THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’

READING COMPREHENSION IN NARRATIVE TEXT

(A Quasi-Experimental Study at the Third Grade Students

of MTsN II Pamulang)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training

in a Partial Fulfillment of Requirements

for the Degree of S.Pd. (S1) in English Language Education

By

Tami Asriani

NIM: 1110014000074

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan dibawah ini,

Nama : Tami Asriani

Tempat/Tgl.Lahir : Jakarta, 23 Juni 1992

NIM : 1110014000074

Jurusan/Prodi : Pendidikan Bahasa Inggris / S1

Judul Skripsi :The Effectiveness of Suggestopedia on Students’ Reading

Comprehension in Narrative Text

Dosen Pembimbing : 1. Dr. Atiq Susilo, M.A.

2. Neneng Sunengsih, M.Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan

saya bertanggung jawab secara akademis atas apa yang saya tulis.

Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

.

THE EFFECTIVENESS OF SUGGESTOPEDIA ON STUDENTS’

READING COMPREHENSION IN NARRATIVE TEXT

(A Quasi-Experimental Study at the Third Grade Students of MTsN II

Pamulang)

A Skripsi

Presented to the Faculty of Tarbiyah and Teachers’ Training in a

Partial Fulfillment of the Requirement for the Degree of Strata I

(Bachelor of Art) in English Language Education

By:

Tami Asriani

NIM. 1110014000074

DEPARTEMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

ENDORSEMENT SHEET

The Examination Committee of the Faculty of Tarbiyah and Teachers Training

certifies that the “skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS

OF SUGGESTOPEDIA ON STUDENTS’ READING COMPRHENSION IN

NARRATIVE TEXT” (A Quasi Experiment Study at the Third Grade Students

of MTsN II Pamulang), written by Tami Asriani, student’s registration number

1110014000074 was examined by the Committee on month, date and year. The

“skripsi” has been accepted and declared to have fulfilled one of the requirements

for the degree of “S.Pd” (Bachelor of Arts) in English language Education at the

English Department.

Jakarta, 2 April 2015

i

ABSTRACT

Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on

Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental

Study at the Third Grade Students of MTsN II Pamulang). Skripsi, Department Of

English Education, Faculty of Tarbiyah and Teachers Training of State Islamic

University Jakarta, 2015

Advisor I : Dr. Atiq Susilo M.A,

Advisor II : Neneng Sunengsih, M.Pd.

Keywords : Reading comprehension, Narrative text, Suggestopedia

The objective of this study was to find out the empirical evidence whether

using Suggestopedia was effective for students on reading comprehension of

narrative text at MTsN II Pamulang. The study was conducted at MTsN II

Pamulang in September-October 2014. The population of this study all MTsN II

Pamulang students of the third grade were about 328 students, each class

consisted of less 40 students and the samples of this study were thirty students at

MTsN II Pamulang. The writer used two methods on students’ reading

comprehension in narrative text. She used Suggestopedia in class 9.1 as the

experimental class and class 9.4 as traditional method in controlled class. The

method used in this study was quasi-experimental study using nonequivalent

control group design. The data were taken by giving pre-test and post-test reading

both of classes. The result of the calculation statistical hypothesis test that showed

tvalue was higher than ttable (2.07>1.68) where the formula of significance level

α=0.05. Besides, the effect size was to know the strength of suggestopedia as a

treatment on students’ reading comprehension in narrative text by The Effect Size

(Cohen’s d) Calculator for a Student t-Test was 0.59 which means there was

medium effect using suggestopedia based on the criteria of table effect size range.

Therefore, it was concluded that there was a significance effect of using

Suggestopedia on students’ reading comprehension in narrative text at the Third

Grade Students of MTsN II Pamulang.

ii

ABSTRAK

Tami Asriani (1110014000074). The Effectiveness of Suggestopedia on

Students’ Reading Comprehension in Narrative Text (A Quasi-Experimental

Study at the Third Grade Students of MTsN II Pamulang). Skripsi pada Jurusan

Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas

Islam Negeri Syarif Hidayatullah Jakarta, 2015

Pembimbing I : Dr. Atiq Susilo M.A.

Pembimbing II : Neneng Sunengsih, M.Pd.

Kata kunci : Pemahaman membaca, Teks narrative, Suggestopedia

Penelitian ini bertujuan untuk mengetahui keefektifan penggunaan metode

Suggestopedia terhadap hasil belajar siswa dalam pembelajaran pemahaman

membaca teks narratif di MTsN II Pamulang. Penelitian ini sudah dilaksanakan di

MTsN II Pamulang pada bulan September-Oktober 2014. Populasi keseluruhan

kelas sembilan dari penelitian ini berjumlah 328 siswa-siswi yang masing-masing

kelas kurang dari 40 siswa. Sample yang digunakan dalam penelitian adalah

siswa-siswi kelas sembilan MTsN II Pamulang. Penulis menggunakan dua metode

dalam pemahaman membaca teks narratif yaitu kelas 9.1 sebagai kelas

Eksperimen dan kelas 9.4 sebagai kelas Control. Metode yang digunakan dalam

penelitian ini adalah quasi-experimental desain nonequivalent control group.

Berdasarkan hasil kalkulasi hipotesis statistic menunjukkan bahwa tvalue lebih

besar daripada ttable (2.07>1.68) dengan formula signifikansi level α=0.05. Selain

itu, untuk mengetahui seberapa besar efek penggunaan suggestopedia sebagai

treatmen pada siswa dalam pemahaman membaca teks naratif maka dapat

diperoleh hasil 0,59 dengan menggunakan The Effect Size (Cohen’s d) Calculator

for a Student t-Test yang memiliki efek medium (sedang) penggunaan

suggestopedia berdasarkan tabel kriteria effect size. Dengan kata lain, dapat

disimpulkan bahwa ada pengaruh yang signifikan menggunakan metode

Suggestopedia pada siswa dalam pemahaman membaca teks narratif

.

iii

ACKNOWLEDGEMENTS

حیم حمن الر بسم اللھ الر

In the name of Allah, the Beneficent the Merciful

All praise be to Allah the Lord of the world, who gives blessing and mercy

upon the writer completing this skripsi. Peace and blessing from Allah always be

upon to His messenger, Prophet Muhammad, his families, his relatives and all his

followers.

The writer has finished her skripsi entitled “The Effectiveness of

Suggestopedia on Students’ Reading Comprehension in Narrative Text (A Quasi-

Experimental Study at the Third Grade Students of MTsN II Pamulang)”. It is

presented to the Faculty of Tarbiyah and Teachers Training in a Partial Fulfiment

of the Requirements for the Degree of Strata I (Bachelor of Art) in English

Language Education.

The writer would like to express her greatest love and honor to her beloved

parents, Mr. Tugiran and Mrs.Sutarni, and also to her sister, Neisha Syailini, who

always give support, prays, and motivation to finish the writer’s study.

The great appreciation are delivered to her advisors, Dr. Atiq Susilo, M.A

and Neneng Sunengsih, M.Pd, for their patience in providing of guidance,

comments, helpful corrections and suggestion in finishing this skripsi.

In this occasion the writer would like to express deepest gratitude and the

greatest honor to all persons who have helped the writer in finishing her skripsi to:

1. All lecturers at Department of English Education, who have guided and

given her knowledge, motivation, chances in finishing her study at

Department of English Education Syarif Hidayatullah State Islamic

University Jakarta.

2. Drs. Syauki, M.Pd., the Head of Department of English Education, Syarif

Hidayatullah State Islamic University Jakarta.

iv

3. Zaharil Anasyi, M.Hum., the Secretary of Departement of English

Education and the Academic Lecturer of PBI B 2010, Syarif Hidayatullah

State Islamic University Jakarta.

4. Prof. Dr. Ahmad Thib, M.A., the Dean of the Faculty of Tarbiyah and

Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.

5. Drs. Suhardi. M.Ag., the principal of MTsN II Pamulang, who has

allowance her doing to research. Also, all teachers at MTsN II Pamulang,

especially for Hj.Neneng Susilawati M.Pd, Dra.Iriastuti and Dra. Dewi

Widiyantari who has helped her to conduct this research.

6. The third grade students of MTsN II Pamulang who has assisted to collect

the data for this research.

7. Her friends, Siti Rohimah, Ricky Fajar, Sri Rahayu, Abdul Rahman, Arista

Suryani, Fathul Qorib, Soleh, Yulita, Indri Pangestuti, Kuswatun and all

friends in Department of English Education class B who always offer her

happiness, patience, sharing and support.

8. All people who give contribution to finish this study who cannot be

mentioned them one by one.

Finally the writer hopes that this skripsi will be useful for the

readers and developing in education.

Jakarta, April 2015

The writer

v

TABLE OF CONTENTS

Surat Pernyataan Karya Sendiri

Approval

Endorsement Sheet

Abstract ................................................................................................. i

Abstrak ................................................................................................... ii

Acknowledgments ................................................................................ iii

Table of contents .................................................................................. v

List of Table .......................................................................................... vii

List of Figure ........................................................................................ viii

List of Appendix ................................................................................... ix

CHAPTER I: INTRODUCTION

A. Background of the Study ............................................ 1

B. Identification of Problem ............................................ 4

C. Limitation of Problem ................................................. 5

D. Formulation of Problem……………………………. . 5

E. Objective of Study ...................................................... 5

F. Significance of the Study ............................................ 5

CHAPTER II: THEORETICAL FRAMEWORK

A. Reading

1. Understanding of Reading .................................... 6

2. Reading Comprehension ....................................... 8

3. Levels of Reading ….. .......................................... 9

4. Purpose of Reading .............................................. 9

5. Problem of Reading............................................... 10

B. Narrative Text

1. Definition of Narrative Text ................................. 11

2. Features of Narrative Text .................................... 12

3. Grammatical and Language features of Narrative 12

vi

4. Sample of Narrative Text ...................................... 13

5. Purpose of Narrative Text .................................... 14

C. Suggestopedia ………………………………………. 14

D. Characteristic of Suggestopedia……………………. 16

E. Technique of Suggestopedia……………………….. . 17

F. Theoretical Component of Suggestopedia…………. . 19

G. Advantages and disadvantages of Suggestopedia…. . 20

H. Previous Relevant Study…………………………… . 20

I. Conceptual Framework……………………………... . 22

J. Hypothesis of Study………………………………… . 23

CHAPTER III: RESEARCH METHODOLOGY

A. Time and Place of the Study ....................................... 24

B. Method and Design of the Study ................................ 24

C. Population and Sample ............................................... 25

D. Instrument of Study .................................................... 25

E. Data Collection .......................................................... 27

F. Data Analysis ............................................................. 27

G. Statistical Hypothesis of Study ................................... 32

CHAPTER IV: RESEARCH FINDING

A. Description of the Data ............................................... 33

B. Analysis of Data……………………………………. . 36

C. Hypothesis of Test. ..................................................... 39

D. Discussion………………………………………….. . 40

CHAPTER V : CONCLUSION AND SUGGESTION

A. Conclusion .................................................................. 42

B. Suggestion ................................................................... 42

BIBLIOGRAPHY

APPENDICES

vii

LIST OF TABLE

Table 3.1 Design of Study ............................................................................... 24

Table 3.2 Criteria of Cohe’s d Effect ............................................................. 32

Table 4.1 Frequency distribution of Experimental and

Controlled class (Pre-test) ............................................................... 34

Table 4.2 Frequency distribution of Experimental and

Controlled class (Post-test) .............................................................. 36

Table 4.3 The Result of Normality test of the Pre-test .................................... 36

Table 4.4 The Result of Normality test of the Post-Test ................................. 37

Table 4.5 The Result of Homogeneity of Pre-Test.......................................... 38

Table 4.6 The Result of Homogeneity of Post-Test ........................................ 38

Table 4.7 The Result of Experimental and Controlled Class

(Post-test)……………………………………………………… ..... 39

viii

LIST OF FIGURE

Table 4.1 Diagram of Experimental and Controlled class (Pre-test) ............... 33

Table 4.2 Diagram of Experimental and Controlled class (Post-test) ............ 35

ix

LIST OF APPENDIX

Appendix 1: The score of Experimental class of Pre-test and Post-test

Appendix 2: The score of Controlled class of Pre-test and Post-test

Appendix 3: Frequency distribution of Pre-test

Appendix 4: Frequency distribution of Post-test

Appendix 5: Statistical Hypothesis Test Calculation

Appendix 6 : Normality Test

Appendix 7 : Homogeneity Test

Appendix 8 : The Effect Size

Appendix 9: Kisi-kisi test of Pre-test and Post-test

Appendix 10: Lesson Plan of Experimental class

Appendix 11: Lesson Plan of Controlled class

Appendix 12: Recapitulation of analysis test

Appendix 13: Instrument test Pre-test

Appendix 14: Instrument test Post-test

Appendix 15: Table of t-student

Appendix 16: Surat Bimbingan Skripsi

Appendix 17: Surat Keterangan Penelitian

1

CHAPTER I

INTRODUCTION

A. Background of the Study

In Indonesia, English language is considered as an important subject and

the first foreign language that must be learned and has been taught from

elementary school as a local content subject, and junior high school, senior high

school and up university as compulsory content subject. Based on the Decree of

the minister of Education and culture number 22 of 2006 about content standard,

the graduation of standard competence and the objective of English teaching at

junior high school or MTs that called “Mengembangkan kompetensi

berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi

functional,memiliki kesadaran pentingnya bahasa Inggris untuk meningkatkan

daya saing bangsa dalam masyarakat global”1

Besides that in learning process, Harmer said there are four basic language

skills which students have to learn. They are listening, speaking, reading and

writing. 2 In Kurrikulum Tingkat Satuan Pendidikan (KTSP) reading in English

Education in Indonesia is one of competence standards which should be learnt is:

to comprehension the meaning of short functional text and essay in the form of

narrative, descriptive text and news item in the context of daily activities. 3 Based

on kisi-kisi ujian nasional SMP/MTs 2014-2015 reading competence has been

taught in junior high school especially in the third grade to contain those kinds of

texts and to comprehend them. Thus, students in the third grade have to

comprehend the kinds of text. One of them is narrative text to identify orientation,

complication and resolution.

1Badan Standar Nasional Pendidikan (BSNP), Standar Isi, Standar Kompetensi dan

Kompetensi Dasar SMP/MTs, (Jakarta, 2006), p. 123

2Jeremy Harmer, The Practice of English Language Teaching,(New

York:Longman,1991), p. 16

3BSNP, op.cit., p. 132

2

However, reading is activity more people read to find out information from

newspaper textbook, internet and other source, to gain their knowledge to enrich

their vocabulary or just pleasure. According to Harmer, reading is not beneficial

for their career, study or simply for pleasure but also reading is useful for

language acquisition. 4 In English Education field, reading skill would be

improving students to understand the text or integrate new idea from the text.

According to Baumel, it does not need to comprehend the content of the message

but also need to understand the language used in the text. 5 However, some people

or students’ in English Education in Indonesia get a difficulties in comprehend the

text.

Based on the writer’s unstructured interview with English teacher in April

2014, the writer found the some problems in reading activities for students such

as: First, students have limited number of vocabulary. It is the problem for

students who make them fail to answer the question because they didn’t know the

meanings of many words on the text. Second, students have different background

knowledge that didn’t have connect with the unfamiliar text. Third, teaching and

learning environment are problems that make them not interest in the subject.

Based on preliminary study when the writer conducted PPKT, she found

that there were teachers who teach English in MTsN II Pamulang used reading

tests such as summative test, mid-test, final test to measure the students’ ability to

comprehend the text in English. Besides, the writer’s experience the students do

not understand the schematic structure of the story about orientation, complication

and resolution. Moreover, this problem that make them to get hard to concentrate

plot.

4Jeremy Harmer, How to Teach English New Edition, (New York:Pearson Edition, 2007),

p. 99

5J.M.S Baumel, Reading Comprehension: Research Inform Us.

(http://www.greatschools.org.special- education)

3

Next, the students got bored when they read long paragraph, so students

tended to ask other students or use dictionary to get the unfamiliar vocabulary.

According to curriculum book of MTsN II pamulang has minimum mastering

criteria (MMC) score or Kriteria Ketuntasan minimum (KKM) in English subject

the gains score 75 (seventy five). In the fact, the students’ on reading

comprehension in narrative text still low to comprehend the text. It is support by

the English teacher told me, about 10 students could achieve KKM but 26

students could not achieve KKM from 36 students in the third grade of regular

class.

Teachers in Indonesia use a traditional method like grammar-translation

method to teach reading, such as teacher asked students to read and translate the

text into bahasa Indonesia. In addition, Sudjianto gives opinion from his article

said grammar-translation method still use in teaching of second language like

learning Japanese useful for translate other literature written and acquisition other

culture of target language.6 It is not completely bad method but students need

different atmosphere which makes them relaxed and motivate them in learning

process like a colorful, making music etc because grammar-translation method

emphases in grammar rules and translate from one language to other language.

Based upon the writer’s experience during the Praktek Profesi Keguruan

Terpadu (PPKT) at MTsN II Pamulang, almost six teachers in learning process

didn’t give pay attention to make students relax and interest in reading activity.

They gave the students exercise without create the atmosphere fun and interest for

them. Moreover, the students cannot focus on what they read during reading

activity because the environment of classroom does not support them to read well.

As the English teacher, the teacher has to create interesting model of

teaching and atmosphere of learning process which make student relaxed and fun

to student comprehending in reading narrative text. However, the writer arranges

to help students to comprehend of reading narrative text to decrease their anxiety

6Sudjianto. “Metode Pengajaran bahasa Asing dan Implikasinya terhadap Pengajaran

Bahasa Jepang”, http://file.upi.edu/Direktori/FPBS/JUR._PE, 2010

4

by suggetopedia or dsuggestopedia. According to Jack Richard and Rodger,

Suggestopedia is a modern methodology in teaching foreign language that come

from Bulgaria.7

It is developed by a Bulgarian doctor and psychotherapist, Georgi

Lozanov. It involved physical activities, educational, artistic and musical8.

Students must be comfortably relaxed in learning process by using soft music or

classical as the background. The teacher brings the material and motivate for

students. To create the classroom comfortable in reading process without students

under pressure to get ideas from they read.

Therefore, based on the explanation above, the writer is eager to conduct

study about the effectiveness of suggestopedia on students’ reading

comprehension in narrative text (A Quasi- Experiment Study at the Third Grade

Students of MTsN II Pamulang) as her “skripsi” title.

B. Identification of Problem

Based on the description above, the problems can be identified as

follows:

1. Students have limited number of vocabulary that makes students

difficulties to comprehend in narrative text.

2. Students get difficulties to comprehend the story from narrative text.

They get hard to know the schematic structure of story.

3. Students don’t feel comfortable or relaxed in reading activity in

classroom. Teachers have to create the atmosphere of learning process

relax and fun.

4. Teacher uses methods that make students bored in reading activity and

they don’t have motivation to read.

