siswa
Mengetahui,
Guru Bahasa Inggris, Peneliti
Iis Sri Dewi, S.Pd. Fiqi Azizah Budiarti
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Appendix 2
INSTRUMENT
Name: Class:
Multiple Choices : 40 QuestionsChoose the best answer for each question based on the alternatives given!
The text for questions 1-10
The Legend of the Kesodo Ceremony
Once upon a time on Mount Bromo, East Java, there was a couple livingthere. The new couple wanted to have a child. They had married for a long timebut they hadn’t got a baby. Every time they prayed to the Gods, asking for a child.
One day, there was a loud voice in the sky when they were praying. “You aregoing to born a baby, and later you will birth too many children. But I have arequirement for you to obey, if you really want to have children”, said the voice.“Whatever you ask, my Lord”, the couple answered, “We will do it”, “You mustsacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was asked by thevoice. Then, the wife got pregnant and gave birth to a son. The baby grew up intoa handsome, taught man. He was named Kesuma. The couple loved Kesuma verymuch. The wife gave birth to eleven more children after Kesuma. And, they forgettheir promise to sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of earthquakesfollowed by thunders in the sky. The sky was very dark, as if it was going to falldown. On the next occasion, there was a voice in the sky, reminding the coupleabout their promise. The couple was very afraid, but they just couldn’t sacrificetheir beloved son, Kesuma. However, because the earthquakes and the thunderswere becoming more and more horrifying, Kesuma couldn’t let his family and allthe people in the village die.
Kesuma knew the situation. Then he said to his parents. “I would sacrificemyself in order that our family and all the people in our village will live in peace.For the next times, you all have to sacrifice animals and crops to the gods.” Thenhe jumped onto the crater of the volcano. Amazingly, the earthquakes and theeruption stopped at once.
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1. What does the first paragraph talk about?a. The earthquakes and thunders in the skyb. The couple’s promisec. The condition of the volcanod. The condition of Kesuma’s family
2. How is Kesuma’s personal characteristic?a. Melancholic c.tragicb. Heroic d. fearful
3. What problem was faced by Kesuma’s parents?a. They had to give sacrifices for the Godsb. They couldn’t get a baby after getting married for a long timec. They couldn’t bring all of their children to the Gods to be sacrificedd. The villagers would force them to sacrifice themselves
4. What lesson can we get from the story?a. Kesuma is very braveb. Kesuma’s parents loved him very muchc. Every one must keep his promised. A promise must be said clearly
5. “The baby grew up into a handsome, tough man.” What is the synonym of theunderlined word?a. strong b. handsomec. hard d. very firm
6. Who is Kesuma?a. The first Son c. Lordb. Dad d. Kesodo’s son
7. Why did Kesuma want to sacrifice himself?a. His parents asked her to dob. He doesn’t know anything; what she didc. He wants her parent and people in village to be in peaced. His parents and people in village in a danger situation
8. What is the meaning of “occasion” in the third paragraph?a. event c. holidayb. ceremony d. time
9. How many children are they have?a. 10 c. 12b. 11 d. 13
10. Where did they live?a. Village b. Mountc. East Java d. Sky
The text for questions 11-25
A Miracle
Sally was only eight years old when she heard Mommy and Daddy talkingabout her little brother, Georgi. He was very sick and they had done everything
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they could afford to save his life. Only a very expensive surgery could help himnow and that was out of the financial question. She heard Daddy say it with awhispered desperation, “Only a miracle can save him now.”
Sally went to her bedroom and pulled her piggy bank from its hiding placein the closet. She shook all the change out on the floor and counted it carefully.Three times. The total had to be exactly perfect. No chance here for mistakes.Tying the coins up in an old-weather-kerchief, she slipped out of the apartmentand made her way to the corner drug store. She waited patiently for the pharmacistto give her attention. But he was too busy talking to another man to be botheredby an eight-year-old. Sally twisted her feet to make a scuffing noise. She clearedher throat. No good. Finally she took a quarter from its hiding place and banged iton the glass counter. That did it! “And what do you want?” the pharmacist askedin an annoyed tone of voice. “I’m talking to my brother.”
”Well, I want to talk to you about my brother,” Sally answered back in thesame annoyed tone. “He’s sick . . . and I want to buy a miracle.” ”I beg yourpardon,” said the pharmacist. “My Daddy says only a miracle can save him now,so how much does a miracle cost?” “We don’t sell miracles here, little girl. I can’thelp you.” “Listen, I have the money to pay for it. Just tell me how much it costs.”
The well-dressed man stooped down and asked, “What kind of a miracledoes your brother need?” “I don’t know,” Sally answered. A tear started down hercheek. “I just know he’s really sick and Mommy says he needs an operation. Butmy folks can’t pay for it so I have my money.”
“How much do you have?” asked the well-dressed man. “A dollar andeleven cents,” Sally answered proudly. “And it’s all the money I have in theworld.” “Well, what a coincidence,” smiled the well-dressed man. A dollar andeleven cents the exact price of a miracle to save a little brother. He took hermoney in one hand and with the other hand he grasped her mitten and said “Takeme to where you live. I want to see your brother and meet your parents.”
That well-dressed man was Dr. Carlton Armstrong, renowned surgeonspecializing in solving Georgi’s malady. The operation was completed withoutcharge and it wasn’t long until Georgi was home again and doing well. Mommyand Daddy were happily talking about the chain of events that had led them to thisplace. “That surgery,” Mommy whispered. “It’s like a miracle. I wonder howmuch it would have cost.”
Sally smiled to herself. She knew exactly how much a miracle cost... onedollar and eleven cents... plus the faith of a little child.
11. Who is the main character in the story?a. Mom. c. Dr. Carlton Amstrong.b. Georgi. d. Sally.
12. What did Sally do to help Georgi?a. She bought a miracle.b. She pulled her piggy bank.c. She did surgery.d. She talked to everyone.
13. What is the main idea of paragraph 2?
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a. Sally’s effort to help her brother.b. Sally made a scuffing noise to help her brother.c. Sally’s naughtiness to help her brotherd. Sally pulled her piggy bank to help her brother.
14. How did the story end?a. Sally bought a miracle.b. Georgi was recovered.c. Dr. Carlton helped Georgi.d. Mom and dad bought a miracle..
15. What did Dr. Carlton Amstrong do firstly after heard Sally’s story?a. He asked for money.b. He introduced himself.c. He asked about how much money Sally has.d. He surgeried Georgi without paid.
16. What does the story about?a. A miracle has price.b. Sally’s miracle to help her brother.c. A miracle is priceless.d. Sally’s effort to help her brother.
17. What is the moral of the story?a. A miracle defeats someone’s effort.b. Someone’s effort needs a miracle.c. A miracle needs faith to fulfill a hope.d. An effort without faith and miracle is nothing.
18. Why did Dr. Carlton want to know Sally’s house?a. He wanted to meet Sally’s brother.b. He wanted to know Sally.c. He wanted to know Sally’s parents.d. He wanted to meet Sally’s brother and parents.
19. Who is Dr. Carlton Amstrong?a. A doctor. b. A surgery specializing.c. A pharmacist. d. Sally’s dad.
20. Where did the girl meet Dr. Carlton Amstrong?a. Sally’s house. b. Hospital.c. Pharmacy. d. Street.
21. How old is Sally?a. Eleven. b. Eight.c. Seven. d. Ten.
22. What did Sally want to buy for helping her brother?a. Medicine. b. Money.c. Potion. d. Miracle.
23. How much money did Sally has?a. One dollar and eleven cents.b. One cent.c. One million dollar.d. One dollar and one cent.
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24.What did the pharmacist do while Sally made noise?a. Made medicine. b. Served customers.c. Scolded Sally. d. Asked for help.
25. How many times did Sally do to count her money?a. One. b. Two.c. Three. d. Four.
The text for questions 26-32
The Lion and the Mouse
Once when a Lion was asleep a little Mouse began running up and downon his face; this soon wakened the Lion, who placed his huge paw upon him, andopened his big jaws to swallow him. "Pardon, O King," cried the little Mouse:"forgive me this time, I shall never forget it: who knows but I may be able to doyou a turn someday?" The Lion was so tickled at the idea of the Mouse being ableto help him that he lifted up his paw and let him go.
