THE EFFECTIVENESS OF SUBTITLED ENGLISH SONGS TO …lib.unnes.ac.id/22626/4/2201411010.pdf · Vocabulary is very important in a language. Thornbury (2002:13) stated that without grammar

THE EFFECTIVENESS OF SUBTITLED ENGLISH SONGS

TO IMPROVE THE VOCABULARY MASTERY

OF JUNIOR HIGH SCHOOL STUDENTS

(A Quasi Experimental Research for the Eighth Grade Students

of SMPN 39 Semarang)

a Final Project

Submitted in Partial Fulfillment of the Requirements for the Degree

of Sarjana Pendidikan in English

by

Lutfia Dwi Jayanti

2201411010

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

SEMARANG STATE UNIVERSITY

2015

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MOTTO AND DEDICATION

"Learn from yesterday, live for today, hope for tomorrow.

The important thing is not to stop questioning." (Albert Einstein)

Special Thanks to:

Allah SWT & Prophet Muhammad SAW

My lovely parents

My beloved brother and sister

All of my lovely friends

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ACKNOWLEDGEMENT

First of all, I would like to praise Allah SWT, God the Almighty for giving

His great blessing and mercy to me in completing this final project. Salutation and

greeting to Prophet Muhammad SAW, the one whom I admire most as the true

leader for his followers.

I realize that this final project would have never been completed without

the assistance of others. Therefore, I give my deepest appreciation and thanks to

Dr. Januarius Mujiyanto, M.Hum. and Seful Bahri, S.Pd., M.Pd. as my advisors

who have given invaluable advice, guidance, correction, and patience during the

advisory.

I would like to thank the Headmaster of SMP Negeri 39 Semarang, Drs.

Siminto, M.Pd. and the English teacher, Sri Mulyati, S.Pd. for having allowed me

to conduct this research. I also thank the eighth grade students of SMP Negeri 39

Semarang in the academic year 2014/2015 especially for class VIII-E, VIII-G and

VIII-H for their willingness of participating in this research.

I would like to give my deepest gratitude to my parents; my beloved

father, Marjoko, and my beloved mother, Suratiningsih, for their sincere loves and

their prayer for my success; for their biggest motivation in my life especially in

the process of writing my final project; and the last for giving everything for me. I

also want to say my great thanks to my beloved brother, Zuhdi Ismail, and my

beloved sister, Niken Ayu Miftahul Jannah, for making my life more colorful and

making me laugh happily.

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ABSTRACT

Jayanti, Lutfia Dwi. 2015. The Effectiveness of Subtitled English Songs to

Improve the Vocabulary Mastery of Junior High School Students (A Quasi

Experimental Research for the Eighth Grade Students of SMP Negeri 39

Semarang in the Academic Year 2014/2015). Final Project. English

Department. Faculty of Languages and Arts. Semarang State University.

Advisors: Dr. Januarius Mujiyanto, M.Hum. and Seful Bahri, S.Pd., M.Pd.

Keywords: Subtitled, Songs, Vocabulary.

This study was a quasi-experimental research aimed at finding out whether

subtitled English songs effectively improve students’ vocabulary or not. The

population of this study were 285 students from the eighth grade of SMP Negeri

39 Semarang in the academic year 2014/2015. Of this population, two classes

were chosen as the experimental group (VIII-G) and the control group (VIII-H)

consisting of 32 students for each group. Thus, there were 64 students as the

samples.

In obtaining the data, the writer conducted four steps of experiment. The

first, the writer conducted try out test to measure the validity and reliability of the

instrument. Then, the pre-test was conducted to the experimental and control

group. Third, the treatment was conducted for the experimental group. It was

conducted three times. The last, the posttest was given to both the experimental

and control group.

Based on the result of the analysis, it is shown that the students’ progress in

mastering vocabulary for both groups is good after they were given the treatment.

It is shown from the different means result in the experimental group, that is from

68 in the pre-test to 84.3 in the posttest. Thus, it has 16.3 in difference. In the

control group the difference between the two means is 11.5. 66.7 in the pre-test

and 78.2 in the posttest.

To check whether the treatment significantly influenced students’

vocabulary, the t-test formula was used. Based on the result of the computation,

the t-value is 4.27. This result was consulted with the critical value on the t-table

with 5% alpha level of significance and 62 degrees of freedom by using

interpolation. Based on the result of interpolation, the critical value is 1.999. Since

t-value is higher than t-table (4.27 > 1.999) it can be concluded that subtitled

English songs effectively improve students’ vocabulary compared to the Grammar

Translation Method. Thus, it is suggested that the teachers may use subtitled

English songs in their teaching practice especially in improving students’

vocabulary.

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TABLE OF CONTENTS

Page

ACKNOWLEDGEMENT ................................................................................ v

ABSTRACT ....................................................................................................... vii

TABLE OF CONTENTS ................................................................................. viii

LIST OF APPENDICES ................................................................................. xii

LIST OF TABLES ........................................................................................... xiv

LIST OF FIGURES ......................................................................................... xv

CHAPTER

I. INTRODUCTION

1.1 Background of the Study ........................................................................ 1

1.2 Reasons for Choosing the Topic ............................................................ 3

1.3 Statement of the Problem ....................................................................... 4

1.4 Purpose of the Study .............................................................................. 4

1.5 Hypothesis .............................................................................................. 4

1.6 Significance of the Study ....................................................................... 5

1.7 Outline of the Report .............................................................................. 5

II. REVIEW OF RELATED LITERATURE

2.1 Review of the Previous Study ................................................................ 7

2.2 Review of Theoretical Study .................................................................. 11

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2.2.1 General Concept of Vocabulary ............................................................. 11

2.2.1.1 Definition of Vocabulary ....................................................................... 11

2.2.1.2 Types of Vocabulary .............................................................................. 12

2.2.1.3 Teaching Vocabulary ............................................................................. 13

2.2.2 Subtitled English Songs ......................................................................... 14

2.2.2.1 Definition of Subtitle ............................................................................. 14

2.2.2.2 Definition of English Songs ................................................................... 14

2.2.2.3 Role of Songs as a Media ....................................................................... 15

2.2.3 Effectiveness .......................................................................................... 16

2.2.4 Quasi Experimental Research ................................................................ 17

2.3 Theoretical Framework .......................................................................... 18

III. RESEARCH METHODOLOGIES

3.1 Research Design ..................................................................................... 20

3.2 Subjects of the Study .............................................................................. 21

3.3 Population .............................................................................................. 22

3.4 Sample and Sampling Technique ........................................................... 22

3.5 Variable .................................................................................................. 23

3.5.1 Independent Variable ............................................................................. 23

3.5.2 Dependent Variable ................................................................................ 23

3.6 Type of Data ........................................................................................... 24

3.7 Instrument for Collecting the Data ......................................................... 24

3.7.1 Try Out ................................................................................................... 24

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3.7.2 Qualities of the Test ............................................................................... 25

3.7.2.1 Validity ................................................................................................... 25

3.7.2.2 Reliability ............................................................................................... 26

3.7.3 Item Analysis ......................................................................................... 27

3.7.3.1 Item Facility ........................................................................................... 28

3.7.3.2 Item Discrimination ............................................................................... 29

3.8 Method for Collecting the Data.............................................................. 30

3.8.1 Activities of the Experimental and Control Group ................................ 31

3.8.1.1 Pre-test.................................................................................................... 31

3.8.1.2 Treatment ............................................................................................... 31

3.8.1.3 Post-test .................................................................................................. 32

3.9 Result of Try Out Test............................................................................ 33

3.9.1 Validity ................................................................................................... 34

3.9.2 Reliability ............................................................................................... 35

3.9.3 Item Analysis ......................................................................................... 35

3.9.3.1 Item Facility ........................................................................................... 35

3.9.3.2 Item Discrimination ............................................................................... 35

3.10 Statistical Design .................................................................................... 37

3.10.1 t-Test Statistical Analysis of the Pre-test and Posttest of the

Experimental Group ............................................................................... 37

3.10.2 t-Test Statistical Analysis of the Pre-test and Posttest between

Experimental Group and Control Group ................................................ 37

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IV. RESULT AND DISCUSSION

4.1 Result of Pre-Test ................................................................................... 40

4.2 Implementation of the Experiment......................................................... 42

4.3 The Effectiveness of Subtitled English Songs to Improve the

Vocabulary Mastery ............................................................................... 46

4.3.1 Result of Post-Test ................................................................................. 46

4.3.2 Mean Score Differences between Pre-Test and Post-Test of

Experimental Group and Control Group ................................................ 48

4.3.3 t-Test Statistical Analysis of the Pre-Test and Post-Test of the

Experimental Group ............................................................................... 50

4.3.4 t-Test Statistical Analysis of the Pre-Test of the Experimental and

Control Group ........................................................................................ 54

4.3.5 t-Test Statistical Analysis of the Post-Test of Experimental and

Control Group ........................................................................................ 56

4.4 Discussion .............................................................................................. 58

V. CONCLUSION AND SUGGESTIONS

5.1 Conclusion ............................................................................................. 60

5.2 Suggestions ............................................................................................ 61

REFERENCES .................................................................................................. 62

APPENDICES ................................................................................................... 64

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LIST OF APPENDICES

Appendix Page

1. List of Students of Try Out Test ............................................................ 65

2. Analysis of the Try Out Test .................................................................. 66

3. The Computation of Item Validity ......................................................... 74

4. The Result of Try Out ............................................................................ 76

5. The Computation of Reliability ............................................................. 77

6. The Computation of Item Facility .......................................................... 85

7. The Computation of Item Discrimination .............................................. 86

8. List Name of the Experimental Group ................................................... 87

9. List Name of the Control Group ............................................................ 88

10. The Result of Pre-Test and Post-Test of the Experimental Group......... 89

11. The Result of Pre-Test and Post-Test of the Control Group .................. 90

12. The Computation of Variance of Pre-Test of the Experimental

Group .................................................................................................... 91

13. The Computation of Variance of Pre-Test of the Control Group .......... 92

14. The Computation of Variance of Post-Test of the Experimental

Group ..................................................................................................... 93

15. The Computation of Variance of Post-Test of the Control Group ......... 94

16. Try Out Test ........................................................................................... 95

17. Pre-test.................................................................................................... 98

18. Posttest ................................................................................................... 101

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19. Key Answer of Try Out Test, Pre-Test and Post-Test ........................... 104

20. Lesson Plan (Experimental Group) ........................................................ 107

21. Lesson Plan (Control Group) ................................................................. 116

22. Learning Material ................................................................................... 124

23. Subtitled English Songs ......................................................................... 126

24. Pre-test sample of student’s Experimental Group .................................. 132

25. Posttest sample of student’s Experimental Group ................................. 135

26. t Distribution table ................................................................................. 138

27. r Pearson’s Product Moment Coefficient of Correlation table ............... 139

28. Documentation ....................................................................................... 140

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LIST OF TABLES

Table Page

3.1 The Research Design.............................................................................. 21

3.2 Result of Try Out Test............................................................................ 32

3.3 Schedule of the Study............................................................................. 35

4.1 Pre-Test Scores of the Experimental Group and the Control Group ..... 39

4.2 The First Treatment Activities ............................................................... 41

4.3 The Second Treatment Activities ........................................................... 42

4.4 The Third Treatment Activities .............................................................. 44

4.5 Post Test Scores of the Experimental Group and the Control Group .... 46

4.6 Mean Score Comparison ........................................................................ 49

4.7 Pre-Test and Post-Test of the Experimental Group ............................... 49

xv

LIST OF FIGURES

Figure Page

2.1 Theoretical Framework .......................................................................... 19

4.1 Mean Scores between Experimental and Control Group ....................... 48

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CHAPTER I

INTRODUCTION

This chapter deals with background of the study, reasons for choosing the topic,

statement of the problem, purpose of the study, hypothesis, significance of the

study, and outline of the report.

1.1 Background of the Study

Every people needs a language in their lives. Language is very important for them

because they need to socialize with others. Harris (1969:9) stated that there are

two forms in a language, the spoken and written. There are so many languages

that are used by many people in the world. People can communicate with others if

they speak the same language. Hidayati (2008:1) stated that Indonesian people

need an international language if they want to communicate with others from

different country.

English is one of important things in the world. Every people need English

as a tool to communicate with people from other countries, because English is an

international language. Everybody has to know it and can use it as an international

language to communicate. As mentioned by Harmer (2007:11),

“Many people learn English because they think it will be useful in

some way for international communication and travel. Such

students of general English often do not have a particular reason

for going to English class, but simply wish to learn to speak (and

read and write) the language effectively for wherever and

whenever this might be useful for them.”

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In learning English, the first thing we have to emphasize is the vocabulary.

Vocabulary is very important in a language. Thornbury (2002:13) stated that

without grammar we convey very little, but without vocabulary we convey

nothing. Furthermore, Brown (2006) stated that in teaching ESL students, teachers

can use fairy tales, nursery rhymes and songs. It can be fun and educational for

everyone involved. Using songs in learning process make the children do not

think that learning vocabulary is difficult, they can learn English using subtitled

English songs easily.

Nowadays, many of junior high school teachers in Indonesia are still

using conventional methods, media, and techniques to teach students. They need

an exciting learning to learn vocabulary easily, because many students face

problems in learning English vocabulary. If teachers use some unique methods,

media, or techniques in learning, it goes without saying that children will pay

more attention in learning.

In this modern era, song is very popular. Almost everyone knows about

songs. Many benefits that we can get from songs. In supporting children learning

in vocabulary, teachers have to find some media, methods and technique that

children like. Almost children like songs, so teacher can use songs as media in

teaching. Songs have been designed to motivate the students to participate the

English teaching and learning vocabulary. People can get many vocabularies from

songs. As a result, the students can remember the words of songs and learn the

vocabulary easily.

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Using songs as media to improve vocabulary mastery is rarely used and

different from what they usually get in the class. Songs give many advantages for

students. Not only as a media in learning vocabulary in class, but also they can

sing songs at home. They are not only as the subject of the teaching process but

also as participant. Many Indonesian students find a lot of difficulties in learning

English, since the rules of the language are different from those of their

Indonesian. Therefore, they always encounter problems dealing with the structure,

pronunciation, spelling, vocabulary, etc. This due to the fact that vocabulary is

very important to help students improves their English. Nevertheless, their ability

in mastering vocabulary is very low. Many people have assumption that students’

mastery of English is unsatisfactory. As a result, using a media in teaching and

learning is very important to enrich vocabulary mastery.

Subtitled English songs could be one of the best media to help children

learn the English words easily. Children can learn vocabulary of English songs

and they also know meaning in Indonesia through subtitles in Indonesia. Songs

can helps students enrich their vocabulary mastery and improve their ability in

speaking, reading, writing, and listening. The advantage of using this media is the

students can memorize the words of the songs in their mind. Besides, it is also a

kind of fun and enjoyable activities and children are always interested in song.

1.2 Reasons for Choosing the Topic

The researcher chooses this topic because of some considerations. First, Teaching

English vocabulary for junior high school students is not easy, because English is

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not the first or second language, but it is a foreign language in Indonesia. Teachers

have to make a different way to attract students’ attention.

In addition, subtitled English song is one way for a teacher to give an easy

learning. Besides, almost everyone likes songs, so they can learn a lot of

vocabulary through subtitled English songs.

1.3 Statement of the Problem

Based on the background of the study and the reasons for choosing the topic, the

aim of this research is to answer the following question:

How effective is subtitled English song compared to Grammar Translation

Method in teaching vocabulary?

1.4 Purpose of the Study

In this research the researcher has one purpose to achieve which is:

to explain the effectiveness of subtitled English songs in teaching vocabulary to

improve students’ vocabulary mastery compared to Grammar Translation Method.

1.5 Hypothesis

In a research, there are two kinds of hypothesis. They are working hypothesis and

null hypothesis. Based on the problem on this study, the following working

hypothesis can be drawn as follow:

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Hi: The use of subtitled English song is effective to improve students’

vocabulary mastery, especially at the eighth grade students of SMPN 39

Semarang in the academic year 2014/2015.

1.6 Significance of the Study

Firstly, the writer hopes that this study will give significant advantage for the

students, teachers, and the writer herself. The writer hopes the students can be

motivated in enriching their vocabulary through this subtitled English songs, and

be more active and creative in their learning process.

Secondly, the advantage for teachers. The writer hopes that teachers can

improve their strategy in teaching vocabulary, so that the problems in teaching-

learning process can be minimized. Teachers can use this media in the classroom

to make teaching-learning process more interesting.

Lastly, this study will improve writer’s ability in conducting teaching,

including strategies, techniques and managing class.

1.7 Outline of the Report

This research is organized within five chapters. The first chapter is introduction

which includes the background of the study, reasons for choosing the topic,

statement of the problem, purpose of the study, hypothesis, significance of the

study, and outline of the report.

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The second chapter deals with the review of related literature. It consists

of review of the previous studies, review of the theoretical study and the

theoretical framework.

The third chapter discusses the research methodologies. It consists of

research design, subjects of the study, population, sample and sampling technique,

research variables, type of data, instrument for collecting the data, method of

collecting the data, result of try out test, and statistical design.

The fourth chapter deals with result and discussion. Analysis of pre-test,

implementation of the treatment, analysis of post-test, and the discussion can be

found here.

The fifth chapter is the last chapter containing the conclusion of the

research and the suggestion based on the research conducted.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter consists of review of the previous studies, review of theoretical

study, and framework of analysis.

2.1 Review of the Previous Study

There have been a number of researchers conducted some studies related to the

use of subtitled English songs to improve the vocabulary mastery of junior high

school students.

The first was a research conducted by Fidyatur Rohmah (2009) entitled

The Use of Audio Visual Dictionary for Teaching English Vocabulary (An Action

Research of the Sixth Grade Students at SDN 01 Kebondalem Pemalang in the

Academic Year of 2009). The objectives of using Audio Visual Dictionary were

find out how Audio Visual Dictionary used in teaching vocabulary. The research

method was a classroom action research. In addition, the students showed positive

responses and enthusiasm in learning vocabulary using Audio Visual Dictionary.