7 Jack C. Richard., and Theodore S. Rodger, Approaches and Methods in Language

teaching.(New York: Cambrige University Press,1992), p.142

8Bancroft, W. Jane, Suggestopedia and Memory Training in the Foreign Language

Clasroom.. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376

696,p.4

5

C. Limitation of Problem

Based on the problem identification above, the writer tends focus

on the effectiveness using suggestopedia method on students’ reading

comprehension in narrative text and the study focus on students’ reading

comprehension of text narrative text in literal level (the reader can

memorize approach new information of the text) for the third grade in

MTsN II Pamulang.

D. Formulation of Problem

The formulation of the problem in this study is “Is Suggestopedia

Effective on Students’ Reading Comprehension in Narrative Text at the

Third Grade Students of MTsN II Pamulang?”

E. Objective of Study

The objective of study is to prove whether using suggestopedia is

effective on students’ reading comprehension in narrative text at MTsN II

Pamulang.

F. Significance of Study

The results of the study are expected for English teacher to use this

method as an alternative strategy to comprehend for students’ on reading

comprehension and be implementation in the classroom. To students, the

result of the study it will be to increase their interesting and knowledge in

learning English especially in reading comprehension. To other researcher

it will be reference for educational field especially to use this method in

learning process and teaching.

6

CHAPTER II

THEORITICAL FRAMEWORK

This chapter the writer discusses the theoretical framework that focused on

reading, reading comprehension, narrative text, suggestopedia method,

previous relevant study, conceptual framework and hypothesis of the study.

A. Reading

1. Understanding of Reading

Reading is an activity to get ideas between the writer and the reader to

understand what they read. In English Foreign Language (EFL) reading is one

of the most important factors in assessing learner‘s linguistic competence.

However, it is skill for reader should be master in good reading skills to get

information or ideas from the act of communication. According to Sandra

Silberstein, reading is a complex information processing skill in which the

reader interacts with text in order to (re) create meaningful discourse.1

On the other hand, Reading is an active cognitive process that does indeed

require using graphic (letters) and phonic (sounds) information; but for fluent

readers particularly, the language-based cues-semantic (meaning) and

syntactic (grammar)—seem far and away more important than graphic and

phonic cues.2 That means, reading is an activity or interaction between the

reader and the text to get information or meaning of the text depends on what

the reader need.

In addition, based on Harmer, reading is an exercise dominated by the eyes

and the brain. The eyes receive messages and the brain then has to work out

the significance of these messages.3 Similarly, He Ji Sheng said reading is the

process of recognition, interpretation, and perception of written or printed

1 Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford

American English,1994), p.12

2 Richard Allington and Michael Strange. Learning Through Reading in the Content

Areas, (Canada: D.C Heath and Company,1980), p.16

3Jeremy harmer, The Practice of English Language Teaching, (New York:

Longman,1991). p. 190

7

material4. It involves the recognition of letters, words, phrases, and clauses,

and in some respects, it can be considered a simpler process than

comprehension.

In order words, in reading activity the reader have connected between

her/his eyes and brain to get the meaning of the text and the reader have to

effort to understand of the text by the build reader‘s critical thinking. Tung-

Hsien mentions in his journal, reading is a meaning-searching and meaning-

constructing process that requires effort on the readers‘ part if they want to

understand written texts.5 However, the reader automatically has connection

between the text get the meaning of information.

Reading is a number of special focuses to reader or students. Many

students often have reading as one of their important goal to be able to read

for information and pleasure for their career and for their study purposes.6

According to Grellet, reading is continuous process guessing7 . Moreover,

there are interacting dynamically from the reader to gets the information

depend on what the purpose of the reader and the process to understand the

text by guessing. Thus reading, an active or receptive skill rather than passive

skills because the reader automatically gets the information or ideas by doing

knowledge in his/her brain to get the ideas from the text.

From the explanation above, there are a lot of definitions about reading. It

can be concluded that reading is a process to understand the ideas between the

reader and the writer to get information from the text to draw a conclusion of

the information.

4 He Ji Sheng, A cognitive Model for Teaching Reading Comprehension, English

Teaching Forum Vol. 38 No.4 October- December, 2000

5Tung-hsien He, Reading for different goals: the interplay of EFL college

students‘multiple goals, reading strategy use and reading comprehension, Journal of Research in

Reading, ISSN 0141-0423, Volume 31, Issue 2, 2008, p 224

6 Jack C. Richard and Willy A. Renandya, Methodology in Language Teaching, (New

York : Cambridge University Press,2002), p. 273 7

Francoise Grellet, Developing Reading Skills, (New York: Cambridge University

Press), p. 7

8

2. Reading Comprehension

In students‘ environment, school, public place they have to find the

symbol or information from the text. Unfortunately, they can read the text

without understanding meaning of the text. In reading there is an action of

understanding what you are read, it is called comprehension. It is hard to

understanding and building the new ideas or information from the text of the

writer and the reader‘s background knowledge. Moreover, when person read

a text, he or she engages of cognitive process to comprehend or construct

meaning from the text.8

Cathrine Snow stated, reading comprehension as the process of

simultaneously extracting and constructing meaning though interaction and

involved with written language.9 Besides, comprehension is a process of

negotiating understanding between the reader and the writer. It is a more

complex psychological process and includes linguistic factors, such as

phonological, morphological, syntactic, and semantic elements, in addition to

cognitive and emotional factors.10

It means that, the writer and the reader

have to build the same ideas to comprehend or to get same perception which

is they read of information.

In addition, reading comprehension has been described as ‗a complex

intellectual process involving a number of abilities. Readers must use

information already acquired to filter, interpret, organize, and establish

relationships with the new incoming information on the page, in order to

understand text, a reader must be able to identify words rapidly know the

meaning of almost all of the words and be able to combine units of meaning

into a coherent message.11

However, the reader comprehends the ideas from the text with the intellect

by analyzing and organizing ideas to get accurate ideas or information.

8

J. Brummit, What is Reading Comprehension, 2008. http://www.k12reader.com/what-

is-reading-comprehension/

9 Cathrine Snow, Reading for Understanding Toward an R&D Program in Reading

Comprehension, (New York: RAND Education, 2002). p.11

10

Brummit. Loc.cit

11

Peter Westwood, Reading and Learning Difficulties, (Victoria: Acer Press, 2001). p 10

9

On the other hand, Allington and Strange said, reading comprehension is a

redundant phrase, because without comprehension, reading has not truly

happened.12

Therefore, reading comprehension is the process to take meaning of the

text from writer that involves experience and prior knowledge that the reader

has. This process also can be harmonious with the purpose of reading.

3. Levels of comprehension in reading

According to Berry, there are some levels of comprehension. In this case,

levels mean different depths of understanding, different analysis of what is

meant. They are:13

a. Literal level

The basic facts are understood of reading comprehension. The question in

literal level can be answered by reading to approach the new information of

the text at glance because it is usually directly stated in the text

b. Inferential level

The reader is able to go beyond what is the written on the page, add

meaning, and draw the conclusion. The answers are not stated directly in text

but it‘s often implied in text.

c. Applied level

The reader is attempts to examine the message from the author and apply

the message in other setting such as article, essay, report etc.

4. Purpose of Reading

As the reader begin to read, they have to decide the purpose of reading

itself, it is important to make successful of reading comprehension. There are

12

Allington. Loc.cit

13 James Berry, Levels of Reading Comprehension, 2005. http;//www.sc4.edu

10

some purposes of reading. In line, William Grabe and Fredricka L. Stoller

divided some of reading purposes are:14

a. Reading to search for simple information

b. Reading to learn from texts

c. Reading to integrate information, write and critique texts

d. Reading for general comprehension

In addition, harmer said, the purposes of reading are: 15

a. Reading to confirm expectations

b. Reading to extract specific information

c. Reading for communication tasks

d. Reading for general understanding

e. Reading for detailed comprehension (information)

f. Reading for detailed comprehension (function and discourse)

5. Problem of Reading

There are some difficulties for readers to understand the ideas. Harmer

stated the problems of reading are:16

a. Language

The students get more difficulties to understand the text with the

longer sentences than with shorter ones. However, they have great

difficulties in understanding the text because they find unfamiliar

words which the text contains as a whole.

b. Topic and genre

The topic is not appropriate or not interesting for students. Besides,

students are not unfamiliar with the genre or the topic to dealing with.

They lack of engagement knowledge may be a major to successful in

reading.

c. Comprehension tasks

Comprehension task is a key feature in teaching receptive skills.

Sometimes, the teacher is trying to encourage students to improve their

14

William Grabe and Fredricka L.Stoller, Teaching and Researching Reading.(New

York: Pearson Education Limited, 2002),p.6

15

Jeremy Harmer, The Practice of English language Teaching New edition, (New York:

Longman,1991), p. 191

16

Harmer, op.cit., pp. 202- 208

11

receptive skills by giving task or text to accompany them far too easy

or far too difficult.

d. Negative expectation

The students have low expectation of reading and they are not going to

understand the passage in the book or on tape because they think too

difficult in reading activity.

B. Narrative Text

1. Definition of Narrative Text

Narrative text is one type of text of taught for third grade in Junior

high school. In narrative text students are expected to understand about

the context and to find the moral value of the story. There are many types

of narrative. They can be imaginary, factual or a combination of both.

They may include fairy stories, horror stories, fable, legend, folktale,

short story etc.

Anderson said, narrative is a text that tells a story and in doing to

entertains audience. 17

Similarly, Alan Meyers argues that narrative is

telling a story and to be interesting, for readers to respond to some event

in your life as if it were their own.18

On the other hand, in narrative text can be presented as written or

spoken texts who told the story is called narrator. If narrator is one of the

characters in the story is said to be told in the first person and the person

outside from the story is called third person characters.

In addition, Drs. Pardiyono defines, narrative is a text to tell

activity in the past which increase problematic experience and solution to

amuse and give a moral value for the reader.19

So, narrative text is text

17 Mark Anderson and Kathy Anderson, Text Types in English 3.(South Yarra:

Macmillan, 2003). p. 3 18

Alan Alan Meyers, Gateways to Academic Writing, (New York: Pearson Education,

Inc., 2005), p. 52

19 Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit

Andi, 2007), p. 94

12

that tells a story which raises the problematic experience in the past and

resolution to amuse the reader which consist of some character, plot,

setting and action which have the problematic like fable, legend, folktale

etc and to teach the students of story‘s lesson which divided into

orientation, complication, sequence of events and coda (moral value).

2. Features of a narrative

According to Anderson the steps for constructing a narrative text

are:20

a. Orientation

The storyteller tells the reader who is in the story, when the story

is happening, where the action is happening and what happening

from the story

b. Complication

The storyteller tells about conflict or crises arisen and will begin

chains of events that influences of the story will be happen.

c. Sequence of events

How the characters of the story react and what the characters do

something to the conflict or crises happen.

d. Resolution

The characters of the story solve the conflict or crises in the

complication

e. Coda (moral value)

The message will be learning from the story.

3. Grammatical and Language features of narrative

The following grammatical features in narrative including: 21

a. Nouns that identify the specific characters and places in the story.

example: a beautiful princess, in the garden

20 Anderson. Loc.cit

21 Ibid

13

b. Adjectives that provide accurate descriptions of the characters

and settings. Example: a nice princess who live in the palace

c. Verbs that show the actions that occur in the story. Example: say,

walk, sleep etc

d. Time words (simple past tense) that connect events, telling when

they occurred. Example: once upon a time, two days ago etc

4. Sample of Narrative Text

This sample is taken from Drs. Pardiyono

Orientation: Once upon a time a fisherman named Batara Guru

Sahala lived in Batak land. One day he caught a fish. He was surprised

to find that the fish could talk. It begged Sahala to let it free. He did

accordingly.

Description of events that leads to crisis (climax) :

As soon as the fish was free, it changed into a woman. She was

so beautiful that Sahala felt in love with her at once. He asked her to

marry him. The woman agreed to marry Sahala. However, she told him

that he must never let out the secret that she was once a fish. Sahala

promised her that he could not tell anyone about it.

They were happily married and had two daughters. Every

morning Sahala went out fishing. His daughters would bring his lunch.

One day, however, instead of bringing the food to their father, the two

girls ate his lunch.

When Sahala knew what they had done with the meal, he got

very angry. He shouted at them saying,‖ you behaved exactly like the

daughters of a fish‖.

Resolution and consequence:

The daughters didn‘t know what their father meant. They went

14

home and asked their mother about it. Their mother was very annoyed.

Although Sahala apologized to her later, she would not forgive him for

breaking his promise.

Then the earth began to shake and the volcanoes started to

erupt. The earth cracked and formed a big hole. People said that the

hole become ―LAKE TOBA‖.

Coda (moral value) :

It is very famous as a piece of interest for domestic and foreign

visitor up to now. It has lovely view and natural beauty. This legend is

still well known for people of this country and is still held up as one of

the famous folk tales of the nation. 22

5. Purpose of Narrative text

According to Mark Anderson stated, ―The purpose of narrative is

to present a view of the world that entertains or informs the reader or

listening‖. 23

Similarly, the basic purpose of narrative is to entertain, to

amuse and to hold readers‘ interest. Therefore, narrative is a kind of

text which make the reader enjoy and interest with the story and to

teach or inform the reader narrativethe readers more than enjoy to read

kinds of story that them feel amuse and make them laughing.

C. Suggestopedia

Suggestopedia is a modern method which developed in 1970‘s by the

Bulgarian doctor, psychotherapist and educator Georgi Lazanov.

Suggestopedia is derived from suggetology, as a science that concerned with

the systematic study of the nonrational and or noncouncious influence.24

22

Drs. Pardiyono, Pasti Bisa! Teaching Genre-Based Writing, (Yogyakarta: Penerbit

Andi, 2007), p. 105

23

Mark Anderson, Text Types in English 2. (South Yarra: Macmillan, 2003), p. 6

24 Earl W. Stevick, Memory, Meaning and Methods, (USA: Newbury house,1976),p.42

15

Lazanov believes in the learning process the students using an unconscious by

giving positive hypnosis to make the students relaxed and concentrate and the

use of rhythmic breathing before learning begin, it help them to mastering

some vocabulary in the learning process. On the other hands, using soft

music, games, listening teacher‘s story is helpful for students to create their

imagination, relaxation and make a learning process cheerful. Gaston said the

suggestopedia is using music as a therapy to facilitate the establishment of

personal relations, to bring increase self-esteem. In suggestopedia there was a

technique memorization to students was directing in do communicate without

memorization of vocabulary.

Lazanov mentions, in suggestopedia students come to class with a two-

side mind of the mind for learning. He believes that the participant of the left

and right hemispheres of the brain in suggestopedic process of instruction.25

They can make optimal of the left and right brain to build their concentrate,

imagination in learning and recall the memorization. The students can process

some materials using relaxation. Besides, students can re-integrate these

reserves into the active personality by means of suggestion which increase

enormously the ability to learn. Moreover, as the teacher have to create

atmosphere of the class enjoy and before class begins the students have to

take a deep breathing and meditating by the soft music to make them relaxed.

In suggestopedia method the students need a relaxed and comfortable but

focused state as the optimum state for learning process. The teacher creates

the relaxed state by using games, role play, rhythmic music, positive

suggestion or using several pictures or poster colorful as a tool. The aims of

this method are make students fun and enjoy or without fears during learning

process. Music in the learning process background to make students focus,

concentrate of the material and relax.

25 Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports –

Research/Technical. ED 384 244 FL 023 09. 1995. pp.3-4

16

Therefore, suggestopedia is a method to make students relaxed and fun by

using music, games, poster in the learning process with the positive

suggestion to create effectively in learning.

D. Characteristic of Suggestopedia

According to Richard‘s view, some characteristics of suggestopedia

are26

:

a. Decoration

The teacher should creative to decorate classroom with different

situation. It is make students more attention and attracted during

learning process by put the wall-picture or poster related with the

materials

b. Furniture

The equipment is used to help students comfortable like table,

chair, lamp and whiteboard.

c. Arrangement of the classroom

The students can be arranging their chair of the classroom to make

students not bored and interesting.

d. The use of music

The students are invited to relax by listen some Baroque music.

Music is useful to student‘s therapy in suggestopedia method. The

classical music also aids in the creation of a positive emotional

response to the program for memorization in learning process and

bring students into the optimum mental state for effortless acquisition

of material.

26

Jack C. Richards and Theodore S.Rodgers. Approaches and Methods in Language

Teacging, (New York: Cambridge University Press,1999), p.142

17

E. Technique of Suggestopedia

Diane Larsen-Freeman stated, the technique and the classroom set-

up of suggestopedia are27

:

a. Classroom set-up

In the teaching-learning process the teacher should create the class

cheerful to provide the students as a positive mindset in the class.

b. Peripheral learning

The students provide grammatical information from decoration of the

class like poster on the classroom‘s wall. It is help the students learn

many things indirectly and exposed themselves in the classroom or

outside classroom than teacher for language input.

c. Positive suggestion

The teacher has responsibility to arrange the suggestive factors in

learning situation with tell a positive suggestion like tells students are

going successful. It is make them get believe in her/his self and relax

without pressure in the learning process.

d. Choose a new identity

The students choose a target language name and an occupation. As the

course continues, they have an opportunity to develop a whole

biography about their fictional selves.

e. Role play

Students are asked to pretend became other character temporary with

someone else and to perform they role play to create their own lines in

target language is relevant to the situation

27 Diane Larse-Freeman, Techniques and Principles in Language teaching, (Oxford

University Press, 2000) pp. 84-85

18

f. First concert (active concert)

In active concert teacher give a dialog to the students and reads the

text. The students follow and focus students‘ attention to some

grammatical or words. After that the teacher will be read aloud to

students by follow the intonation of music.

g. Second concert (passive concert)

In particular, fulfills Williams in passive concert the students are

creating their ―fantasy‖ with closing their eyes: a comfortable, quite

place, and instruction of teacher with a pleasing voice by slow-paced

presentation.28

. It means that the students have relaxed but do not

sleeping to create their imagination about the story that teacher‘s read.

h. Primary activation

The students playfully reread the target language dialogue out load, as

individuals or in group. They can practice in front of the class with

many expression based on dialogue like angrily, sadly, cheerfully etc.

i. Creative adaptation

The students engage various activities designed to help them learn the

new material, to review and consolidate the leaning. The activities

include singing, dancing, dramatization, and games which students just

only focus in the communicative intent do not focus on the form of the

linguistic message.

28

Bancroft. W. Jane. The Two-Sided Mind: Teaching and Suggetopedia. Reports –

Research/Technical. ED 384 244 FL 023 09. 1995

19

F. Theoretical components of Suggestopedia

According to Bancroft, There are six principal components are

used in the classroom includes: authority, infantilization, double-

planedness, intonation, rhythm, concert pseudo-passiveness. 29

1. Authority

The students will remember and are influence from teachers. The

teacher has authority in the classroom to lead to greater expectancy and

higher motivation on the part of the students.

2. Infantilization

The teacher and students should have relation like parent to child to

build their self-confidence the teachers make a game for students like role

playing, games.

3. Double-Planedness

The students get stimulation from environment and teacher‘s

manner. They are not only learning from the direct instruction but also

from the environment in which the instruction takes place.