Sometimes after the Lion was caught in a net, and the hunters who desiredto carry him alive to the King tied him to a tree while they went in search of awaggon to carry him on. Just then the little Mouse happened to pass by, andseeing the Lion in the net she went up to him and soon gnawed away the ropesthat bound the King of the Beasts, and then she said, "Was I not right?”
26. What problem did the little mouse have?a. She was trapped in a netb. The lion caught herc. She gnawed the ropesd. She was caught by hunters
27. What problem did the lion have?a.The mouse awakened himb. He was killed by some hunters’c. He couldn’t get the moused. He was caught in a net
28. What did the mouse mean when he said, “who knows but what I may be ableto do you turn some of these days?"a. The mouse would give the lion some foodb. The mouse would help the lion somedayc. The mouse release the lion from a dangerd. The mouse would not run over the lion’s face
29. What did the mouse do to help the lion?a. She ran up and down on his faceb. She cried and begged the lionc. She cut the ropes with a knifed. She asked the hunters to help here. She gnawed the ropes
71
30. “…she went up to him and soon gnawed away the ropes that bound the Kingof the Beasts, and then she said, "Was I not right …” (last line). What doesthe underlined word refer to?a. The lionb. The mousec. The Kingd. The hunters
31. Who desired to carry Lion alive to the King?a. Lion b. Kingc. Mouse d. Hunters
32. …Once when a Lion was asleep a little Mouse began running up and down onhis face; the word underlined refers to?a. Lionb. Kingc. Moused. Hunters
33. What is the moral of the story?a. don’t judge something you don’t knowb. friendship between a lion and mousec. respect other you will be respectedd. help other you will be helped someday
The text for questions 34-40
A wolf in sheep clothing
There was a big wolf. He was waiting for a chance to steal a sheep, but theshepherd and his dog continuously chased him away. After a week the wolf beganto get very hungry, and thought, “I must find away to get close to the sheep.”
The big wolf knew that the most delicious sheep were the lambs, or theyoung sheep. He then imitated the voice of a ewe or a mother sheep. He couldeasily cheat a lamb who thought that he was its mother. And, the lamb followedhim to the woods. There, he eventually ate the innocent lamb. For many days hecould eat many lambs. Until he looked like the biggest sheep.
One day the shepherd was planning to hold a party. He would invite manyfriends. So, he decided to slaughter the biggest sheep from the herd. Heapproached the biggest sheep very slowly. Guess who it was? The wolf, of course,who was fully covered by the white sheepskin. Then, he chopped, killed andcooked him.
34. What is the story talk about?a. there was a big wolfb. a wolf with sheep skinc. the shepherd who killed his wolfd. a pity wolf
35. What is the main idea of paragraph 2?
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a. the wolf didn’t want to eatb. the wolf eats many lambsc. the wolf become biggerd. the wolf steal the sheep
36. …. The big wolf knew that the most delicious sheep were the lambs, or theyoung sheep. The underline word refers to?a. Wolf c. Young sheepb. Lambs d. Sheep
37. Who is the main character of the story?a. Wolf c. Shepherdb. Lamb d. Sheep
38. What was the shepherd planning?a. Hold a party b. killed the wolfc. Eat the sheep d. Slaughter the biggest sheep
39. What is the moral of the story?a. Don’t be a selfishb. What come around go aroundc. Stealing is forbiddend. A,B,C are wrong
40. In what paragraph the generic structures of orientation is?a. First paragraphb. Second paragraphc. Third paragraphd. There is no orientation
73
Appendix 3
KISI-KISI PENULISAN SOAL PRE-TEST DAN POST-TEST 2014/2015
Nama Sekolah : MTs Mamba’ul Hikam Aspek/Skill : Reading/Narrative Text
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 Soal
Kelas/Semester : II Alokasi Waktu : 45 Menit
KompetensiDasar Indikator
JenisSoal Soal Jumlah
Merespon makna danlangkah retorikadalam esei yangmenggunakan ragambahasa tulis secaraakurat, lancar danberterima dalamkonteks kehidupansehari-hari dan untukmengakses ilmupengetahuan dalamteks berbentuk
1. Menemukan gagasandi dalam teks seperti:a. Gagasan pokok.
PilihanGanda
1. What does the first paragraph talk about?a. The earthquakes and thunders in the skyb. The couple’s promisec.The condition of the volcano on one dayskyd. The condition of Kesuma’s family
9. What is the main idea of paragraph 2?a. Sally’s effort to help her brother.b. Sally made a scuffing noise to help her brother.c. Sally’s naughtiness to help her brother
20 Soal
74
narrative, spoof, danhortatory exposition.
b. Gagasanpendukung.
c. Informasi tersiratdan tidak tersirat
d. Sally pulled her piggy bank to help her brother.15. What is the story talk about?
a. there was a big wolfb. a wolf with sheep skinc. the shepherd who killed his wolfd. a pity wolf
2. How is Kesuma’s personal characteristic?a. Melancholic c.tragicb. Heroic d. Fearful
8. Who is the main character in the story?a. Mom. c. Dr. Carlton Amstrong.b. Georgi. d. Sally.
7. How many children are they have?a. 10 c. 12b. 11 d. 13
11. How old is Sally?a. Eleven. b. Eight.c. Seven. d. Ten.
13. How much money did Sally has?a. One dollar and eleven cents.b. One cent.c. One million dollar.d. One dollar and one cent.
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2. Makna Vocabulary
3. Menentukan langkahretorika (schematicstructure), yaitu:a. Orientation.
14. How many times did Sally do to count her money?a. One. b. Two.c. Three. d. Four.
5. “The baby grew up into a handsome, tough man.” Whatis the synonym of the underlined word?
a. strong b. handsomec. hard d. very firm
6. What is the meaning of “occasion” in the thirdparagraph?a. event c. holidayb. ceremony d. Time
16. …. The big wolf knew that the most delicious sheepwere the lambs, or the young sheep. The underline wordrefers to?a. Wolf c. Young sheepb. Lambs d. Sheep
19. In what paragraph the generic structures of orientationis?a. First paragraphb. Second paragraphc. Third paragraphd. There is no orientation
76
b. Complication
c. Sequence ofevents
d. Coda.
3. What problem was faced by Kesuma’s parents?a. They had to give sacrifices for the Godsb. They couldn’t get a baby after getting married for a
long timec. They couldn’t bring all of their children to the Gods to
be sacrificedd. The villagers would force them to sacrifice themselves
20. What was the shepherd planning?a. Hold a partyb. Killed the wolfc. Eat the sheepd. Slaughter the biggest sheep
12. What did Sally want to buy for helping her brother?a. Medicine. b. Money.c. Potion. d. Miracle.
10. Where did the girl meet Dr. Carlton Amstrong?a. Sally’s house. b. Hospital.c. Pharmacy. d. Street.
4. What lesson can we get from the story?a. Kesuma is very braveb. Kesuma’s parents loved him very muchc. Every one must keep his promised. A promise must be said clearly
77
18. What is the moral of the story?a. Don’t be a selfishb. What come around go aroundc. Stealing is forbiddend. A,B,C are right
78
KISI-KISI PENULISAN SOAL PRE-TEST DAN POST-TEST 2014/2015
Nama Sekolah : MTs Mamba’ul Hikam Aspek/Skill : Reading/Narrative Text
Mata Pelajaran : Bahasa Inggris Jumlah Soal : 20 Soal
Kelas/Semester : II Alokasi Waktu : 45 Menit
KompetensiDasar Indikator
JenisSoal Soal Jumlah
Merespon maknadan langkah retorikadalam esei yangmenggunakanragam bahasa tulissecara akurat, lancardan berterima dalamkonteks kehidupansehari-hari danuntuk mengaksesilmu pengetahuandalam teksberbentuknarrative, spoof, danhortatory exposition.