The second was a research conducted by Lutfina Tarita Wulandari entitled

The Effectiveness of Tv Cards (Thematicvocabulary Cards) to Improve the

Students’ English Vocabulary (An Action Research of the Seventh Grade Students

of SMP N 1 Wonosobo in the Academic Year of 2012 / 2013). The objectives of

using Tv Cards (Thematicvocabulary Cards) were find out how Tv Cards

(Thematicvocabulary Cards) used in teaching vocabulary. The research method

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was a classroom action research. The students showed positive responses and

enthusiasm in learning vocabulary using Tv Cards (Thematicvocabulary Cards).

The third was a research conducted by Khabibah (2006) entitled The Use

of Pictures-Board-Game as a Vocabulary Teaching Technique. The objectives of

this study are to investigate whether there is a significant difference of vocabulary

achievement between the students who have been taught using Pictures-Board-

Game technique and those who have been taught using the conventional method,

and also to know whether the use of Pictures-Board-Game technique is more

effective than the conventional technique. The population of this study was fifth

graders of SD Negeri Sekaran 01 Gunungpati Semarang in the academic year of

2005/2006 consisting of 40 students. All the population were taken as the sample

and randomly assigned into two groups: the experimental group and the control

group. This study was an experimental quantitative research. The result shows

that there is a significant difference between the means on the experimental and

control group in the t-test analysis.

The fourth was a research conducted by Suryani (2009) who wrote

Improving Vocabulary Proficiency through Pictures to the Fourth Graders of

Perumnas Banyumanik 09 Semarang Elementary School stated that teaching

young learners is not the same as teaching adults, because they have different

characteristics and motivation. She said that when children learn with some

interesting media such as pictures, games, music, etc, they will be more

enthusiastic to learn the lesson. Suryani used pictures with some different topics

to teach the students.

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The result of the study showed that the students’ achievement in learning

vocabulary using picture had a significant improvement. Based on my

observation, this medium also has a weakness. Teacher has to provide quite many

pictures related to ongoing material; for example, when students learn about

animals, a teacher has to bring several pictures of animal. It is not a simple way to

teach if we have to present more than one materials.

The fifth was a research conducted by Rohmah (2011) in her research

report entitled The Use of Internet Picture Dictionary as Media in Teaching

Vocabulary at the Fourth Grade Students of SD N 04 Purwodadi Grobogan, she

focuses that using this medium is very useful for students to learn English. It is

also mentioned that this medium provided many pictures of vocabulary. As a

result, using Internet Picture Dictionary was easier for teacher to deliver

vocabulary material and it could increase students’ interest in learning vocabulary.

She said that with Internet Picture Dictionary, students were more interested in

and enthusiastic to give attention to the teaching learning process. Rohmah added

that it was easier for students to understand and memorize the lesson because they

could see the objects which were drawn directly. The result also showed that this

medium can improve students’ vocabulary mastery. The way to teach by using

this medium is very simple, since teacher only has to be equipped with laptop and

projector to display the material.

The sixth was a research conducted by Mardiyatun (2007) in her final

project entitled Children Songs as Media in Teaching Pronunciation concluded

that using English songs, especially children songs as a media in teaching

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pronunciation is a good way as they offer many possibilities in improving

pronunciation. Moreover, using children songs in teaching can increase students’

interest to learn English.

The seventh was a research conducted by Saufika (2008) entitled English

Songs as a Media for Improving students’ Quality of Pronunciation. Based on her

research, she had proved that English songs can be used as an effective media to

teach pronunciation. In conducting the research, she use action research consist of

two cycles, they are pre-test, treatment and post-test for each cycle. The result

showed that mean of the pre-test is 5. It has increased became 5.7 at the first post-

test and it is clearly enough to see the mean in the second post-test, that is 7.7. It is

proved that teaching English using songs is effective way to teach pronunciation.

In addition, the last references is from Muryanah Sri Wardani (2009)

entitled “The Use of Children Songs as Media to Improve Students’

Pronunciation”. It was the case of the fourth grade students of SD Negeri

Wringinputih 02, in the academic year of 2008/2009. The objectives of the study

were to find out whether or not using children song as media to teach English

pronunciation can improve students ability of students of SD N Wringinputih 02

in pronunciation and it is pleasing or not. The result of this study was the teaching

learning process by using English children song can improve students’ ability in

English pronunciation.

Based on the researches above, the use of subtitled English songs to

improve students’ vocabulary is still rarely used. Thus, the writer is interested in

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using this media in her study. The result of this study can be used as the

consideration in using subtitled English songs to improve students’ vocabulary.

2.2 Review of Theoretical Study

2.2.1 General Concept of Vocabulary

2.2.1.1 Definition of Vocabulary

Vocabulary is the first thing we have to know if we want to learn a language.

Constantinescu (2007) stated that good readers have rich vocabulary, and

similarly, rich vocabulary is one of the key elements that ensure reading

proficiency. Vocabulary is one of the components of language which supports

someone both in oral and written communication. As mentioned by Cameron

(2001:95), vocabulary is fundamental to using the foreign language as discourse,

since vocabulary is both learnt from participating in discourse, and is essential to

participating in it.

Nunan (2003:134) stated:

“Vocabulary must not only be known, it must be readily available

for use. The fluency development strand of a course aims at helping

learners make the best use of what they already know. It is important

to see fluency as being related to teach of the four skills of listening,

speaking, reading, and writing with fluency needing to be developed

independently in each of these skills.”

As mentioned by Mehta (2009), in language acquisition vocabulary is the

first and foremost important step. Also McCarthy (1990:3) stated that when we

speak of the vocabulary of a language we are speaking primarily, but not

exclusively, of the words of that language.

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From the definitions above, the writer concludes that vocabulary is the

first important component in learning a language, not only in written

communication, but also in spoken communication. We use vocabulary to convey

meaning, and we need new vocabulary every day to enrich our vocabulary

mastery.

2.2.1.2 Types of Vocabulary

In learning vocabulary of a language, there are some types of vocabulary which

we have to know. According to Kamil and Hiebert (2005:3), generically,

vocabulary is the knowledge of meanings of words. They divides words into two

forms: oral and print. Oral vocabulary is the set of words for which we know the

meanings when people speak or read orally. Print vocabulary consists of those

words for which the meaning is known when people write or read silently.

Moreover, Kamil and Hiebert (2005:3) said that knowledge of words also

comes in at least two forms, receptive vocabulary and productive vocabulary.

Productive vocabulary is the set of words that an individual can use when writing

or speaking. They are words that are well-known, familiar, and used frequently.

Conversely, receptive vocabulary is that set of words for which an individual can

understand and recognize meanings when listening or reading. These are words

that are often less well known to students and less frequent in use.

From the definitions above, the writer concludes if we use a language, the

choice of words is different in every single particular language skill. The

vocabulary which used in speaking or writing will be different while in reading or

listening.

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2.2.1.3 Teaching Vocabulary

Because of the importance of vocabulary, it is important for both teachers and

learners to pay serious attention in learning vocabulary. Teaching is a challenging

task for teachers. They are required to find some techniques or media and

materials that are suitable for their students.

Nation (in Cameron 2001:85) stated:

“Teachers can explain the meanings of new words, all of which can

be used in the young learner classroom: by demonstration or

pictures: using an object, using a cut-out figure, using gesture,

performing an action, photographs, drawing or diagrams on the

board, and pictures from books (to these we might add moving

images, from TV, video or computer). In addition by verbal

explanation, analytical definition, putting the new word in a defining

context, and translating into another language.”

Hatch and Brown (in Cameron 2001:84) mentioned that there are five

essential steps of learning vocabulary. They are: having source for encountering

new words, getting a clear image for the form of new words, learning the meaning

of words, making a strong memory connection between the form and the meaning

of the words, and using the words.

Based on the explanations above, we can conclude that there are many

ways to enlarge vocabulary mastery. Teachers should be able to create an

excellent technique in teaching vocabulary in order to make students remember

new words easily.

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2.2.2 Subtitled English Songs

2.2.2.1 Definition of Subtitle

We can find subtitles in almost every English songs or films. Dudeney, Gavin and

Hockly, Nicky (2007:115) stated that subtitles are generally only in English, but

in authentic DVDs, such as feature films, they can be used with learners in an

English class.”

In addition, Milton (2009:228) stated that the same subject from the study

in learning from Greek songs, subsequently took part in a further replication

where the input used subtitles in Greek to a film on DVD.

Therefore, from the definition above, the writer conclude that subtitle is

sentences that appears on the screen for example song, video, and movie. What

people say in song, video and movie, subtitles will appear on the screen. It can be

one of way as a media to teach English vocabulary.

2.2.2.2 Definition of English Songs

In every single English song, we can get meanings and messages for our daily

lives. Schoepp (2001) stated that songs have been part of the human experience

for as long as we can remember.

Saricoban, Arif and Metin, Esen (2010) stated:

"Songs offer a change from routine classroom activities. They are

precious resources to develop students’ abilities in listening,

speaking, reading, and writing. They can also be used to teach a

variety of language items such as sentence patterns, vocabulary,

pronunciation, rhythm, adjectives, and adverbs.”

Furthermore, Atfal (2011) stated that English song is the English words set

into rhyme, poem, and melody that are sung with or without musical

15

accompaniment, used as a feeling expression of somebody. As mentioned by

Haynes, Judie and Zacarian, Debbie (2010:55), students may appear to pick up

word easily, such as when they sing the lyrics that they are taught in music class.

However, they do not always understand what they are singing unless it is

explicitly taught to them at their English language level.

From the definitions above, the writer concludes that English song is

English words that are sung, used as a feeling expression of somebody. It has a

deep meanings in every sentences. In addition, it can be taught in a class to make

students understand easily about the song.

2.2.2.3 Role of Songs as a Media

Songs are important things in people daily life. There are many reasons why

people create and listen to songs. Murphey (1992:9) made the following list about

what people usually do with songs.

"We listen, sing, hum, whistle, tap, and snap fingers while we listen,

sing without listening to any recording, talk about the music, talk

about the lyrics, talk about the singer/group, talk about video clips,

use songs and music to set or change an atmosphere or mood, use

songs and music to create a social environment, form a feeling

of community, dance, make friends and lovers, read about the

production, performance, effect, authors, producers, audiences of

music and song, use music in dreams, use music and song to make

internal associations between the people, places, and times in our

lives, so they become the personal soundtrack of our lives“.

Not only adults, but also children like songs. Especially to most young

people. They express their daily activities or feelings through songs. Songs are

very important in their everyday communication. People who like similar kinds of

music usually they are close to one another. They exchange opinions about the

16

song. It can be used by a teacher to use songs as a media in teaching in order to

get closer to them and also a media that students like.

Music may touch topics that people can relate to. Murphey (1992:8) writes

that songs can be appropriated by listeners for their own purposes, largely because

most pop songs do not have precise people, place, or time references. For those

who find them relevant, songs happen whenever and wherever one hears them and

they are, consciously or subconsciously, about the people in one’s own life.

All of the above-mentioned arguments indicate that song is a subject of

everyday communication and it is an important thing in people’s lives, which can

be very beneficial for the method of using songs to teach English vocabulary since

it increases the possibility that students will come across the taught material.

Furthermore, almost all of students like songs, so it makes easier for the teacher to

use the song as a media of teaching.

2.2.3 Effectiveness

The effectiveness of a strategy which used in teaching process can help the

teacher to achieve the goal of learning. The effectiveness itself has some

meanings as follows:

According to Schillinger (2010:2), effectiveness refers to the

intervention’s ability to do more good than harm for the target population in a real

world setting. Next, Seiler & et al (2013:5) state that effectiveness is the ability to

achieve stated goals.

17

From those definitions, the writer concludes that effectiveness is a

successful way in achieving the aim which has been settled before.

In the present study, the writer tries to find out the effectiveness of

subtitled English songs to improve the vocabulary mastery of junior high school

students. It is conducted to know which one is more effective between subtitled

English songs and Grammar Translation Method in teaching vocabulary.

2.2.4 Quasi Experimental Research

In order to answer and prove the research hypothesis whether using English songs

are significant for teaching vocabulary or not, a quasi-experimental research

design is chosen. The writer used quasi-experimental research design in the form

of nonequivalent control group design. Nunan (1992:41) stated that quasi

experimental study has both pre- and post- tests and experimental and control

groups, but no random assignment of subjects.

This study involves two groups: an experimental group and a control

group. The first group is given the treatment using subtitled English songs and the

last group is taught with Grammar Translation Method. A pre-test is given to both

groups before the treatment and a post-test is given after the treatment. The result

of the tests in both groups is analyzed using t-test formula to see the influence of

the treatment.

There are mentioned two variables: dependent and independent variable.

The independent variable is parameter that will be changed or manipulated to

reach the purpose of conducting research, proving the hypothesis, by measuring

18

the dependent variable. In this study, the independent variable is the use of

subtitled English songs, while the dependent variable is the vocabulary mastery of

students.

2.3 Theoretical Framework

In conducting the present study entitled The Effectiveness of Subtitled English

Songs to Improve the Vocabulary Mastery of Junior High School Students, the

writer concerns to students` vocabulary achievement. In her study, she uses a

quasi-experimental design. She divides the subject of the study into two groups,

experimental group and control group. In experimental group, she teaches

students by subtitled English songs, while in control group, she teaches the

students by Grammar Translation Method.

When conducting the study, the writer designs vocabulary test as a main

instrument to collect the data between both groups and to compare the

effectiveness of subtitled English songs and Grammar Translation Method in

improving students` vocabulary mastery.

Before the writer gives a treatment, the pre-test is given for both groups to

measure students’ basic ability on vocabulary achievement. After giving the

treatment, she gives post-test in both groups to measure the significant differences

of students` vocabulary achievement between experimental group and control

group.

After finding the result of the test, the writer calculates the computation of

the mean score using the t-test formula. The mean scores are compared in order to

19

know whether there is a significant difference between pre-test and post-test

between the two groups or not and to know which is more effective to teach

vocabulary.

The theoretical framework of the present study visualized below:

Figure 2.1 Theoretical Framework

Control group PRE-TEST Experimental group

TREATMENT

Using Grammar

Translation Method

POST TEST Using subtitled

English songs

Experimental

group’s post-test

mean score

Control group’s post-

test mean score Comparing the scores

using t-test formula

Define which one is more effective to improve students’

vocabulary mastery

20

CHAPTER III

RESEARCH METHODOLOGIES

Here, several sub-chapters are going to be discussed. There will be research

design, subjects of the study, population of the study, sample and sampling

technique, variables of the study, type of data, instrument of the study, method for

collecting the data, result of try out test, and the last is statistical design.

3.1 Research Design

In order to conduct this study, the writer used quasi-experimental research design

in the form of nonequivalent control group design. As mentioned by Nunan

(1992:41), in an experimental study, there are quasi-experimental design, pre-

experimental design, and true-experimental design.

In this study involved two groups: an experimental group and a control

group. The first group was given the treatment using subtitled English songs and

the last group was taught with Grammar Translation Method. A pre-test was given

to both groups before the treatment and a post-test was given after the treatment.

The result of the tests in both groups was analyzed using t-test formula to see the

influence of the treatment.

Nunan (1992:26) stated:

Much research in education today conforms to a design in which a

single group is studied only once, subsequent to some agent or

treatment presumed to cause change. Such studies might be

diagramed as follow:

21

XO

[X = the treatment administered to the subjects, and O = the

observations.]

Convinced by this argument, your next inclination is to test groups,

one which has used the innovative materials and one which has not.

Table 3.1 The Research Design

The experimental group (E1), received a treatment (X1) of using subtitled

English songs while second group, the control group (C1) received a treatment

(X2) of using Grammar Translation Method. Here, the two groups received pre-

test (O1) and (O2) to obtain first data. In addition, the experimental group (E1) was

given treatment (X1) of using subtitled English songs while the control group (C1)

was given treatment (X2) of using Grammar Translation Method. Finally, both the

experiment group (E1) and the control group (C1) were given post-test (O3) and

(O4) to obtain second data. The effectiveness of subtitled English songs and the

relative improvement of the two groups could be seen from the gain score that

was the post-test minus the pre-test score of the two groups.

3.2 Subjects of the Study

The subjects of this study was the students’ enhancement on vocabulary by using

subtitled English songs especially for the eighth grade students of SMPN 39

Semarang in the academic year 2014/2015.

Group Pre-Test Treatment Post-Test

Experimental (E1) O1 X1 O3

Control (C1) O2 X2 O4

22

3.3 Population

In order to get the result of this study, the writer had to determine the population

first. The researcher chose the eighth grade students of SMPN 39 Semarang in

academic year 2014/2015 as the population of the research. The number of the

students is 285, which are divided into nine classes.

SMPN 39 Semarang is located at Sompok Street 43 A, Semarang. The

researcher chose SMPN 39 Semarang as the population because it was a school

when the researcher did her PPL in seventh semester, she found problems

especially when the students learned vocabulary, so the researcher chose the

population to conduct this study in enhancing students’ vocabulary mastery.

3.4 Sample and Sampling Technique

The writer used quasi-experimental research in her study. The problem was in

randomly selecting and assigning individuals to the experimental and control

group. Thus, the writer chose to use available classes as the samples by using

nonprobability sampling as the sampling technique.

In this study, the writer selected two classes as the samples by assigning

them into two groups; one group was as the experimental group and another was

as the control group. The experimental group received the treatment used subtitled

English songs, and the control group used Grammar Translation Method. Class

VIII-G and class VIII-H are chosen to be the sample because both of these class

have the same number of students. These classes also have the same environment

23

around the classroom. In addition, the students from the two classes have almost

the same mean score in the first semester test.

3.5 Variables

Variable is the condition as characteristics that a researcher manipulates, controls,

and observes. Variable is anything which does not remain constant. In this study,

there are two variables, independent variable and dependent variable.

3.5.1 Independent Variable

This variable was selected to determine their effect on or relationship with the

dependent variable. Independent variable is systematically manipulated by the

researcher. Thus, independent variable is a matter of cause to the dependent

variable. In this study, the independent variable is the use of subtitled English

songs.

3.5.2 Dependent Variable

This variable examined in an experiment to determine how it is affected by

manipulation of the independent variable. In this study, the dependent variable is

the variable that has the impact of the independent variable. The dependent

variable of this study is the students’ vocabulary score.

24

3.6 Type of the Data

The researcher used quasi-experimental design to conduct this study. Since it was

experimental research, the writer needed the data in the form of numbers for

gathering quantitative research. The data was obtained from the students’ score on

vocabulary test in the pre-test and post-test from the experimental group and the

control group.