4. Intonation

Intonation gives a rise or fall of the voice in the speaking to make

effect when the program to be memorized is presented in a rhythmical

manner with suitable pauses between the words or phrases30

5. Rhythm

The rhythm in presentation to give strong effect of the sound with

varying intonations then to maintains memorization at an optimal. It is

useful to induce boredom though monotony of repetition.

29 Bancroft, Suggestopedia and language Acquisition variation on a theme, (Amsterdam :

The Gordon and Breach Publisher, 1999), p.33

30 Bancroft, op.cit p.44

20

6. Concert pseudo-passiveness

The create individual or students relaxed with the atmosphere in

learning process is pleasant by giving suggestion for elimination of

fatigue, stress and improvement of motivation and ability to work

G. Advantages and disadvantages of Suggestopedia

a. The advantages of using Suggestopedia in learning reading

comprehension of narrative text include:

1. Teacher can be optimal to elaborate the material by using some

instrument music to make students interest

2. Students are happy to join class when the setting of the class

different and colorful

3. Lazanov said, the students have a good memorizing of the

vocabulary31

b. The disadvantages of using suggestopedia in teaching reading narrative

text include:

1. Teacher should be spend more time to prepare class setting by

suggestopedia method

2. Not all the school supported the aids to teach by using

suggestopedia need

3. More complex to prepare materials rather than other method

4. Some of students make noisy in the classroom and disturb other

students.

H. Previous Relevant Study

1. A thesis has been conducted by Rahayu Windu Setiawati in 2011, the

classroom action research (CAR) with the title “improving students’

31 Bancroft. W. Jane. Suggestopedia and Memory Training in the foreign language

classroom. Reports-Evaluative/Feasibility. Eric Document Reproduction Service No. ED 376 696

21

vocabulary Mastery through Suggestopedia (An action research of

Eighth Grade at SMP Negery 4 Widodaren Ngawi.”32

The aimed was her research to investigate the improvement

students‘ of vocabulary mastery using suggestopedia. This research

conducted into two cycles which the subject was 36 students of the

eighth grade at SMP Negery 4 Widodaren Ngawi. The data of this

research are using observation, interview, and photograph and writing

test.

After implementation suggestopedia increased in term of

vocabulary mastery in understanding of the meaning of the word,

using grammar in sentence, understanding the meaning relationship et.

The classroom activities are joining lesson, doing interaction between

students and teachers, paying attention to lesson.

The result of this research the suggestopedia can improve the

students‘ vocabulary mastery, build good attitude in teaching-learning

process, and provide stimulation for variety of activity.

2. A journal has been conducted by Oka Pramarta, Padmadewi and

Suarnaja, an active journal of postgraduate of Ganesha University with

the title ―The Effect of Desuggestopedia on the Writing Competence of

the Second Semester Students with Different Temperament, of FKIP

UNMAS Denpasar” which was published volume 1 in 2013.33

This study investigated the effect of desuggestopedia on the

writing competence of second semester with different temperament. In

this study there were formulated two major of problems: the effect of

desuggestopedia on students‘ writing and interaction between

desuggestopedia and the temperament.

32 Rahayu Windu Setiawati. Thesis ,improving students’ vocabulary Mastery through

Suggestopedia (An action research of Eighth Grade at SMP Negery 4 Widodaren Ngawi. Thesis,

2011

33 Oka Pramarta, padmadewi and Suarnaja. The Effect of Desuggestopedia on the Writing

Competence of the Second Semester Students with Different Temperament, of FKIP UNMAS

Denpasar. Journal volume 1, 2013

22

The study was designed with experimental research and

instruments being used were lesson plans, post-test, writing rubric and

questionnaire. It used intact random sampling which is one type of

probability sampling technique.

The sample of the study was randomly; two classes from seven

classes were chosen as a group experiment and control group. The

instruments were analyzed using descriptive analysis and Two-Ways

ANOVA.

The results of this study that significant different effect on

students‘ writing competence between the students who were taught by

desuggestopedia and by conventional technique. Second, there was not

significant interaction effect between desuggestopedia and students‘

temperament on students‘ writing competence.

I. Conceptual Framework

The study focus on experiment to prove whether there is significant

effect of using suggestopedia on students‘ reading comprehension in

narrative text at the third grade of MTsN II pamulang or will be better

using traditional method. Reading comprehension for students is difficult,

they have to take meaning of the text from writer that involves experience

and prior knowledge that the students has. In the fact, the students just read

without knowing or comprehend with the text. It is essential in daily life

because without reading the students do not provide them any information

or ideas but depends on the purpose of students needed.

If suggestopedia is apply in teaching learning reading

comprehension, the students will be fun with different atmosphere in the

classroom by using poster, relaxation by using music in reading activity, to

have develop the ideas and create the imagination. It is suitable to apply

suggestopedia as a treatment for narrative text because narrative text is a

text that tells a story, such as fairy tale, folktale, legend, fable, myth,

science fiction etc which aims to entertain or amuse the readers to deal

23

some problems with various experience in different ways which lead to

climax then turn into solution and to get the moral value from the story. In

process on students‘ reading comprehension in narrative text the students

do not see symbols but also have to comprehend what they read. They

have to know the characteristics, setting, climax/problems and added the

moral value of the story. Moreover, the students or the readers should have

to build their experience and prior knowledge to get accurate information.

It should be supported by decorating the classroom with the cheerful

environment, to build their positive suggestion and listening music as a

therapy which make students relax and comfortable in the learning process

without pressure or bored. However, suggestopedia is a method giving a

good suggestion to build students‘ confident, active, enthusiast by making

a different atmosphere in the learning process actually on students‘ reading

comprehension in narrative text.

J. Hypothesis of Study

Hypothesis of this study are:

a. Ho (Null hypothesis): There is not significant effect of using

suggestopedia on students‘ reading comprehension in narrative text at

the third grade of MTsN II pamulang.

b. Ha (alternative hypothesis): There is a significant effect of using

suggestopedia on students‘ reading comprehension in narrative text at

the third grade of MTsN II pamulang

24

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents about research methodology. It consists of time and

place of study, method and design of study, population and sample of study,

instrument of study, technique of collecting data, technique of data analysis and

statistical hypothesis.

A. Time and Place of the Study

The study conducted at MTsN II Pamulang, for the third grade students

which located on Jl. Pajajaran No.31. It began on 15 September- 31 October 2014.

B. Method and Design of the study

The object is taught by using two methods on the students of the third

grade in MTsN II Pamulang. There are experimental group by using

suggestopedia method and control group by using traditional method. The data

was taken and analyzed by quantitatively to find the effectiveness on students’

reading comprehension in narrative text by suggestopedia. The method of study is

quasi-experimental study using nonequivalent control group design1

The experiment was designed as follows:

Tabel 3.1 Design of Study

Sample Pre-test Treatment Post-test

Experimental Group

(EG)

Control Group (CG)

O1

O1

XE

Xk

O2

O2

1 Sugiyono, Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif dan R&D,

(Bandung: Alfabeta, 2008), p. 116

25

O1 : Pre-test

O2 : Post-test

XE : The treatment of experiment group by using suggestopedia on students’

reading comprehension in narrative text.

Xk : The treatment of control group by using traditional method on students’

reading comprehension in narrative text.

C. Population and Sample

The population of the study was the third grade students in MTsN II

Pamulang. There are 10 classes which is less of 40 students in each class. Thus,

total of population is about 328 students.

The sample of the study is only two classes of third grade students. The

writer used purposive sampling to determine sample that took in first class is 9.1

as the experimental group and second class is 9.4 as control group. The writer

finally got both of class 9.1 and 9.4 from the English teacher’s recommendation

because both of class had the same characters and both of class have got the

material about narrative text. After the writer gave a pre-test both of class and the

writer found 9.4 got the highest score from 9.1. Finally the writer decided to chose

9.1 as an experimental class and 9.4 as a control class because 9.1 need improving

in reading comprehension of narrative text. On the other hand, the writer only

took 30 students both of class because some students absent and other reasons.

D. Instrument of Research

The writer collected the data by test as research instrument. There were

two tests; pre-test and post-test. The writer gave the same test for experimental

and control group.

The writer gave items tested to 34 subjects to measure validity and

reliability in pre-test and post-test. There were 25 items of multiple choices. The

score in each item was 4 for correct answer. Then, student will get 100 point if all

the answer correctly. On the other hand, the writer used ANATES program to

26

measure validity and reliability of the test. From the calculation using ANATES

program in pre-test the writer found score 25 significance of items and post-test

got score 28 significance of items.

1. Validity

Validity is the extent to which a test measures what it is intended to

measure: it relates to the uses made of the test scores and the ways in

which test scores are interpreted, and is therefore always relative to test

purpose. 2 In a research, validity is very important to measure what they

want to measure it using instrument. It means, a test is said to be valid if it

measures accurately what it is intended to measure.

In this study, the writer used ANATES program to know validity

of the test which consist of 40 items multiple choice. Therefore, 25 items

of multiple choices has been valid in pre-test was 0.63 and post-test was

0.78 which using the items test of valid and apply both of the class.

2. Reliability

Reliability is the degree to which an assessment tool produces

stable and consistent result.3 Similarly, Hughes adds that to be valid a test

must provide consistently accurate measurement. It must therefore be

reliable. 4

It means that reliability was necessary in the research to assess the

good instrument or not. To achieve the reliability instrument, the writer

used ANATES program. From 25 items has been valid the writer got 0.77

(pre-test) and 0.88 (post-test) reliable of the instrument.

2 J. Charles Alderson, Caroline Clapham and Dianne Wall. Language Test Construction

and Evaluation, (New York: Cambridge University Press,1995), p. 296

3 Colin Phelan and Julie Wren. Exploring Reliability in Academic Assessment. Graduate

Assistant, UNI Office of Academic Assessment. 2005-2006

4 Arthur Hughes, Testing for Language Teacher, (New York: Cambridge University

Press, 2003), p. 50

27

E. Data Collection

a. Pre-test

The pre-test conducted both of the groups, experimental and control group

in order to know students’ on reading comprehension in narrative text before

treatment given.

b. Treatment

The writer taught reading narrative text both of experimental group and

control group. In experimental group the writer delivered the material by using

suggestopedia method except using suggetopedia in control group.

c. Post-test

The post-test was given after the teacher gave treatment to know whether

or not the change on students’ reading comprehension ability in narrative text.

F. Data Analysis

After the writer getting student’ scores of reading pre-test and post-test

between experimental and control classes. The writer analyzes the data by

using requirement test before. It consists of normality test and homogeneity

test.

1. Normality test

Normality test was to determine whether the data from population

normally or not.5 This test was purpose for ensuring the distribution of data

which were accomplished from the population had normal distribution or

not. Normality test used is the Liliefors test. The writer tested normality of

test by using SPSS 18. The criteria of the testing follow:

If the value (p) > significant (α =0,05) it means that the sample

from the population, Ho was accepted and H1was rejected (normal

distribution).

If the value (p) < significant (α =0,05) it means Ho was rejected

and H1was accepted (not normal distribution)

5 Dr.Budi Susetyo.Statistika untuk analisis data penelitian, (Bandung: Aditama, 2010), p. 137

28

The steps were using SPSS 18 to measure normality test as follow:

- Open file

- Click analyze Descriptive statistics Explore on menu toolbar

- Click and input score of reading dependent list and input the

other variable in the factor list

- Click Statistics and choose 95 % as descriptive confidence interval

for mean

- Click continue until it came back in the menu

- Click plots ( checklist normality plots with tests )

- Continue and Ok

2. Homogeneity test

Homogeneity test was done to know the variance in population of

research homogeny or not. Homogeneity test was to measure the data of the

population homogeny or not. The writer used SPSS 18 in this research. The

criteria of the testing follow:

1) If the value (p) > significant (α =0,05), H0 is accepted, it means that

sample has homogenous variant which means, the students had the

same characters on reading comprehension in narrative text, moreover

the data was valid.

2) If the value (p) < significant (α =0,05), H0 is rejected, it means that

sample does not have homogenous variant which means, the students

had the same characters on reading comprehension in narrative text,

moreover the data was valid.

The steps were using SPSS 18 to measure homogeneity test as follow:

- Open file

- Click analyze Compare means One-way ANOVA on menu

- Click and input score of reading dependent list

- Click the other variable factor

- Click options and choose homogeneity of variance test

- Continue and Ok

29

3. T-test formulation

The writer analyzed the scores between experimental and control

classes. This test assumed that the data normally distributed and fairly

robust to departures from normality. The technique of data analysis in this

study was statistical analysis with t-test to know the effectiveness

suggestopedia on students’ reading comprehension in narrative text which

significance α= 0,05. The formula is follow6:

√

∑

∑

√( )

( )

Description:

= the price of t value

= average score of experiment class

= average score of control class

= variant data of experiment class

= variant data of control class

= standard deviation of both classes

= the total students of experiment class

= the total students of control class

After all the data calculated, the last of procedure was determining

of df (degree of freedom). The formula:

df = N1 + N2 - 2

6 Dr. Kadir, M.Pd, Statistika Untuk Penelitian Ilmu-ilmu Sosial.(Jakarta: Rosemata

Sampurna, 2010), p. 195

30

The criteria of the testing are as follow:

If , H0 is accepted and Ha is rejected

If , H0 is rejected and Ha is accepted

4. Mean

Mean or average is sum of all score divided by number of scores. 7

Moreover, Charles and Dianne adds that mean is score on a test is what is

commonly known as the average; that is the sum of all the students’ scores

divided by the number of students8.

a. Determining mean of gained score of experiment group, the formula :

Mx =

b. Determining mean of gained score of control group, the formula :

My =

5. Range

The symbol of range (R) and range is the difference between

lowest score and highest score. 9

The formula is follow:

Range (R) = Rmax- Rmin

6. Variance

Variance is the amount of dispersion from standard deviation. The

formula is:

∑ ( )

∑

7 Prof. Drs.Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo,

2012), p. 79

8 Charles, loc.cit., p. 296

9 Anas, op.cit., p. 144

31

7. Standard Deviation

Standard deviation is the square root of variance. Standard

deviation was aimed to measure the degree of dispersion data had from

mean.

The formula is:

S= √∑ ( )

∑ or (S) = √S

2

8. Effect Size

The effect size is used to know the strong or weak of the difference

two groups or the relationship between two variables.10

Moreover, the

effect size of Cohen’s d has formula as follow:11

d = ( )

Pooled standard deviation =

(standard deviation of group 1 + standard deviation of group 2)

2

Beside that, there was a Statistical Calculators that called The

Effect Size (Cohen’s d) Calculator for a Student t-Test which automatically

know the range of treatment’s effect.

The directions using The Effect Size (Cohen’s d) Calculator for a Student

t-Test was :

- Search on google (The Effect Size (Cohen’s d) Calculator for a

Student t-Test or www.Daniel soper.com calculator web)

10Daniel Muijis, Doing Quantitative Research in Education,(London: Sage Publications,

2004), p. 139

11

Ibid, p. 136

32

- Input mean score of group 1 and mean score of group 2 (post-

test)

- Input standard deviation of group 1 and standard deviation of

group 2 (post-test)

- Click calculate and the result will be show

The criteria of effect size range are small, medium, or large. The

criteria are:12

Table 3.2 Criteria of Cohen’s d (Effect Size)

Effect size range Criteria

0.2 Small

0.5 Medium

0.8 Large

G. Statistical Hypothesis of Study

The statistical hypotheses of study are:

- Ho = X1 < X2 ; If (There is no significant difference

using suggestopedia on students’ reading comprehension in narrative

text)

- Ha = X 1 > X2 ; If (There is significant difference using

suggestopedia on students’ reading comprehension in narrative text)

12 Barry H.Cohen and R.Booke Lea, Essentials of Statistics for the Social and Behavioral

Sciences, (New Jersey: John Wiley & sons, Inc.,2004), p. 125

33

CHAPTER IV

RESEARCH FINDING

This chapter describes research finding which consist of the description of

data, the analysis of data, the test of hypothesis and the interpretation of data.

A. Description of Data

1. The result of experimental and controlled class (pre-test)

The writer obtained data pre-test from experimental and controlled

class by bar chart which consists of 30 students of the third grade after

conducting study1.

Diagram 4.1 Pre-test experimental and controlled classes

From the data above, the number of interval class and the length

interval were 6 classes. The table showed that students’ score in

experimental class of pre-test and controlled class. The lowest score from

1 Appendix 1 and 2

0

1

2

3

4

5

6

7

8

9

10

52-58 59-65 66-72 73-79 80-87 88-94

8

7

6

4

3

2

3

10

6

3

6

1

Pre-test

Experimental

Controlled

34

experimental class of pre-test was in class interval 52-58 with 8 students,

and the highest score was 88-94 with 2 students. In addition, the lowest

class for controlled class was in interval 52-58 with 3 students, and the

highest score was 88-94 only one student. For the calculating of statistical

description, it can be seen in appendix.

2. The Frequency distribution of Experimental and Controlled class

(Pre-test)

The test were presented in frequency distribution of experimental

and controlled class (pre-test) table which consist of maximum score,

minimum score, mean, variance and standard deviation from the table

below2.

Table 4.1 Frequency distribution of Experimental and Controlled

class (Pre-test)

Data Experimental class Controlled class

Maximum score 92 88

Minimum score 52 52

Mean 67.48 69.7

Variance 116.746 80.683

Standard deviation 10.804 8.982

3. The result of experimental and controlled class (post-test)

The writer obtained data post-test from experimental and

controlled class which consist of 30 students of the third grade after

conducting study3.

2 Appendix 3

3 Appendix 1 and 2

35

Diagram 4.2 Post-test experimental and controlled classes

According explanation above there was 6 numbers of class

intervals. On the other hand, the length of the class interval was 7 both of

class. The table from post test of experimental showed that the lowest

score was in class interval 56-63 only one student and the highest score

was 92-98 with 3 students. Hence, the lowest class for controlled class was

in interval 56-63 with 7 students, and the highest score was 92-98 no one

student. For the calculating of statistical description, it can be seen in

appendix

4. The Frequency distribution of Experimental and Controlled class

(Post-test)

The test were presented in frequency distribution of experimental

and controlled class (post-test) table which consist of maximum score,

minimum score, mean, variance and standard deviation from the table

below4.

4 Appendix 4

0

2

4

6

8

10

12

56-63 64-70 71-77 78-84 85-91 92-98

1

5

7

12

2

3

7

3

9 9

2

0

Post-test

Experimental

Controlled

36

Table 4.2 Frequency distribution of Experimental and Controlled

class (Post-test)

Data Experimental class Controlled class

Maximum score 96 88

Minimum score 60 56

Mean 78.25 72.9

Variance 70.470 90.24

Standard deviation 8.394 9.499

B. Analysis of Data

The writer tested normality test after she got score of students in

reading pre-test and post-test of narrative test by using SPSS 18. 5

1. Normality test of Pre-test and post-test

Based on Lilifors from sample (n) 30 with significance level α= 0.05

a. If the value (p) > significant (α =0.05) it means that the sample

from the population, Ho was accepted and H1was rejected (normal

distribution).

b. If the value (p) < significant (α =0.05) it means Ho was rejected

and H1was accepted (not normal distribution)

Table 4.3 Experimental and controlled class (pre-test)

Pre-test Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt Al ,138 30 ,150

Controlled ,135 30 ,170

5 Appendix 6

37

Based on table 4.3 above, the writer compared of normality

in pre-test of experimental class was 0.150 with significant 0.05. It

concluded the result pre-test of experimental was higher than the

significant 0.05; (0.150 > 0.05). Furthermore, the normality in pre-

test of controlled class was 0.170 with significant 0.05. The result

pre-test of controlled was higher than the significant 0.05; (0.170 >

0.05). Therefore, the data pre-test of experimental and controlled

class was normal distribution.