1.Menemukangagasan di dalam teksseperti:
a.Gagasan pokok.
PilihanGanda
1. What kind of text is it?a. Explanationb. d. narrativec. Discussiond. Reporte. Procedure
20 Soal
b. Gagasanpendukung.
9. How is the character of count de Lorge?a. Brave d. Cowardb. Jealous e. Stubbornc. Arrogant
10. Informasi tersirat
2. What is it purpose?a. To present at least two points of view about an issue
79
dan tidak tersirat b. To retell events for the purpose of informing or entertainingc. To amuse or entertain readersd. To describe a particular person, place or thinge. To explain the processes why or how something happen s
8. What is the purpose of the text?a. To entertain the readersb. To describe particular thingc. To describe things in generald. To tell past eventse. To show how to do something
11. Which statement is NOT TRUE according to the text?
a. King Francais loved all kinds of sport
b. CountdeLorge leaped down to the arena to take his lady’s
glove
c. There were many noble men watching the lions fighting
d. The lady was humble
e. The lady dropped her glove accidentally
16.Who did Sammy the cat live with?a. Wilsonb. Smith
80
c. Smith’s sisterd. Wilson’s daughtere. Wilson and Smith
2.Makna Vocabulary 12. ”They used many things to make noise so that all thechickens would crow.” What does the bold-typed refer to?
a. The princessb. The chickenc. The bad spiritsd. The giante. RoroAnteng’s servants13. “RoroAnteng was veryafraid to reject the giant.” The bold-
typed word means?a. Declineb. Agreec. Hated. Accepte. Like10.“…..She would show the king and his court how devoted herlover to her.” The synonym of the word underlined is……a. Faithful d. Belovedb. Untrue e. Curiousc. Loyal
17. What time did Wilson go home?a. At 5.00 p.m
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b. In the eveningc. When the bus arrivedd. After she walked for two minutese. When the day was dark
3.Menentukanlangkah retorika(schematic structure),yaitu:a.Orientation.
12. Which paragraphs show the generic structure of introductiona. 1b. 2c. 3d. 4e. None
13. Where did Smith live?a. In a house in Victoriab. In a condominium in Victoriac. In a condominium in Duncand. In a house in Duncane. In Wilson’s house
b.Complication 9. giant could marry RoroAnteng in one condition, that is…….a. If he could make 1000 templatesb. If he agreed to work hardc. If he could make 1000 templates a nightd. If he had bad spiritse. If he had made 900 templates for her
19.What did Wilson forget to bring with her?
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a. The newspaperb. Her handbagc. The magazined. The plastic bage. The shopping bag
20. Where did Sammy die?a. In Wilson’s houseb. In Wilson’s gardenc. In Victoriad. In Smith’s house in Duncane. On the road in Duncan
c. Sequence ofevents.
10. Why could the giant work very fast?a. He was very braveb. He was good enough for herc. He was very strongd. He was very bige. Bad spirits helped him
11. Why did the bad spirit run away?a. they was scared of the giantb. they thought it was already morningc. the sun’s rays hit themd. they were afraid of the chicken
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because they were afraid of the sun’s rays
18. Why was Smith upset?a. Because her cat diedb. Because she lost her lovely thingc. Because Wilson was sadd. Because she didn’t meet her sister for a long timee. Because her sister came to see her cat
19. What did Wilson do?a. She buried the cat in her gardenb. She took the cat with her on the busc. She put her gloves in the shopping bagd. She prepared dinner for her sistere. She bought a new cat
20. How did Wilson go home?a. By carb. By boatc. By busd. By planee. On foot
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Appendix 4PRE-TEST
Name: Class:
Multiple Choices : 20 QuestionsChoose the best answer for each question based on the alternatives given!
The text for questions 1-7
The Legend of the Kesodo Ceremony
Once upon a time on Mount Bromo, East Java, there was a couple livingthere. The new couple wanted to have a child. They had married for a long timebut they hadn’t got a baby. Every time they prayed to the Gods, asking for a child.
One day, there was a loud voice in the sky when they were praying. “You aregoing to born a baby, and later you will birth too many children. But I have arequirement for you to obey, if you really want to have children”, said the voice.“Whatever you ask, my Lord”, the couple answered, “We will do it”, “You mustsacrifice your first son for the gods”.
The couple agreed to sacrifice their first son in the time that was asked by thevoice. Then, the wife got pregnant and gave birth to a son. The baby grew up intoa handsome, taught man. He was named Kesuma. The couple loved Kesuma verymuch. The wife gave birth to eleven more children after Kesuma. And, they forgettheir promise to sacrifice their first son to the god.
One day, the volcano erupted. Before that, there were series of earthquakesfollowed by thunders in the sky. The sky was very dark, as if it was going to falldown. On the next occasion, there was a voice in the sky, reminding the coupleabout their promise. The couple was very afraid, but they just couldn’t sacrificetheir beloved son, Kesuma. However, because the earthquakes and the thunderswere becoming more and more horrifying, Kesuma couldn’t let his family and allthe people in the village die.
Kesuma knew the situation. Then he said to his parents. “I would sacrificemyself in order that our family and all the people in our village will live in peace.For the next times, you all have to sacrifice animals and crops to the gods.” Thenhe jumped onto the crater of the volcano. Amazingly, the earthquakes and theeruption stopped at once.
1. What does the first paragraph talk about?a. The earthquakes and thunders in the skyb. The couple’s promisec. The condition of the volcano
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d. The condition of Kesuma’s family2. How is Kesuma’s personal characteristic?
a. Melancholic c.tragicb. Heroic d. fearful
3. What problem was faced by Kesuma’s parents?a. They had to give sacrifices for the Godsb. They couldn’t get a baby after getting married for a long timec. They couldn’t bring all of their children to the Gods to be sacrificedd. The villagers would force them to sacrifice themselves
4. What lesson can we get from the story?a. Kesuma is very braveb. Kesuma’s parents loved him very muchc. Every one must keep his promised. A promise must be said clearly
5. “The baby grew up into a handsome, tough man.” What is the synonym of theunderlined word?
a. strong b. handsomec. hard d. very firm
6. What is the meaning of “occasion” in the third paragraph?a. event c. holidayb. ceremony d. time
7. How many children are they have?a. 10 c. 12b. 11 d. 13
The text for questions 8-14
A Miracle
Sally was only eight years old when she heard Mommy and Daddy talkingabout her little brother, Georgi. He was very sick and they had done everythingthey could afford to save his life. Only a very expensive surgery could help himnow and that was out of the financial question. She heard Daddy say it with awhispered desperation, “Only a miracle can save him now.”
Sally went to her bedroom and pulled her piggy bank from its hiding placein the closet. She shook all the change out on the floor and counted it carefully.Three times. The total had to be exactly perfect. No chance here for mistakes.Tying the coins up in an old-weather-kerchief, she slipped out of the apartmentand made her way to the corner drug store. She waited patiently for the pharmacistto give her attention. But he was too busy talking to another man to be botheredby an eight-year-old. Sally twisted her feet to make a scuffing noise. She clearedher throat. No good. Finally she took a quarter from its hiding place and banged iton the glass counter. That did it! “And what do you want?” the pharmacist askedin an annoyed tone of voice. “I’m talking to my brother.”
”Well, I want to talk to you about my brother,” Sally answered back in thesame annoyed tone. “He’s sick . . . and I want to buy a miracle.” ”I beg yourpardon,” said the pharmacist. “My Daddy says only a miracle can save him now,
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so how much does a miracle cost?” “We don’t sell miracles here, little girl. I can’thelp you.” “Listen, I have the money to pay for it. Just tell me how much it costs.”
The well-dressed man stooped down and asked, “What kind of a miracledoes your brother need?” “I don’t know,” Sally answered. A tear started down hercheek. “I just know he’s really sick and Mommy says he needs an operation. Butmy folks can’t pay for it so I have my money.”