3.7 Instrument for Collecting the Data

Instrument was one of the important things in experiment in which the data can be

obtained by using instrument. Instrument was a device used when a researcher

was applying a method of a research. In this research, test was used as the

research instrument.

Test was a method of measuring person ability or knowledge in a given

domain. The researcher needed a test to measure students’ mastery on vocabulary.

The vocabulary matching task format and selected response fill-in vocabulary

format test consists of 40 items which focus on vocabulary.

3.7.1 Try Out

Before the test is used to collect the data, the try-out test should be conducted to

measure whether the test has validity and reliability. If the item is not valid or

reliable, then, it has to be revised or replaced.

Try-out test was held at SMPN 39 Semarang in the eighth grade students

in the academic year 2014/2015. In doing this try out test, the writer took a class

25

which belong to neither the experimental nor control group. There were 32

respondents in the try out test.

The respondents had to answer 40 questions in 45 minutes in vocabulary

matching task format and selected response fill-in vocabulary format. As

mentioned by Brown (2004:198), matching tasks have the advantage of offering

an alternative to traditional multiple-choice or fill-in-the-blank formats and are

sometimes easier to construct than multiple choice items, as long as the test

designer has chosen the matches carefully.

The result of this try out test became the consideration dealing with

validity and reliability for using instrument in gathering the data. In order to meet

the reliability of the test, the writer did try out test one time. If the result on

students’ score on was good enough, then the test was reliable. Thus, the test

could be used as the instrument to collect the data.

3.7.2 Qualities of the Test

A test is considered as a good test, if it has three qualities. Those qualities are

validity, reliability, and practicality. In this study, the writer only focused on

validity and reliability of the test since those are the qualities that are essential to

the effectiveness of any data-gathering procedure.

3.7.2.1 Validity

According to Gronland as adapted in “Language Assessment”, validity is the

extent to which inferences made from assessment results are appropriate,

meaningful, and useful in terms of the purpose of the assessment (Brown,

26

2004:22). In other words, validity is a standard or criterion that shows whether the

instrument is valid or not. To measure the validity, the writer used the formula

that called Product moment:

𝑟𝑥𝑦 =𝑁 ∑ 𝑋𝑌 − (∑𝑋)(∑𝑌)

√(𝑁(∑𝑥2) − (∑ 𝑥)2)(𝑁(∑𝑌²) − (∑𝑌)²)

where:

rxy = the correlation of the scores

ΣX = the total of students who have right answer

ΣY = the total of students’ scores

X = the number of the students who have right answer

Y = the students’ scores

N = the number of students

(Arikunto, 2009:72)

After the writer obtained the reliability score, the following step was

to insult to the score with the r Product Moment table.

3.7.2.2 Reliability

Reliability is defined as the quality of the instrument or procedure demonstrates

over a period of time. Heaton (1975: 167) states that “reliability is a necessary

characteristic of any good test: for it to be valid at all, a test must be first reliable

as a measuring instrument. If the test is administered to the same candidates on

different occasions, then, to the extent that it produces result, it is not reliable.”

27

To know whether this test is reliable or not, I will use the following

formula:

𝑟11 = [𝑘

𝑘 − 1] [

𝑆2 − ∑𝑝𝑞

𝑆2]

where:

r11 = the reliability of the test

k = the number of items

p = proportion the subject answering the item incorrectly

q = proportion the subject answering the item correctly

S2 = the total variance

(Arikunto, 2009:100)

The result was consulted to critical value for r-product moment. When we

obtained coefficient of the correlation is higher than the critical value for r-

product moment, it means that the item is valid at 5% alpha level of significance

(Arikunto, 2006:184).

3.7.3 Item Analyses

It has been stated before that the writer used vocabulary test in the form of

vocabulary matching task format and selected response fill-in vocabulary format

as the instrument to collect the data. Arikunto (2009:206) states that the function

of item analysis is to know whether the questions are good or not. It can be

obtained about the weakness and "guidance" to make repairs. There are three

28

problems associated with the analysis of problems, namely item difficulty, item

discrimination and patterns of the answers.

This measurement of items is conducted in order to evaluate the

effectiveness of the items. In this study, however, the writer only calculated item

facility and item discrimination of the test.

3.7.3.1 Item Facility (known also as Item difficulty)

According to Brown (2004:58) item facility is the extent to which an item is easy

or difficult for the proposed group of test-takers. If the item is considered as an

easy item, it is seen when there are a great number of test-takers who answer the

item correctly. However, if the item is considered as a difficult one, it is seen

when there are a great number of test-takers who answer the item incorrectly.

In order to calculate the item facility, the following formula can be used.

P = 𝐵

𝐽𝑆

where:

P = the index of difficulty

B = the number of students who answered the item correctly.

Js = the number of the test-takers

( Arikunto, 2009:207)

According to Arikunto (2009:210) the index of difficulty can be classified

into the following.

Interval Criteria

0.00 < P ≤ 0.30

0.31 < P ≤ 0.70

Difficult

Medium

29

0.71 < P ≤ 1.00 Easy

3.7.3.2 Item Discrimination (known also as item differentiation)

Brown (2004:59) states that item discrimination is the extent to which an item

differentiate between high-and low-ability test-takers. The following formula can

be used to calculate the item discrimination (Arikunto, 2009:213).

D = 𝐵𝐴

𝐽𝐴 –

𝐵𝐵

𝐽𝐵 = PA – PB

where,

J : the number of students

JA : the number of upper group students

JB : the number of lower group students

BA : the number of upper group students who answer the item correctly

BB : the number of lower group students who answer the item correctly

PA : proportion of upper group students, who answer the items correctly

PB : proportion of lower group students, who answer the items correctly

According to Arikunto (2009:218) the discrimination index can be

classified into the following.

Interval Criteria

0.00 < D ≤ 0.20

0.21 < D ≤ 0.40

0.41 < D ≤ 0.70

0.71 < D ≤ 1.00

Poor

Satisfactory

Good

Excellent

30

3.8 Method for Collecting the Data

Some steps were done in chronological ways to conduct this study.

1. The researcher chose eighth grade students of SMPN 39 Semarang as the

population. There were 285 students divided into 9 classes; six classes

consisting of 32 students and three classes consisting of 31 students.

2. The researcher did try out tests. Try out tests were held in a class which

belongs to neither the experimental nor control group.

3. The researcher analysed the result of try out tests. The writer analysed the

validity and reliability of the test. If the test was not valid or reliable, then,

a revision, commutation, or deletion should be made.

4. The researcher selected two classes as the samples by using nonprobability

sampling technique. Those two classes were randomly assigned into two

groups. One group was as the experimental group and another was as the

control group.

5. The researcher gave a pre-test for both groups. Then, the writer scored the

result of the pre-test.

6. The researcher gave treatment to the experimental group (subtitled English

songs), while the control group used Grammar Translation Method. The

treatment was given in three meetings.

7. The researcher gave a post-test for both groups. Then, the writer scored the

result of the post-test.

31

8. The researcher calculated the means of test results in both pre-test and

post-test of the two groups.

9. The researcher compared the difference of the results.

10. The researcher analysed whether the difference is significant by using t-

test formula, also the researcher using t-test formula in the pre-test and

post-test between two groups.

11. The researcher drew conclusion.

3.8.1 Activities of the Experimental and Control Group

3.8.1.1 Pre-Test

Ideally, pre-test is conducted before doing the treatment. A pre-test for

experimental and control group is conducted once during the experiment. The pre-

test is taken in order to find out the students’ mastery of vocabulary before they

are given the treatment.

In the pre-test, the writer asked the students to answer the questions

focusing on vocabulary in vocabulary matching task format and selected response

fill-in vocabulary format. The instrument used in the pre-test was the same as in

the try out test with some revisions, commutations, or deletions.

3.8.1.2 Treatment

After doing a pre-test, the treatment was given for both the experimental and

control group. Treatment for both groups was conducted in three meetings.

In the experimental group, the writer gave the treatment using subtitled

English songs. Before giving the treatment, the writer conditioned the class. Then,

32

the writer explained what the students had to do by explaining the steps of the

activity.

For the control group, the writer translated some vocabularies into the

students’ native language that had to be memorized by the students as the

treatment.

3.8.1.3 Post-Test

Post-test was conducted after the treatment. A post test for the experimental and

control group was done in the same way as the pre-test on both groups. In the

post-test, the writer gave a set of questions focusing on vocabulary in vocabulary

matching task format and selected response fill-in vocabulary format. The

questions in the post-test were the same as the questions in the pre-test. It was

done in order to see the influence of the treatment after the writer gave the

treatment for the experimental and control group.

3.9 Result of Try Out Test

The try-out test was conducted on March 10th, 2015. It was held in another class

beside the experimental group and control group. The VIII E was chosen as the

try out group. There were 32 students (see Appendix 1) and they had to complete

the vocabulary matching task format and selected response fill-in vocabulary

format items test which consisted of 40 items in 45 minutes (see Appendix 4). The

complete results of try out analysis can be seen in appendix 2. The following table

is the results of try out test score:

33

Table 3.2 Result of Try Out Test

NO STUDENT`S CODE TRY OUT TEST SCORE

1 T-01 85.00

2 T-02 60.00

3 T-03 27.50

4 T-04 95.00

5 T-05 55.00

6 T-06 65.00

7 T-07 50.00

8 T-08 82.50

9 T-09 72.50

10 T-10 62.50

11 T-11 30.00

12 T-12 72.50

13 T-13 90.00

14 T-14 82.50

15 T-15 87.50

16 T-16 65.00

17 T-17 50.00

18 T-18 65.00

19 T-19 72.50

20 T-20 55.00

21 T-21 47.50

22 T-22 65.00

23 T-23 75.00

24 T-24 27.50

25 T-25 47.50

26 T-26 72.50

27 T-27 72.50

28 T-28 70.00

29 T-29 65.00

30 T-30 50.00

34

31 T-31 70.00

32 T-32 82.50

Σ (total score) 2065

N 32

Mean 64.53

Based on the table above, there were 32 students in the try out test. The

total scores were 2065 and the mean scores were 64.53. As a result, the scores

were different each other, so the test could be used as the next pre-test and post-

test.

3.9.1 Validity

A test was said to be valid when it is actually measures what is intended to be

measured. In this study, the writer used item validity to find out the index validity

of each item in the test by using Pearson’s product-moment coefficient of

correlation formula. Based on the computation, the index validity of item number

1 is 0.460. This index validity was consulted with r product moment table with N

= 32 and significant level of 5% (0.05). Based on the table, the index validity of r

lies in 0.349. Since the result of the computation is higher than r in the table, the

index validity of item number 1 is considered to be valid. The rest of the

computation can be seen in Appendix 3, and for the complete result of the try out

analysis can be seen in Appendix 2.

35

3.9.2 Reliability

After calculating the result of try out test, the instrument has reliability that is

0.991. Then, it was consulted with r product moment table with N = 32 and

significant level of 5% (0.05). Based on the table, the reliability is 0.349. Since

the result of the computation is higher than r in the table (0.991 > 0.349), it is

considered that the instrument is reliable. The computation can be seen in

Appendix 5.

3.9.3 Item Analysis

3.9.3.1 Item Facility

Based on the computation of the item facility, it was found that 14 items are

considered to be easy (item number 7, 11, 12, 13, 16, 17, 18, 19, 20, 21, 29, 30,

36, 37), and 26 items are considered to be medium (item number 1, 2, 3, 4, 5, 6, 8,

9, 10, 14, 15, 22, 23, 24, 25, 26, 27, 28, 31, 32, 33, 34, 37, 38, 39, 40). The

computation can be seen in appendix 6.

3.9.3.2 Item Discrimination

From the computation, it was found that 3 items are poor (item number 14, 33 and

38), 23 items are satisfactory (item number 1, 2, 4, 6, 7, 8, 9, 11, 12, 13, 17, 18,

19, 21, 23, 25, 27, 31, 32, 34, 35, 36, 37, and 39), 13 items are good (item number

3, 5, 15, 16, 18, 19, 20, 26, 28, 29, 30, 35, and 40 ) and 1 item is excellent (item

number 24). The computation can be seen in appendix 7.

36

Based on the computation, the writer concluded that from 40 items of try

out test, 10 items were unused. Thus, the writer took 30 items to be used in the

pre-test and posttest.

The schedule of the study can be seen in the following table:

Table 3.3 Schedule of the Study

Date Control Group (VIII H) Date Experimental Group (VIII G)

March

13th, 2015

Pre-test for the control

group

March

11th, 2015

Pre-test for the experimental

group

March

24th, 2015

First treatment by using

Grammar Translation

Method

March

25th, 2015

First treatment by using

subtitled English songs

March

27th, 2015

Second treatment by using

Grammar Translation

Method

March

27th, 2015 Second treatment by using


March

31th, 2015

Third treatment by using

Grammar Translation

Method

April 1st,

2015 Third treatment by using


April 3rd,

2015

Post-test for the control

group

April 7th,

2015

Post-test for the experimental

group

Thus, the researcher needed one month in conducting her research. The

first week was pre-test, the second and the third week were giving treatments, and

the last week was the post-test. After collecting the data, then she reported the

result and analysis of the data in the next chapter.

37

3.10 Statistical Design

3.10.1 t-Test Statistical Analysis of the Pre-test and Posttest of the

Experimental Group

To determine the significance of the result study, I would like to apply a statistical

design of Arikunto that was by using ttest formula as below:

𝑡 =𝑀𝑑

√∑𝑋2𝑑

𝑁(𝑁−1)

in which,

t = ttest

Md = mean difference of pre-test and post-test

Xd = deviation of each subject (d-Md)

∑X2d = sum of deviation square

N = number of subject

(Arikunto, 2006:307)

The result of ttest calculation then would be compared to the value of ttable.

This study will be signed as significant if the value of ttest is higher than ttable.

3.10.2 t-Test Statistical Analysis of the Pre-test and Posttest between

Experimental Group and Control Group

After the data was obtained, the next step was analysing the data. It was done by

calculating the mean and variance of pre-test and post-test of the experimental

group and the control group. Then it was continued by calculating the t-test to see

the significant difference between the two means.

38

To calculate the mean of pre-test and post-test of students in the

experimental and control group can be computed by dividing the sum of all scores

by the number of scores. The following formula can be used:

M = ∑𝑋

𝑁

where:

M : mean

∑ : sum of

X : scores in a distribution

N : number of scores

(Best, 1981:225)

To calculate the variance, the following raw score method can be

computed:

𝑆2 = ∑𝑥2

𝑁 − 1

(Ary, Jacobs, and Sorensen, 2010:117)

where:

S2 : variance

∑x2 : sum of the deviation of each score from the mean (X - X) squared

N : number of cases

The last, to calculate the significant difference between the two means, the

following t-test formula can be done (Best, 1981:270):

39

t = 𝑀1−𝑀2

√𝑆12

𝑁1+

𝑆22

𝑁2

where:

M1 : mean of experimental sample

M2 : mean of control sample

N1 : number of cases in experimental sample

N2 : number of cases in control sample

𝑆12 : variance of experimental sample

𝑆22 : variance of control sample

The result of ttest calculation then would be compared to the value of ttable.

This study will be signed as significant if the value of ttest is higher than ttable.

40

CHAPTER IV

RESULT AND DISCUSSION

This chapter deals with the result of pre-test, the implementation of the

experiment, the effectiveness of subtitled English songs to improve the

vocabulary mastery, and the last is discussion.

4.1 Result of Pre-Test

This research was followed by 32 students of class VIII G SMP Negeri 39

Semarang as the experimental group and 32 students of class VIII H SMP Negeri

39 Semarang as the control group. There were 30 questions in matching tasks

format in 45 minutes (see Appendix 16).

The result of pre-test in experimental and control group could be seen in

the table below:

Table 4.1 Pre-Test Scores of Experimental Group and Control Group

Number

Experimental Group Control Group

Students’

Code

Pre-Test

Scores

Students’

Code

Pre-Test

Scores

1 E-01 70.0 C-01 73.3

2 E-02 66.7 C-02 50.0

3 E-03 66.7 C-03 73.3

4 E-04 63.3 C-04 63.3

5 E-05 70.0 C-05 73.3

6 E-06 70.0 C-06 73.3

7 E-07 73.3 C-07 76.7

8 E-08 73.3 C-08 70.0

9 E-09 66.7 C-09 73.3

10 E-10 63.3 C-10 73.3

11 E-11 66.7 C-11 60.0

41

12 E-12 70.0 C-12 56.7

13 E-13 66.7 C-13 70.0

14 E-14 63.3 C-14 66.7

15 E-15 76.7 C-15 66.7

16 E-16 56.7 C-16 46.7

17 E-17 56.7 C-17 73.3

18 E-18 70.0 C-18 63.3

19 E-19 76.7 C-19 66.7

20 E-20 76.7 C-20 70.0

21 E-21 66.7 C-21 60.0

22 E-22 56.7 C-22 70.0

23 E-23 56.7 C-23 73.3

24 E-24 76.7 C-24 56.7

25 E-25 70.0 C-25 63.3

26 E-26 73.3 C-26 70.0

27 E-27 63.3 C-27 73.3

28 E-28 73.3 C-28 63.3

29 E-29 66.7 C-29 66.7

30 E-30 70.0 C-30 66.7

31 E-31 66.7 C-31 63.3

32 E-32 73.3 C-32 66.7

Σ (the total score) 2177 2133

N 32 32

Maximum Score 76.7 76.7

Minimum Score 56.7 46.7

Mean 68.0 66.7

Standard Deviation 5.9129 7.1231

Variance 34.9621 50.7392

The table shows that the experimental group got total scores 2177 in doing

pre-test. Next, the maximum score was 76.7, the minimum score was 56.7, and

the mean score of this group was 68.0 In addition, it can be seen that the total

scores of pre-test in control group was 2133. Furthermore, the maximum score

was 76.7, the minimum score was 46.7 and the mean score of the students’ result

in this group was 66.7. The result of pre-test in control group was slightly

different from the experimental group (see Appendix 10 & 11). As a result, the

42

writer concluded that two groups had equal level vocabulary mastery before

getting the treatment, therefore, the experiment could be continued.

4.2 Implementation of the Experiment

The treatment was conducted three times for the experimental and control group.

Both groups received the same materials with different teaching media and

method. The experimental group was taught by using subtitled English songs as

media, while the control group was taught using the Grammar Translation

Method.