Table 4.4 Experimental and controlled class (post-test)

Post-test Kolmogorov-Smirnova

Statistic Df Sig.

Experimnt Al ,152 30 ,074

Controlled ,156 30 ,061

Based on table 4.4 above, the writer compared of normality

in post-test of experimental class was 0.074 with significant 0.05. It

concluded the result post-test of experimental was higher than the

significant 0.05; (0.074 > 0.05). Furthermore, the normality in post-

test of controlled class was 0.061 with significant 0.05. The result

post-test of controlled was higher than the significant 0.05; (0.061 >

0.05). Therefore, the data post-test of experimental and controlled

class was normal distribution.

2. Homogeneity of Pre-test and Post-test

The writer tested homogeneity test after she got score of students

reading comprehension in experimental and controlled class (Pre-test

38

and Post-test of reading comprehension in narrative text by using SPSS

18.6

Table 4.5 Experimental and Controlled Class (pre-test)

Levene Statistic df1 df2 Sig.

1,167 1 58 ,285

Based on table 4.5 above, the result of homogeneity test (pre-test)

of experimental and controlled class was higher than the significant

0.05; (0.285 > 0.05) it means that the data was homogeny.

Table 4.6 Experimental and Controlled Class (post-test)

Levene Statistic df1 df2 Sig.

,580 1 58 ,450

The result of homogeneity test (post-test) from the table 4.6

described of experimental and controlled class was higher than the

significant 0.05; (0.450 > 0.05) it means that the data was

homogeny.

3. Statistical Hypothesis Test

The table below7 had formulation of statistical hypothesis test, this

study was using t-test which significance α= 0.05

6 Appendix 7

7 Appendix 5

39

Table 4.7 the Result of Experimental and Controlled Class

(Post-test)

Statistic Experimental Controlled

Mean (X) 78.25 72.9

Variance(S2) 70.47 90.24

S gab 10.79

t-value 2.07

t-table 1.684

Conclusion

The Mean score of Experimental

class was higher than mean score of

controlled class

C. Hypothesis of test

After calculating the data, the writer tested her hypothesis based on

statistical hypothesis test states:

a. If , it means that H0 is accepted and Ha is

rejected.

b. If , it means that H0 is rejected and Ha is

accepted.

As the result of the writer calculating, the writer gained the the tvalue

was 2.07 while ttable was 1.684. Moreover, it concluded that tvalue (2.07)

> ttable (1.684) or H0 is rejected and Ha is accepted. Therefore, there was

a significant effect of using suggestopedia on students’ reading

comprehension in narrative text.

40

On the other hands, after the writer found the result of t-test which

proved was a significant effect of using suggestopedia on students’

reading comprehension in narrative text. The writer used Statistic

Calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test

to know how large the effect of suggestopedia apply in the reading

comprehension process in the class. The result test of effect size

(Cohen’s d) with input mean score of experiment (78.25), mean score

of controlled (72.9) and standard deviation of experimental (8.394) and

standard deviation of controlled (9.499) automatically that showed the

total was 0.59 it means that in table 3.2 on chapter III was on medium

effect.8 So, suggestopedia was a medium effect size to used in the class

on students’ reading comprehension in narrative text.

D. Discussion

From the descriptions above, the mean score pre-test (experimental

class) was 67.48 it changed in post-test after gave a treatment was 78.25.

The mean score pre-test (controlled class) was 69.7 it changed in post-test

was 72.9. Thus, the increased mean score in experimental class was 10.77

but in controlled class only 3.2. Both of class from pre-test and post-test

score got a normality and homogeneity data which the value (p) <

significant (α =0.05). The gained of hypothesis of test using t-test with

significant 0.05 showed that tvalue (2.07) > ttable (1.684). It concluded there

was a significant effect using suggestopedia as a treatment in the

experimental class on students’ reading comprehension in narrative text. In

addition, based on the effect size range of Cohen’d that found a medium

effect using suggestopedia on students’ reading comprehension in

narrative text was 0.59 appropriate category of table effect size.

In learning process on students’ reading comprehension in

narrative text using suggestopedia they must be relaxed, comfortably and

8 Appendix 8

41

motivate. Moreover, the students have been fun and the teacher should be

creating a cheerful environment of the class.

Reading comprehension in narrative text is a hard for students to

comprehend the text such as they have to know detail of characters,

setting, climax/problem, resolution and moral value. The students have

been feeling bored with long paragraph and don’t relax when in reading

process. Suggestopedia treatment in the experimental class gave a chance

to the students to relaxed and fun with the cheerful environment like the

teacher storytelling the narrative text by follow the rhythm, games, video

and using instrumental music or soft music in the learning process. On the

contrary, the result of the post-test showed there was a significant different

between experimental and controlled class. The experimental class the

students got higher score than controlled because in experimental class

was given treatment suggestopedia but in controlled class using tradition

method. It was related with Lazanov’s theory to make students relax and

fun in learning process including interaction between student and teacher,

physical activities and using music for memorizing new material by using

suggestopedia.

According from the result above was related to previous related

study by Rahayu Windu Setiawan with the title “improving students’

vocabulary Mastery through Suggestopedia (An Action Research of Eight

Grade at SMP Negery 4 Widodaren Ngawi)”. The study found

suggestopedia can improve the students’ vocabulary mastery, build good

attitude in teaching-learning process. Besides suggestopedia could

encourage the students enthusiastic, creative, active and confident during

learning and teaching process.

It could be concluded, from the description above mean score of

post-test in experimental which given treatment suggestopedia had higher

score compared with controlled class was using tradition method while

reading comprehension process. So, there was a significance effect on

students’ reading comprehension in narrative text.

42

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion of the study and suggestions for teacher

and further researcher in term reading comprehension in narrative text.

A. Conclusion

The result of the statistical hypothesis on significance level α=0.05

that showed tvalue was higher than ttable (2.07 >1.68), thus the H0 (Null

hypothesis) was rejected and Ha (Alternative hypothesis) was accepted.

Besides, the main effect size to know the strength of suggestopedia as a

treatment on students’ reading comprehension in narrative text by statistical

calculators The Effect Size (Cohen’s d) Calculator for a Student t-Test was

0.59 from the category of table it means that medium effect. Therefore, there

was a significant difference using Suggestopedia on students’ reading

comprehension in narrative text at the Third Grade Students of MTsN II

Pamulang.

B. Suggestion

Based on the result of the study, the writer gives suggestion as follow:

a. Suggestopedia is suitable to apply in the classroom especially for English

as foreign language (EFL) on students’ reading comprehension activity to

make a different atmosphere in the teaching and learning process.

b. Teacher should be more creative, attractive, and confident during teaching

and learning process. Moreover the teacher should manage the material

better in the class to make students focus and interest on the material in

reading comprehension.

c. Teacher should encourage, motivate students to attract in reading

comprehension, create the different atmosphere, give a pay attention in

43

learning process, and make them relax and fun before learning process

began. Thus, teacher should give students to build their imagination.

d. For other researcher, the result of this study can be used as reference or

basic information to do the further investigation and can be apply this

method in the class.

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44

APPENDIX 1

The Score of Pre-test and Post-test

(Experimental class)

No Student's Pre-test Post-test Gained Score

Code (X1) (X2) (X)

1 A 88 88 0

2 B 92 88 -4

3 C 84 92 8

4 D 84 76 -8

5 E 80 80 0

6 F 76 84 8

7 G 76 76 0

8 H 76 96 20

9 I 76 92 16

10 J 72 80 8

11 K 72 80 8

12 L 72 76 4

13 M 72 80 8

14 N 68 80 12

15 O 68 64 -4

16 P 64 84 20

17 Q 64 80 16

18 R 64 72 8

19 S 60 80 20

20 T 60 76 16

21 U 60 68 8

22 V 60 60 0

23 W 56 76 20

45

24 X 56 80 24

25 Y 56 80 24

26 Z 56 72 16

27 AA 52 68 16

28 BB 52 84 32

29 CC 52 68 16

30 DD 52 64 12

Total score 2020 2344 324

Mean score (X) 67.3 78.13 10.8

Max 92 96 32

Min 52 60 -8

46

APPENDIX 2

The Score of Pre-test and Post-test

(Controlled class)

No Student's Pre-test Post-test Gained Score

Code (Y1) (Y2) (Y)

1 AB 88 68 -20

2 CD 80 80 0

3 EF 80 80 0

4 GH 80 60 -20

5 IJ 80 72 -8

6 KL 80 80 0

7 MN 80 56 -24

8 OP 76 76 0

9 QR 76 72 -4

10 ST 76 72 -4

11 UV 76 76 0

12 WX 72 88 16

13 YZ 72 84 12

14 IM 72 80 8

15 AZ 72 56 -16

16 FH 68 68 0

17 IN 68 68 0

18 SH 64 88 24

19 AR 64 56 -8

20 NN 64 76 12

21 SL 64 72 8

22 SH 60 84 24

23 SB 60 72 12

47

24 ZR 60 76 16

25 AL 60 80 20

26 MD 60 56 -4

27 AD 60 76 16

28 GF 56 76 20

29 UL 52 60 8

30 HN 52 60 8

Total score 2072 2168 96

Mean score (X) 69.06 72.26 3.2

Max 88 88 24

Min 52 56 -24

48

APPENDIX 3

A. The Calculating of Frequency Distribution, Mean, Variance,

Standard Deviation

(Pre-test Experimental Class)

1. Sample total (n) 30

2. Distribution of score

52 52 52 52 56 56 56 56 60 60

60 60 64 64 64 68 68 72 72 72

72 76 76 76 76 80 84 84 88 92

3. Maximal Score : 92

Minimum Score: 52

4. Range (R)

R= X max – X min

R = 92-52 = 40

5. Number of class

K = 1 + 3.3 log (n)

K= 1+ 3.3 log 30

1+ 3.3. 1.477 = 6

6. Length of Interval class (P)

P = R = 40 = 7

K 6

Table 1.1 Frequency Distibution (Pre-test Experimental class)

N

o

Interval Fi Xi Xi2 fixi fixi

2 Low

class

bound

ary

Upper

class

bounda

ry

Fk

49

1 52-58 8 55 3025 440 193600 51.5 58.5 8

2 59-65 7 62 3844 434 188356 58.5 65.5 15

3 66-72 6 69 4761 414 171396 65.5 72.5 21

4 73-79 4 76 5776 304 92416 72,5 79.5 25

5 80-87 3 83.5 6972.25 250.5 62750.25 79.5 87.5 28

6 88-94 2 91 8281 182 33124 87.5 94.5 30

Total

30

32659.25

2024.

5

741642.25

Xi – X (Xi-X)2 f (Xi- X)

2

-12,33 152.028 1216.23

-5,33 28.408 198.856

1,67 2.788 16.728

8,67 75.168 300.672

16,17 216.46 649.38

23,67 560.26 1120.52

3502.386

7. Mean (X)

Mx =

= 2024,5 = 67.48

30

8. Variance (

= 3502,386 = 116.746

30

50

9. Standard Deviation (S)

S= √

= √

= √ = 10.80

B. The Calculating of Frequency Distribution, Mean, Variance,

Standard Deviation

(Pre-test Controlled Class)

1. Sample total (n) 30

2. Distribution of score

52 52 56 60 60 60 60 60 60 64

64 64 64 68 68 72 72 72 72 76

76 76 76 80 80 80 80 80 80 88

3. Maximal Score : 88

Minimum Score: 52

4. Range (R)

R= X max – X min

R = 88-52 = 36

5. Number of class

K = 1 + 3,3 log (n)

K= 1+ 3,3 log 30

1+ 3.3. 1,477 = 6

6. Length of Interval class (P)

P = R = 36 = 6

K 6

51

Table 1.2 Frequency Distribution (Pre-test Controlled class)

No Interval Fi Xi Xi2 fixi fixi

2 Low

class

boundary

Upper

class

boundary

Fk

1 52-57 3 54,5 2970,25 163,5 26732,25 51,5 57,5 3

2 58-63 6 60,5 3660,25 363 131769 57,5 63,5 9

3 64-69 6 66,5 4422,25 399 159201 63,5 69,5 15

4 70-75 4 72,5 5256,25 290 84100 69,5 75,5 19

5 76-82 10 79 6241 790 624100 75,5 82,5 29

6 83-88 1 85,5 7310,25 85,5 7310,25 82,5 88,5 30

Total 30

29860,25 2091 1033212,5

Xi – X (Xi-X)2 f (Xi- X)

2

-14,56 211,99 635,98

-8,56 73,27 439,62

-2,56 6,55 39,30

3,44 11,83 47,32

9,94 98,8 988

16,44 270,27 270,27

2420,49

7. Mean (X)

Mx =

= 2091 = 69,7

30

52

8. Variance (

= 2420,49 = 80,683

30

9. Standard Deviation (S)

S= √

= √

= √ = 8,982

53

APPENDIX 4

C. The Calculating of Frequency Distribution, Mean, Variance,

Standard Deviation

(Post-test Experimental Class)

1. Sample total (n) 30

2. Distribution of score

60 64 64 68 68 68 72 72 76 76

76 76 76 80 80 80 80 80 80 80

80 80 84 84 84 88 88 92 92 96

3. Maximal Score : 96

Minimum Score: 60

4. Range (R)

R= X max – X min

R = 96-60 = 36

5. Number of class

K = 1 + 3,3 log (n)

K= 1+ 3,3 log 30

1+ 3.3. 1,477 = 6

6. Length of Interval class (P)

P = R = 36 = 6

K 6

Table 1.3 Frequency Distribution (Post-test Experimental class)

No Interva

l

Fi Xi Xi2 fixi fixi

2 Low

class

bounda

ry

Upper

class

bounda

ry

Fk

1 60-66 3 63 3969 189 35721 59,5 66,5 3

54

2 67-72 5 69,5 4830,25 347,5 120756,25 66,5 72,5 5

3 73-78 5 75,5 5700,25 377,5 142506,25 72,5 78,5 14

4 79-84 12 81,5 6642,25 978 956484 78,5 84,5 22

5 85-90 2 87,5 7656,25 175 30625 84,5 90,5 27

6 91-96 3 93,5 8742,25 280,5 78680,25 90,5 96,5 30

Total 30

33571,25 2347,5 1329052

Xi – X (Xi-X)2 f (Xi- X)

2

-15,13 228,91 686,75

-8,63 74,47 372,35

-2,63 6,91 34,55

3,37 11,35 136,2

9,37 87,79 175,58

15,37 236,23 708,69

2114,12

7. Mean (X)

Mx =

= 2347,5 = 78,25

30

8. Variance (

= 2114,12 = 70,47

30

55

9. Standard Deviation (S)

S= √

= √

= √ = 8,394

D. The Calculating of Frequency Distribution, Mean, Variance,

Standard Deviation

(Post-test Controlled Class)

1. Sample total (n) 30

2. Distribution of score

56 56 56 56 60 60 60 68 68 68

72 72 72 72 72 76 76 76 76 76

76 80 80 80 80 80 84 84 88 88

3. Maximal Score : 88

Minimum Score: 56

4. Range (R)

R= X max – X min

R = 88-56 = 32

5. Number of class

K = 1 + 3,3 log (n)

K= 1+ 3,3 log 30

1+ 3.3. 1,477 = 6

6. Length of Interval class (P)

P = R = 32 = 5,3 ~ 5

K 6

56

Table 1.4 Frequency Distibution (Post-test Controlled class)

No Interval Fi Xi Xi2 fixi fixi

2 Low

class

boundary

Upper

class

boundary

Fk

1 56-61 7 58,5 3422,25 409,5 167690,3 55,5 61,5 7

2 62-67 0 64,5 4160,25 0 0 61,5 67,5 7

3 68-73 8 70,5 4970,25 564 318096 67,5 73,5 15

4 74-79 6 76,5 5852,25 459 210681 73,5 79,5 21

5 80-85 7 82,5 6806,25 577,5 333506,25 79,5 85,5 28

6 86-91 2 88,5 7832,25 177 31329 85,5 91,5 30

Total

30

33043,5 2187 1061302,5

Xi – X (Xi-X)2 f (Xi- X)

2

-14,4 207,36 1451,52

-8,4 70,56 0

-2,4 5,76 46,08

3,6 12,96 77,76

9,6 92,16 645,12

15,6 243,36 486,72

2707,2

1. Mean (X)

Mx =

57

= 2187 = 72,9

30

2. Variance (

= 2707,2 = 90,24

30

3. Standard Deviation (S)

S= √

= √

= √ = 9,499

58

APPENDIX 5

Statistical Hypothesis Test Calculation (t-test)

Table 5.1 Variable, mean, standard deviation, variance (Post-test)

Variable (n) Mean (X) Standard

Deviation

(S)

Variance (S2)

Experimental

Class

30 78.25 8.394 70.47

Controlled

Class

30 72.9 9.499 90.24

Descriptions :

= the price of t value

= average score of experiment class

= average score of control class

= variant data of experiment class

= variant data of control class

= standard deviation of both classes

= the total students of experiment class

= the total students of control class

√

√

59

√

√

√

= 10.79

√

√

√

√

60

Based on calculating above, the result of t-test from experimental and

controlled class is 2.07

a. Determining the t-test significance level α= 0.05 by calculating the

degree of freedom

df = (N1 + N2) - 2

df = (30 + 30) – 2

= 60 -2

= 40

The degree of freedom (df) = 16

b. The result was comparing t-count (2.07) and t-table (1.684). We

know that ; 2.07 > 1.684 or H0 is rejected and H1 is

accepted. It means t-count is higher than t-table

61

APPENDIX 6

NORMALITY TEST

The criteria of the testing follow:

If the value (p) > significant (α =0.05) it means that the sample

from the population, Ho was accepted and Ha was rejected (normal

distribution).

If the value (p) < significant (α =0.05) it means Ho was rejected

and Ha was accepted (not normal distribution)

The steps were using SPSS 18 to measure normality test as follow:

- Open file

- Click analyze Descriptive statistics Explore on menu toolbar

- Click and input score of reading dependent list and input the

other variable in the factor list

- Click Statistics and choose 95 % as descriptive confidence interval

for mean

- Click continue until it came back in the menu

- Click plots ( checklist normality plots with tests )

- Continue and Ok

62

APPENDIX 7

HOMOGENEITY TEST

The criteria of testing homogeneity test:

a. Sample of total (n) 30

b. If the value (p) > significant (α =0.05), H0 is accepted, it means that

sample has homogenous variant which means, the students had the

same characters on students’ reading comprehension in narrative

text, moreover the data was valid.

c. If the value (p) < significant (α =0.05), H0 is rejected, it means that

sample does not have homogenous variant which means, the

students had the same characters on students’ reading

comprehension in narrative text, moreover the data was valid.