“How much do you have?” asked the well-dressed man. “A dollar andeleven cents,” Sally answered proudly. “And it’s all the money I have in theworld.” “Well, what a coincidence,” smiled the well-dressed man. A dollar andeleven cents the exact price of a miracle to save a little brother. He took hermoney in one hand and with the other hand he grasped her mitten and said “Takeme to where you live. I want to see your brother and meet your parents.”
That well-dressed man was Dr. Carlton Armstrong, renowned surgeonspecializing in solving Georgi’s malady. The operation was completed withoutcharge and it wasn’t long until Georgi was home again and doing well. Mommyand Daddy were happily talking about the chain of events that had led them to thisplace. “That surgery,” Mommy whispered. “It’s like a miracle. I wonder howmuch it would have cost.”
Sally smiled to herself. She knew exactly how much a miracle cost... onedollar and eleven cents... plus the faith of a little child.
8. Who is the main character in the story?a. Mom. c. Dr. Carlton Amstrong.b. Georgi. d. Sally.
9. What is the main idea of paragraph 2?a. Sally’s effort to help her brother.b. Sally made a scuffing noise to help her brother.c. Sally’s naughtiness to help her brotherd. Sally pulled her piggy bank to help her brother.
10. Where did the girl meet Dr. Carlton Amstrong?a. Sally’s house. b. Hospital.c. Pharmacy. d. Street.
11. How old is Sally?a. Eleven. b. Eight.c. Seven. d. Ten.
12. What did Sally want to buy for helping her brother?a. Medicine. b. Money.c. Potion. d. Miracle.
13. How much money did Sally has?a. One dollar and eleven cents.b. One cent.c. One million dollar.d. One dollar and one cent.
14. How many times did Sally do to count her money?a. One. b. Two.c. Three. d. Four.
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The text for questions 15-20
A wolf in sheep clothing
There was a big wolf. He was waiting for a chance to steal a sheep, but theshepherd and his dog continuously chased him away. After a week the wolf beganto get very hungry, and thought, “I must find away to get close to the sheep.”
The big wolf knew that the most delicious sheep were the lambs, or theyoung sheep. He then imitated the voice of a ewe or a mother sheep. He couldeasily cheat a lamb who thought that he was its mother. And, the lamb followedhim to the woods. There, he eventually ate the innocent lamb. For many days hecould eat many lambs. Until he looked like the biggest sheep.
One day the shepherd was planning to hold a party. He would invite manyfriends. So, he decided to slaughter the biggest sheep from the herd. Heapproached the biggest sheep very slowly. Guess who it was? The wolf, of course,who was fully covered by the white sheepskin. Then, he chopped, killed andcooked him.
15. What is the story talk about?a. there was a big wolfb. a wolf with sheep skinc. the shepherd who killed his wolfd. a pity wolf
16. …. The big wolf knew that the most delicious sheep were the lambs, or theyoung sheep. The underline word refers to?a. Wolf c. Young sheepb. Lambs d. Sheep
17. Who is the main character of the story?a. Wolf c. Shepherdb. Lamb d. Sheep
18. What is the moral of the story?a. Don’t be a selfishb. What come around go aroundc. Stealing is forbiddend. A,B,C are right
19. In what paragraph the generic structures of orientation is?a. First paragraphb. Second paragraphc. Third paragraphd. There is no orientation
20. What was the shepherd planning?a. Hold a partyb. Killed the wolfc. Eat the sheepd. Slaughter the biggest sheep
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POST-TEST
Name: Class:Multiple Choices : 20 QuestionsChoose the best answer for each question based on the alternatives given!
The text for questions 1-7
TEMPLES OF RORO ANTENG
Once upon a time, there was a beautiful princess. Her name was RoroAnteng. Thegiant wanted RoroAnteng to become his princess. RoroAnteng was very afraid toreject the giant. She said, “I will be your princess if you can make 1000 temples inone night.” The giant said, “okay, I will finish them in one night.” The giantagreed. He worked very fast since many bad spirits helped him. Several hourslater, RoroAnteng was very afraid because the giant had already made 900temples. RoroAnteng called all her servants to make noise. They used manythings to make noise so that all the chickens would crow. The chickens thoughtthat it was morning already. When the bad spirits heard the chickens’ crowing,they were afraid because bad spirits would die if the sun’s rays hit them. They ranaway and made a commotion. Unluckily for the giant, he was hit by a big rockand died. Roroanteng was very happy because she didn’t have to marry the giant,until now we still can see the temples which are not finished yet. People call themthe RoroAnteng Temples
1. What kind of text is it?a. Explanation d. narrativeb. Discussion e. procedurec. Report
2. What is it purpose?a. To present at least two points of view about an issueb. To retell events for the purpose of informing or entertainingc. To amuse or entertain readersd. To describe a particular person, place or thinge. To explain the processes why or how something happen s
3. The giant could marry RoroAnteng in one condition, that is…….a. If he could make 1000 templatesb. If he agreed to work hardc. If he could make 1000 templates a nightd. If he had bad spiritse. If he had made 900 templates for her
4. Why could the giant work very fast?a. He was very braveb. He was good enough for herc. He was very strong
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d. He was very bige. Bad spirits helped him
5. ”They used many things to make noise so that all the chickens wouldcrow.” What does the bold-typed refer to?a. The princessb. The chickenc. The bad spiritsd. The giante. RoroAnteng’s servants
6. Why did the bad spirit run away?a. they was scared of the giantb. they thought it was already morningc. the sun’s rays hit themd. they were afraid of the chickene. because they were afraid of the sun’s rays
7. “RoroAnteng was veryafraid to reject the giant.” The bold-typed wordmeans?a. Declineb. Agreec. Hated. Accepte. Like
The text for questions 8-13
THE GLOVE AND THE LIONS
King Francis was a great lover of all kinds of sport. One day he and his courtiers,noblemen and ladies, sat watching wild savage lions fighting each other in theenclosure below. Among the courtiers sat Count de Lorge beside a beautiful andlively lady of noble birth whom he loved and hoped to marry. The lions roared, bitand tore each other with savage fury until the king said to his courtiers,”Gentlemen, we are better up here than down there. The lady, hearing him,thought that she would show the King and his court how devoted her lover to her.So she dropped her glove down among the fighting lions, and then looked atCount de Lorge and smiled at him. He bowed to her, and climbed back to hisplace in a few moments. Then, he threw the glove right in the lady’s face.King Francis cried out, “well and bravely done! But it was not love that makeyour lady set you such a dangerous thing to do, but her vanity.”
Source: English grammar and composition.