Table 4.2 The First Treatment Activities

Control Group Experimental Group

Opening

The teacher greets the students.

The teacher checks students’

attendance.

The teacher asks some questions

related to the material will be

addressed.



attendance.



addressed.

Main Activities

The teacher gives a list of

vocabulary appeared in the text will

be addressed.

The teacher asks the students to

memorize the words given.

The teacher reads a narrative text

entitled The Rabbit’s Tail

The students are asked to listen to

The teacher gives a list of vocabulary

appeared in the text will be

addressed.



Teacher plays a video with subtitles

entitled “torn” by Natalie Imbruglia

Students take notes and they are

43

the teacher’s explaining.

Teachers used Grammar Translation

Method, teacher translated some

words into students’ native language.

The teacher asks the meaning of the

text.

The teacher gives some questions

related to the text.

The students do the practice.

The teacher checks students’ work.

asked to memorize vocabularies in

the song, especially words in past

tense

The teacher gives a narrative text to

the students entitled The Rabbit’s

Tail

The students are asked to read the

text.


text.





Closing

The teacher asks the students

whether they find any difficulties

during the lesson.

The teacher concludes the lesson.

The teacher greets the students to

close the lesson.



during the lesson.



close the lesson.

Table 4.3 The Second Treatment Activities


Opening



attendance.




attendance.


44


addressed.


addressed.

Main Activities



be addressed.




entitled Edelwies







text.







addressed.




entitled “The One That Got Away”

by Katy Perry




tense.


the students entitled Edelweis


text.


text.





Closing



during the lesson.




during the lesson.


45


close the lesson.


close the lesson.

Table 4.4 The Third Treatment Activities


Opening



attendance.



addressed.



attendance.



addressed.

Main Activities



be addressed.




entitled Nyi Roro Kidul







text.





addressed.




entitled “Paradise” by Coldplay




tense.


the students entitled Nyi Roro Kidul


text.


46



text.





Closing



during the lesson.



close the lesson.



during the lesson.



close the lesson.

4.3 The Effectiveness of Subtitled English Songs to Improve the

Vocabulary Mastery

After getting the treatment by using subtitled English songs in teaching

vocabulary, the students’ vocabulary mastery of experimental group was

increased significantly. There was better improvement in experimental group

which taught by subtitled English songs compared to control group, which taught

by Grammar Translation Method. Thus, subtitled English songs were proved as

effective media to improve students` vocabulary mastery. It could be seen by the

post-test findings, mean scores differences between pre-test and post-test of

experimental group and control group, and t-test findings.

4.3.1 Result of Post Test

The post-test was followed by 32 students of class VIII G SMP Negeri 39

Semarang as the experimental group and 32 students of class VIII H SMP Negeri

47

39 Semarang as the control group. It was conducted as the same way as the pre-

test. (see Appendix 10 & 11).

The post test results of each group are shown by the tables below:

Table 4.5 Post-Test Scores of Experimental Group and Control Group

Number Experimental Group Control Group

Students’

Code

Post-Test

Scores

Students’

Code

Post-Test

Scores

1 E-01 86.7 C-01 83.3

2 E-02 86.7 C-02 73.3

3 E-03 83.3 C-03 80.0

4 E-04 70.0 C-04 76.7

5 E-05 83.3 C-05 76.7

6 E-06 76.7 C-06 80.0

7 E-07 76.7 C-07 83.3

8 E-08 96.7 C-08 80.0

9 E-09 83.3 C-09 83.3

10 E-10 86.7 C-10 86.7

11 E-11 80.0 C-11 80.0

12 E-12 83.3 C-12 70.0

13 E-13 76.7 C-13 80.0

14 E-14 90.0 C-14 76.7

15 E-15 86.7 C-15 83.3

16 E-16 86.7 C-16 80.0

17 E-17 76.7 C-17 80.0

18 E-18 83.3 C-18 66.7

19 E-19 96.7 C-19 83.3

20 E-20 96.7 C-20 80.0

21 E-21 83.3 C-21 70.0

22 E-22 86.7 C-22 76.7

23 E-23 66.7 C-23 80.0

24 E-24 83.3 C-24 76.7

25 E-25 80.0 C-25 76.7

26 E-26 83.3 C-26 76.7

27 E-27 86.7 C-27 80.0

28 E-28 90.0 C-28 80.0

29 E-29 86.7 C-29 76.7

30 E-30 90.0 C-30 76.7

31 E-31 86.7 C-31 80.0

32 E-32 86.7 C-32 70.0

48

Σ (the total score) 2697 2503

N 32 32

Maximum Score 96.7 86.7

Minimum Score 66.7 66.7

Mean 84.3 78.2

Standard Deviation 6.7361 4.4699

Variance 45.3745 19.9797

Based on the post test result, the total score of experimental group was

2697. This group got mean score 84.3. Furthermore, the control group got total

score 2503. The mean score of this group was also increased, it was 78.2. As a

result, the result showed that there was an improvement in post test result than

pre-test.

Based on the tables above, it meant the students` improvement of

experimental group was higher than control group. In rather simple observation,

there was a significant difference in vocabulary mastery between students of

experimental group and control group after getting the treatment by using

subtitled English songs. Based on the post test results, it can be concluded that

subtitled English songs were more effective to improve students` vocabulary

mastery than Grammar Translation Method.

4.3.2 Mean Scores Differences between Pre-Test and Post-Test of

Experimental Group and Control Group

The significant difference of the experiment could be seen through the difference

of means scores in two groups. The following graph presented the mean scores

result of pre-test and post-test between the two groups:

49

66.7

68

78.2

84.3

Control Group

Experimental Group

Mean Score between two groups in the test

Post Test Pre Test

Figure 4.1 Mean Scores between Experimental Group and Control Group

The graph above showed that the mean score of the pre test in the

experimental group was 68. Meanwhile, the mean score of the post test was 84.3.

Therefore, there was a significant improvement between the pre test and the post

test scores achieved by the students of the experimental group.

On the other hand, the mean scores of control group also showed an

improvement. It was 66.7 in the pre-test and 78.2 in the post test. In this group,

there was less improvement than the experimental group. It means that the

difference mean score on the experimental group was higher than in the control

group. In short, the writer concluded that there was better improvement of the

experimental group’s achievement after they received the treatment by using

subtitled English songs in teaching vocabulary to improve students` vocabulary

mastery.

The clear comparison of mean scores between two groups can be seen in

the following table:

50

Table 4.6 Mean Scores Comparison

Pre-Test Post-Test Progress

Experimental Group 68 84.3 16.3 %

Control Group 66.7 78.2 11.5 %

The table above demonstrated that there were improvements in both

groups. However, the progress of the experimental group which taught by

subtitled English songs were higher than the control group which taught by

Grammar Translation Method. To prove the significant improvement of both

groups, the results need to be tested by using t-test.

4.3.3 t-Test Statistical Analysis of the Pre-Test and Post-Test of the

Experimental Group

To find the t-test of pre-test and posttest of the experimental group, first I

calculated the gain or difference result of the post-test and pre-test. Here, the gain

or difference is symbolized by d. When the value of d is obtained, then the square

of d can be calculated (d2).

To see the complete calculation, look at this table below:

Table 4.7 Pre-Test and Post-Test of the Experimental Group

NO. CODE PRE-TEST

(X1)

POST-TEST

(X2)

d (X2-X1)

d2

1 E-01 70.0 86.7 16.7 278.89

2 E-02 66.7 86.7 20 400

3 E-03 66.7 83.3 16.6 275.56

4 E-04 63.3 70.0 6.7 44.89

5 E-05 70.0 83.3 13.3 176.89

51

6 E-06 70.0 76.7 6.7 44.89

7 E-07 73.3 76.7 3.4 11.56

8 E-08 73.3 96.7 23.4 547.56

9 E-09 66.7 83.3 16.6 275.56

10 E-10 63.3 86.7 23.4 547.56

11 E-11 66.7 80.0 13.3 176.89

12 E-12 70.0 83.3 13.3 176.89

13 E-13 66.7 76.7 10 100

14 E-14 63.3 90.0 26.7 712.89

15 E-15 76.7 86.7 10 100

16 E-16 56.7 86.7 30 900

17 E-17 56.7 76.7 20 400

18 E-18 70.0 83.3 13.3 176.89

19 E-19 76.7 96.7 20 400

20 E-20 76.7 96.7 20 400

21 E-21 66.7 83.3 16.6 275.56

22 E-22 56.7 86.7 30 900

23 E-23 56.7 66.7 10 100

24 E-24 76.7 83.3 6.6 43.56

25 E-25 70.0 80.0 10 100

26 E-26 73.3 83.3 10 100

27 E-27 63.3 86.7 23.4 547.56

28 E-28 73.3 90.0 16.7 278.89

29 E-29 66.7 86.7 20 400

30 E-30 70.0 90.0 20 400

31 E-31 66.7 86.7 20 400

32 E-32 73.3 86.7 13.4 179.56

∑ 32 2177 2697 520.1 9872.05

�̅� 68 84.3

Next, after gaining the value of d, the mean difference of the pre-test and

post-test could be made by using formula stated by Arikunto as follows:

𝑀𝑑 =∑𝑑

𝑁

(Arikunto 2006:307)

52

As a result, it was obtained that 𝑀𝑑 =𝟓𝟐𝟎.𝟏

32

= 16.253

Then, the next step was to calculate the value of ∑X2d by using formula as

below:

∑X2d = ∑d2 −

(∑d)2

N

(Arikunto 2006: 308)

Hence ∑X2d = ∑d2 −

(∑d)2

N

= 9872.05 −(𝟓𝟐𝟎.𝟏)2

32

= 9872.05 −270.504,01

32

= 9872.05 – 8453.25

= 1418.749

After processing the pre-test and post-test, then the ttest could be calculated

as follows:

𝑡 =𝑀𝑑

√∑𝑋2𝑑

𝑁(𝑁−1)

in which,

t = ttest

Md = mean difference of pre-test and post-test

Xd = deviation of each subject (d-Md)

∑X2d = sum of deviation square

53

N = number of subject

(Arikunto 2006: 307)

𝑡 =𝑀𝑑

√∑𝑋2𝑑

𝑁(𝑁−1)

=16.253

√1418.749

32(32 − 1)

=16.253

√1418.749992

=16.253

√1.430

= 16.253

1.195

= 13.60

Finally I obtained the value of ttest that was 13.60

Before stating whether the result is significant or not, I needed to consult it

first with the value of ttable. Here, first I defined the degree of freedom (d.f) on

which:

𝑑. 𝑓 = 𝑁 − 1

(Arikunto 2006:308)

The degree of freedom then obtained as follows:

𝑑. 𝑓 = 32 − 1

𝑑. 𝑓 = 31

54

Thus, the writer needed to find out the definite value of t in the 5% alpha

level of significance and 30 degrees of freedom by using interpolation as the

following:

t-table for 30 df = 2.042

60 df = 2.000

t-table for 60 =

2.042−𝑡

2.042−2.000 =

30−31

30−60

2.042−𝑡

0.042 =

−1

−30

(2.042 – t) x (-30) = (-1) x 0.042

-61.26 + 30 t = -0.042

30 t = -0.042 + 61.26

30 t = 61.218

t = 2.041

Based on the computation, the critical value on the t-table for 31 degrees

of freedom and 5% alpha level of significance is 2.041. Because t-value is higher

than t-table (13.60 > 2.041), it means that there is significant differences in the

experimental group after they received treatments using subtitled English songs.

4.3.4 t-Test Statistical Analysis of the Pre-Test of the Experimental and

Control Group

First, the writer computed the variance of both groups in the pre-test (see

Appendix 12 for the experimental group and Appendix 13 for the control group).

55

After getting the variance of the pre-test of both groups, the following is t-

test for pre-test computation.

t = 𝑀1−𝑀2

√𝑆12

𝑁1+

𝑆22

𝑁2

= 68 − 66.7

√34.9632

+50.74

32

= 1.3

√1.092 + 1.586

= 1.69

√2.678

= 1.69

1.64

= 1.030

After getting the t-value above, the next step was consulting the gaining of

t-value with the critical value on the t-table. First, the writer determined the

degrees of freedom (df). Since the number of subject was 32 in the experimental

group and 32 in the control group; then, the degrees of freedom is df = Nx + Ny – 2

= 32 + 32 – 2 = 62. For educational research, the 5% (0.05) alpha level of

significance is used. Based on the t-table with 5% alpha level of significance and

62 degrees of freedom, there is no definite critical value of t in the table. Thus, the

writer needed to find out the definite value of t in the 5% alpha level of

significance and 60 degrees of freedom by using interpolation as the following:

t-table for 60 df = 2.000

120 df = 1.980

56

t-table for 60 =

2.000−𝑡

2.000−1.980 =

60−62

60−120

2.000−𝑡

0.020 =

−2

−60

(2.000 – t) x (-60) = (-2) x 0.020

-120 + 60 t = -0.040

60 t = -0.040 + 120

60 t = 119.960

t = 1.999


of freedom and 5% alpha level of significance is 1.999. Because t-value is lower

than t-table (1.030 < 1.999), it can be concluded that there is no significant

difference between the experimental group and the control group in the pre-test. It

means that there is no difference between the experimental group and the control

group on vocabulary mastery before they received the treatment. In other words,

both of the groups had the same characteristics on vocabulary mastery.

4.3.5 t-Test Statistical Analysis of the Posttest of the Experimental and

Control Group

Before computing the t-test, the writer computed the variance of both groups in

the post-test (see Appendix 14 for the experimental group and Appendix 15 for the

control group).

57

After getting the variance of the posttest of both groups, the following is t-

test for posttest computation.

t = 𝑀1−𝑀2

√𝑆12

𝑁1+

𝑆22

𝑁2

= 84.3 − 78.2

√45.3732

+19.98

32

= 6.1

√1.418 + 0.624

= 6.1

√2.042

= 6.1

1.429

= 4.27

After getting the t-value above, the next step was consulting the gaining of

t-value with the critical value on the t-table. This step was done in order to check

whether the difference of the treatment in both groups is significant or not.


of freedom and 5% alpha level of significance is 1.999. Because t-value is higher

than t-table (4.27 > 1.999). It can be concluded that there is significant difference

between the post-test of the experimental group and the control group. It means

that there is difference in the experimental group and the control group on

vocabulary mastery after they received the treatment. In can be concluded,

teaching vocabulary by using subtitled English songs are more effective to

improve the vocabulary mastery of the eighth grade of SMP Negeri 39 Semarang

in the academic year 2014/2015 than Grammar Translation Method.

58

4.4 Discussion

From the calculation done above, it is obtained that the ttest is higher than the ttable.

As the result, it means that the use of subtitled English songs to improve the

vocabulary mastery of junior high school students gives significant result.

In teaching and learning process, using song is one of good media that

rarely used in class. From young learner up to adult, it can be given to them.

Teachers just need to choose the suitable one according to the level of learner, and

suitable with the materials in curriculum in a school. Especially for teenagers,

song is a kind of interesting things. As the result, teachers can use songs as a

media in learning process, especially English songs in learning English as a

foreign language in Indonesia.

Before doing the treatment, the average scores of students in the

experimental group and control group were almost the same. The pre-test scores

average of students’ in experimental group and control group indicated that there

was no significant different in students grade of achievement before the treatment

given. The treatments were given to the experimental group in order to know the

effectiveness of subtitled English songs. After the writer gave treatments, the

posttest result showed that the average score of the students improved higher than

the post-test score of the control group. From the result, it can be concluded that

the three treatments which was given in experimental group achieved the better

result. The students who were taught by using subtitled English songs had better

learning result than those who were taught using Grammar Translation Method. It

meant that subtitled English songs are effective to be applied in improving the

59

vocabulary mastery of junior high school students, especially on narrative text.

Subtitled English songs given during the treatment was able to increase students’

motivation vocabulary mastery that stimulated their ability to get better scores.

60

CHAPTER V

CONCLUSION AND SUGGESTIONS

This chapter deals with conclusion of the research based on the result of the

experiment and the suggestions for education field, teachers, students, and the

other researchers.

5.1 Conclusion

This research was conducted on the purpose to find out whether subtitled English

songs effectively improve students’ vocabulary. In other words, it was conducted

to find out whether or not subtitled English songs gives improvement of students’

vocabulary mastery compared to the Grammar Translation Method.

Based on the result of the experiment, there are some conclusions. Firstly,

there is a significant difference in students’ improvement of vocabulary mastery

between those who were taught using subtitled English songs and those who were

taught by using Grammar Translation Method for the eighth grade students of

SMP Negeri 39 Semarang in the academic year 2014/2015.

Secondly, the use of subtitled English songs are more effective in

enhancing students’ vocabulary compared to Grammar Translation Method. It can

be seen from the computation on the previous chapter which showed that the t-

value is higher than the t-table on the 5% alpha of education and 60 degrees of

freedom (4.27 > 1.999). It means that the students’ vocabulary mastery on the

experimental group is better than on the control group which shows the

61

effectiveness of the treatment given to the experimental group compared to the

treatment given to the control group.

5.2 Suggestions

Based on the conclusion above, the writer offers some. Firstly, for the education

field, the writer hopes that this study can provide knowledge and information in

using subtitled English songs for teaching and learning practice especially in

enhancing students’ vocabulary.

Secondly, for teachers, since teaching vocabulary for foreign students is

uneasy to do, teachers should find out effective and interesting technique, method,

or medium in order to avoid the students’ boredom in the learning process.

Teachers can use subtitled English songs since this technique gives more effective

result compared to the Grammar Translation Method.

Thirdly, for students, learning vocabulary is very important when learning

a language. Therefore, students have to increase their vocabulary if they want to

master their English. They can learn many vocabularies from dictionary, read

many texts, or engage in an activity which provides interesting technique, method,

or media that can effectively build their vocabularies.

Lastly, for the other researchers, the writer expects that there will be many

researchers who are interested in conducting a research to enhance students’

vocabulary using media especially subtitled English songs. For this reason, the

researchers can use this research as one of many sources and information in

conducting their research.