The steps were using SPSS 18 to measure homogeneity test as follow:

- Open file

- Click analyze Compare means One-way ANOVA on menu

- Click and input score of reading dependent list

- Click the other variable factor

- Click options and choose homogeneity of variance test

- Continue and Ok

63

APPENDIX 8

THE EFFECT SIZE

The effect size is used to know the strong or weak of the difference two

groups or the relationship between two variables.

Cohen’s formula :

d =

Pooled standard deviation =

(standard deviation of group 1 + standard deviation of group 2)

2

d =

=

= 0.597

Pooled standard deviation =

=

Therefore, the calculation of effect size was 0.597 (medium effect)

KISI-KISI PENULISAN SOAL POST-TEST

TAHUN PELAJARAN 2013/2014

Jenjang : MTsN II Pamulang Bentuk Soal : Pilihan Ganda

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 butir soal

Materi : Narrative Text Alokasi Waktu :±55 menit

Kurikulum Acuan : KTSP (Standar Isi)

Kelas : IX ( Sembilan )

No Kompetensi Dasar Indikator No.Soal Jumlah

soal

1 Merespon makna dalam teks

tulis fungsional dan monolog

pendek sederhana berbentuk

narrative dan report untuk

berinteraksi dalam konteks

kehidupan sehari-hari

- Menentukan judul (title) cerita dari sebuah

bacaan yang tepat

- Menentukan ide utama

- Menemukan informasi rinci yang tersurat yang

ada dalam bacaan.

- Menentukan rujukan (refer to) kata yang tepat

dari bacaan

- Menemukan pernyataan yang tepat/salah dari

sebuah bacaan

- Menentukan moral value dalam sebuah cerita

9

28, 35

2, 3, 5, 6, 8-11, 15,

17-18, 21,24- 25, 27,

33- 34,36- 37

7

19

4 dan 29

25 soal

pilihan

ganda

KISI-KISI PENULISAN SOAL PRE-TEST

TAHUN PELAJARAN 2013/2014

Jenjang : MTsN II Pamulang Bentuk Soal : Pilihan Ganda

Mata Pelajaran : Bahasa Inggris Jumlah Soal : 25 butir soal

Materi : Narrative Text Alokasi Waktu :±55 menit

Kurikulum Acuan : KTSP (Standar Isi)

Kelas : IX ( Sembilan )

No Kompetensi Dasar Indikator No.Soal Jumlah

soal

1 Merespon makna dalam teks

tulis fungsional dan monolog

pendek sederhana berbentuk

narrative dan report untuk

berinteraksi dalam konteks

kehidupan sehari-hari

- Menentukan judul (title) cerita dari sebuah

bacaan yang tepat

- Menentukan ide utama

- Menemukan informasi rinci yang tersurat yang

ada dalam bacaan.

- Menentukan rujukan (refer to) kata yang tepat

dari bacaan

- Menemukan pernyataan yang tepat/salah dari

sebuah bacaan

- Menentukan moral value dalam sebuah cerita

34

20

2,6,7,9,11,13,15,16,21,24

25,28,29,31-33

8, 12,35

14

5 dan 36

25 soal

pilihan

ganda

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS EKSPERIMEN

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 1 dan 2

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan Pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum,

specific dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic

structure narrative text.

Siswa mampu merespon main idea, supporting details dalam

narrative text

Siswa mampu merespon informasi umum, specific dalam narrative

text

E. Materi Pembelajaran

- Model narrative teks

A Mouse Deer and Some Crocodile

Orientation:

Once upon a time, there was a mouse deer lived in a jungle. The

mouse deer was a clever animal. He was also very confident. He never

be afraid of other animals, although they were big and fierce, because

he always cheated them all.

Complication:

One day, the mouse deer walked along the jungle, he arrived at a

river. He wanted a cross the river. But, he couldn’t do it. He thought

very hard, how to cross the river. He needed some banana trunks to do

it but there was none. While, he was thinking, there were a group of

crocodiles were gathering not far from he was standing.

“Aha! That is the mouse deer. We must catch them. He can’t cheat

us anymore.” One of the crocodiles said. The crocodile dived to where

the mouse deer was standing. The mouse deer was very surprised to

see the crocodiles around him. “Nice to see you, mouse deer, it’s time

for you to die!” one of crocodiles said.

The mouse deer stood still and he already found a good idea to deal

with the crocodiles. “All right..I’ll become your meal today. But I

want to tell you something before you eat me.” The mouse deer told

the crocodiles that he met a wise man. The wise man taught him how

fattens himself. The wise man also gave him some perfume to make

his meat smell sweet.

Resolution:

The mouse deer said, “So, in a short time I’ll be fat, and I’m

enough for one hundred crocodiles.” The crocodiles were amazed and

they followed the mouse deer’s instructions and formed a neat straight

line of crocodiles stretching from one side of the river to the other. The

mouse deer jumped on the crocodiles back one by one while count

them.

“One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear

crocodiles, you are only thirty at all. How come? My meat can make

one hundred crocodiles full. Where are the others? OK, crocodiles,

listen! I’m in hurry. I’ll have a meeting with the lion and elephant. So,

I have to go now. Good bye stupid crocodiles. Have a nice day….

Reorientation: The mouse deer had crossed the river safely. He left

the crocodiles all.

- Vocabulary yang berhubungan dengan teks

- Structure : simple past tenses

Model narrative text “The old man”

The Old Man and the Durian Tree

In a very quiet little village, lived an old man, over 80 years old.

He was planting a durian tree when a neighbor observed him. The

neighbor asked the old man, “Do you expect to eat durian from that tree?

The durian tree will take about 8 years to bear fruit.”

The old man rested on his spade and smiled. He said, “No, at my

age I know I won’t. All my life I have been enjoying durians, but never

from a tree have I planted before. I wouldn’t have had durians if other men

haven’t done what I’m doing now. I’m just trying to repay the other men

who have planted durians for me. “No wonder he looked so happy.

We should give first and only then, get something in return. We

will not only get what we want but will actually be really happy in the end,

because we need to sow first before we can reap.

F. Metode pembelajaran/teknik : Suggestopedia

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop dan speaker

Internet

Poster, whiteboard

H. Proses Belajar mengajar

Pertemuan ke-1

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa dan mengatur

penampilan kelas

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

5 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru mengatur tempat

duduk siswa agar rilex

dengan memberikan

copy teks narrative

Guru

mempresentasikan

narrative text dengan

power point

Guru memberikan

siswa untuk bertanya

Guru membacakan

cerita tentang “mouse

and deer” dengan

mengikuti iringan

music

Guru bercerita

menngunakan

gesture/action sesuai

dengan jalan cerita

Guru memberikan

Siswa

mendengarkan

dan menyimak

Siswa

menyimak

cerita dengan

iringan musik

30 menit

3. Konfirmasi

pertanyaan tentang

cerita yang disimaknya

Guru meminta siswa

(volunteer)

membacakan cerita di

depan kelas

Siswa menjawab

dengan lisan

Siswa merespon

Kegiatan Penutup Guru menyimpulkan

materi yang telah

dipelajari

Siswa

memperhatikan

5 menit

Pertemuan ke-2

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru mereview

kembali materi yang

telah disampaikan pada

pertemuan sebelumnya

Siswa berdoa

dan menjawab

pertanyaan

3 menit

Kegiatan Inti

1. Eksplorasi

Guru memberikan

instruksi pada siswa

untuk relaksasi dengan

duduk tegak, tenang,

menarik nafas dalam

sambil memejamkan

mata dengan

memberikan suggesti

positif

Siswa

mempraktekkan

35 menit

2. Elaborasi

3. Konfirmasi

Guru bertanya tentang

cerita narrative yang

pernah didengar

Guru membacakan

cerita tentang “the old

man” dengan

mengikuti iringan

music tanpa siswa

mendapatkan copy teks

Guru menanyakan

siswa karakter, main

idea, latar dll dalam

cerita narraive

Guru memberikan

games “blue clue”

secara berkelompok

memperagakan tokoh

atau karakter dari ceita

narrative

Siswa menjawab

pertanyaan

Siswa

menyimak

Siswa menjawab

Siswa

membentuk

kelompok dan

bermain dengan

kompak

Kegiatan Penutup Guru menyimpulkan

materi yang telah

dipelajari

Siswa

memperhatikan

guru

2 menit

Teknik/bentuk : Tes tertulis

Nilai siswa = Skor perolehan X 100

Skor siswa

Pedoman Penilaian

No Uraian Skor

Pest

test

Jawaban benar

Jawaban tidak tepat

100

-

Mengetahui

Guru Mata Pelajaran

Hj.Neneng Susilawati M.Pd

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS EKSPERIMEN

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 3 dan 4

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan Pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum, specific

dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic structure

narrative text.

Siswa mampu merespon main idea, supporting details dalam narrative

text

Siswa mampu merespon informasi umum, specific dalam narrative text

E. Materi Pembelajaran

- Model narrative teks “A bat and the weasels”

A Bat and The Weasels

One evening, a bat went out to hunt for food even though he was

not well. As he flew after some insects, he felt dizzy and fell to the

ground in a field.

Before he could get up, a weasel pounced on him. “Please, Mr.

Weasel,” the bat pleaded,” please let me go!”. The weasel just laughed,

“Certainly not! I am a great hunter of birds!” Thinking quickly, the bat

replied,” Oh, but I am not a bird, I am a mouse. Look closely at my

face. Don’t I look like a mouse?”. The weasel agreed and let him go.

A short time later, the bat fell to the ground again and was caught

by a second weasel. Once again, he had to plead for his life. “Why

shouldn’t I kill you? I hunt mice! Exclaimed the weasel.

“Oh, but I am not a mouse,” he answered. “ I am a bat. Have you

ever a mouse with wings?” he asked, spreading his wings for the

weasel to see. The weasel was convinced and set him free

- Vocabulary yang berhubungan dengan teks

- Structure dan languages features

F. Metode pembelajaran/teknik : Suggestopedia

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop dan speaker

Internet

Poster, whiteboard, video

H. Proses Belajar mengajar

Pertemuan ke-3

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru mereview

kembali materi yang

telah disampaikan

pada pertemuan

sebelumnya

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru menjelaskan ciri-

ciri languages features,

grammatical dalam

narrative text.

Guru memberi

kesempatan siswa

bertanya

Guru menceritakan

sebuah cerita dengan

menggunakan gambar

yang dilengkapi

dengan dialog

Guru meminta siswa

secara berkelompok

membuat pertanyaan

Siswa

memperhatikan

Siswa bertanya

Siswa

menyimak

Siswa membuat

kelompok dan

35 menit

3. Konfirmasi

dari dialog dengan

mengidentifikasi

language dan grammar

nya

Guru mememinta

siswa menukar

pertanyaan dari

kelompok lain dan

menjawabnya

Guru membuat

permainan sederhana

dengan menebak

karakter, main idea,

informasi umum,

spesifik,moral value

dari materi yang sudah

dipelajari.

Guru memberikan

kesimpulan dari

pertanyaan

membuat

pertanyaan

Siswa

menjawab pada

kertas

Siswa

membentuk

kelompok dan

bermain dengan

kompak

Kegiatan Penutup Guru memberikan

tugas membuat

pertanyaan dan

jawaban dari cerita

Siswa

memperhatikan

2 menit

Pertemuan ke-4

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan Guru memberi salam, Siswa berdoa 3 menit

(Greeting &

Apersepsi)

berdoa

Guru mereview

kembali materi yang

telah disampaikan

pada pertemuan

sebelumnya

Guru menyampaikan

tujuan pembelajaran

dan menyimak

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru meminta siswa

memikirkan identitas

baru seperti nama,

pekerjaan, tempat

tinggal

Guru meminta siswa

memperkenalkan diri

kepada siswa lain

dengan identitas baru

tersebut

Guru memutar film

“Rio 2” dan

memberikan

pertanyaan dari film

tersebut

Guru menjelaskan

main idea, supporting

details, informasi

umum dan spesifik

dari narrative text

dengan menggunakan

ilustrasi film

Siswa

mempraktekkan

Siswa

menyimak

Siswa

memperhatikan

Siswa

menyimak

dengan seksama

35 menit

3. Konfirmasi

Guru membimbing

siswa dalam

menjawab soal

Guru membahas

pertanyaan yang

berhubungan dengan

narrative text

Guru meminta siswa

membuat dialog

singkat dengan

menggunakan

identitas baru secara

berkelompok dengan

mengikuti contoh film

Siswa

memperhatikan

dan

mempraktekkan

Kegiatan Penutup Guru menyimpulkan

hasil pembelajaran

Siswa

memperhatikan

2 menit

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS EKSPERIMEN

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 5 dan 6

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum, specific

dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic structure

narrative text.

Siswa mampu merespon main idea, supporting details dalam narrative

text

Siswa mampu merespon informasi umum, specific dalam narrative text

E. Materi Pembelajaran

- Model narrative teks

The Prince and His Best Friends

Once upon a time, there lived a kind young prince named

Jonathan. He was loved, and adored by his people. His two close

friends were Peter Piper, the servant of the palace and Franklin

Greedy, the son of an Aristocrat.

One day, The Prince, Peter Piper, and Franklin Greedy were

walking through the forest. Suddenly a group of bandits attacked the

three boys near an old house. They entered the old house and

blockaded the gate and doors.

- The three boys were trapped inside the house.

Franklin was very terrified and asked the Prince to surrender

immediately, but Peter was not afraid. He urged and supported the

Prince not to give up. The Prince decided not to surrender because he

realized that he would become a hostage for the bandits to ask for

ransom to his father, but Franklin was scared and wanted to make a

deal, it made Peter suspicious about Franklin’s behavior.

Early at dawn, Franklin opened the front gate and unlocked the

doors. The bandits entered the house in search of the Prince. When

they came to the room where the Prince was supposed to be sleeping,

no one was there. Suddenly they heard a horse running outside the

house and saw over the window that Peter Piper & the Prince were

riding away on one of the bandit’shorses.

It turns out. Peter Piper sneaked out of the house and waited in the

yard, while the Prince was hiding behind the house. The bandits were

very angry at Franklin and took him with them while the Prince and

Peter went safely going back to the Capital.

- Vocabulary yang berhubungan dengan teks

- Generic structure narrative teks : Orientation, complication,

resolution, reorientation

- Structure : simple past tenses

F. Metode pembelajaran/teknik : Suggestopedia

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop dan speaker

Internet

Poster, whiteboard

Gambar

H. Proses Belajar mengajar

Pertemuan ke-5

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

Guru menyampaikan

materi tentang narrative

text

Guru mereview

kembali materi yang

telah disampaikan pada

pertemuan sebelumnya

Guru membangun

imajinasi siswa dengan

menebak sebuah

gambar dan

membacakan cerita

dengan iringan musik

Siswa

memyimak

Siswa menjawab

dengan baik

35 menit

2. Elaborasi

3. Konfirmasi

Guru memberikan

games tentang narrative

text secara

berkelompok dari cerita

yang dibacakan

Guru meminta siswa

bermain peran dari

dialog atau cerita

narrative yang mereka

ketahui dengan

menggunakan identitas

baru mereka.

Guru memberi

kesempatan siswa lain

mengomentari

penampilan temannya

Guru bersama siswa

bertanya jawab tentang

hal yang tidak

diketahui

Siswa membuat

kelompok

Siswa

mempraktekkan

Siswa

memperhatikan

dan menjawab

Kegiatan Penutup Guru menyimpulkan

hasil pembelajaran

Siswa

memperhatikan

2 menit

Pertemuan ke-6

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

3. Konfirmasi

Guru merapikan

keadaan kelas dengan

memberikan suggesti

positive kepada siswa

Guru menceritakan

sebuah cerita dengan

iringan music untuk

melatih daya ingat

siswa

Guru menjelaskan

materi

Guru meminta siswa

mengerjakan tugas

secara kelompok

Guru meminta siswa

melakukan tanya jawab

antar kelompok dari

materi yang telah

dipelajari

Guru menunjuk salah

Siswa

menyimak

Siswa

memperhatikan

Siswa

mengerjakan

dengan baik

35 menit

satu kelompok untuk

menjawab tugas

tersebut tanpa melihat

jawaban secara lisan.

Guru melakukan games

dengan menjawab clue

yang diberikan oleh

kelompoknya dari

materi yang dipelajari

Siswa

mempraktekkan

Kegiatan Penutup Guru menyimpulkan

hasil pembelajaran

Siswa

memperhatikan

2 menit

I. Penilaian

a. Teknik/bentuk : Tes tertulis

Nilai siswa = Skor perolehan X 100

Skor siswa

Pedoman Penilaian

No Uraian Skor

Post

test

Jawaban benar

Jawaban tidak tepat

100

-

Mengetahui

Guru Mata Pelajaran

Hj.Neneng Susilawati M.Pd

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS KONTROL

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 1 dan 2

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan Pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum,

specific dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic structure

narrative text.

Siswa mampu merespon main idea, supporting details dalam narrative

text

Siswa mampu merespon informasi umum, specific dalam narrative text

E. Materi Pembelajaran

- Model narrative teks

A Mouse Deer and Some Crocodile

Orientation:

Once upon a time, there was a mouse deer lived in a jungle. The

mouse deer was a clever animal. He was also very confident. He never

be afraid of other animals, although they were big and fierce, because

he always cheated them all.

Complication:

One day, the mouse deer walked along the jungle, he arrived at a

river. He wanted a cross the river. But, he couldn’t do it. He thought

very hard, how to cross the river. He needed some banana trunks to do

it but there was none. While, he was thinking, there were a group of

crocodiles were gathering not far from he was standing.

“Aha! That is the mouse deer. We must catch them. He can’t cheat

us anymore.” One of the crocodiles said. The crocodile dived to where

the mouse deer was standing. The mouse deer was very surprised to

see the crocodiles around him. “Nice to see you, mouse deer, it’s time

for you to die!” one of crocodiles said.

The mouse deer stood still and he already found a good idea to deal

with the crocodiles. “All right..I’ll become your meal today. But I

want to tell you something before you eat me.” The mouse deer told

the crocodiles that he met a wise man. The wise man taught him how

fattens himself. The wise man also gave him some perfume to make

his meat smell sweet.

Resolution:

The mouse deer said, “So, in a short time I’ll be fat, and I’m

enough for one hundred crocodiles.” The crocodiles were amazed and

they followed the mouse deer’s instructions and formed a neat straight

line of crocodiles stretching from one side of the river to the other. The

mouse deer jumped on the crocodiles back one by one while count

them.

“One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear

crocodiles, you are only thirty at all. How come? My meat can make

one hundred crocodiles full. Where are the others? OK, crocodiles,

listen! I’m in hurry. I’ll have a meeting with the lion and elephant. So,

I have to go now. Good bye stupid crocodiles. Have a nice day….