8. What is the purpose of the text?a. To entertain the readers d. To tell past eventsb. To describe particular thing e. To show how to do
somethingc. To describe things in general
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9. How is the character of count de Lorge?a. Brave d. Cowardb. Jealous e. Stubbornc. Arrogant
10. “…..She would show the king and his court how devoted her lover to her.”The synonym of the word underlined is……a. Faithful d. Belovedb. Untrue e. Curiousc. Loyal
11. Which statement is NOT TRUE according to the text?a. King Francais loved all kinds of sportb. CountdeLorge leaped down to the arena to take his lady’s glovec. There were many noble men watching the lions fightingd. The lady was humblee. The lady dropped her glove accidentally
12. Which paragraphs show the generic structure of introductiona. 1b. 2c. 3d. 4e. None
The text for questions 13-20
TWO SISTERS AND THE CAT
Long time ago there lived two sisters, Wilson and Smith. Wilson lived in a house inDuncan while Smith lived in condominium in Victoria. One day Wilson visited her sisterWhen her sister opened the door, Wilson saw tears in her eyes. “what’s the matter?” sheasked. Smith said, “my cat Sammy died last night and I have no place to bury him”.Smith was a caring but sensitive person. Mostly she had pets. That’s why when her catSammy died, she was broken hearted. Her sadness was more when she couldn’t find aplace to burry Sammy.Suddenly Wilson said “I can bury your cat in my garden in Duncan and you can comeand visit him sometimes. Smith stopped crying and the two sisters had tea together and anice visit It was now five o’clock and Wilson said it was time for her to go home. She puton her hat, coat, and gloves, and Smith put the dead Sammy into a shopping bag Wilsontook the shopping bag and walked to the bus stop. She waited a long time for the bus soshe bought a newspaper. When the bus arrived, she got on the bus, sat down and put theshopping bag on the floor beside her feet. She then began to read the newspaper. Whenthe bus arrived at her bus stop, she got off the bus and walked for about two minutes.Suddenly she remembered she left the shopping bag on the busShe began to cry again. Mrs. Wilson was very sad because she knew her sister loved thecat very much
13. Where did Smith live?a. In a house in Victoria d. In a house in Duncanb. In a condominium in Victoria e. In Wilson’s housec. In a condominium in Duncan
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14. Why was Smith upset?a. Because her cat diedb. Because she lost her lovely thingc. Because Wilson was sadd. Because she didn’t meet her sister for a long timee. Because her sister came to see her cat
15. What did Wilson do?a. She buried the cat in her gardenb. She took the cat with her on the busc. She put her gloves in the shopping bagd. She prepared dinner for her sistere. She bought a new cat
16. Who did Sammy the cat live with?a. Wilson d. Wilson’s daughterb. Smith ` e. Wilson and Smithc. Smith’s sister
17. What time did Wilson go home?a. At 5.00 p.mb. In the eveningc. When the bus arrivedd. After she walked for two minutese. When the day was dark
18. How did Wilson go home?a. By carb. By boatc. By busd. By planee. On foot
19. What did Wilson forget to bring with her?a. The newspaperb. Her handbagc. The magazined. The plastic bage. The shopping bag
20. Where did Sammy die?a. In Wilson’s houseb. In Wilson’s gardenc. In Victoriad. In Smith’s house in Duncane. On the road in Duncan
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Appendix 5
STUDENTS’ PRE-TEST POST-TEST SCORE
1. PRE-TEST SCORE
Students The Pre-test Scores ofControl Class
The Pre-test Scores ofExperimental Class
1 35 202 40 653 50 204 25 505 30 306 30 607 70 308 35 309 35 3010 35 6011 20 4012 45 4013 40 5014 50 5515 40 4516 45 5017 40 5018 45 5019 60 5020 40 2521 50 4022 25 5023 50 5524 50 4525 60 6026 70 3027 60 6028 60 6029 45 3030 65 6031 65 6532 70 3033 60 6534 20 20
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2. POST-TEST SCORE
Students The Post-test Scores ofControl Class
The Post-test Scores ofExperimental Class
1 55 902 70 753 45 904 75 755 75 856 50 757 55 658 40 809 55 8510 40 6011 55 8512 55 8013 55 7514 60 7015 70 6016 60 7017 65 6018 60 6519 65 7520 65 7521 60 8022 65 8023 70 7524 70 8025 55 8526 70 7027 70 7028 60 6029 70 7030 75 6531 45 9032 75 7533 45 9034 75 85
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Appendix 6
Frequency Distribution Table of Pre-testControl Class
1. Number of Data (n) = 34
20 20 25 25 30 30 35
35 35 35 40 40 40 40
40 45 45 45 45 50 50
50 50 50 60 60 60 60
60 65 65 70 70
2. Distance of Score = − = 70 – 20 = 50
3. Number of Classes (K)
K = 1+ 3,3 log n
K = 1 + 3,3 log 34
K = 1 + 3,3. 1,531
K = 1+ 5,05 = 6,05
4. Interval of Class = = , = 8,24 = 8
5. Frequency Distribution Table
No Interval Lm
1 20 – 27 19,5 4 23,5 552,25 94 2209
2 28 – 35 27,5 6 31,5 992,25 189 5953,5
3 36 – 43 35,5 5 39,5 1560,25 197,5 7801,25
4 44 – 51 43,5 9 47,5 2256,25 427,5 20306,25
5 52 – 59 51,5 0 55,5 3080,25 0 0
6 60 – 70 59,5 9 65 4225 585 38025
TOTAL 34 1595 74295
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6. Mean = ∑∑ = = 45,85
7. Median = Lm+ i = 35,5 + 8 ( ) = 46,7
8. Mode = + = 43,5 + 8 ( )( ) = 51,80
9. Variance∑ ( )( ) =
( ) ( )( ) =
= = 209,804
10. Deviation Standard δ = √δ2 = √209,804 = 14,48
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Frequency Distribution Table of Pre-test
Experiment Class
1. Number of Data (n) = 3420
20 20 25 30 30 30 30
30 30 40 40 40 45 45
50 50 50 50 50 50 50
55 55 60 60 60 60 60
60 65 65 65
2. Distance of Score = − = 65 – 20 = 45
3. Number of Classes (K)
K = 1+ 3,3 log n
K = 1 + 3,3 log 34
K = 1 + 3,3. 1,531
K = 1+ 5,05 = 6,05
4. Interval of Class = = = 7.5 = 8
5. Frequency Distribution Table
No Interval Lm
1 20 – 27 19,5 4 25,5 650,25 102 2601
2 28 – 35 27,5 6 31,5 992,25 189 5953,5
3 36 – 43 35,5 3 39,5 1560,25 118,5 4680,75
4 44 – 51 43,5 9 47,5 2256,25 427,5 20306,25
5 52 – 59 51,5 2 55,5 3080,25 111 6160,5
6 60 – 67 59,5 10 63,5 4032,25 635 40322,5
TOTAL 34 1583 80024,5
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6. Mean = ∑∑ = = 45,74
7. Median = Lm+ i = 35,5 + 8 ( ) = 50,00
8. Mode = + = 43,5 + 8 ( )( ) = 47,19
9. Variance∑ ( )( ) =
( , ) ( )( ) =
= = 212,322
10. Deviation Standard δ = √δ2 = √212,322 = 14,57
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Frequency Distribution Table of Post-test
Control Class
1. Number of Data (n) = 34
40 40 45 45 50 50 55
55 55 55 55 55 55 60
60 60 60 60 65 65 65
65 70 70 70 70 70 70
70 75 75 75 75
2. Distance of Score = − = 75 – 40 = 35
3. Number of Classes (K)
K = 1+ 3,3 log n
K = 1 + 3,3 log 34
K = 1 + 3,3. 1,531
K = 1+ 5,05 = 6,05
4. Interval of Class = = = 5,8 = 6
5. Frequency Distribution Table
No Interval Lm
1 40 – 45 39,5 4 42,5 1806,25 170 7225
2 46 – 51 45,5 2 48,5 2352,25 97 4704,5
3 52 – 57 51,5 7 54,5 2970,25 381,5 20791,75
4 58 – 63 57,5 5 60,5 3660,25 302,5 18301,25
5 64 – 69 63,5 4 66,5 4422,25 266 17689
6 70 – 75 69,5 12 72,5 5256,25 870 63,075
TOTAL 34 2087 131786,5
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6. Mean = ∑∑ = = 61,38
7. Median = Lm+ i = 51,5 + 6 ( ) = 52,35
8. Mode = + = 57,5 + 6 ( )( ) = 58,78
9. Variance∑ ( )( ) =
( , ) ( )( ) =
= = 106,150
10. Deviation Standard δ = √δ2 = 106,150 = 10,303
100
Frequency Distribution Table of Post-test
Experiment Class
1. Number of Data (n) = 34
60 60 60 60 65 65 65
70 70 70 70 70 75 75
75 75 75 75 75 75 80
80 80 80 85 85 80 80
85 85 90 90 90 90
2. Distance of Score = − = 90 – 60 = 30
3. Number of Classes (K)
K = 1+ 3,3 log n
K = 1 + 3,3 log 34
K = 1 + 3,3. 1,531
K = 1+ 5,05 = 6,05
4. Interval of Class = = = 5
5. Frequency Distribution Table
No Interval Lm
1 60 – 64 59,5 4 62 3844 248 15376
2 65 – 69 64,5 3 67 4489 201 13467
3 70 – 74 69,5 5 72 5184 360 25920
4 75 – 79 74,5 8 77 5929 616 47432
5 80 – 84 79,5 6 82 6724 492 40344
6 85 – 90 84,5 8 87,5 7656,25 700 61250
TOTAL 34 2564 265039
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6. Mean = ∑∑ = = 75,44
7. Median = Lm+ i = 69,5 + 5 ( ) = 75
8. Mode = + = 74,5 + 5 ( )( ) = 76,5
9. Variance∑ ( )( ) =
( ) ( )( ) =
= = 83890
10. Deviation Standard δ = √δ2 = √83890 = 9,159
102
Appendix 7
Normality Test of PretestControl Class
One-Sample Kolmogorov-Smirnov Test
Pre Test of Control Class
N 34
Normal Parametersa Mean 45.88
Std. Deviation 14.485Most ExtremeDifferences
Absolute .129
Positive .099Negative -.129
Kolmogorov-Smirnov Z .754
Asymp. Sig. (2-tailed) .621
a. Test distribution is Normal.