62

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No. Name Code

1 Ahmad T-01

2 Andre Tri Kurniawan T-02

3 Anindita Dwi Setyowati T-03

4 Arneta Dwi Saputri T-04

5 Aurora Isnaeni Ramadhana T-05

6 Ayu Murwani Nastiti T-06

7 Fadzilah Arisyandi T-07

8 Galang Awal Yanuar T-08

9 Irfan Taufiiqulhakim T-09

10 Irianto Himawan T-10

11 Jaya Lesmana Adriansa T-11

12 Muhammad Iqbal Prayogo T-12

13 Muhammad Roy Aditra T-13

14 Naafi Putri Septiana T-14

15 Nabilla Cahyaning Littahayu T-15

16 Nico Armand Setiaji T-16

17 Rama Wahyu Setyoutomo T-17

18 Riski Fitriana Sari T-18

19 Rizky Alfandra Pangestu T-19

20 Safera Anantasya Putri T-20

21 Sekar Rani Arum Sari T-21

22 Syabila Retno Anindya T-22

23 Syellsa Hayunda Putri T-23

24 Uggi Ifanni T-24

25 Ushfatun Khasanah T-25

26 Vanessa Findi Stefina T-26

27 Via Kartika Sari T-27

28 Vinny Putri Pratiwi T-28

29 Vivi Suryani T-29

30 Vivi Yuliyanti T-30

31 Yoga Andrian T-31

32 Yoga Mahidsa Fuariza T-32

(Class VIII E)

Appendix 1

List Name of Try Out Group

66

1 2 3 4 5

1 T-04 1 1 1 1 1

2 T-13 1 1 1 1 1

3 T-15 1 1 1 1 1

4 T-01 0 0 1 1 1

5 T-08 0 1 1 0 1

6 T-14 1 1 1 1 1

7 T-32 1 0 1 1 0

8 T-23 0 1 1 1 0

9 T-27 1 1 1 0 1

10 T-09 1 1 1 0 0

11 T-12 1 1 1 0 1

12 T-19 0 1 0 1 1

13 T-26 1 0 1 1 1

14 T-28 0 1 1 0 1

15 T-31 1 1 1 0 1

16 T-06 0 0 0 0 1

17 T-16 0 1 1 0 1

18 T-18 0 1 0 1 1

19 T-22 1 1 1 0 0

20 T-29 1 1 0 1 0

21 T-10 0 1 1 1 1

22 T-02 0 1 1 0 1

23 T-05 1 1 0 0 0

24 T-20 0 0 1 1 1

25 T-17 1 1 0 0 0

26 T-30 0 1 1 0 1

27 T-07 0 0 1 0 0

28 T-21 0 0 1 1 1

29 T-25 0 0 0 0 1

30 T-11 0 0 0 0 0

31 T-03 0 0 0 0 0

32 T-24 0 0 1 0 0

∑X 14 21 23 14 21

∑XY

r 0.461 0.485 0.424 0.480 0.446

rtable 0.349 0.349 0.349 0.349 0.349

Criteria Valid Valid Valid Valid Valid

B 14 22 22 15 21

Js 32 32 32 32 32

P 0.438 0.688 0.688 0.469 0.656

Criteria Medium Medium Medium Medium Medium

BA 10 13 15 9 14

BB 4 8 7 5 7

JA 16 16 16 16 16

JB 16 16 16 16 16

D 0.375 0.313 0.500 0.250 0.438

Criteria Satisfactory Satisfactory Good Satisfactory Good

Used Used Used Used Used

Appendix 2

Ite

m F

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tyIte

m D

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min

atio

n

Criteria

TRY OUT ANALYSIS OF TEST ITEM

(Item Validity, Item Facility, and Item Discrimination)

Ite

m V

alid

ity

No CodeItem Number

67

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

Ite

m F

acili

tyIte

m D

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min

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Criteria



Ite

m V

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ity

No Code6 7 8 9 10

1 1 1 1 1

1 1 1 1 0

1 1 1 1 0

1 1 0 0 1

1 1 0 0 1

1 1 1 0 1

1 1 1 0 1

0 1 1 0 1

1 1 0 0 0

1 1 1 0 1

1 1 0 0 1

1 1 1 1 1

0 0 1 1 1

0 1 1 0 1

1 1 1 1 0

1 0 0 0 0

1 1 0 1 1

0 1 1 1 1

1 1 0 1 0

1 0 1 0 1

0 1 1 0 1

1 1 1 1 0

1 1 0 0 1

0 0 0 0 0

1 1 1 0 1

0 0 0 0 0

1 1 0 0 1

1 0 0 0 0

1 1 1 0 1

0 1 0 0 0

0 0 0 0 1

0 0 0 0 1

22 24 17 10 21

0.439 0.453 0.436 0.387 0.067

0.349 0.349 0.349 0.349 0.349

Valid Valid Valid Valid Invalid

22 24 17 10 20

32 32 32 32 32

0.688 0.750 0.531 0.313 0.625

Medium Easy Medium Medium Medium

14 15 11 7 12

8 9 6 3 8

16 16 16 16 16

16 16 16 16 16

0.375 0.375 0.313 0.250 0.250

Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

Used Used Used Used Unused

Item Number

68

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

Ite

m F

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Criteria



Ite

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No Code11 12 13 14 15

1 1 1 0 1

1 1 1 0 1

1 1 1 1 1

1 1 1 1 1

1 1 1 0 1

1 1 1 0 1

1 0 1 1 1

1 1 1 0 1

1 1 1 0 1

1 1 1 0 1

1 1 1 0 1

1 0 1 1 1

0 1 1 1 1

1 1 0 1 1

1 0 1 1 0

0 1 1 1 1

0 1 1 0 0

0 1 1 1 0

1 1 0 1 1

0 0 1 0 1

0 1 1 0 0

1 1 1 1 0

1 0 1 0 1

1 1 0 0 1

1 1 1 0 0

0 1 1 1 1

1 1 1 1 0

0 1 1 0 0

1 0 1 0 1

1 0 1 0 1

1 0 0 0 0

0 0 1 0 0

23 23 28 13 22

0.249 0.444 0.227 0.192 0.479

0.349 0.349 0.349 0.349 0.349

Invalid Valid Invalid Invalid Valid

23 24 28 13 22

32 32 32 32 32

0.719 0.750 0.875 0.406 0.688

Easy Easy Easy Medium Medium

14 14 16 8 15

9 9 11 5 7

16 16 16 16 16

16 16 16 16 16

0.313 0.313 0.313 0.188 0.500

Satisfactory Satisfactory Satisfactory Poor Good

Unused Used Unused Unused Used

Item Number

69

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

Ite

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Criteria



Ite

m V

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ity

No Code16 17 18 19 20

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 0 1 1 1

1 1 1 0 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 0 1 1 0

0 1 1 0 1

1 1 0 1 1

1 0 1 1 1

1 1 1 1 1

1 0 1 1 1

1 1 1 0 1

1 1 1 1 1

1 1 0 1 0

1 0 1 0 1

0 1 0 1 1

1 1 0 0 0

1 0 1 1 0

1 1 1 1 1

0 1 1 0 1

0 1 0 1 0

0 1 1 1 1

1 0 0 0 0

0 0 0 0 1

0 0 1 0 0

25 23 25 23 25

0.566 0.434 0.465 0.496 0.476

0.349 0.349 0.349 0.349 0.349

Valid Valid Valid Valid Valid

25 23 25 23 25

32 32 32 32 32

0.781 0.719 0.781 0.719 0.781

Easy Easy Easy Easy Easy

16 14 16 15 16

9 9 8 8 9

16 16 16 16 16

16 16 16 16 16

0.438 0.313 0.500 0.438 0.438

Good Satisfactory Good Good Good


Item Number

70

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

Ite

m F

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m D

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Criteria



Ite

m V

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No Code21 22 23 24 25

1 0 1 1 1

1 0 1 1 1

1 0 1 1 1

1 1 1 1 0

1 1 1 0 1

1 1 1 1 0

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 0

1 0 1 1 0

1 1 1 0 1

0 0 0 1 1

1 1 0 1 0

1 1 1 1 1

1 0 0 1 0

0 0 1 0 1

1 1 0 1 1

1 1 1 0 1

1 0 1 0 0

1 0 0 0 1

0 1 1 0 0

1 0 1 0 1

1 1 0 1 0

0 0 1 0 1

1 0 1 0 0

1 1 1 0 0

0 1 0 0 1

1 1 0 0 0

1 0 0 0 0

0 1 0 1 1

26 19 22 18 19

0.341 -0.042 0.529 0.496 0.259

0.349 0.349 0.349 0.349 0.349

Invalid Invalid Valid Valid Invalid

26 19 22 18 18

32 32 32 32 32

0.813 0.594 0.688 0.563 0.563

Easy Medium Medium Medium Medium

16 11 14 15 11

10 7 8 2 7

16 16 16 16 16

16 16 16 16 16

0.375 0.250 0.375 0.813 0.250

Satisfactory Satisfactory Satisfactory Excellent Satisfactory

Unused Unused Used Used Unused

Item Number

71

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

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m F

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Criteria



Ite

m V

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ity

No Code26 27 28 29 30

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

0 1 1 1 1

1 1 1 1 1

1 1 1 1 1

1 1 1 1 1

0 1 0 1 1

1 1 1 1 1

1 0 1 1 1

1 1 1 1 1

1 1 1 1 0

0 1 0 0 1

0 1 1 1 1

1 0 1 0 1

1 1 0 1 1

1 0 1 1 1

0 1 0 0 1

0 0 1 1 0

1 1 1 1 1

1 1 0 0 1

0 0 1 1 0

1 1 0 0 1

1 1 1 1 1

0 0 0 0 1

1 1 1 0 1

0 0 0 1 0

1 1 1 0 1

0 1 0 1 0

0 0 1 0 1

0 0 0 1 0

0 0 0 0 0

19 22 21 22 25

0.428 0.509 0.436 0.459 0.454

0.349 0.349 0.349 0.349 0.349

Valid Valid Valid Valid Valid

19 22 21 23 25

32 32 32 32 32

0.594 0.688 0.656 0.719 0.781

Medium Medium Medium Easy Easy

13 14 14 15 16

6 8 7 7 9

16 16 16 16 16

16 16 16 16 16

0.438 0.375 0.438 0.500 0.438

Good Satisfactory Good Good Good


Item Number

72

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

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Criteria



Ite

m V

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No Code31 32 33 34 35

1 1 1 1 1

1 1 0 1 1

1 1 0 1 1

1 1 1 1 1

1 1 0 1 1

1 0 0 0 1

0 1 0 0 1

1 1 1 0 1

0 0 0 1 0

1 0 0 0 1

0 0 0 1 1

1 1 0 0 1

1 1 1 0 1

1 1 1 1 1

0 1 1 1 0

1 0 1 0 1

0 0 0 1 1

1 1 1 1 0

1 0 0 0 1

0 0 0 0 1

1 1 0 1 1

0 1 1 1 0

1 0 1 0 1

0 0 1 1 0

0 1 0 0 1

1 0 0 0 0

0 1 1 1 0

0 0 1 0 0

0 1 0 0 1

0 0 0 0 0

1 0 1 0 1

0 0 1 0 0

18 17 15 15 22

0.422 0.427 -0.177 0.423 0.469

0.349 0.349 0.349 0.349 0.349

Valid Valid Invalid Valid Valid

18 18 16 16 22

32 32 32 32 32

0.563 0.563 0.500 0.500 0.688

Medium Medium Medium Medium Medium

12 11 7 10 15

6 6 7 5 7

16 16 16 16 16

16 16 16 16 16

0.375 0.313 0.000 0.313 0.500

Satisfactory Satisfactory Poor Satisfactory Good

Used Used Unused Used Used

Item Number

73

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

∑X

∑XY

r

rtable

Criteria

B

Js

P

Criteria

BA

BB

JA

JB

D

Criteria

Ite

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Criteria



Ite

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No Code36 37 38 39 40

1 1 1 1 1 38 1444

1 1 1 1 1 36 1296

0 1 0 1 1 35 1225

1 1 1 1 1 34 1156

1 1 1 1 1 33 1089

1 1 0 1 1 33 1089

1 1 1 1 0 31 961

0 1 1 1 1 30 900

1 1 0 0 1 29 841

1 0 0 0 1 29 841

0 1 0 1 0 29 841

1 0 0 0 1 29 841

1 1 1 1 1 29 841

1 1 0 1 1 28 784

1 1 0 1 1 28 784

1 1 1 1 0 26 676

1 1 1 0 1 26 676

1 1 1 0 1 26 676

0 1 1 1 1 26 676

1 1 0 1 0 26 676

0 1 1 1 1 25 625

1 1 0 0 1 24 576

1 1 1 0 0 22 484

1 1 0 1 1 22 484

1 0 0 1 0 20 400

0 0 1 0 0 20 400

0 1 0 1 1 20 400

1 1 1 0 0 19 361

0 0 0 1 0 19 361

1 0 1 0 1 12 144

1 1 1 0 0 11 121

1 0 1 1 0 11 121

24 25 18 21 21 826 22790

0.027 0.454 -0.089 0.359 0.485 0.9858

0.349 0.349 0.349 0.349 0.349

Invalid Valid Invalid Valid Valid

23 24 17 20 21

32 32 32 32 32

0.719 0.750 0.531 0.625 0.656

Easy Easy Medium Medium Medium

14 15 9 13 14

9 10 8 7 7

16 16 16 16 16

16 16 16 16 16

0.313 0.313 0.063 0.375 0.438

Satisfactory Satisfactory Poor Satisfactory Good

Unused Used Unused Used Used

Y2Y

Item Number

74

Formula:

Criteria:

The item is valid if r > rtable

The following is the example of counting the validity for the item number 1.

For the other items will use the same formula.

No. Code X Y X2

Y2

XY

1 T-04 1 38 1 1444 38

2 T-13 1 36 1 1296 36

3 T-15 1 35 1 1225 35

4 T-01 0 34 0 1156 0

5 T-08 0 33 0 1089 0

6 T-14 1 33 1 1089 33

7 T-32 1 31 1 961 31

8 T-23 0 30 0 900 0

9 T-27 1 29 1 841 29

10 T-09 1 29 1 841 29

11 T-12 1 29 1 841 29

12 T-19 0 29 0 841 0

13 T-26 1 29 1 841 29

14 T-28 0 28 0 784 0

15 T-31 1 28 1 784 2816 T-06 0 26 0 676 0

17 T-16 0 26 0 676 0

18 T-18 0 26 0 676 0

19 T-22 1 26 1 676 26

20 T-29 1 26 1 676 26

21 T-10 0 25 0 625 0

22 T-02 0 24 0 576 0

23 T-05 1 22 1 484 22

24 T-20 0 22 0 484 0

25 T-17 1 20 1 400 20

26 T-30 0 20 0 400 0

27 T-07 0 20 0 400 0

28 T-21 0 19 0 361 0

29 T-25 0 19 0 361 0

30 T-11 0 12 0 144 0

31 T-03 0 10 0 100 0

32 T-24 0 10 0 100 0

14 824 14 22748 411

The Computation of Item Validity

∑

Appendix 3

𝑟 =𝑁∑𝑋𝑌 − ∑𝑋 (∑𝑌)

𝑁∑𝑋2 − (∑𝑋)2 𝑁∑𝑌2 − (∑𝑌)2

75

For α = 5% and number of subjects is 32, rtable is 0,349.

Because r > rtable, then the item number 1 is valid

=32𝑥411 − 14 824

32𝑥14 − 14 2 32𝑥22748 − 824 ²

=13152 − 11536

448 − 196 727936 − 678976

=1616

252 48960

=1616

12337920

=1616

3512,53

= 0.461

𝑟 =𝑁∑𝑋𝑌 − ∑𝑋 (∑𝑌)

𝑁∑𝑋2 − (∑𝑋)2 𝑁∑𝑌2 − (∑𝑌)2

76

Appendix 4

Score Percentage

1 T-04 38 95.00

2 T-13 36 90.00

3 T-15 35 87.50

4 T-01 34 85.00

5 T-08 33 82.50

6 T-14 33 82.50

7 T-32 31 77.50

8 T-23 30 75.00

9 T-27 29 72.50

10 T-09 29 72.50

11 T-12 29 72.50

12 T-19 29 72.50

13 T-26 29 72.50

14 T-28 28 70.00

15 T-31 28 70.00

16 T-06 26 65.00

17 T-16 26 65.00

18 T-18 26 65.00

19 T-22 26 65.00

20 T-29 26 65.00

21 T-10 25 62.50

22 T-02 24 60.00

23 T-05 22 55.00

24 T-20 22 55.00

25 T-17 20 50.00

26 T-30 20 50.00

27 T-07 20 50.00

28 T-21 19 47.50

29 T-25 19 47.50

30 T-11 12 30.00

31 T-03 11 27.50

32 T-24 11 27.50

826 2065

64.53

Total

Mean

Try Out

The Result of Try Out

U

p

p

e

r

G

r

o

u

p

L

o

w

e

r

G

r

o

u

p

No Code

77

Appendix 5

Formula:

Criteria:

If r 11 > rtable, it means that the instrument is considered to be

reliable

Below is the computation of the reliability of the instrument.