Reorientation: The mouse deer had crossed the river safely. He left

the crocodiles all.

- Vocabulary yang berhubungan dengan teks

- Structure : simple past tenses

Model narrative text “The old man”

The Old Man and the Durian Tree

In a very quiet little village, lived an old man, over 80 years old.

He was planting a durian tree when a neighbor observed him. The

neighbor asked the old man, “Do you expect to eat durian from that tree?

The durian tree will take about 8 years to bear fruit.”

The old man rested on his spade and smiled. He said, “No, at my

age I know I won’t. All my life I have been enjoying durians, but never

from a tree have I planted before. I wouldn’t have had durians if other men

haven’t done what I’m doing now. I’m just trying to repay the other men

who have planted durians for me. “No wonder he looked so happy.

We should give first and only then, get something in return. We

will not only get what we want but will actually be really happy in the end,

because we need to sow first before we can reap.

F. Metode pembelajaran/teknik : Ceramah/diskusi

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop

Internet

Whiteboard/slide

H. Proses Belajar mengajar

Pertemuan ke-1

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa dan mengatur

penampilan kelas

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

5 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru memberikan

pertanyaan tentang teks

narrative

Guru memberikan

pertamyaan tentang

contoh cerita narrative

Guru meminta siswa

membaca narrative text

yang diberikan dengan

silent reading

Guru meminta siswa

mengidentifikasi cerita

tersebut dan kata-kata

yang sulit materi

tentang narrative

Guru menjelaskan kata-

kata yang sulit dan

cerita tersebut

gesture/action sesuai

Siswa menjawab

Siswa

menyimak

30 menit

3. Konfirmasi Guru memberikan

latihan soal secara

berkelompok

Siswa merespon

dengan

menjawab

Kegiatan Penutup Guru menutup

pelajaran

Siswa

memperhatikan

5 menit

Pertemuan ke-2

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menjelaskan

tujuan pembelajaran

Siswa berdoa

dan menjawab

pertanyaan

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

3. Konfirmasi

Guru mereview tugas

yang diberikan

sebelumnya

Guru membaca teks

secara reading aloud

Guru meminta siswa

mengoreksi

pronouncation,

vocabulary dan

structure dalam

narrative text

Guru meminta siswa

menceritakan kembali

Siswa menyimak

Siswa

memperhatikan

Siswa

memperaktekkan

35 menit

narrative yang

dibacakan masing-

msing kelompok

Kegiatan Penutup Guru menyimpulkan

materi yang telah

dipelajari

Siswa

memperhatikan

guru

2 menit

Teknik/bentuk : Tes tertulis

Nilai siswa = Skor perolehan X 100

Skor siswa

Pedoman Penilaian

No Uraian Skor

Pest

test

Jawaban benar

Jawaban tidak tepat

100

-

Mengetahui

Guru Mata Pelajaran

Hj.Neneng Susilawati M.Pd

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS KONTROL

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 3 dan 4

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan Pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum,

specific dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic

structure narrative text.

Siswa mampu merespon main idea, supporting details dalam

narrative text

Siswa mampu merespon informasi umum, specific dalam narrative

text

E. Materi Pembelajaran

- Model narrative teks “A bat and the weasels”

A Bat and The Weasels

One evening, a bat went out to hunt for food even though he was

not well. As he flew after some insects, he felt dizzy and fell to the

ground in a field.

Before he could get up, a weasel pounced on him. “Please, Mr.

Weasel,” the bat pleaded,” please let me go!”. The weasel just laughed,

“Certainly not! I am a great hunter of birds!” Thinking quickly, the bat

replied,” Oh, but I am not a bird, I am a mouse. Look closely at my

face. Don’t I look like a mouse?”. The weasel agreed and let him go.

A short time later, the bat fell to the ground again and was caught

by a second weasel. Once again, he had to plead for his life. “Why

shouldn’t I kill you? I hunt mice! Exclaimed the weasel.

“Oh, but I am not a mouse,” he answered. “ I am a bat. Have you

ever a mouse with wings?” he asked, spreading his wings for the

weasel to see. The weasel was convinced and set him free

- Vocabulary yang berhubungan dengan teks

- Structure dan languages features

F. Metode pembelajaran/teknik : Ceramah/diskusi

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop

Internet

Whiteboard/slide

H. Proses Belajar mengajar

Pertemuan ke-3

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

3. Konfirmasi

Guru memberikan

narrative text untuk

diidentifikasi oleh

siswa

Guru memberi

kesempatan siswa

bertanya

Guru menjelaskan

language features dan

grammar dalam

narrative text

Guru memberikan

contoh cerita dan

menjelaskan karakter,

main idea dll

Guru meminta siswa

membacakan cerita

kemudian

Siswa

memperhatikan

Siswa bertanya

Siswa

menyimak

Siswa membuat

kelompok dan

membuat

pertanyaan

35 menit

mengidentifikasi

karakter, main idea dll

Siswa

menjawab pada

kertas

Kegiatan Penutup Guru memberikan

tugas secara kelompok

membuat pertanyaan

dan jawaban dari

cerita

Siswa

memperhatikan

2 menit

Pertemuan ke-4

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru meminta siswa

mendiskusikan main

idea, supporting

details, informasi umu

dan spesifik dari teks

Guru meminta siswa

mempresentasikan

hasil diskusi

Guru meminta siswa

Siswa

mempraktekkan

Siswa

memperaktekkan

35 menit

3. Konfirmasi

menjawab soal

Guru bersama siswa

membahas soal yang

berhubungan dengan

narrative text

Siswa menyimak

dan menjawab

Kegiatan Penutup Guru menutup

pelajaran

Siswa

memperhatikan

2 menit

Rencana Pelaksanaan Pembelajaran (RPP)

KELAS KONTROL

Nama Sekolah : MTsN II Pamulang

Kelas/Semester : IX/I

Mata Pelajaran : Bahasa Inggris

Topic : Narrative Text

Pertemuan : 5 dan 6

Alokasi Waktu : 4 X 40 menit

A. Standar Kompetensi

Membaca (Reading)

Memahami makna teks tulis fungsional dan esei pendek sederhana

berbentuk narrative dan report untuk berinteraksi dalam konteks

kehidupan sehari-hari

B. Kompetensi Dasar

Merespon makna dalam teks tulis fungsional pendek secara akurat, lancar

dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari

C. Indikator

Menentukan main idea, supporting details dalam narrative teks

Menentukan informasi umum, specific dalam narrative teks

Mengidentifikasi moral value dalam narrative teks

Mengidentifikasi language features dan generic structure narrative

text

D. Tujuan pembelajaran

Siswa mampu mengidentifikasi main idea, informasi umum,

specific dan moral value dalam narrative text

Siswa mampu mengidentifikasi language features dan generic

structure narrative text.

Siswa mampu merespon main idea, supporting details dalam

narrative text

Siswa mampu merespon informasi umum, specific dalam narrative

text

E. Materi Pembelajaran

- Model narrative teks

The Prince and His Best Friends

Once upon a time, there lived a kind young prince named

Jonathan. He was loved, and adored by his people. His two close

friends were Peter Piper, the servant of the palace and Franklin

Greedy, the son of an Aristocrat.

One day, The Prince, Peter Piper, and Franklin Greedy were

walking through the forest. Suddenly a group of bandits attacked the

three boys near an old house. They entered the old house and

blockaded the gate and doors.

- The three boys were trapped inside the house.

Franklin was very terrified and asked the Prince to surrender

immediately, but Peter was not afraid. He urged and supported the

Prince not to give up. The Prince decided not to surrender because he

realized that he would become a hostage for the bandits to ask for

ransom to his father, but Franklin was scared and wanted to make a

deal, it made Peter suspicious about Franklin’s behavior.

Early at dawn, Franklin opened the front gate and unlocked the

doors. The bandits entered the house in search of the Prince. When

they came to the room where the Prince was supposed to be sleeping,

no one was there. Suddenly they heard a horse running outside the

house and saw over the window that Peter Piper & the Prince were

riding away on one of the bandit’shorses.

It turns out. Peter Piper sneaked out of the house and waited in the

yard, while the Prince was hiding behind the house. The bandits were

very angry at Franklin and took him with them while the Prince and

Peter went safely going back to the Capital.

- Vocabulary yang berhubungan dengan teks

- Generic structure narrative teks : Orientation, complication,

resolution, reorientation

- Structure : simple past tenses

F. Metode pembelajaran/teknik : Suggestopedia

G. Sumber belajar

Students worksheet class IX dan buku yang relevan

Laptop

Internet

Whiteboard/slide

H. Proses Belajar mengajar

Pertemuan ke-5

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

3. Konfirmasi

Guru mereview

kembali materi yang

telah disampaikan pada

pertemuan sebelumnya

Guru menjelaskan

materi dan membuat

dialog tentang narrative

Guru meminta siswa

membuat dialog dan

mempresentasikan

Siswa

memyimak

Siswa

mempraktekkan

35 menit

secara kelompok

Guru meminta siswa

memberikan

pertanyaan dari hasil

presentasi

Guru meminta siswa

member komentar

Siswa

memperhatikan

dan menjawab

Kegiatan Penutup Guru menyimpulkan

hasil pembelajaran

Siswa

memperhatikan

2 menit

Pertemuan ke-6

Tahapan pokok

Aktivitas

Alokasi

waktu

Guru Siswa

Pendahuluan

(Greeting &

Apersepsi)

Guru memberi salam,

berdoa

Guru menyampaikan

tujuan pembelajaran

Siswa berdoa

dan menyimak

3 menit

Kegiatan Inti

1. Eksplorasi

2. Elaborasi

Guru meminta siswa

mendiskusikan

languages feature,

character dan plot dari

narrative text

Guru meminta siswa

membaca cerita dengan

lantang

Guru meminta siswa

Siswa

menyimak

Siswa

mempraktekkan

Siswa

35 menit

3. Konfirmasi

menjawab pada kertas

kemudian dikumpulkan

Guru

memberikesempatan

pada siswa untuk

bertanya

mengerjakan

dengan baik

Kegiatan Penutup Guru menyimpulkan

hasil pembelajaran

Siswa

memperhatikan

2 menit

I. Penilaian

a. Teknik/bentuk : Tes tertulis

Nilai siswa = Skor perolehan X 100

Skor siswa

Pedoman Penilaian

No Uraian Skor

Post

test

Jawaban benar

Jawaban tidak tepat

100

-

Mengetahui

Guru Mata Pelajaran

Hj.Neneng Susilawati M.Pd

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 34

Butir soal = 40

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Keterangan: data terurut berdasarkan skor (tinggi ke rendah)

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 31 refo 38 2 0 38 38

2 12 cahya ze 37 3 0 37 37

3 14 m. ricky 37 3 0 37 37

4 18 diva 37 3 0 37 37

5 33 siti nur 37 3 0 37 37

6 1 khansa 36 4 0 36 36

7 26 salsa 36 4 0 36 36

8 34 wanda 36 4 0 36 36

9 3 abduh ... 35 5 0 35 35

10 4 zulham 35 5 0 35 35

11 5 thanu 35 5 0 35 35

12 6 randifta 35 5 0 35 35

13 9 sabrina 35 5 0 35 35

14 13 alfan 35 5 0 35 35

15 22 andania 35 5 0 35 35

16 29 m. yusuf 35 5 0 35 35

17 2 amanda 34 6 0 34 34

18 17 ollyvia 34 6 0 34 34

19 7 janna 33 7 0 33 33

20 10 nurazizah 33 7 0 33 33

21 19 mahda 33 6 1 33 33

22 20 bagus 33 7 0 33 33

23 25 vike 33 7 0 33 33

24 27 nabilah 33 7 0 33 33

25 23 clara 32 8 0 32 32

26 11 putri a 31 9 0 31 31

27 32 deni 31 8 1 31 31

28 8 vivana 30 10 0 30 30

29 16 marisa 30 10 0 30 30

30 30 fahrul 30 10 0 30 30

31 21 fauzi 28 10 2 28 28

32 28 amelia 28 12 0 28 28

33 15 annisa 21 19 0 21 21

34 24 cahya 17 23 0 17 17

RELIABILITAS TES

================

Rata2= 32,88

Simpang Baku= 4,39

KorelasiXY= 0,63

Reliabilitas Tes= 0,77

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 khansa 19 17 36

2 2 amanda 15 19 34

3 3 abduh zuhdi 18 17 35

4 4 zulham 17 18 35

5 5 thanu 16 19 35

6 6 randifta 18 17 35

7 7 janna 18 15 33

8 8 vivana 14 16 30

9 9 sabrina 18 17 35

10 10 nurazizah 15 18 33

11 11 putri a 15 16 31

12 12 cahya ze 18 19 37

13 13 alfan 18 17 35

14 14 m. ricky 19 18 37

15 15 annisa 10 11 21

16 16 marisa 17 13 30

17 17 ollyvia 14 20 34

18 18 diva 19 18 37

19 19 mahda 17 16 33

20 20 bagus 16 17 33

21 21 fauzi 13 15 28

22 22 andania 18 17 35

23 23 clara 17 15 32

24 24 cahya 9 8 17

25 25 vike 16 17 33

26 26 salsa 17 19 36

27 27 nabilah 17 16 33

28 28 amelia 15 13 28

29 29 m. yusuf 17 18 35

30 30 fahrul 16 14 30

31 31 refo 19 19 38

32 32 deni 15 16 31

33 33 siti nur 19 18 37

34 34 wanda 17 19 36

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 31 refo 38 1 1 1 1 1 1 1

2 12 cahya ze 37 1 1 1 1 1 1 1

3 14 m. ricky 37 1 1 1 - 1 1 1

4 18 diva 37 1 1 1 - 1 1 1

5 33 siti nur 37 1 1 1 1 1 1 1

6 1 khansa 36 1 1 1 1 1 1 1

7 26 salsa 36 1 1 1 1 1 1 1

8 34 wanda 36 1 1 - 1 1 1 1

9 3 abduh zuhdi 35 1 1 1 1 1 - 1

Jml Jwb Benar Irtidlo 31 9 9 8 7 9 8 9

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 31 refo 38 1 1 1 1 1 1 1

2 12 cahya ze 37 1 1 1 1 1 1 1

3 14 m. ricky 37 1 1 1 1 1 1 1

4 18 diva 37 1 1 1 1 1 - 1

5 33 siti nur 37 1 1 1 1 1 1 1

6 1 khansa 36 1 1 - 1 1 1 1

7 26 salsa 36 1 1 1 1 1 1 1

8 34 wanda 36 1 1 1 1 1 1 1

9 3 abduh zuhdi 35 1 1 - 1 1 1 1

Jml Jwb Benar Irtidlo 31 9 9 7 9 9 8 9

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 31 refo 38 1 1 1 1 1 1 1

2 12 cahya ze 37 1 1 1 1 1 1 1

3 14 m. ricky 37 1 1 1 1 1 1 1

4 18 diva 37 1 1 1 1 1 1 1

5 33 siti nur 37 1 1 1 1 1 1 -

6 1 khansa 36 1 - 1 1 1 1 1

7 26 salsa 36 1 1 - 1 1 1 1

8 34 wanda 36 1 1 1 1 1 1 1

9 3 abduh zuhdi 35 1 - 1 1 1 1 1

Jml Jwb Benar Irtidlo 31 9 7 8 9 9 9 8

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 31 refo 38 1 1 1 1 1 - 1

2 12 cahya ze 37 1 1 1 1 1 1 1

3 14 m. ricky 37 1 1 1 1 1 - -

4 18 diva 37 1 1 - 1 1 1 1

5 33 siti nur 37 1 1 1 1 1 1 1

6 1 khansa 36 1 1 - 1 1 1 1

7 26 salsa 36 1 1 1 1 1 - 1

8 34 wanda 36 1 1 1 1 1 - 1

9 3 abduh zuhdi 35 1 1 1 1 1 1 1

Jml Jwb Benar Irtidlo 31 9 9 7 9 9 5 8

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 31 refo 38 1 - 1 1 1 1 1

2 12 cahya ze 37 1 1 - - - 1 1

3 14 m. ricky 37 1 1 1 1 1 1 1

4 18 diva 37 1 1 1 1 1 1 1

5 33 siti nur 37 1 1 1 - 1 1 1

6 1 khansa 36 1 1 1 1 1 1 1

7 26 salsa 36 1 1 - 1 1 1 1

8 34 wanda 36 - - 1 1 1 1 1

9 3 abduh zuhdi 35 - 1 1 1 1 1 -

Jml Jwb Benar Irtidlo 31 7 7 7 7 8 9 8

36 37 38 39 40

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40

1 31 refo 38 1 1 1 1 1

2 12 cahya ze 37 1 1 1 1 1

3 14 m. ricky 37 1 1 1 1 1

4 18 diva 37 1 1 1 1 1

5 33 siti nur 37 - 1 1 1 1

6 1 khansa 36 1 - 1 1 1

7 26 salsa 36 - 1 1 1 1

8 34 wanda 36 1 1 1 1 1

9 3 abduh zuhdi 35 1 1 1 1 1

Jml Jwb Benar Irtidlo 31 7 8 9 9 9

Kelompok Asor

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 11 putri a 31 - - 1 1 - 1 -

2 32 deni 31 - 1 1 - 1 1 1

3 8 vivana 30 - 1 1 1 - 1 -

4 16 marisa 30 - 1 1 1 1 1 1

5 30 fahrul 30 1 - 1 1 1 - 1

6 21 fauzi 28 1 1 1 1 1 1 1

7 28 amelia 28 1 1 1 1 1 1 1

8 15 annisa 21 1 - 1 1 1 - 1

9 24 cahya 17 1 - 1 1 1 - -

Jml Jwb Benar Annisa 10 5 5 9 8 7 6 6

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 11 putri a 31 1 - 1 1 1 1 -

2 32 deni 31 1 * 1 - 1 1 1

3 8 vivana 30 1 1 - 1 1 - 1

4 16 marisa 30 1 1 1 - 1 1 -

5 30 fahrul 30 - 1 - 1 1 1 1

6 21 fauzi 28 1 1 1 1 1 1 1

7 28 amelia 28 1 1 1 1 1 1 1

8 15 annisa 21 1 1 1 1 1 - -

9 24 cahya 17 1 - 1 1 - - -

Jml Jwb Benar Annisa 10 8 6 7 7 8 6 5

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 11 putri a 31 1 1 1 1 1 1 1

2 32 deni 31 1 - - 1 1 1 1

3 8 vivana 30 1 1 - 1 1 - 1

4 16 marisa 30 1 - 1 1 1 1 1

5 30 fahrul 30 1 1 1 1 1 1 1

6 21 fauzi 28 1 1 1 1 1 1 -

7 28 amelia 28 1 1 1 - 1 - 1

8 15 annisa 21 - 1 1 1 - - -

9 24 cahya 17 - - 1 - - - -

Jml Jwb Benar Annisa 10 7 6 7 7 7 5 6

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 11 putri a 31 1 1 1 1 - - -