From the data above, it can be concluded that Ho is accepted because Ltable > 0,05.
(),754 > 0,05. It means that the data of pre-test of control class is normally
distributed.
103
Normality Test of PretestExperimental Class
One-Sample Kolmogorov-Smirnov Test
Pre-test of Experimental Class
N 34Normal Parametersa Mean 45.74
Std. Deviation 14.571Most ExtremeDifferences
Absolute .174
Positive .154Negative -.174
Kolmogorov-Smirnov Z 1.014
Asymp. Sig. (2-tailed) .255
a. Test distribution is Normal.
From the data above, it can be concluded that Ho is accepted because the result is
more than 0,05 ( (1.014 > 0,05). It means that the data of pre-test of control class is
normally distributed.
104
Normality Test of Post-testControl Class
One-Sample Kolmogorov-Smirnov Test
Post-testControl Class
N 34Normal Parametersa Mean 61.18
Std. Deviation 10.303Most ExtremeDifferences
Absolute .157Positive .108Negative -.157
Kolmogorov-Smirnov Z .916
Asymp. Sig. (2-tailed) .371
a. Test distribution is Normal.
From the data above, it can be concluded that Ho is accepted because the result is
more than 0,05 ( (0,916 > 0,05). It means that the data of pre-test of control class is
normally distributed.
105
Normality Test of Post-testExperimental Class
One-Sample Kolmogorov-Smirnov Test
Post-testExperimental Class
N 34
Normal Parametersa Mean 75.44
Std. Deviation 9.159Most ExtremeDifferences
Absolute .128
Positive .107Negative -.128
Kolmogorov-Smirnov Z .745
Asymp. Sig. (2-tailed) .635
a. Test distribution is Normal.
From the data above, it can be concluded that Ho is accepted because the result is
more than 0,05 ( (0,635 > 0,05). It means that the data of pre-test of control class is
normally distributed.
106
Appendix 8
HOMOGENEITY TEST
Homogeneity test is used to know the similarity of the two conditions or population
whether the data are homogenous or heterogeneous. It is about same or different the
variances two or more of data distribution. The test is done by testing the
homogeneity of two variances. The formula used is Fisher test. Steps of homogeneity
test by using Fisher test is as follows:
1. Formula the hypothesis
Ho = Population variance is homogeny
Ha = Population variance is not homogeny
2. Number of sample = 68
3. Degree of freedom
Numerator : 34 – 1 = 33
Denominator : 34 – 1 = 33
4. Determine the F table for df numerator and df denominator 66 in significance
level a = 0,05, from F-distribution table is 1,78
5. Determine the F value, larger variance is divided by smaller variance.
A. Homogeneity test of pre-test
Control Class Experiment Class
N 34 34
Mean 45,85 45,74
Variance 209,804 212,322
Deviation Standard 14,48 14,57
Fmax = =,, = 1.011168
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Because Fvalue is < F table (1,01 < 1,78) therefore Ho is accepted. It means
both sample have homogeny population variance.
B. Homogeneity test of post-test
Control Class Experiment Class
N 34 34
Mean 61,38 75,44
Variance 106,150 83,890
Deviation Standard 10,30 9,159
= =,, = 1,2653474
Because Fvalue is > Ftable (1,26 < 1,78) therefore Ho is accepted. It means
both sample have homogeny population variance.
108
Appendix 9
HYPOTHESIS TEST
Because the data of both classes are normally distributed and homogeny, it
will use t-test to test the hypothesis. The following formula is used to test the
hypothesis:
S = ( − 1) + ( − 1)+ − 2= 1 + 1
In which, = mean score of experimental class
= mean score of control class
= standard deviation of experimental class
= standard deviation of control class
= number of students of experimental class
= number of students control class
The criteria of t-test result are:
a. If t value < t table, so the null hypothesis (Ho) is accepted
b. If t value > t table, so the null hypothesis (Ho) is rejected
Steps to determine t-value is as follows:
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1. Determining post-test scores which have been known. From post-test of both
classes are paired:
= 75,44
= 61,38
= 83,890
= 106,150
= 34
= 34
2. Determining derivation standard combination with formula:
= ( − 1 ) + ( − 1)+ − 2= ( )( , ) ( )( , )
= 3,502 + 2,76866= 6,2766= 0,095= 0,308
3. Determining t-value from gained data based on the formula:= 1 + 1
110
= 75,44 − 61,380,30 134 + 134= 14,060,058.= 14,060,072= 195,27
From the calculation above, it’s known the degree of freedom df = + -
2 = 34 + 34 - 2 = 66 in significance level α = 0,05, so t-table is 1,78. It means that Ho
is rejected because t-value > t-table (195,27 > 1,78) Therefore, Ho is rejected and Ha
is accepted.
Appendix 12
SKOR DATA DIBOBOT=================Jumlah Subyek = 36Butir soal = 40Bobot utk jwban benar = 1Bobot utk jwban salah = 0Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 28 12 0 28 28 2 2 23 17 0 23 23 3 3 22 18 0 22 22 4 4 29 11 0 29 29 5 5 23 17 0 23 23 6 6 23 17 0 23 23 7 7 19 21 0 19 19 8 8 26 14 0 26 26 9 9 22 18 0 22 22 10 10 26 14 0 26 26 11 11 26 14 0 26 26 12 12 19 21 0 19 19 13 13 8 32 0 8 8 14 14 8 32 0 8 8 15 15 20 20 0 20 20 16 16 25 15 0 25 25 17 17 26 14 0 26 26 18 18 20 20 0 20 20 19 19 24 16 0 24 24 20 20 25 15 0 25 25 21 21 25 15 0 25 25 22 22 26 14 0 26 26 23 23 25 15 0 25 25 24 24 30 10 0 30 30 25 25 30 10 0 30 30 26 26 25 15 0 25 25 27 27 30 10 0 30 30 28 28 25 15 0 25 25 29 29 21 19 0 21 21 30 30 25 15 0 25 25 31 31 30 10 0 30 30 32 32 26 14 0 26 26 33 33 27 13 0 27 27 34 34 25 15 0 25 25 35 35 28 12 0 28 28 36 36 26 14 0 26 26