1 2 3 4 5 6

1 T-04 1 1 1 1 1 1

2 T-13 1 1 1 1 1 1

3 T-15 1 1 1 1 1 1

4 T-01 0 0 1 1 1 1

5 T-08 0 1 1 0 1 1

6 T-14 1 1 1 1 1 1

7 T-32 1 0 1 1 0 1

8 T-23 0 1 1 1 0 0

9 T-27 1 1 1 0 1 1

10 T-09 1 1 1 0 0 1

11 T-12 1 1 1 0 1 1

12 T-19 0 1 0 1 1 1

13 T-26 1 0 1 1 1 0

14 T-28 0 1 1 0 1 0

15 T-31 1 1 1 0 1 1

16 T-06 0 0 0 0 1 1

17 T-16 0 1 1 0 1 1

18 T-18 0 1 0 1 1 0

19 T-22 1 1 1 0 0 1

20 T-29 1 1 0 1 0 1

21 T-10 0 1 1 1 1 0

22 T-02 0 1 1 0 1 1

23 T-05 1 1 0 0 0 1

24 T-20 0 0 1 1 1 0

25 T-17 1 1 0 0 0 1

26 T-30 0 1 1 0 1 0

27 T-07 0 0 1 0 0 1

28 T-21 0 0 1 1 1 1

29 T-25 0 0 0 0 1 1

30 T-11 0 0 0 0 0 0

31 T-03 0 0 0 0 0 0

32 T-24 0 1 0 1 0 0

14 22 22 15 21 22

p 0.35 0.55 0.55 0.38 0.53 0.55

q 0.65 0.45 0.45 0.63 0.48 0.45

pq 0.23 0.25 0.25 0.23 0.25 0.25

The Computation of Reliability

No CodeItem Number

∑𝑝

=𝑘

𝑘 − 1

𝑆2 − ∑𝑝𝑞

𝑆²

78

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

7 8 9 10 11 12

1 1 1 1 1 1

1 1 1 0 1 1

1 1 1 0 1 1

1 0 0 1 1 1

1 0 0 1 1 1

1 1 0 1 1 1

1 1 0 1 1 0

1 1 0 1 1 1

1 0 0 0 1 1

1 1 0 1 1 1

1 0 0 1 1 1

1 1 1 1 1 0

0 1 1 1 0 1

1 1 0 1 1 1

1 1 1 0 1 0

0 0 0 0 0 1

1 0 1 1 0 1

1 1 1 1 0 1

1 0 1 0 1 1

0 1 0 1 0 0

1 1 0 1 0 1

1 1 1 0 1 1

1 0 0 1 1 0

0 0 0 0 1 1

1 1 0 1 1 1

0 0 0 0 0 1

1 0 0 1 1 1

0 0 0 0 0 1

1 1 0 1 1 0

1 0 0 0 1 0

0 0 0 1 1 0

0 0 0 0 0 1

24 17 10 20 23 24

0.60 0.43 0.25 0.50 0.58 0.60

0.40 0.58 0.75 0.50 0.43 0.40

0.24 0.24 0.19 0.25 0.24 0.24

Item Number

79

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

13 14 15 16 17 18

1 0 1 1 1 1

1 0 1 1 1 1

1 1 1 1 1 1

1 1 1 1 1 1

1 0 1 1 1 1

1 0 1 1 1 1

1 1 1 1 0 1

1 0 1 1 1 1

1 0 1 1 1 1

1 0 1 1 1 1

1 0 1 1 1 1

1 1 1 1 1 1

1 1 1 1 0 1

0 1 1 0 1 1

1 1 0 1 1 0

1 1 1 1 0 1

1 0 0 1 1 1

1 1 0 1 0 1

0 1 1 1 1 1

1 0 1 1 1 1

1 0 0 1 1 0

1 1 0 1 0 1

1 0 1 0 1 0

0 0 1 1 1 0

1 0 0 1 0 1

1 1 1 1 1 1

1 1 0 0 1 1

1 0 0 0 1 0

1 0 1 0 1 1

1 0 1 1 0 0

0 0 0 0 0 0

1 0 0 0 0 1

28 13 22 25 23 25

0.70 0.33 0.55 0.63 0.58 0.63

0.30 0.68 0.45 0.38 0.43 0.38

0.21 0.22 0.25 0.23 0.24 0.23

Item Number

80

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

19 20 21 22 23 24

1 1 1 0 1 1

1 1 1 0 1 1

1 1 1 0 1 1

1 1 1 1 1 1

1 1 1 1 1 0

1 1 1 1 1 1

1 1 1 1 1 1

0 1 1 1 1 1

1 1 1 1 1 1

1 1 1 1 1 1

1 1 1 1 1 1

1 1 1 0 1 1

1 0 1 1 1 0

0 1 0 0 0 1

1 1 1 1 0 1

1 1 1 1 1 1

1 1 1 0 0 1

1 1 0 0 1 0

0 1 1 1 0 1

1 1 1 1 1 0

1 0 1 0 1 0

0 1 1 0 0 0

1 1 0 1 1 0

0 0 1 0 1 0

1 0 1 1 0 1

1 1 0 0 1 0

0 1 1 0 1 0

1 0 1 1 1 0

1 1 0 1 0 0

0 0 1 1 0 0

0 1 1 0 0 0

0 0 0 1 0 1

23 25 26 19 22 18

0.58 0.63 0.65 0.48 0.55 0.45

0.43 0.38 0.35 0.53 0.45 0.55

0.24 0.23 0.23 0.25 0.25 0.25

Item Number

81

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

25 26 27 28 29 30

1 1 1 1 1 1

1 1 1 1 1 1

1 1 1 1 1 1

0 0 1 1 1 1

1 1 1 1 1 1

0 1 1 1 1 1

1 1 1 1 1 1

1 0 1 0 1 1

1 1 1 1 1 1

1 1 0 1 1 1

0 1 1 1 1 1

0 1 1 1 1 0

1 0 1 0 0 1

1 0 1 1 1 1

0 1 0 1 0 1

1 1 1 0 1 1

0 1 0 1 1 1

1 0 1 0 0 1

1 0 0 1 1 0

1 1 1 1 1 1

0 1 1 0 0 1

1 0 0 1 1 0

0 1 1 0 0 1

1 1 1 1 1 1

0 0 0 0 0 1

1 1 1 1 0 1

0 0 0 0 1 0

0 1 1 1 1 1

1 0 1 0 1 0

0 0 0 1 0 1

0 0 0 0 1 0

0 0 0 0 0 0

18 19 22 21 23 25

0.45 0.48 0.55 0.53 0.58 0.63

0.55 0.53 0.45 0.48 0.43 0.38

0.25 0.25 0.25 0.25 0.24 0.23

Item Number

82

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

31 32 33 34 35 36

1 1 1 1 1 1

1 1 0 1 1 1

1 1 0 1 1 0

1 1 1 1 1 1

1 1 0 1 1 1

1 0 0 0 1 1

0 1 0 0 1 1

1 1 1 0 1 0

0 0 0 1 0 1

1 0 0 0 1 1

0 0 0 1 1 0

1 1 0 0 1 1

1 1 1 0 1 1

1 1 1 1 1 1

0 1 1 1 0 1

1 0 1 0 1 1

0 0 0 1 1 1

1 1 1 1 0 1

1 0 0 0 1 0

0 0 0 0 1 1

1 1 0 1 1 0

0 1 1 1 0 1

1 0 1 0 1 1

0 0 1 1 0 1

0 1 0 0 1 1

1 0 0 0 0 0

0 1 1 1 0 0

0 0 1 0 0 1

0 1 0 0 1 0

0 0 0 0 0 1

1 0 1 0 1 1

0 1 1 1 1 0

18 18 15 16 23 23

0.45 0.45 0.38 0.40 0.58 0.58

0.55 0.55 0.63 0.60 0.43 0.43

0.25 0.25 0.23 0.24 0.24 0.24

Item Number

83

1 T-04

2 T-13

3 T-15

4 T-01

5 T-08

6 T-14

7 T-32

8 T-23

9 T-27

10 T-09

11 T-12

12 T-19

13 T-26

14 T-28

15 T-31

16 T-06

17 T-16

18 T-18

19 T-22

20 T-29

21 T-10

22 T-02

23 T-05

24 T-20

25 T-17

26 T-30

27 T-07

28 T-21

29 T-25

30 T-11

31 T-03

32 T-24

p

q

pq


No Code

∑𝑝

37 38 39 40

1 1 1 1 38

1 1 1 1 36

1 0 1 1 35

1 1 1 1 34

1 1 1 1 33

1 0 1 1 33

1 1 1 0 31

1 1 1 1 30

1 0 0 1 29

0 0 0 1 29

1 0 1 0 29

0 0 0 1 29

1 1 1 1 29

1 0 1 1 28

1 0 1 1 28

1 1 1 0 26

1 1 0 1 26

1 1 0 1 26

1 1 1 1 26

1 0 1 0 26

1 1 1 1 25

1 0 0 1 24

1 1 0 0 22

1 0 1 1 22

0 0 1 0 20

0 1 0 0 20

1 0 1 1 20

0 1 0 0 19

0 0 1 0 19

0 1 0 1 12

1 1 0 0 11

0 0 0 0 11

24 17 20 21 826

0.60 0.43 0.50 0.53

0.40 0.58 0.50 0.48

0.24 0.24 0.25 0.25 9.62

Item NumberTotal Score

84

For α = 5% and number of paired scores is 32, rtable is 0,349.

Because r11 > rtable, then the instrument is reliable.

=𝑘

𝑘 − 1

𝑆2 − ∑𝑝𝑞

𝑆²

=40

40 − 1

17.21 2 − 9.64

17.21 2

=40

39

296.19 − 9.64

296.19

= [1.025]286.55

296.19

= 1.025 [0.967]

= 0.991

85

Formula:

Criteria:

The following is the example of counting the difficulty for the item number 1.


No. Code Score No. Code Score

1 T-04 1 1 T-16 0

2 T-13 1 2 T-18 0

3 T-15 1 3 T-22 1

4 T-01 0 4 T-29 1

5 T-08 0 5 T-10 0

6 T-14 1 6 T-02 0

7 T-32 1 7 T-05 1

8 T-23 0 8 T-20 0

9 T-27 1 9 T-17 1

10 T-09 1 10 T-30 0

11 T-12 1 11 T-07 0

12 T-19 0 12 T-21 0

13 T-26 1 13 T-25 0

14 T-28 0 14 T-11 0

15 T-31 1 15 T-03 0

16 T-06 0 16 T-24 0

10 4

P = 10 + 4

32

= 0.438

According to the criteria, item number 1 is medium.

Appendix 6

P=

Interval

0.00 < P ≤ 0.30

0.31 < P ≤ 0.70

Criteria

Difficult

Medium

The Computation of Item Facility (Item Difficulty)

Easy

Upper Group Lower Group

Total Total

0.71 < P ≤ 1.00

86

Formula:

Criteria:

The following is the example of counting the difficulty for the item number 1.


No. Code Score No. Code Score

1 T-04 1 1 T-16 0

2 T-13 1 2 T-18 0

3 T-15 1 3 T-22 1

4 T-01 0 4 T-29 1

5 T-08 0 5 T-10 0

6 T-14 1 6 T-02 0

7 T-32 1 7 T-05 1

8 T-23 0 8 T-20 0

9 T-27 1 9 T-17 1

10 T-09 1 10 T-30 0

11 T-12 1 11 T-07 0

12 T-29 0 12 T-21 0

13 T-26 1 13 T-25 0

14 T-28 0 14 T-11 0

15 T-31 1 15 T-03 0

16 T-06 0 16 T-24 0

10 4

PA = 10 PB = 4

16 16

= 0.625 = 0.25

Then, D = 0.625 - 0.25

= 0.375

According to the criteria, item number 1 is satisfactory

Appendix 7

Interval Criteria

0.00 < P ≤ 0.30 Poor

The Computation of Item Discrimination

Total Total

0.21 < P ≤ 0.40 Satisfactory

0.41 < P ≤ 0.70 Good

Upper Group Lower Group

0.71 < P ≤ 1.00 Excellent

D = 𝐵𝐴

𝐽𝐴 –

𝐵𝐵

𝐽𝐵 = PA – PB

87

No. Name Code

1 Adinda Putri Hermansya E-01

2 Alfina Febriana E-02

3 Astika Cahya Rani E-03

4 Betrix Eva Kusuma E-04

5 Dian Asqor E-05

6 Dian Febriani E-06

7 Favian Krisna Bryan Pratama E-07

8 Hamidah Aufa Kamila E-08

9 Hasna Nafi Ariesta E-09

10 Herwindo Prabu Saputro E-10

11 Ike Nurazizah E-11

12 Ilham Akbar Maulana E-12

13 Ilham Dhika Saputra E-13

14 Imelia Annastasya Dewanti E-14

15 Irgi Farhan Amaruli Fahrizi E-15

16 Jeni Nuryana E-16

17 Jodi Rantung E-17

18 Maulanda Rachmawati E-18

19 Muhammad Luthfi Aulya J. E-19

20 Nafi'A Syahrani E-20

21 Nanik Nur Ayuni E-21

22 Nur Azizah Chatminingtyas E-22

23 Nurul Rahmawati E-23

24 Pravira Noer Fadlila E-24

25 Rahman Bagaswara Maudy E-25

26 Ricko Renaldi Berbin H.S. E-26

27 Riko Setiawan E-27

28 Shanda Hamidah Athalla Sri E-28

29 Silvi Setianingrum E-29

30 Tiara Husna Raysha E-30

31 Yahya Maulana Alif E-31

32 Yunita Eka Prihananti E-32

List Name of the Experimental Group

(Class VIII G)

Appendix 8

88

No. Name Code

1 Adam Zufar Majid Suprayogi C-01

2 Bella Meiliana Pramusita C-02

3 Bramantyo Ridho Ansyahry C-03

4 Cahya Rahmatika Ardewa Hana C-04

5 Dany Marsa Sal - Sabila C-05

6 Della Shandia Pratami C-06

7 Dimas Jody Pratama C-07

8 Ekki Taufik Maulana C-08

9 Fadlil Muhammad Syefry Saputra C-09

10 Imellia Indrihastuti Ade Ayu Stevani C-10

11 Indah Mega Hapsari Salsabilla C-11

12 Jane Amara Cantika Setiawan C-12

13 Jilan Hafizhah C-13

14 Kartika Dianita Berliana Putri C-14

15 Khamim Bagus Prehatin C-15

16 Kinan Rosaline Putri C-16

17 Machmud Nurdien C-17

18 Meida Rachmawati C-18

19 Michael Indra Gana C-19

20 Muhammad Alif Rahman C-20

21 Muhammad Ammarnurhandyka C-21

22 Muhammad Andre C-22

23 Naufal Nur Afifuddin C-23

24 Nova Aji Wibowo C-24

25 Putri Oktaviani C-25

26 Septiawan Hendra Putra C-26

27 Shafa Bidhari Wulansari C-27

28 Shafira Putri Salsabila C-28

29 Sultan Fairuz Abdillah C-29

30 Tiara Nur Hafizhah C-30

31 Wahyu Tri Ardiantoro C-31

32 Yenzy Anasa Dinahaq C-32

List Name of the Control Group

(Class VIII H)