2 32 deni 31 1 1 1 1 1 - -

3 8 vivana 30 1 1 - 1 1 - 1

4 16 marisa 30 1 1 - 1 - - -

5 30 fahrul 30 1 1 1 - 1 1 1

6 21 fauzi 28 - 1 - - 1 * -

7 28 amelia 28 1 1 - - 1 - 1

8 15 annisa 21 1 1 - - 1 - -

9 24 cahya 17 - 1 - 1 1 - -

Jml Jwb Benar Annisa 10 7 9 3 5 7 1 3

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 11 putri a 31 1 1 1 1 1 1 1

2 32 deni 31 1 1 1 1 1 1 1

3 8 vivana 30 1 1 1 - 1 1 1

4 16 marisa 30 1 - 1 1 1 1 1

5 30 fahrul 30 - 1 - 1 - - 1

6 21 fauzi 28 - 1 * 1 - - -

7 28 amelia 28 - - 1 - - - -

8 15 annisa 21 - 1 - - - - -

9 24 cahya 17 - 1 - 1 - - -

Jml Jwb Benar Annisa 10 4 7 5 6 4 4 5

36 37 38 39 40

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40

1 11 putri a 31 1 1 1 1 1

2 32 deni 31 - 1 1 1 1

3 8 vivana 30 1 1 1 1 1

4 16 marisa 30 - 1 1 1 1

5 30 fahrul 30 - 1 1 1 1

6 21 fauzi 28 - 1 1 1 1

7 28 amelia 28 - 1 1 1 1

8 15 annisa 21 - 1 1 1 1

9 24 cahya 17 - 1 1 1 1

Jml Jwb Benar Annisa 10 2 9 9 9 9

DAYA PEMBEDA

============

Jumlah Subyek= 34

Klp atas/bawah(n)= 9

Butir Soal= 40

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 9 5 4 44,44

2 2 9 5 4 44,44

3 3 8 9 -1 -11,11

4 4 7 8 -1 -11,11

5 5 9 7 2 22,22

6 6 8 6 2 22,22

7 7 9 6 3 33,33

8 8 9 8 1 11,11

9 9 9 6 3 33,33

10 10 7 7 0 0,00

11 11 9 7 2 22,22

12 12 9 8 1 11,11

13 13 8 6 2 22,22

14 14 9 5 4 44,44

15 15 9 7 2 22,22

16 16 7 6 1 11,11

17 17 8 7 1 11,11

18 18 9 7 2 22,22

19 19 9 7 2 22,22

20 20 9 5 4 44,44

21 21 8 6 2 22,22

22 22 9 7 2 22,22

23 23 9 9 0 0,00

24 24 7 3 4 44,44

25 25 9 5 4 44,44

26 26 9 7 2 22,22

27 27 5 1 4 44,44

28 28 8 3 5 55,56

29 29 7 4 3 33,33

30 30 7 7 0 0,00

31 31 7 5 2 22,22

32 32 7 6 1 11,11

33 33 8 4 4 44,44

34 34 9 4 5 55,56

35 35 8 5 3 33,33

36 36 7 2 5 55,56

37 37 8 9 -1 -11,11

38 38 9 9 0 0,00

39 39 9 9 0 0,00

40 40 9 9 0 0,00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 25 73,53 Mudah

2 2 29 85,29 Sangat Mudah

3 3 28 82,35 Mudah

4 4 29 85,29 Sangat Mudah

5 5 27 79,41 Mudah

6 6 30 88,24 Sangat Mudah

7 7 28 82,35 Mudah

8 8 32 94,12 Sangat Mudah

9 9 29 85,29 Sangat Mudah

10 10 26 76,47 Mudah

11 11 31 91,18 Sangat Mudah

12 12 30 88,24 Sangat Mudah

13 13 30 88,24 Sangat Mudah

14 14 28 82,35 Mudah

15 15 30 88,24 Sangat Mudah

16 16 26 76,47 Mudah

17 17 24 70,59 Sangat Mudah

18 18 32 94,12 Sangat Mudah

19 19 32 94,12 Sangat Mudah

20 20 30 88,24 Sangat Mudah

21 21 30 88,24 Sangat Mudah

22 22 31 91,18 Sangat Mudah

23 23 33 97,06 Sangat Mudah

24 24 25 73,53 Mudah

25 25 30 88,24 Sangat Mudah

26 26 26 76,47 Mudah

27 27 10 29,41 Sukar

28 28 24 70,59 Sangat Mudah

29 29 26 76,47 Mudah

30 30 25 73,53 Mudah

31 31 27 79,41 Mudah

32 32 25 73,53 Mudah

33 33 25 73,53 Mudah

34 34 27 79,41 Mudah

35 35 28 82,35 Mudah

36 36 19 55,88 Sedang

37 37 29 85,29 Sangat Mudah

38 38 34 100,00 Sangat Mudah

39 39 34 100,00 Sangat Mudah

40 40 34 100,00 Sangat Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 0,026 -

2 2 0,882 Sangat Signifikan

3 3 0,041 -

4 4 0,307 Signifikan

5 5 0,275 -

6 6 0,816 Sangat Signifikan

7 7 0,607 Sangat Signifikan

8 8 0,729 Sangat Signifikan

9 9 0,393 Signifikan

10 10 NAN NAN

11 11 0,412 Sangat Signifikan

12 12 0,970 Sangat Signifikan

13 13 0,930 Sangat Signifikan

14 14 0,708 Sangat Signifikan

15 15 0,865 Sangat Signifikan

16 16 0,185 -

17 17 -0,110 -

18 18 0,885 Sangat Signifikan

19 19 0,754 Sangat Signifikan

20 20 0,930 Sangat Signifikan

21 21 0,923 Sangat Signifikan

22 22 0,236 -

23 23 0,477 Sangat Signifikan

24 24 0,725 Sangat Signifikan

25 25 0,916 Sangat Signifikan

26 26 -0,007 -

27 27 NAN NAN

28 28 0,425 Sangat Signifikan

29 29 0,780 Sangat Signifikan

30 30 -0,362 -

31 31 0,787 Sangat Signifikan

32 32 0,691 Sangat Signifikan

33 33 0,917 Sangat Signifikan

34 34 0,970 Sangat Signifikan

35 35 0,970 Sangat Signifikan

36 36 0,699 Sangat Signifikan

37 37 -0,196 -

38 38 -0,074 -

39 39 NAN NAN

40 40 NAN NAN

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

No Butir Baru No Butir Asli a b c d *

1 1 4+ 25** 5- 0-- 0

2 2 4--- 29** 0-- 1+ 0

3 3 28** 4-- 2++ 0-- 0

4 4 29** 5--- 0-- 0-- 0

5 5 27** 7--- 0-- 0-- 0

6 6 4--- 30** 0-- 0-- 0

7 7 28** 0-- 2++ 4-- 0

8 8 0-- 2--- 0-- 32** 0

9 9 3-- 0-- 29** 1+ 0

10 10 0-- 26** 0-- 8--- 0

11 11 0-- 31** 2-- 1++ 0

12 12 0-- 3--- 30** 1+ 0

13 13 30** 1+ 3--- 0-- 0

14 14 28** 0-- 4-- 2++ 0

15 15 0-- 4--- 30** 0-- 0

16 16 4+ 26** 3++ 1- 0

17 17 1- 9--- 24** 0-- 0

18 18 0-- 32** 1+ 1+ 0

19 19 2--- 0-- 32** 0-- 0

20 20 30** 3--- 0-- 1+ 0

21 21 2+ 2+ 0-- 30** 0

22 22 2-- 31** 1++ 0-- 0

23 23 1--- 33** 0-- 0-- 0

24 24 6-- 25** 0-- 3++ 0

25 25 0-- 4--- 0-- 30** 0

26 26 0-- 26** 7--- 1- 0

27 27 0-- 22--- 1-- 10** 0

28 28 0-- 4++ 24** 6-- 0

29 29 3++ 5-- 26** 0-- 0

30 30 25** 2+ 7--- 0-- 0

31 31 3+ 27** 0-- 3+ 0

32 32 1- 25** 6-- 1- 0

33 33 0-- 8--- 25** 1- 0

34 34 2++ 27** 3+ 2++ 0

35 35 28** 3+ 3+ 0-- 0

36 36 10-- 19** 5++ 0-- 0

37 37 0-- 5--- 29** 0-- 0

38 38 0 34** 0 0 0

39 39 0 0 34** 0 0

40 40 34** 0 0 0 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 32,88

Simpang Baku= 4,39

KorelasiXY= 0,63

Reliabilitas Tes= 0,77

Butir Soal= 40

Jumlah Subyek= 34

Nama berkas: H:\ANATESV4-NEW\PRE-POST\95 NEW PRE - EDIT.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 44,44 Mudah 0,061 -