RELIABILITAS TES================Rata2= 24.06Simpang Baku= 4.96KorelasiXY= 0.78Reliabilitas Tes= 0.88Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 15 13 28
2 2 12 11 23 3 3 11 11 22 4 4 14 15 29 5 5 13 10 23 6 6 11 12 23 7 7 10 9 19 8 8 13 13 26 9 9 11 11 22 10 10 12 14 26 11 11 14 12 26 12 12 10 9 19 13 13 4 4 8 14 14 3 5 8 15 15 10 10 20 16 16 13 12 25 17 17 14 12 26 18 18 10 10 20 19 19 12 12 24 20 20 12 13 25 21 21 13 12 25 22 22 14 12 26 23 23 14 11 25 24 24 15 15 30 25 25 15 15 30 26 26 15 10 25 27 27 15 15 30 28 28 12 13 25 29 29 10 11 21 30 30 14 11 25 31 31 15 15 30 32 32 14 12 26 33 33 15 12 27 34 34 15 10 25 35 35 13 15 28 36 36 13 13 26
KELOMPOK UNGGUL & ASOR======================Kelompok UnggulNama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 24 30 - 1 1 1 1 1 1 2 25 30 - 1 - 1 1 1 - 3 27 30 1 1 1 1 1 1 - 4 31 30 - 1 1 1 1 1 - 5 4 29 1 1 1 1 1 1 1 6 1 28 - 1 1 1 1 1 1 7 35 28 1 1 1 1 1 1 - 8 33 27 - 1 1 1 1 1 - 9 8 26 - 1 1 1 1 1 1 10 10 26 - 1 1 1 1 1 1 Jml Jwb Benar 3 10 9 10 10 10 5
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 24 30 1 1 1 1 1 1 1 2 25 30 1 1 - 1 1 1 1 3 27 30 1 1 1 1 1 1 1 4 31 30 1 1 1 1 1 1 1 5 4 29 1 1 - 1 1 1 1
6 1 28 1 1 - 1 1 1 1 7 35 28 1 1 1 1 1 1 1 8 33 27 1 1 - 1 1 1 1 9 8 26 1 1 1 1 1 1 - 10 10 26 1 1 1 1 1 1 - Jml Jwb Benar 10 10 6 10 10 10 8
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 24 30 - - - - 1 1 1 2 25 30 - - - - 1 1 1 3 27 30 - - - - 1 1 1 4 31 30 - - - - 1 1 1 5 4 29 - 1 - - 1 1 1 6 1 28 - - - 1 1 1 1 7 35 28 - - - - 1 1 1 8 33 27 - - - - 1 1 1 9 8 26 - - - - 1 1 1 10 10 26 - - - - 1 1 1 Jml Jwb Benar 0 1 0 1 10 10 10
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 24 30 1 1 1 1 - - - 2 25 30 - 1 1 1 1 1 1 3 27 30 1 1 - 1 - 1 1 4 31 30 - 1 1 1 - 1 1 5 4 29 1 - - - 1 - - 6 1 28 1 1 - 1 - - - 7 35 28 1 1 1 1 - - 1 8 33 27 - 1 1 1 - 1 - 9 8 26 1 1 - 1 - - 1 10 10 26 - 1 1 1 1 - 1 Jml Jwb Benar 6 9 6 9 3 4 6
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 24 30 - - 1 1 1 1 1 2 25 30 1 - 1 1 1 1 1 3 27 30 - - 1 1 1 1 - 4 31 30 - 1 1 1 1 1 1 5 4 29 - - 1 1 1 1 1 6 1 28 1 - 1 - - 1 1 7 35 28 - - - 1 - 1 1 8 33 27 - - 1 1 1 1 1 9 8 26 1 - - 1 - 1 - 10 10 26 - - - 1 - 1 - Jml Jwb Benar 3 1 7 9 6 10 7
36 37 38 39 40 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 1 24 30 1 1 1 1 1 2 25 30 1 1 1 1 1 3 27 30 1 1 1 1 1 4 31 30 1 1 - 1 1 5 4 29 1 1 1 1 1 6 1 28 1 1 1 1 1 7 35 28 1 1 - 1 1 8 33 27 1 1 - 1 1 9 8 26 1 1 - 1 1 10 10 26 1 1 - 1 1 Jml Jwb Benar 10 10 5 10 10
Kelompok AsorNama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 6 23 - 1 1 1 1 1 - 2 3 22 - 1 1 1 1 1 1 3 9 22 - 1 1 1 1 1 - 4 29 21 - 1 - 1 1 1 - 5 15 20 1 1 1 1 1 1 1 6 18 20 1 - - 1 - - - 7 7 19 - - - 1 1 1 - 8 12 19 - 1 1 1 1 1 - 9 13 8 - 1 1 1 1 1 - 10 14 8 - - 1 1 1 1 - Jml Jwb Benar 2 7 7 10 9 9 2
8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 6 23 1 1 - 1 1 1 - 2 3 22 1 1 - 1 1 1 - 3 9 22 1 1 - 1 1 1 1 4 29 21 1 1 - 1 1 1 - 5 15 20 1 1 1 - - - - 6 18 20 1 1 - - 1 1 - 7 7 19 1 1 - 1 1 - - 8 12 19 1 - - 1 1 1 - 9 13 8 1 - - - - - - 10 14 8 1 - - - - - - Jml Jwb Benar 10 7 1 6 7 6 1
15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 6 23 - - - - 1 1 1 2 3 22 - - 1 1 1 - - 3 9 22 - - - - 1 1 1 4 29 21 - - - - 1 1 1 5 15 20 - - - - - - - 6 18 20 - - - - 1 1 - 7 7 19 - - - - 1 1 1 8 12 19 - - - - 1 1 1 9 13 8 - - - - - - - 10 14 8 - - - - - - - Jml Jwb Benar 0 0 1 1 7 6 5
22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 6 23 1 1 - 1 - - 1 2 3 22 - - - 1 1 - 1 3 9 22 - 1 - 1 - - - 4 29 21 1 1 - 1 - - - 5 15 20 - - 1 - - - - 6 18 20 - 1 1 - 1 - 1 7 7 19 - 1 - 1 - 1 - 8 12 19 1 1 - 1 - - - 9 13 8 - - - - - - - 10 14 8 - - 1 - - 1 - Jml Jwb Benar 3 6 3 6 2 2 3
29 30 31 32 33 34 35 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35 1 6 23 - - - 1 - 1 - 2 3 22 - - - 1 1 1 1 3 9 22 - - - 1 - 1 - 4 29 21 - - - 1 - 1 - 5 15 20 1 - 1 1 1 1 1 6 18 20 - - 1 1 1 - 1 7 7 19 - - - 1 - 1 - 8 12 19 - - - 1 - 1 - 9 13 8 - - - - - - - 10 14 8 - - - - - - - Jml Jwb Benar 1 0 2 8 3 7 3
36 37 38 39 40 No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40 1 6 23 1 1 - 1 1 2 3 22 - - - - 1 3 9 22 1 1 - 1 1 4 29 21 1 1 - 1 1 5 15 20 1 1 1 - - 6 18 20 1 1 1 1 - 7 7 19 1 1 - 1 1 8 12 19 - 1 - 1 - 9 13 8 - 1 - 1 - 10 14 8 1 - - - - Jml Jwb Benar 7 8 2 7 5
DAYA PEMBEDA============Jumlah Subyek= 36Klp atas/bawah(n)= 10Butir Soal= 40Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 3 2 1 10.00 2 2 10 7 3 30.00 3 3 9 7 2 20.00 4 4 10 10 0 0.00 5 5 10 9 1 10.00 6 6 10 9 1 10.00 7 7 5 2 3 30.00 8 8 10 10 0 0.00 9 9 10 7 3 30.00 10 10 6 1 5 50.00 11 11 10 6 4 40.00 12 12 10 7 3 30.00 13 13 10 6 4 40.00 14 14 8 1 7 70.00 15 15 0 0 0 0.00 16 16 1 0 1 10.00 17 17 0 1 -1 -10.00 18 18 1 1 0 0.00 19 19 10 7 3 30.00 20 20 10 6 4 40.00 21 21 10 5 5 50.00 22 22 6 3 3 30.00 23 23 9 6 3 30.00 24 24 6 3 3 30.00 25 25 9 6 3 30.00 26 26 3 2 1 10.00
27 27 4 2 2 20.00 28 28 6 3 3 30.00 29 29 3 1 2 20.00 30 30 1 0 1 10.00 31 31 7 2 5 50.00 32 32 9 8 1 10.00 33 33 6 3 3 30.00 34 34 10 7 3 30.00 35 35 7 3 4 40.00 36 36 10 7 3 30.00 37 37 10 8 2 20.00 38 38 5 2 3 30.00 39 39 10 7 3 30.00 40 40 10 5 5 50.00