Appendix 9

89

PRE TEST POST TEST PRE TEST POST TEST

1 E-01 21 26 70.0 86.7

2 E-02 20 26 66.7 86.7

3 E-03 20 25 66.7 83.3

4 E-04 19 21 63.3 70.0

5 E-05 21 25 70.0 83.3

6 E-06 21 23 70.0 76.7

7 E-07 22 23 73.3 76.7

8 E-08 22 29 73.3 96.7

9 E-09 20 25 66.7 83.3

10 E-10 19 26 63.3 86.7

11 E-11 20 24 66.7 80.0

12 E-12 21 25 70.0 83.3

13 E-13 20 23 66.7 76.7

14 E-14 19 27 63.3 90.0

15 E-15 23 26 76.7 86.7

16 E-16 17 26 56.7 86.7

17 E-17 17 23 56.7 76.7

18 E-18 21 25 70.0 83.3

19 E-19 23 29 76.7 96.7

20 E-20 23 29 76.7 96.7

21 E-21 20 25 66.7 83.3

22 E-22 17 26 56.7 86.7

23 E-23 17 20 56.7 66.7

24 E-24 23 25 76.7 83.3

25 E-25 21 24 70.0 80.0

26 E-26 22 25 73.3 83.3

27 E-27 19 26 63.3 86.7

28 E-28 22 27 73.3 90.0

29 E-29 20 26 66.7 86.7

30 E-30 21 27 70.0 90.0

31 E-31 20 26 66.7 86.7

32 E-32 22 26 73.3 86.7

653 809 2177 2697

20.41 25.28 68.0 84.3

76.7 96.7

56.7 66.7

5.9129 6.7361

34.9624 45.3750

Maximum Score

The Result of Pre-test and Posttest of the Experimental Group

Minimum Score

Standard Deviation

Variance

Appendix 10

Mean

NO CODEROW SCORES PERCENTAGE

Total

90

PRE TEST POST TEST PRE TEST POST TEST

1 C-01 22 25 73.3 83.3

2 C-02 15 22 50.0 73.3

3 C-03 22 24 73.3 80.0

4 C-04 19 23 63.3 76.7

5 C-05 22 23 73.3 76.7

6 C-06 22 24 73.3 80.0

7 C-07 23 25 76.7 83.3

8 C-08 21 24 70.0 80.0

9 C-09 22 25 73.3 83.3

10 C-10 22 26 73.3 86.7

11 C-11 18 24 60.0 80.0

12 C-12 17 21 56.7 70.0

13 C-13 21 24 70.0 80.0

14 C-14 20 23 66.7 76.7

15 C-15 20 25 66.7 83.3

16 C-16 14 24 46.7 80.0

17 C-17 22 24 73.3 80.0

18 C-18 19 20 63.3 66.7

19 C-19 20 25 66.7 83.3

20 C-20 21 24 70.0 80.0

21 C-21 18 21 60.0 70.0

22 C-22 21 23 70.0 76.7

23 C-23 22 24 73.3 80.0

24 C-24 17 23 56.7 76.7

25 C-25 19 23 63.3 76.7

26 C-26 21 23 70.0 76.7

27 C-27 22 24 73.3 80.0

28 C-28 19 24 63.3 80.0

29 C-29 20 23 66.7 76.7

30 C-30 20 23 66.7 76.7

31 C-31 19 24 63.3 80.0

32 C-32 20 21 66.7 70.0

640 751 2133 2503

20.00 23.47 66.7 78.2

76.7 86.7

46.7 66.7

7.1231 4.4699

50.7386 19.9800Variance

Appendix 11

Mean

The Result of Pre-test and Posttest of the Control Group

NO CODEROW SCORES PERCENTAGE

Total

Max score

Min Score

Standard Deviation

91

The Computation of Variance of Pre-test of the Experimental Group

Difference

(X) X2

1 E-01 70.0 1.97 3.89

2 E-02 66.7 -1.33 1.76

3 E-03 66.7 -1.33 1.76

4 E-04 63.3 -4.73 22.36

5 E-05 70.0 1.97 3.89

6 E-06 70.0 1.97 3.89

7 E-07 73.3 5.27 27.79

8 E-08 73.3 5.27 27.79

9 E-09 66.7 -1.33 1.76

10 E-10 63.3 -4.73 22.36

11 E-11 66.7 -1.33 1.76

12 E-12 70.0 1.97 3.89

13 E-13 66.7 -1.33 1.76

14 E-14 63.3 -4.73 22.36

15 E-15 76.7 8.67 75.20

16 E-16 56.7 -11.33 128.33

17 E-17 56.7 -11.33 128.33

18 E-18 70.0 1.97 3.89

19 E-19 76.7 8.67 75.20

20 E-20 76.7 8.67 75.20

21 E-21 66.7 -1.33 1.76

22 E-22 56.7 -11.33 128.33

23 E-23 56.7 -11.33 128.33

24 E-24 76.7 8.67 75.20

25 E-25 70.0 1.97 3.89

26 E-26 73.3 5.27 27.79

27 E-27 63.3 -4.73 22.36

28 E-28 73.3 5.27 27.79

29 E-29 66.7 -1.33 1.76

30 E-30 70.0 1.97 3.89

31 E-31 66.7 -1.33 1.76

32 E-32 73.3 5.27 27.79

∑ 2176.9 0.00 1083.82

Mean 68.0

Appendix 12

NO CODE Pre-test

𝑆2 = ∑𝑥2

𝑁 − 1

=1083.82

32 − 1

=1083.82

31

= 34.96

92

The Computation of Variance of Pre-test of the Control Group

Difference

(X) X2

1 C-01 73.3 6.64 44.06

2 C-02 50.0 -16.66 277.64

3 C-03 73.3 6.64 44.06

4 C-04 63.3 -3.36 11.31

5 C-05 73.3 6.64 44.06

6 C-06 73.3 6.64 44.06

7 C-07 76.7 10.04 100.75

8 C-08 70.0 3.34 11.14

9 C-09 73.3 6.64 44.06

10 C-10 73.3 6.64 44.06

11 C-11 60.0 -6.66 44.39

12 C-12 56.7 -9.96 99.25

13 C-13 70.0 3.34 11.14

14 C-14 66.7 0.04 0.00

15 C-15 66.7 0.04 0.00

16 C-16 46.7 -19.96 398.50

17 C-17 73.3 6.64 44.06

18 C-18 63.3 -3.36 11.31

19 C-19 66.7 0.04 0.00

20 C-20 70.0 3.34 11.14

21 C-21 60.0 -6.66 44.39

22 C-22 70.0 3.34 11.14

23 C-23 73.3 6.64 44.06

24 C-24 56.7 -9.96 99.25

25 C-25 63.3 -3.36 11.31

26 C-26 70.0 3.34 11.14

27 C-27 73.3 6.64 44.06

28 C-28 63.3 -3.36 11.31

29 C-29 66.7 0.04 0.00

30 C-30 66.7 0.04 0.00

31 C-31 63.3 -3.36 11.31

32 C-32 66.7 0.0375 0.00

∑ 2133 0 1572.92

Mean 66.7

Appendix 13

Pre-testNO CODE

𝑆2 = ∑𝑥2

𝑁 − 1

=1572.92

32 − 1

=1572.92

31

= 50.74

93

The Computation of Variance of Posttest of the Experimental Group

Difference

(X) X2

1 E-01 86.7 2.42 5.85

2 E-02 86.7 2.42 5.85

3 E-03 83.3 -0.98 0.96

4 E-04 70.0 -14.28 203.95

5 E-05 83.3 -0.98 0.96

6 E-06 76.7 -7.58 57.48

7 E-07 76.7 -7.58 57.48

8 E-08 96.7 12.42 154.23

9 E-09 83.3 -0.98 0.96

10 E-10 86.7 2.42 5.85

11 E-11 80.0 -4.28 18.33

12 E-12 83.3 -0.98 0.96

13 E-13 76.7 -7.58 57.48

14 E-14 90.0 5.72 32.70

15 E-15 86.7 2.42 5.85

16 E-16 86.7 2.42 5.85

17 E-17 76.7 -7.58 57.48

18 E-18 83.3 -0.98 0.96

19 E-19 96.7 12.42 154.23

20 E-20 96.7 12.42 154.23

21 E-21 83.3 -0.98 0.96

22 E-22 86.7 2.42 5.85

23 E-23 66.7 -17.58 309.10

24 E-24 83.3 -0.98 0.96

25 E-25 80.0 -4.28 18.33

26 E-26 83.3 -0.98 0.96

27 E-27 86.7 2.42 5.85

28 E-28 90.0 5.72 32.70

29 E-29 86.7 2.42 5.85

30 E-30 90.0 5.72 32.70

31 E-31 86.7 2.42 5.85

32 E-32 86.7 2.42 5.85

∑ 2697 0.00 1406.61

Mean 84.3

Appendix 14

NO CODE Posttest

𝑆2 = ∑𝑥2

𝑁 − 1

=1406.61

32 − 1

=1406.61

31

= 45.37

94

The Computation of Variance of Posttest of the Control Group

Difference

(X) X2

1 C-01 83.3 5.07 25.66

2 C-02 73.3 -4.93 24.35

3 C-03 80.0 1.77 3.12

4 C-04 76.7 -1.53 2.35

5 C-05 76.7 -1.53 2.35

6 C-06 80.0 1.77 3.12

7 C-07 83.3 5.07 25.66

8 C-08 80.0 1.77 3.12

9 C-09 83.3 5.07 25.66

10 C-10 86.7 8.47 71.67

11 C-11 80.0 1.77 3.12

12 C-12 70.0 -8.23 67.80

13 C-13 80.0 1.77 3.12

14 C-14 76.7 -1.53 2.35

15 C-15 83.3 5.07 25.66

16 C-16 80.0 1.77 3.12

17 C-17 80.0 1.77 3.12

18 C-18 66.7 -11.53 133.04

19 C-19 83.3 5.07 25.66

20 C-20 80.0 1.77 3.12

21 C-21 70.0 -8.23 67.80

22 C-22 76.7 -1.53 2.35

23 C-23 80.0 1.77 3.12

24 C-24 76.7 -1.53 2.35

25 C-25 76.7 -1.53 2.35

26 C-26 76.7 -1.53 2.35

27 C-27 80.0 1.77 3.12

28 C-28 80.0 1.77 3.12

29 C-29 76.7 -1.53 2.35

30 C-30 76.7 -1.53 2.35

31 C-31 80.0 1.77 3.12

32 C-32 70.0 -8.23 67.80

∑ 2504 0.00 619.37

Mean 78.2

Posttest

Appendix 15

NO CODE

𝑆2 = ∑𝑥2

𝑁 − 1

=619.37

31

= 19.98

=619.37

32 − 1

95

Appendix 16

TRY OUT TEST

I. Write in the letter of the meaning (Indonesian Language) on the right

that matches the word on the left.

1. Knew : ______ a. Datang

2. Needed : ______ b. Bernyanyi

3. Prayed : ______ c. Mendengarkan

4. Heard : ______ d. Membawa

5. Understood : ______ e. Bercerita

6. Had : ______ f. Memberikan

7. Woke up : ______ g. Mempunyai

8. Thought : ______ h. Mendapatkan

9. Came : ______ i. Bangun tidur

10. Showed : ______ j. Mengharapkan

11. Caught : ______ k. Menampilkan

12. Flew : ______ l. Membeli

13. Sang : ______ m. Mengetahui

14. Expected : ______ n. Menangkap

15. Brought : ______ o. Berdering

Subject : English

Grade : VIII

Date : March 7th, 2015

Time Allotment : 45 minutes

Name: ____________________________

Class/ Number: _____________________ Name : _________________________

Class : _________________________

Number : _________________________

96

16. Bought : ______ p. Membutuhkan

17. Rang : ______ q. Memikirkan

18. Told : ______ r. Berdoa

19. Got : ______ s. Mengerti

20. Gave : ______ t. Terbang

II. Write in the letter of the opposite on the right that matches the word on

the left.

21. Cheap : ______ a. Less

22. More : ______ b. Slow

23. Wet : ______ c. Dry

24. Fast : ______ d. Expensive

25. Low : ______ e. High

III. Fill in the blank with the appropriate answer.

Long time ago, there was a handsome young man who (26. __________) to

climb the Alp Mountain. The mountain was so cold and (27. __________) with

thick snow. People (28. __________) that a beautiful fairy (29. __________) in

that mountain.

The young man wanted to meet the fairy. He also wanted to see the beautiful

palace (30. __________) of ice. Many people (31. __________) to climb the

mountain but all of them did not succeed. Some of them (32. __________) before

they (33. __________) the fairy and some others could not stand the cold.

This young man was different. He could climb the mountain and did not give

up. He (34. __________) and climbed for the whole week. The weather as so cold,

but he kept climbing to the fairy’s palace.

He finally met the beautiful fairy, and they (35. __________) in love with other

immediately. But, the fairy was not happy.

“We can’t live together. My father would not allow me to marry a man,” said the

fairy.

“Why not?” (36. __________) the young man.

97

“Because we live in two different worlds. I can’t stay in your world because it is

too hot and you can’t stay in my palace because it is too cold. I’m afraid you will

die,” explained the fairy.

Therefore, they had to separate. Since that day, the young man (37.

__________) to himself that he would not marry anyone. The beautiful fairy was

so sad that she (38. __________) every day. Every time her tears flowed down on

the mountain, it (39. __________) a beautiful white flower (40. __________)

edelweiss.

Choose from among the following

a. Called f. Climbed k. Wanted

b. Tried g. Asked l. Promised

c. Met h. Became m. Covered

d. Said i. Made n. Fell

e. Cried j. Gave up o. Lived

98

Appendix 17

PRE TEST



1. Knew : ______ a. Datang

2. Needed : ______ b. Membeli

3. Prayed : ______ c. Bercerita

4. Heard : ______ d. Mempunyai

5. Understood : ______ e. Memberikan

6. Had : ______ f. Berdering

7. Woke up : ______ g. Mendapatkan

8. Thought : ______ h. Mengetahui

9. Came : ______ i. Mendengarkan

10. Flew : ______ j. Terbang

11. Brought : ______ k. Membutuhkan

12. Bought : ______ l. Bangun tidur

13. Rang : ______ m. Berdoa

14. Told : ______ n. Memikirkan

15. Got : ______ o. Mengerti

16. Gave : ______ p. Membawa

Subject : English

Grade : VIII

Date : March 11th, 2015


Name: ____________________________


Class : _________________________

Number : _________________________

99

II. Write in the letter of the opposite on the right that matches the word

on the left.

17. Wet : ______ q. Slow

18. Fast : ______ r. Dry

s. High





that mountain.



mountain but all of them did not succeed. Some of them (25. __________)

before they met the fairy and some others could not stand the cold.

This young man was different. He could climb the mountain and did not

give up. He (26. __________) and climbed for the whole week. The weather

was so cold, but he kept climbing to the fairy’s palace.

He finally met the beautiful fairy, and they (27. __________) in love with

other immediately. But, the fairy was not happy.

“We can’t live together. My father would not allow me to marry a man,”

said the fairy.

“Why not?” asked the young man.

“Because we live in two different worlds. I can’t stay in your world because it

is too hot and you can’t stay in my palace because it is too cold. I’m afraid you

will die,” explained the fairy.

Since that day, the young man (28. __________) to himself that he would

not marry anyone. The beautiful fairy was so sad that she cried every day. Every

time her tears flowed down on the mountain, it (29. __________) a beautiful

white flower (30. __________) edelweiss.

100


a. Gave up e. Lived i. Made

b. Became f. Called j. Tried

c. Climbed g. Said k. Fell

d. Covered h. Wanted l. Promised

101

Appendix 18

POST TEST



1. Had : ______ a. Memberikan

2. Needed : ______ b. Mengetahui

3. Flew : ______ c. Berdering

4. Bought : ______ d. Bangun Tidur

5. Got : ______ e. Mendengarkan

6. Knew : ______ f. Mempunyai

7. Told : ______ g. Berdoa

8. Rang : ______ h. Mengerti

9. Came : ______ i. Datang

10. Prayed : ______ j. Bercerita

11. Gave : ______ k. Terbang

12. Heard : ______ l. Membeli

13. Thought : ______ m. Membutuhkan

14. Woke up : ______ n. Mendapatkan

15. Understood : ______ o. Berfikir

16. Brought : ______ q. Membawa

Subject : English

Grade : VIII

Date : April 7th, 2015


Name: ____________________________


Class : _________________________

Number : _________________________

102

II. Write in the letter of the opposite on the right that matches the

word on the left.

17. Fast : ______ q. Dry

18. Wet : ______ r. Slow

s. Great





that mountain.



mountain but all of them did not succeed. Some of them (25. __________)

before they met the fairy and some others could not stand the cold.

This young man was different. He could climb the mountain and did not

give up. He (26. __________) and climbed for the whole week. The weather

was so cold, but he kept climbing to the fairy’s palace.

He finally met the beautiful fairy, and they (27. __________) in love with

other immediately. But, the fairy was not happy.

“We can’t live together. My father would not allow me to marry a man,”

said the fairy.


“Because we live in two different worlds. I can’t stay in your world because it

is too hot and you can’t stay in my palace because it is too cold. I’m afraid you

will die,” explained the fairy.

Since that day, the young man (28. __________) to himself that he would

not marry anyone. The beautiful fairy was so sad that she cried every day. Every

time her tears flowed down on the mountain, it (29. __________) a beautiful

white flower (30. __________) edelweiss.

103


a. Gave up e. Lived i. Made

b. Became f. Called j. Tried

c. Climbed g. Said k. Fell

d. Covered h. Wanted l. Promised

104

Appendix 19

KEY ANSWER OF TRY OUT TEST

1. m 21. d

2. p 22. a

3. r 23. c

4. c 24. b

5. s 25. e

6. g 26. k

7. i 27. m

8. q 28. d

9. a 29. o

10. k 30. i

11. n 31. b

12. t 32. j

13. b 33. c

14. j 34. f

15. d 35. n

16. l 36. g

17. o 37. l

18. e 38. e

19. h 39. h

20. f 40. a

105

KEY ANSWER OF PRE TEST

1. h 16. e

2. k 17. r

3. m 18. q

4. i 19. h

5. o 20. d

6. d 21. g

7. l 22. e

8. n 23. i

9. a 24. j

10. j 25. a

11. p 26. c

12. b 27. k

13. f 28. l

14. c 29. b

15. g 30. f

106

KEY ANSWER OF POST TEST

1. f 16. p

2. m 17. r

3. k 18. q

4. l 19. h

5. n 20. d

6. b 21. g

7. j 22. e

8. c 23. i

9. i 24. j

10. g 25. a

11. a 26. c

12. e 27. k

13. o 28. l

14. d 29. b

15. h 30. f

107

Appendix 20

LESSON PLAN

(EXPERIMENTAL GROUP)

School : SMP Negeri 39 Semarang

Subject : English

Class / Semester : VIII / 2

Time allocation : 6 x 40’ (3 meetings)

Theme : Vocabulary

I. Standard Competence

Membaca

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

II. Basic Competence

11. 3. Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

III. Indicators

1. Students are able to memorize some difficult words in the text given

2. Students are able to comprehend the meaning of the text

108

IV. Learning Material

First Meeting

List of Vocabulary (“Torn” by Natalie Imbruglia and narrative text

“The Rabbit’s Tail”)

Words Part of Speech Meaning

Thought v Memikirkan

Showed v Menunjukkan

Changed v Mengubah

Faith n Kepercayaan

Little Adj. kecil

had v mempunyai

lived v tinggal

drank v Minum

short Adj. pendek

saw v Melihat

came v Datang

swam v Berenang

closed v Menutup

opened v Membuka

caught v menangkap

heard v mendengarkan

wanted v Ingin

jumped v melompat

tried v mencoba

crocodile n buaya

Second Meeting

109

List of Vocabulary (“The One that Got Away” by Katy Perry and

Narrative text “Edelweis”)


met v bertemu

Got v Mendapatkan

Planned v Merencanakan

Removed v Menghapus

Saw v Melihat

wanted v Menginginkan

covered v Menutupi

said v Berkata

met v Bertemu

tried v Mencoba

climbed v Menaiki

fell v Jatuh

asked v Bertanya

explained v Menjelaskan

Promised v Berjanji

handsome Adj. tampan

mountain n Gunung

snow n salju

fairy n Peri

place n Tempat

different adj berbeda

110

Third Meeting

List of Vocabulary (“Paradise” by Coldplay and Narrative text “Nyi

Roro Kidul”)


princess n putri

beauty n kecantikan

goddess n dewi

expected v Berharap

king n raja

asked v bertanya

called v memanggil

poor Adj. Miskin

stepmother n Ibu tiri

Walked v berjalan

ocean n Samudera

miracle n Keajaiban

water n Air

smelled v mencium

sad Adj. sedih

illness n kesakitan

daughter n Anak perempuan

became v menjadi

south n Selatan

body n tubuh

111

V. Technique/Method of Study

- Lecture

- Discussion

- Question and answer

VI. Steps of Learning Activity

First Meeting

a. Opening

1. The teacher greets the students.

2. The teacher checks students’ attendance.

3. The teacher asks some questions related to the material will be

addressed.

b. Main Activities

1. The teacher gives a list of vocabulary appeared in the text will be

addressed.

2. The teacher asks the students to memorize the words given.

3. Teacher plays a video with subtitles entitled “torn” by Natalie

Imbruglia

4. Students take notes and they are asked to memorize vocabularies in

the song, especially words in past tense

5. The teacher gives a narrative text to the students entitled The Rabbit’s

Tail

6. The students are asked to read the text.

7. The teacher asks the meaning of the text.

8. The teacher gives some questions related to the text.

9. The students do the practice.

10. The teacher checks students’ work.

c. Closing

1. The teacher asks the students whether they find any difficulties

during the lesson.

2. The teacher concludes the lesson.

3. The teacher greets the students to close the lesson.

112

Second Meeting

a. Opening



3. The teacher reviews the previous lesson.


addressed.

b. Main Activities


addressed.


3. Teacher plays a video with subtitles entitled “The One That Got

Away” by Katy Perry


the song, especially words in past tense.

5. The teacher gives a narrative text to the students entitled Edelweis






c. Closing


during the lesson.



Third Meeting

a. Opening





addressed.

b. Main Activities

113


addressed.


3. Teacher plays a video with subtitles entitled “Paradise” by Coldplay


the song, especially words in past tense.

5. The teacher gives a narrative text to the students entitled Nyi Roro

Kidul






c. Closing


during the lesson.



VII. Source/Media of the Study

- Internet

- Text book

1. Practice and Progress, L. G. Alexander 1975

2. English in Focus for Grade VIII 2008

VIII. Evaluation

Part 1

Match the words in group A with their meaning in group B!

Group A Group B

1. rabbit a. lidah

2. drank b. ekor

3. crocodile c. mencoba

114

4. swam d. menginginkan

5. opened e. menutup

6. closed f. membuka

7. wanted g. berenang

8. tried h. kelinci

9. tail i. minum

10. tongue j. buaya

Part 2

Give the correct form of the verbs in brackets

The legend of Nyi Roro Kidul story

Once upon a time, there was a beautiful princess named Dewi Kadita. Because of her

beauty, she was (1. call) Dewi Srengenge. It means the goddess of the sun. Her father was

King Munding Wangi. Although he (2. have) a beautiful daughter, he was unhappy

because he always (3. expect) to have a son.

The king decided to marry Dewi Mutiara. He had a son from her. Dewi Mutiara (4. want)

hor son to (5. become) a king in the future. She (6. ask) the King to send his daughter

away. The King did not agree.

Dewi Mutiara called a black wizard tor curse Kadita. She wanted kadita’s beautiful body

full of ulcer. Then, Kadita’s body was full of ulcer. It smelled bad. The beautiful princess

(7. cry).

The King was very sad. No one could cure the illness of his daughter. The King did not want

her daughter to be a rumour, so he (8. send) his daughter away.

The poor princess did not know where to go. However, she had a noble heart. She did not

have any bad feelings about her stepmother. She (9. walk) for almost seven days and

seven nights. Then, she (10. come) to the south Ocean. The ocean was so clean and clear.

She jumped into the water and swam.

Answer:

Part 1

1. h 6. e

2. i 7. d

115

3. j 8. c

4. g 9. b

5. f 10. a

Part 2

1. called 6. asked

2. had 7. cried

3. expected 8. sent

4. wanted 9. walked

5. became 10. came

Scoring Guidance

Indicator of the

Evaluation

Number of

Questions

Score for

Each Number

Max Score

1. Students are able to

match the words with

their meaning.

10 1 10


change the words in

the brackets

correctly.

10 1 10

Students’ Max Score 20

2× 100

For example:

Ahmad gets score : 18

Then his grade : 18

2× 10

: 90

Semarang, Maret 2015

English Teacher, Researcher,

Sri Mulyati, S. Pd. Lutfia Dwi Jayanti

NIP. 19690814 200212 2 007 NIM. 2201411010

116

Appendix 21

LESSON PLAN

(CONTROL GROUP)

School : SMP Negeri 39 Semarang

Subject : English

Class / Semester : VIII / 2

Time allocation : 6 x 40’ (3 meetings)

Theme : Vocabulary

I. Standard Competence

Membaca

11. Memahami makna dalam esei pendek sederhana berbentuk recount, dan

narrative untuk berinteraksi dengan lingkungan sekitar.

II. Basic Competence

11. 3. Merespon makna dalam teks tulis fungsional pendek sederhana secara

akurat, lancar dan berterima yang berkaitan dengan lingkungan sekitar.

III. Indicators

1. Students are able to memorize some difficult words in the text given

2. Students are able to comprehend the meaning of the text

117

IV. Learning Material

First Meeting

List of Vocabulary (The Rabbit’s Tail)


had v mempunyai

lived v tinggal

drank v Minum

short Adj. pendek

saw v Melihat

came v Datang

swam v Berenang

closed v Menutup

opened v Membuka

caught v menangkap

heard v mendengarkan

wanted v Ingin

jumped v melompat

tried v mencoba

crocodile n buaya

Second Meeting

List of Vocabulary (Edelweis)


wanted v Menginginkan

covered v Menutupi

said v Berkata

met v Bertemu

tried v Mencoba

climbed v Menaiki

fell v Jatuh

asked v Bertanya

explained v Menjelaskan

Promised v Berjanji

handsome Adj. tampan

mountain n Gunung

snow n salju

fairy n Peri

beautiful Adj. Cantik

place n Tempat

different adj berbeda

118

Third Meeting

List of Vocabulary (Nyi Roro Kidul)


princess n putri

beauty n kecantikan

goddess n dewi

expected v Berharap

king n raja

asked v bertanya

called v memanggil

poor Adj. Miskin

stepmother n Ibu tiri

Walked v berjalan

ocean n Samudera

miracle n Keajaiban

water n Air

smelled v mencium

sad Adj. sedih

illness n kesakitan

daughter n Anak perempuan

became v menjadi

south n Selatan

body n tubuh

V. Technique/Method of Study

- Grammar Translation Method

- Question and answer

VI. Steps of Learning Activity

First Meeting

a. Opening




addressed.

b. Main Activities


addressed.


3. The teacher reads a narrative text entitled The Rabbit’s Tail

4. The students are asked to listen to the teacher’s explaining.

119

5. Teachers used Grammar Translation Method, teacher translated

some words into students’ native language.





c. Closing


during the lesson.



Second Meeting

a. Opening





addressed.

b. Main Activity


addressed.


3. The teacher reads a narrative text entitled Edelwies








c. Closing


during the lesson.



Third Meeting

a. Opening





addressed.

120

b. Main Activity


addressed.


3. The teacher reads a narrative text entitled Nyi Roro Kidul








c. Closing


during the lesson.



VII. Source/Media of the Study

- Internet

- Text book: English in Focus for Grade VIII 2008

VIII. Evaluation

Part 1

Match the words in group A with their meaning in group B!

Group A Group B

1. rabbit a. lidah

2. drank b. ekor

3. crocodile c. mencoba

4. swam d. menginginkan

5. opened e. menutup

6. closed f. membuka

7. wanted g. berenang

8. tried h. kelinci

9. tail i. minum

10. tongue j. buaya

121

Part 2

Give the correct form of the verbs in brackets

The legend of Nyi Roro Kidul story

Once upon a time, there was a beautiful princess named Dewi Kadita. Because of her

beauty, she was (1. call) Dewi Srengenge. It means the goddess of the sun. Her father

was King Munding Wangi. Although he (2. have) a beautiful daughter, he was unhappy

because he always (3. expect) to have a son.

The king decided to marry Dewi Mutiara. He had a son from her. Dewi Mutiara (4. want)

hor son to (5. become) a king in the future. She (6. ask) the King to send his daughter

away. The King did not agree.

Dewi Mutiara called a black wizard tor curse Kadita. She wanted kadita’s beautiful body

full of ulcer. Then, Kadita’s body was full of ulcer. It smelled bad. The beautiful princess

(7. cry).

The King was very sad. No one could cure the illness of his daughter. The King did not

want her daughter to be a rumour, so he (8. send) his daughter away.

The poor princess did not know where to go. However, she had a noble heart. She did

not have any bad feelings about her stepmother. She (9. walk) for almost seven days

and seven nights. Then, she (10. come) to the south Ocean. The ocean was so clean and

clear. She jumped into the water and swam.

Answer:

Part 1

1. h 6. e

2. i 7. d

3. j 8. c

4. g 9. b

5. f 10. a

Part 2

1. called 6. asked

2. had 7. cried

3. expected 8. sent

4. wanted 9. walked

122

5. became 10. came

Scoring Guidance

Indicator of the Evaluation Number of

Questions

Score for

Each Number

Max Score


match the words with

their meaning.

10 1 10


change the words in

the brackets correctly.

10 1 10

Students’ Max Score 20

2× 100

For example:

Ahmad gets score : 18

Then his grade : 18

2× 10

: 90

Semarang, Maret 2015

English Teacher, Researcher,

Sri Mulyati, S. Pd. Lutfia Dwi Jayanti

NIP. 19690814 200212 2 007 NIM. 2201411010

123

Appendix 22

MATERIALS

NARRATIVE TEXT

a. Social function

To amuse, entertain and to deal with actual or vicarious experience in different

ways. Narrative deal with problematic events which lead to a crisis or turning

point of some kind, which in turn finds a resolution.

b. Generic structure

1. Orientation: sets the scene and introduces the participants

2. Evaluation: a stepping the plight

3. Complication: a crisis arises

4. Resolution: the crisis is resolved, for better or for worse

5. Re-orientation: optional

c. Significant lexicogrammatical features

1. Focus on specific and usually individualized participants

2. Use of material processes (and in this text, behavioural, and verbal

processes)

3. Use of relational processes and mental processes

4. Use of temporal conjunctions, and temporal circumstances

5. Use of past tense

Text 1

The rabbit’s tail

Many years ago, rabbits had long tails, not short ones, and crocodiles had tongues.

One such long-tailed rabbit lived near a pond. He drank water from the pond and

the grass nearby.

Now, in the pond lived a crocodile. The crocodile saw the rabbit was eating and

drinking water, and he thought how nice it would be to eat the rabbit.

One day the crocodile swam very close to the edge of the pond. He lay still in the

water, hoping that the rabbit wouldn’t see him. When the rabbit came to drink, the

crocodile opened his mouth wide. Then he closed it with a snap. The rabbit was

caught between the crocodile’s sharp teeth!

Of course, the rabbit was very frightened, but he did not want the crocodile to know

this. “I’m not afraid of you,” said the rabbit. “I’m only afraid of animals that roar.

Everyone knows that crocodiles can’t roar, so you can’t frighten me.

124

When the crocodile heard this, he became very angry. He wanted to show the rabbit

that he could roar as fiercely as a tiger. And so, the crocodile opened his mouth to

roar. When the crocodile opened his mouth, the clever rabbit jumped free. As he

jumped, the rabbit’s sharp toe-nails caught the crocodile’s tongue and tore it out.

The crocodile tried to catch the rabbit again, but his great teeth only snapped off the

end of the rabbit’s tail. Again and again the crocodile tried to catch the rabbit, but

the rabbit was too quick for him. Sometimes the crocodile caught a piece of the

rabbit’s tail, but he could never roar at the rabbit because he had lost his tongue.

That is why rabbit today have short tail, and crocodiles have no tongue.

http://englishstory12.blogspot.com/2012/05/rabbits-tail.html

Text 2

Edelweiss

Long time ago, there was a handsome young man who wanted to climb the Alp

Mountain. The mountain was so cold and covered with thick snow. People said that

a beautiful fairy lived in that mountain.

The young man wanted to meet the fairy. He also wanted to see the beautiful palace

made of ice. Many people tried to climb the mountain but all of them did not

succeed. Some of them gave up before they met the fairy and some others could not

stand the cold.

This young man was different. He could climb the mountain and did not give up.

He climbed and climbed for the whole week. The weather was so cold, but he kept

climbing to the fairy’s palace.

He finally met the beautiful fairy, and they fell in love with other immediately. But,

the fairy was not happy.

“We can’t live together. My father would not allow me to marry a man,” said the

fairy.


“Because we live in two different worlds. I can’t stay in your world because it is

too hot and you can’t stay in my palace because it is too cold. I’m afraid you will

die,” explained the fairy.

Therefore, they had to separate. Since that day, the young man promised to himself

that he would not marry anyone. The beautiful fairy was so sad that she cried every

day. Every time her tears flowed down on the mountain, it became a beautiful white

flower called edelweiss.

http://englishstory12.blogspot.com/2012/09/the-legend-of-edelweiss.html

125

Text 3

Nyi Roro Kidul

Once upon a time, there was a beautiful princess named Dewi Kadita. Because of

her beauty, she was called Dewi Srengenge. It means the goddess of the sun. Her

father was King Munding Wangi. Although he had a beautiful daughter, he was

unhappy because he always expected to have a son.

The king decided to marry Dewi Mutiara. He had a son from her. Dewi Mutiara

wanted her son to became a king in the future. She asked the King to take his

daughter out. The King did not agree.

Dewi Mutiara called a black wizard to curse Kadita. She wanted kadita’s beautiful

body full of ulcer. Then, Kadita’s body was full of ulcer. It smelled bad. The

beautiful princess cried.

The King was very sad. No one could cure the illness of his daughter. The King did

not want her daughter to be a rumour, so he take his daughter out.

The poor princess did not know where to go. However, she had a noble heart. She

did not have any bad feelings about her stepmother. She walked for almost seven

days and seven nights. Then, she came to the south Ocean. The ocean was so clean

and clear. She jumped into the water and swam.

Suddenly, there was a miracle. The ocean water cured her illness. She became more

beautiful than before. She also had a power to command the whole South Ocean.

She became a fairy called Nyi Roro Kidul or the Queen of South Ocean.

http://englishstory12.blogspot.com/2012/02/legennd-of-nyi-roro-kidul-queen-

of.html

127

Appendix 23

SUBTITLED ENGLISH SONGS

1. Torn by Natalie Imbruglia

I thought I saw a man brought to life

Rasanya kulihat seorang pria terlahir ke dunia

He was warm he came around and he was dignified

Dia hangat, dia datang dan dia dimuliakan

He showed me what it was to cry

Dia tunjukkan padaku apa arti menangis

Well you couldn't be that man that I adored

Kau tak mungkin pria yang kupuja itu

You don't seem to know

Tampaknya kau tak tahu

Or seem to care what your heart is for

Atau tak peduli guna dari hatimu

I don't know him anymore

Aku tak mengenalnya lagi

There's nothing where he used to lie

Dulu dia tak pernah berbohong

Our conversation has run dry

Percakapan kita kini jadi garing

That's what's going on

Itulah yang terjadi

Nothing's fine

Tak ada lagi yang baik-baik saja

I'm torn

Aku terluka

I'm all out of faith

Aku tak lagi percaya

This is how I feel

Inilah yang kurasa

I'm cold and I am shamed

Aku kedinginan dan aku malu

Lying on the floor

Berbaring di lantai

Illusion never changed into something real

Ilusi tak pernah berubah menjadi nyata

I'm wide awake and I can see the perfect sky is torn

Aku terjaga dan bisa kulihat langit yang indah itupun terluka

128

You're a little late

Kau terlambat

I'm already torn

Aku tlah terluka

So I guess the fortune teller's right

Jadi mungkin peramal itu benar

I should have seen just what was there and not some holy light

Harusnya kulihat apa yang ada dan bukannya melihat cahaya suci

But you crawled beneath my veins and now

Namun kau merasuk di nadiku dan kini

I don't care

Aku tak peduli

I have no luck

Aku tak punya keberuntungan

I don't miss it all that much

Aku tak terlalu merasa kehilangan

There's just so many things that I can't touch

Ada banyak hal yang bisa kuraih

I'm torn

Aku terluka

129

2. The One that Got away by Katy Perry

Summer after high school when we first met

Musim panas sepulang sekolah saat kita pertama kali bertemu

We'd make out in your mustang to Radiohead

Kita lalu naik mobil mustangmu ke Radiohead

And on my 18th birthday we got matching tattoos

Dan pada ulang tahunku ke-18 kita membuat tato yang sama

Used to steal your parents’ liquor and climb to the roof

(kita) biasa mencuri minuman orang tuamu dan naik ke atap

Talk about our future like we had a clue

Berbincang tentang masa depan kita seolah kita tahu

Never planned that one day I'd be losing you

Tak pernah berencana bahwa suatu hari aku akan kehilanganmu

In another life, I would be your girl

Di kehidupan lain, aku kan jadi kekasihmu

We'd keep all our promises

Kita akan menyimpan janji kita

Be "us" against the world

Menjadi kita hadapi dunia

In another life, I would make you stay

Di kehidupan lain, aku akan membuatmu tetap tinggal

So I don't have to say

Maka aku tak harus bilang

You were the one that got away

Engkaulah satu hal istimewa yang hilang

The one that got away

Satu hal istimewa yang hilang

I was dreaming you were my Johnny Cash

Aku adalah Juni dan kau adalah Johnny Cash-ku

Never one without the other, we made a pact

Tak pernah berpisah, kita tlah berjanji

Sometimes when I miss you, I put those records on

Kadang saat aku merindukanmu, kuputar rekaman itu

Someone said you had your tattoo removed

Seseorang berkata kau hapus tatomu

Saw you downtown, singing the blues

Melihatmu di kota, nyanyikan lagu blues

It's time to face the music, I'm no longer your muse

Saatnya hadapi musik, aku bukan lagi lamunanmu

130

The one that got away

Satu hal istimewa yang hilang

All this money can't buy me a time machine

Semua uang ini tak bisa tuk membelikan mesin waktu

Can't replace you with a million rings

Tak bisa gantikanmu dengan sejuta cincin

I should have told you what you meant to me

Harusnya sudah kukatakan padamu betapa berartinya kau bagiku

Cause now I pay the price

Karena kini harus kubayar semua itu

131

3. Paradise by Coldplay

When she was just a girl,

Saat dia masih kecil

She expected the world,

Dia mengharapkan dunia

But it flew away from her reach,

Tapi dunia lepas dari jangkauannya

So she ran away in her sleep

Maka dia pun berlari dalam tidurnya

And dreamed of para-para-paradise,

Dan mimpikan surga

Para-para-paradise,

Surga

Para-para-paradise,

Surga

Every time she closed her eyes

Tiap kali dia pejamkan mata

When she was just a girl,

Saat dia masih kecil

She expected the world,

Dia mengharapkan dunia

But it flew away from her reach,

Tapi dunia lepas dari jangkauannya

And bullets catching her teeth.

Dan peluru mengenai giginya

Life goes on,

Waktu terus berjalan

It gets so heavy,

Semakin hari semakin berat

The wheel breaks the butterfly

Jauh dari kemampuan

Every tear, a waterfall

Tiap air mata bak air terjun

In the night, the stormy night

Di malam hari, malam berbadai

She closed her eyes

Dia pejamkan mata

In the night, the stormy night,

Di malam hari, malam berbadai

Away she flied

Dia pun terbang jauh

132

And dream of para-para-paradise,

Dan mimpikan surga

She dreamed of para-para-paradise,

Dia mimpikan surga

So lying underneath the stormy skies.

Berbaring di bawah langit berbadai

I know the sun's set to rise

Aku tahu matahari pasti akan terbit

133

Appendix 26

Table: r Pearson Product Moment Coefficient of Correlation

139

Appendix 27

Table: T Distribution

140

Appendix 28

DOCUMENTATION

Try out test

Pre-test of the experimental group

Pre-test of the control group

141

Treatment of the experimental group

142

Treatment of the control group

143

Posttest of the experimental group

Posttest of the control group

The English Teacher of SMPN 39 Semarang

Documents

THE EFFECTIVENESS OF SUBTITLED ENGLISH SONGS TO …lib.unnes.ac.id/22626/4/2201411010.pdf · Vocabulary is very important in a language. Thornbury (2002:13) stated that without grammar