TINGKAT KESUKARAN=================Jumlah Subyek= 36Butir Soal= 40Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 12 33.33 Sedang 2 2 30 83.33 Mudah 3 3 28 77.78 Mudah 4 4 36 100.00 Sangat Mudah 5 5 35 97.22 Sangat Mudah 6 6 34 94.44 Sangat Mudah 7 7 11 30.56 Sangat Mudah 8 8 34 94.44 Sangat Mudah 9 9 32 88.89 Sangat Mudah 10 10 12 33.33 Sedang 11 11 27 75.00 Mudah 12 12 32 88.89 Sangat Mudah 13 13 31 86.11 Sangat Mudah 14 14 19 52.78 Sedang 15 15 1 2.78 Sangat Sukar 16 16 3 8.33 Sangat Sukar 17 17 2 5.56 Sangat Sukar 18 18 2 5.56 Sangat Sukar 19 19 33 91.67 Sangat Mudah 20 20 32 88.89 Sangat Mudah 21 21 30 83.33 Mudah 22 22 15 41.67 Sedang 23 23 30 83.33 Mudah 24 24 12 33.33 Sedang 25 25 31 86.11 Sangat Mudah 26 26 7 19.44 Sukar 27 27 15 41.67 Sedang 28 28 13 36.11 Sedang 29 29 9 25.00 Sukar 30 30 3 8.33 Sangat Sukar 31 31 15 41.67 Sedang 32 32 32 88.89 Sangat Mudah 33 33 20 55.56 Sedang 34 34 31 86.11 Sangat Mudah 35 35 21 58.33 Sedang 36 36 33 91.67 Sangat Mudah 37 37 33 91.67 Sangat Mudah 38 38 11 30.56 Sangat Mudah 39 39 30 83.33 Mudah 40 40 29 80.56 Mudah
KORELASI SKOR BUTIR DG SKOR TOTAL=================================Jumlah Subyek= 36Butir Soal= 40Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.161 - 2 2 0.325 Signifikan 3 3 0.020 - 4 4 NAN NAN 5 5 0.140 - 6 6 0.127 - 7 7 0.190 - 8 8 -0.047 - 9 9 0.673 Sangat Signifikan 10 10 0.342 Signifikan 11 11 0.492 Sangat Signifikan 12 12 0.673 Sangat Signifikan 13 13 0.695 Sangat Signifikan 14 14 0.569 Sangat Signifikan 15 15 0.067 - 16 16 0.120 - 17 17 -0.077 - 18 18 0.047 - 19 19 0.744 Sangat Signifikan 20 20 0.691 Sangat Signifikan 21 21 0.661 Sangat Signifikan 22 22 0.244 - 23 23 0.524 Sangat Signifikan 24 24 0.076 - 25 25 0.580 Sangat Signifikan 26 26 0.109 - 27 27 0.094 - 28 28 0.275 - 29 29 0.190 - 30 30 0.161 - 31 31 0.405 Sangat Signifikan 32 32 0.474 Sangat Signifikan 33 33 0.330 Signifikan 34 34 0.547 Sangat Signifikan 35 35 0.402 Sangat Signifikan 36 36 0.476 Sangat Signifikan 37 37 0.332 Signifikan 38 38 0.289 - 39 39 0.295 - 40 40 0.652 Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208 Bila koefisien = 0,000 berarti tidak dapat dihitung.
KUALITAS PENGECOH=================Jumlah Subyek= 36Butir Soal= 40Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA No Butir Baru No Butir Asli a b c d * 1 1 14- 2-- 8++ 12** 0 2 2 1- 30** 5--- 0-- 0 3 3 2+ 28** 6--- 0-- 0 4 4 36** 0 0 0 0 5 5 35** 0-- 1--- 0-- 0 6 6 34** 1+ 1+ 0-- 0 7 7 9++ 16-- 11** 0-- 0 8 8 1+ 1+ 34** 0-- 0 9 9 1+ 32** 2+ 1+ 0 10 10 4- 20--- 12** 0-- 0 11 11 0-- 6-- 3++ 27** 0 12 12 32** 1+ 1+ 2+ 0 13 13 3-- 0-- 2++ 31** 0 14 14 0-- 10-- 19** 7++ 0 15 15 32--- 0-- 1** 3- 0 16 16 30--- 2-- 1-- 3** 0 17 17 28--- 2-- 4- 2** 0 18 18 3- 30--- 1-- 2** 0 19 19 0-- 3--- 33** 0-- 0 20 20 0-- 1+ 3--- 32** 0 21 21 2++ 30** 1- 3+ 0 22 22 5+ 6++ 10+ 15** 0 23 23 30** 2++ 0-- 4-- 0 24 24 15-- 12** 8++ 1-- 0 25 25 1+ 3-- 31** 1+ 0 26 26 27--- 7** 1-- 1-- 0 27 27 15** 8++ 13-- 0-- 0 28 28 21--- 13** 0-- 2- 0 29 29 19--- 5+ 3- 9** 0 30 30 29--- 3** 2-- 2-- 0 31 31 9+ 12- 0-- 15** 0 32 32 32** 0-- 0-- 4--- 0 33 33 2- 14--- 0-- 20** 0 34 34 1+ 31** 0-- 4--- 0 35 35 1-- 14--- 0-- 21** 0 36 36 1++ 1++ 1++ 33** 0 37 37 33** 0-- 1++ 2-- 0 38 38 9++ 16-- 0-- 11** 0 39 39 30** 4-- 0-- 2++ 0 40 40 29** 6--- 1- 0-- 0
Keterangan:** : Kunci Jawaban++ : Sangat Baik+ : Baik- : Kurang Baik-- : Buruk---: Sangat BurukREKAP ANALISIS BUTIR=====================Rata2= 24.06Simpang Baku= 4.96KorelasiXY= 0.78
Reliabilitas Tes= 0.88Butir Soal= 40Jumlah Subyek= 36Nama berkas: D:\SKRIPSIIII\SKRIPSWEET\INSTRUMEN1.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 10.00 Sedang 0.161 - 2 2 30.00 Mudah 0.325 Signifikan 3 3 20.00 Mudah 0.020 - 4 4 0.00 Sangat Mudah NAN NAN 5 5 10.00 Sangat Mudah 0.140 - 6 6 10.00 Sangat Mudah 0.127 - 7 7 30.00 Sangat Mudah 0.190 - 8 8 0.00 Sangat Mudah -0.047 - 9 9 30.00 Sangat Mudah 0.673 Sangat Signifikan 10 10 50.00 Sedang 0.342 Signifikan 11 11 40.00 Mudah 0.492 Sangat Signifikan 12 12 30.00 Sangat Mudah 0.673 Sangat Signifikan 13 13 40.00 Sangat Mudah 0.695 Sangat Signifikan 14 14 70.00 Sedang 0.569 Sangat Signifikan 15 15 0.00 Sangat Sukar 0.067 - 16 16 10.00 Sangat Sukar 0.120 - 17 17 -10.00 Sangat Sukar -0.077 - 18 18 0.00 Sangat Sukar 0.047 - 19 19 30.00 Sangat Mudah 0.744 Sangat Signifikan 20 20 40.00 Sangat Mudah 0.691 Sangat Signifikan 21 21 50.00 Mudah 0.661 Sangat Signifikan 22 22 30.00 Sedang 0.244 - 23 23 30.00 Mudah 0.524 Sangat Signifikan 24 24 30.00 Sedang 0.076 - 25 25 30.00 Sangat Mudah 0.580 Sangat Signifikan 26 26 10.00 Sukar 0.109 - 27 27 20.00 Sedang 0.094 - 28 28 30.00 Sedang 0.275 - 29 29 20.00 Sukar 0.190 - 30 30 10.00 Sangat Sukar 0.161 - 31 31 50.00 Sedang 0.405 Sangat Signifikan 32 32 10.00 Sangat Mudah 0.474 Sangat Signifikan 33 33 30.00 Sedang 0.330 Signifikan 34 34 30.00 Sangat Mudah 0.547 Sangat Signifikan 35 35 40.00 Sedang 0.402 Sangat Signifikan 36 36 30.00 Sangat Mudah 0.476 Sangat Signifikan 37 37 20.00 Sangat Mudah 0.332 Signifikan 38 38 30.00 Sangat Mudah 0.289 - 39 39 30.00 Mudah 0.295 - 40 40 50.00 Mudah 0.652 Sangat Signifikan