2 2 44,44 Sangat Mudah 0,642 Sangat Signifikan

3 3 -11,11 Mudah -0,155 -

4 4 -11,11 Sangat Mudah -0,165 -

5 5 33,33 Mudah 0,337 Signifikan

6 6 22,22 Sangat Mudah 0,602 Sangat Signifikan

7 7 33,33 Mudah 0,344 Signifikan

8 8 44,44 Sangat Mudah 0,642 Sangat Signifikan

9 9 33,33 Sangat Mudah 0,315 Signifikan

10 10 0,00 Mudah -0,015 -

11 11 44,44 Sangat Mudah 0,511 Sangat Signifikan

12 12 22,22 Sangat Mudah 0,643 Sangat Signifikan

13 13 22,22 Sangat Mudah 0,560 Sangat Signifikan

14 14 44,44 Mudah 0,576 Sangat Signifikan

15 15 22,22 Sangat Mudah 0,518 Sangat Signifikan

16 16 11,11 Mudah 0,145 -

17 17 11,11 Sangat Mudah -0,107 -

18 18 22,22 Sangat Mudah 0,600 Sangat Signifikan

19 19 22,22 Sangat Mudah 0,803 Sangat Signifikan

20 20 44,44 Sangat Mudah 0,750 Sangat Signifikan

21 21 22,22 Sangat Mudah 0,602 Sangat Signifikan

22 22 22,22 Sangat Mudah 0,495 Sangat Signifikan

23 23 0,00 Sangat Mudah -0,085 -

24 24 44,44 Mudah 0,523 Sangat Signifikan

25 25 44,44 Sangat Mudah 0,518 Sangat Signifikan

26 26 22,22 Mudah -0,031 -

27 27 44,44 Sukar 0,286 -

28 28 55,56 Sangat Mudah 0,535 Sangat Signifikan

29 29 33,33 Mudah 0,562 Sangat Signifikan

30 30 0,00 Mudah -0,078 -

31 31 22,22 Mudah 0,440 Sangat Signifikan

32 32 11,11 Mudah 0,153 -

33 33 44,44 Mudah 0,570 Sangat Signifikan

34 34 55,56 Mudah 0,676 Sangat Signifikan

35 35 33,33 Mudah 0,630 Sangat Signifikan

36 36 55,56 Sedang 0,455 Sangat Signifikan

37 37 -11,11 Sangat Mudah -0,127 -

38 38 0,00 Sangat Mudah NAN NAN

39 39 0,00 Sangat Mudah NAN NAN

40 40 0,00 Sangat Mudah NAN NAN

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 34

Butir soal = 40

Bobot utk jwban benar = 1

Bobot utk jwban salah = 0

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 1 M. Yusuf 33 7 0 33 33

2 2 Sabrina 34 6 0 34 34

3 3 Difa 35 5 0 35 35

4 4 Viviana 34 6 0 34 34

5 5 Clara 32 6 2 32 32

6 6 Annisa 10 30 0 10 10

7 7 Wanda 35 5 0 35 35

8 8 Vike 31 9 0 31 31

9 9 Mahda 32 7 1 32 32

10 10 Cahya ... 34 6 0 34 34

11 11 Fauzi 33 7 0 33 33

12 12 Salsa 35 5 0 35 35

13 13 Randifta 34 6 0 34 34

14 14 Putri 35 5 0 35 35

15 15 Abduh 36 4 0 36 36

16 16 Khansa 36 4 0 36 36

17 17 Cahza ... 37 3 0 37 37

18 19 Amanda 38 2 0 38 38

19 20 M. Ricky 38 2 0 38 38

20 21 Ollyvia 32 8 0 32 32

21 22 Marisa 34 6 0 34 34

22 23 Siti Nur 32 8 0 32 32

23 25 Alfan 33 7 0 33 33

24 26 Jana 32 8 0 32 32

25 27 Andania 31 8 1 31 31

26 28 M. Fahrul 35 5 0 35 35

27 29 Nur Az... 34 6 0 34 34

28 30 Deni A... 35 5 0 35 35

29 31 Nabilah 34 6 0 34 34

30 32 Amelia 34 6 0 34 34

31 33 Bagus 37 3 0 37 37

32 34 Thanu 36 4 0 36 36

33 35 Refo 35 1 4 35 35

34 36 Zulham 35 4 1 35 35

RELIABILITAS TES

================

Rata2= 33,56

Simpang Baku= 4,54

KorelasiXY= 0,78

Reliabilitas Tes= 0,88

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 1 M. Yusuf 16 17 33

2 2 Sabrina 16 18 34

3 3 Difa 17 18 35

4 4 Viviana 16 18 34

5 5 Clara 16 16 32

6 6 Annisa 2 8 10

7 7 Wanda 18 17 35

8 8 Vike 16 15 31

9 9 Mahda 15 17 32

10 10 Cahya Adinda 17 17 34

11 11 Fauzi 18 15 33

12 12 Salsa 17 18 35

13 13 Randifta 17 17 34

14 14 Putri 18 17 35

15 15 Abduh 18 18 36

16 16 Khansa 19 17 36

17 17 Cahza Zenitha 19 18 37

18 19 Amanda 19 19 38

19 20 M. Ricky 19 19 38

20 21 Ollyvia 15 17 32

21 22 Marisa 17 17 34

22 23 Siti Nur 15 17 32

23 25 Alfan 16 17 33

24 26 Jana 15 17 32

25 27 Andania 14 17 31

26 28 M. Fahrul 17 18 35

27 29 Nur Azizah 17 17 34

28 30 Deni Adang 16 19 35

29 31 Nabilah 16 18 34

30 32 Amelia 17 17 34

31 33 Bagus 17 20 37

32 34 Thanu 16 20 36

33 35 Refo 17 18 35

34 36 Zulham 18 17 35

KELOMPOK UNGGUL & ASOR

======================

Kelompok Unggul

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 19 Amanda 38 1 1 1 1 1 1 1

2 20 M. Ricky 38 1 1 1 1 1 1 1

3 17 Cahza Zenitha 37 1 1 1 1 1 1 1

4 33 Bagus 37 - 1 1 1 1 1 1

5 15 Abduh 36 1 1 1 1 1 1 1

6 16 Khansa 36 1 1 1 1 1 1 1

7 34 Thanu 36 - 1 1 1 1 1 1

8 3 Difa 35 1 1 1 1 1 1 1

9 7 Wanda 35 1 1 1 1 1 1 1

Jml Jwb Benar Wanda 35 7 9 9 9 9 9 9

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 19 Amanda 38 1 1 1 1 - 1 1

2 20 M. Ricky 38 1 1 1 1 - 1 1

3 17 Cahza Zenitha 37 1 1 1 1 - 1 1

4 33 Bagus 37 1 1 1 1 1 1 1

5 15 Abduh 36 1 1 1 - - 1 1

6 16 Khansa 36 1 1 1 1 - 1 1

7 34 Thanu 36 1 1 1 1 1 1 1

8 3 Difa 35 1 1 1 1 1 1 1

9 7 Wanda 35 1 1 1 1 - 1 1

Jml Jwb Benar Wanda 35 9 9 9 8 3 9 9

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 19 Amanda 38 1 1 1 1 1 1 1

2 20 M. Ricky 38 1 1 1 1 1 1 1

3 17 Cahza Zenitha 37 1 1 1 1 1 - 1

4 33 Bagus 37 1 1 1 1 1 1 1

5 15 Abduh 36 1 1 1 1 1 - 1

6 16 Khansa 36 1 1 1 1 1 - 1

7 34 Thanu 36 1 1 - 1 1 1 1

8 3 Difa 35 1 1 1 1 1 - 1

9 7 Wanda 35 1 1 1 1 1 - 1

Jml Jwb Benar Wanda 35 9 9 8 9 9 4 9

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 19 Amanda 38 1 - 1 1 1 1 1

2 20 M. Ricky 38 1 - 1 1 1 1 1

3 17 Cahza Zenitha 37 1 - 1 1 1 1 1

4 33 Bagus 37 1 - 1 1 1 - 1

5 15 Abduh 36 1 - 1 1 1 1 1

6 16 Khansa 36 1 - 1 1 1 1 1

7 34 Thanu 36 1 - 1 1 1 - 1

8 3 Difa 35 1 - 1 1 1 1 1

9 7 Wanda 35 1 - 1 1 1 1 1

Jml Jwb Benar Wanda 35 9 0 9 9 9 7 9

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 19 Amanda 38 1 1 1 1 1 1 1

2 20 M. Ricky 38 1 1 1 1 1 1 1

3 17 Cahza Zenitha 37 1 1 1 1 1 1 1

4 33 Bagus 37 1 1 1 1 1 1 1

5 15 Abduh 36 1 1 1 1 1 1 1

6 16 Khansa 36 1 1 1 1 1 - 1

7 34 Thanu 36 1 1 1 1 1 1 1

8 3 Difa 35 - - - 1 1 1 1

9 7 Wanda 35 - - 1 1 1 1 1

Jml Jwb Benar Wanda 35 7 7 8 9 9 8 9

36 37 38 39 40

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40

1 19 Amanda 38 1 1 1 1 1

2 20 M. Ricky 38 1 1 1 1 1

3 17 Cahza Zenitha 37 1 1 1 1 1

4 33 Bagus 37 1 1 1 1 1

5 15 Abduh 36 1 1 1 1 1

6 16 Khansa 36 1 1 1 1 1

7 34 Thanu 36 1 1 1 1 1

8 3 Difa 35 1 1 1 1 1

9 7 Wanda 35 1 1 1 1 1

Jml Jwb Benar Wanda 35 9 9 9 9 9

Kelompok Asor

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

1 2 3 4 5 6 7

No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7

1 25 Alfan 33 1 1 1 1 1 1 1

2 5 Clara 32 1 1 1 1 1 1 -

3 9 Mahda 32 1 1 1 1 - 1 1

4 21 Ollyvia 32 - 1 1 1 1 1 1

5 23 Siti Nur 32 1 1 1 1 1 1 1

6 26 Jana 32 1 1 1 1 1 1 -

7 8 Vike 31 1 1 1 1 1 1 1

8 27 Andania 31 1 1 1 1 1 1 -

9 6 Annisa 10 - - - - - - -

Jml Jwb Benar Annisa 10 7 8 8 8 7 8 5

8 9 10 11 12 13 14

No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14

1 25 Alfan 33 1 1 1 1 1 1 -

2 5 Clara 32 1 1 1 1 - 1 1

3 9 Mahda 32 - 1 1 1 1 1 *

4 21 Ollyvia 32 1 1 1 1 1 1 1

5 23 Siti Nur 32 1 1 1 1 1 1 1

6 26 Jana 32 1 1 1 1 1 1 -

7 8 Vike 31 1 1 1 1 - 1 1

8 27 Andania 31 1 1 1 1 1 1 -

9 6 Annisa 10 - - - - - 1 1

Jml Jwb Benar Annisa 10 7 8 8 8 6 9 5

15 16 17 18 19 20 21

No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21

1 25 Alfan 33 1 1 - 1 1 1 1

2 5 Clara 32 1 1 1 1 1 - *

3 9 Mahda 32 1 1 1 1 1 - 1

4 21 Ollyvia 32 1 1 - 1 1 - 1

5 23 Siti Nur 32 - 1 - 1 1 - 1

6 26 Jana 32 1 1 - 1 1 - 1

7 8 Vike 31 1 1 1 1 1 - 1

8 27 Andania 31 1 1 - 1 1 1 1

9 6 Annisa 10 - 1 - - - 1 -

Jml Jwb Benar Annisa 10 7 9 3 8 8 3 7

22 23 24 25 26 27 28

No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28

1 25 Alfan 33 1 - 1 1 1 1 -

2 5 Clara 32 * - 1 1 1 1 1

3 9 Mahda 32 1 - 1 1 1 1 1

4 21 Ollyvia 32 1 - 1 1 1 1 1

5 23 Siti Nur 32 1 - 1 1 1 1 1

6 26 Jana 32 1 - 1 1 1 1 1

7 8 Vike 31 1 - - 1 1 1 1

8 27 Andania 31 1 - 1 1 1 1 -

9 6 Annisa 10 1 - - - 1 - -

Jml Jwb Benar Annisa 10 8 0 7 8 9 8 6

29 30 31 32 33 34 35

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 31 32 33 34 35

1 25 Alfan 33 - 1 1 1 1 - -

2 5 Clara 32 - - 1 1 1 1 1

3 9 Mahda 32 - 1 - 1 1 1 -

4 21 Ollyvia 32 - - 1 1 1 - -

5 23 Siti Nur 32 - - 1 1 1 - -

6 26 Jana 32 - 1 1 1 1 - -

7 8 Vike 31 - - - 1 - - 1

8 27 Andania 31 - 1 * 1 1 - -

9 6 Annisa 10 - 1 1 1 - - -

Jml Jwb Benar Annisa 10 0 5 6 9 7 2 2

36 37 38 39 40

No.Urut No Subyek Kode/Nama Subyek Skor 36 37 38 39 40

1 25 Alfan 33 1 1 1 1 1

2 5 Clara 32 1 1 1 1 1

3 9 Mahda 32 1 1 1 1 1

4 21 Ollyvia 32 1 1 1 1 1

5 23 Siti Nur 32 1 1 1 1 1

6 26 Jana 32 1 1 1 1 1

7 8 Vike 31 1 1 1 1 1

8 27 Andania 31 1 1 1 1 1

9 6 Annisa 10 - - - - 1

Jml Jwb Benar Annisa 10 8 8 8 8 9

DAYA PEMBEDA

============

Jumlah Subyek= 34

Klp atas/bawah(n)= 9

Butir Soal= 40

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 1 7 7 0 0,00

2 2 9 8 1 11,11

3 3 9 8 1 11,11

4 4 9 8 1 11,11

5 5 9 7 2 22,22

6 6 9 8 1 11,11

7 7 9 5 4 44,44

8 8 9 7 2 22,22

9 9 9 8 1 11,11

10 10 9 8 1 11,11

11 11 8 8 0 0,00

12 12 3 6 -3 -33,33

13 13 9 9 0 0,00

14 14 9 5 4 44,44

15 15 9 7 2 22,22

16 16 9 9 0 0,00

17 17 8 3 5 55,56

18 18 9 8 1 11,11

19 19 9 8 1 11,11

20 20 4 3 1 11,11

21 21 9 7 2 22,22

22 22 9 8 1 11,11

23 23 0 0 0 0,00

24 24 9 7 2 22,22

25 25 9 8 1 11,11

26 26 9 9 0 0,00

27 27 7 8 -1 -11,11

28 28 9 6 3 33,33

29 29 7 0 7 77,78

30 30 7 5 2 22,22

31 31 8 6 2 22,22

32 32 9 9 0 0,00

33 33 9 7 2 22,22

34 34 8 2 6 66,67

35 35 9 2 7 77,78

36 36 9 8 1 11,11

37 37 9 8 1 11,11

38 38 9 8 1 11,11

39 39 9 8 1 11,11

40 40 9 9 0 0,00

TINGKAT KESUKARAN

=================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran

1 1 28 82,35 Mudah

2 2 33 97,06 Sangat Mudah

3 3 33 97,06 Sangat Mudah

4 4 33 97,06 Sangat Mudah

5 5 32 94,12 Sangat Mudah

6 6 33 97,06 Sangat Mudah

7 7 27 79,41 Mudah

8 8 32 94,12 Sangat Mudah

9 9 33 97,06 Sangat Mudah

10 10 33 97,06 Sangat Mudah

11 11 32 94,12 Sangat Mudah

12 12 21 61,76 Sedang

13 13 34 100,00 Sangat Mudah

14 14 27 79,41 Mudah

15 15 31 91,18 Sangat Mudah

16 16 34 100,00 Sangat Mudah

17 17 23 67,65 Sedang

18 18 33 97,06 Sangat Mudah

19 19 33 97,06 Sangat Mudah

20 20 11 32,35 Sedang

21 21 32 94,12 Sangat Mudah

22 22 31 91,18 Sangat Mudah

23 23 1 2,94 Sangat Sukar

24 24 30 88,24 Sangat Mudah

25 25 33 97,06 Sangat Mudah

26 26 34 100,00 Sangat Mudah

27 27 31 91,18 Sangat Mudah

28 28 28 82,35 Mudah

29 29 9 26,47 Sukar

30 30 19 55,88 Sedang

31 31 27 79,41 Mudah

32 32 33 97,06 Sangat Mudah

33 33 32 94,12 Sangat Mudah

34 34 22 64,71 Sedang

35 35 20 58,82 Sedang

36 36 31 91,18 Sangat Mudah

37 37 32 94,12 Sangat Mudah

38 38 33 97,06 Sangat Mudah

39 39 33 97,06 Sangat Mudah

40 40 34 100,00 Sangat Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No Butir Baru No Butir Asli Korelasi Signifikansi

1 1 -0,097 -

2 2 0,900 Sangat Signifikan

3 3 -0,097 -

4 4 0,072 -

5 5 0,329 Signifikan

6 6 0,910 Sangat Signifikan

7 7 0,660 Sangat Signifikan

8 8 0,728 Sangat Signifikan

9 9 0,381 Signifikan

10 10 NAN NAN

11 11 0,473 Sangat Signifikan

12 12 0,978 Sangat Signifikan

13 13 0,978 Sangat Signifikan

14 14 0,701 Sangat Signifikan

15 15 0,884 Sangat Signifikan

16 16 0,102 -

17 17 -0,028 -

18 18 0,897 Sangat Signifikan

19 19 0,900 Sangat Signifikan

20 20 0,978 Sangat Signifikan

21 21 0,978 Sangat Signifikan

22 22 -0,078 -

23 23 0,314 Signifikan

24 24 0,857 Sangat Signifikan

25 25 0,978 Sangat Signifikan

26 26 -0,020 -

27 27 NAN NAN

28 28 0,606 Sangat Signifikan

29 29 0,857 Sangat Signifikan

30 30 -0,293 -

31 31 0,850 Sangat Signifikan

32 32 0,735 Sangat Signifikan

33 33 0,930 Sangat Signifikan

34 34 0,978 Sangat Signifikan

35 35 0,978 Sangat Signifikan

36 36 0,741 Sangat Signifikan

37 37 -0,206 -

38 38 -0,078 -

39 39 NAN NAN

40 40 NAN NAN

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek= 34

Butir Soal= 40

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

No Butir Baru No Butir Asli a b c d *

1 1 28** 0-- 6--- 0-- 0

2 2 33** 1--- 0-- 0-- 0

3 3 1--- 33** 0-- 0-- 0

4 4 33** 0-- 0-- 1--- 0

5 5 1+ 1+ 0-- 32** 0

6 6 33** 0-- 1--- 0-- 0

7 7 6--- 0-- 27** 1- 0

8 8 0-- 32** 2--- 0-- 0

9 9 0-- 0-- 33** 1--- 0

10 10 0-- 1--- 0-- 33** 0

11 11 1+ 32** 1+ 0-- 0

12 12 13--- 0-- 21** 0-- 0

13 13 34** 0 0 0 0

14 14 27** 2++ 4- 0-- 0

15 15 31** 1++ 1++ 1++ 0

16 16 0 34** 0 0 0

17 17 0-- 23** 10--- 1- 0

18 18 0-- 1--- 0-- 33** 0

19 19 1--- 33** 0-- 0-- 0

20 20 23--- 0-- 11** 0-- 0

21 21 0-- 0-- 32** 1+ 0

22 22 0-- 31** 2-- 0-- 0

23 23 1** 30--- 2-- 1-- 0

24 24 3--- 0-- 0-- 30** 0

25 25 33** 1--- 0-- 0-- 0

26 26 0 34** 0 0 0

27 27 1++ 31** 2-- 0-- 0

28 28 28** 0-- 5--- 1- 0

29 29 0-- 9** 1-- 24--- 0

30 30 19** 0-- 15--- 0-- 0

31 31 6--- 0-- 27** 0-- 0

32 32 0-- 0-- 33** 1--- 0

33 33 0-- 1+ 32** 1+ 0

34 34 1-- 22** 10--- 0-- 0

35 35 20** 0-- 11--- 2- 0

36 36 2-- 0-- 0-- 31** 0

37 37 32** 0-- 1+ 0-- 0

38 38 0-- 1--- 33** 0-- 0

39 39 0-- 33** 0-- 1--- 0

40 40 0 0 0 34** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

REKAP ANALISIS BUTIR

=====================

Rata2= 33,56

Simpang Baku= 4,54

KorelasiXY= 0,78

Reliabilitas Tes= 0,88

Butir Soal= 40

Jumlah Subyek= 34

Nama berkas: C:\USERS\ASUS\DOCUMENTS\ANAVA NILAI\PRE-POST OKELAH\SEMBILAN 5

POST.ANA

Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi

1 1 0,00 Mudah 0,317 Signifikan

2 2 11,11 Sangat Mudah 0,917 Sangat Signifikan

3 3 11,11 Sangat Mudah 0,917 Sangat Signifikan

4 4 11,11 Sangat Mudah 0,917 Sangat Signifikan

5 5 22,22 Sangat Mudah 0,702 Sangat Signifikan

6 6 11,11 Sangat Mudah 0,917 Sangat Signifikan

7 7 44,44 Mudah 0,454 Sangat Signifikan

8 8 22,22 Sangat Mudah 0,702 Sangat Signifikan

9 9 11,11 Sangat Mudah 0,917 Sangat Signifikan

10 10 11,11 Sangat Mudah 0,917 Sangat Signifikan

11 11 0,00 Sangat Mudah 0,590 Sangat Signifikan

12 12 -33,33 Sedang 0,085 -

13 13 0,00 Sangat Mudah NAN NAN

14 14 44,44 Mudah 0,096 -

15 15 22,22 Sangat Mudah 0,572 Sangat Signifikan

16 16 0,00 Sangat Mudah NAN NAN

17 17 55,56 Sedang 0,353 Signifikan

18 18 11,11 Sangat Mudah 0,917 Sangat Signifikan

19 19 11,11 Sangat Mudah 0,917 Sangat Signifikan

20 20 11,11 Sedang -0,100 -

21 21 22,22 Sangat Mudah 0,702 Sangat Signifikan

22 22 11,11 Sangat Mudah 0,016 -

23 23 0,00 Sangat Sukar -0,022 -

24 24 22,22 Sangat Mudah 0,515 Sangat Signifikan

25 25 11,11 Sangat Mudah 0,917 Sangat Signifikan

26 26 0,00 Sangat Mudah NAN NAN

27 27 -11,11 Sangat Mudah 0,410 Sangat Signifikan

28 28 33,33 Mudah 0,420 Sangat Signifikan

29 29 77,78 Sukar 0,372 Signifikan

30 30 22,22 Sedang -0,021 -

31 31 22,22 Mudah 0,080 -

32 32 0,00 Sangat Mudah -0,017 -

33 33 22,22 Sangat Mudah 0,730 Sangat Signifikan

34 34 66,67 Sedang 0,395 Sangat Signifikan

35 35 77,78 Sedang 0,385 Signifikan

36 36 11,11 Sangat Mudah 0,526 Sangat Signifikan

37 37 11,11 Sangat Mudah 0,618 Sangat Signifikan

38 38 11,11 Sangat Mudah 0,917 Sangat Signifikan

39 39 11,11 Sangat Mudah 0,917 Sangat Signifikan

40 40 0,00 Sangat Mudah NAN NAN

English Narrative Text (Pre-test)

Name :

Class :

I. Choose the correct answer by crossing the a, b, c or d

Text 1 for no 1-2

The Old Man and the Durian Tree

In a very quiet little village, lived an old man, over 80 years old. He was

planting a durian tree when a neighbor observed him. The neighbor asked the old

man, “Do you expect to eat durian from that tree? The durian tree will take about

8 years to bear fruit.”

The old man rested on his spade and smiled. He said, “No, at my age I

know I won’t. All my life I have been enjoying durians, but never from a tree

have I planted before. I wouldn’t have had durians if other men haven’t done what

I’m doing now. I’m just trying to repay the other men who have planted durians

for me. “No wonder he looked so happy.

We should give first and only then, get something in return. We will not

only get what we want but will actually be really happy in the end, because we

need to sow first before we can reap.

1. The neighbor wondered about the old man because….

a. The old man loved planting durian trees

b. The old man planted a tree that took time to bear fruit

c. The old man planted a tree to sell the fruit

d. The old man enjoyed eating durians so much

2. What can we learn from text?

a. We can reap after we sow

b. Giving is better than receiving

c. Planting is a good activity

d. Be a curious person in anything

Direction!

- Read this test carefully

- This score doesn’t change your mid-test, final test or daily

score

Text 2 for no 3-6

The Legend of Surabaya

A long time ago in East Java there were two strong animals, Sura and

Baya. Sura was a shark and Baya was a crocodile. They lived in a sea. Actually,

they were friends. But when they were angry, they were very greedy.

On one hot day, Sura and Baya were looking for some food. Suddenly,

Baya saw a goat. “Yummy, this is my lunch, “said Baya.” No way! This is my

lunch. You are greedy! I have not eaten for two days!” said Sura. Then Sura and

Baya fought as usual. After several hours, they were very tired. Sura had a plan to

stop their bad habit. “I’m tired of fighting, Baya,” said Sura. “Me too. What

should we do to stop fighting? Do you have any idea? “Asked Baya. “Yes, I do.

Let’s share our territory. I live in the water, so I look for food in the sea. And you

live on the land, right? So, you look for the food also on the land. The border is

the beach, so we will never meet again. Do you agree?” asked Sura. “Hmmm…

let me think about it. OK, I agree. From now on, I will never go to the sea again.

My place is on the land, “said Baya. Then they both lived in the different places.

But one day, Sura went to the land and looked for some food in the river.

He was very hungry and there was not much food in the sea. Baya was very angry

when he knew that Sura broke the promise. “Hey, what are you doing here? This

is my place. Your place is in the sea!” “but, there is water in the river, right? So,

this is also my place!” said Sura. Then Sura and Baya fought again. They both hit

each other.

Sura bit Baya’s tail. Baya did the same thing to Sura. He bit very hard

until Sura finally gave up. He went back to the sea. Baya was very happy. He had

his place again. The place where they were fighting was a mess. People then

always talked about the fight between Sura and Baya. They then named the place

of the fight as Surabaya, it’s from Sura the shark and Baya the crocodile.

3. After reading the text above, we know that….

a. Sura kept the promise

b. Sura broke the promise

c. Sura lived in the jungle

d. Sura and Baya fought again

4. What was the border agreed by both Sura and Baya?

a. The beach

b. The water

c. The land

d. The sea

5. “What should we do to stop fighting?” (line 10)

What does the underlined word refer to?

a. People of Surabaya

b. People and Sura

c. People and Baya

d. Sura and Baya

6. Why did people name the place Surabaya?

a. To invite people to see the big fight between Sura and Baya

b. To let people know that the fight made Sura badly wounded

c. To commemorate the big fight between the shark and crocodile

d. To ask people do the same thing when they meet a shark

Task 3 for no 7-10

A Mouse Deer and Some Crocodile

Once upon a time, there was a mouse deer lived in a jungle. The mouse

deer was a clever animal. He was also very confident. He never be afraid of other

animals, although they were big and fierce, because he always cheated them all.

One day, the mouse deer walked along the jungle, he arrived at a river. He

wanted a cross the river. But, he couldn’t do it. He thought very hard, how to cross the river. He needed some banana trunks to do it but there was none. While,

he was thinking, there were a group of crocodiles were gathering not far from he

was standing.

“Aha! That is the mouse deer. We must catch them. He can’t cheat us

anymore.” One of the crocodiles said. The crocodile dived to where the mouse

deer was standing. The mouse deer was very surprised to see the crocodiles

around him. “Nice to see you, mouse deer, it’s time for you to die!” one of

crocodiles said.

The mouse deer stood still and he already found a good idea to deal with

the crocodiles. “All right..I’ll become your meal today. But I want to tell you

something before you eat me.” The mouse deer told the crocodiles that he met a

wise man. The wise man taught him how fattens himself. The wise man also gave

him some perfume to make his meat smell sweet.

The mouse deer said, “So, in a short time I’ll be fat, and I’m enough for

one hundred crocodiles.” The crocodiles were amazed and they followed the

mouse deer’s instructions and formed a neat straight line of crocodiles stretching

from one side of the river to the other. The mouse deer jumped on the crocodiles

back one by one while count them.

“One.., two…. Three .. four… twenty.., twenty nine…, thirty! Dear

crocodiles, you are only thirty at all. How come? My meat can make one hundred

crocodiles full. Where are the others? OK, crocodiles, listen! I’m in hurry. I’ll

have a meeting with the lion and elephant. So, I have to go now. Good bye stupid

crocodiles. Have a nice day….

The mouse deer had crossed the river safely. He left the crocodiles all.

7. Why was the mouse deer not afraid to fierce animals…

a. Because he was fierce, too

b. Because he could cheat them all

c. Because he had a fierce animal as his friend

d. Because he could kill them all

8. “He can’t cheat us anymore.” What does “he” in the sentence refer to....

a. The mouse deeres

b. The mouse

c. The mouse deer

d. The crocodiles

9. What did the crocodiles do for the mouse deer…

a. They made a straight line across the river

b. They found meal for the mouse deer

c. They met the elephant and lion

d. They dived into the river

10. Which statement is FALSE based on the text…

a. The crocodiles can’t be tricked

b. The mouse deer jumped on the crocodiles and count them

c. The mouse deer lived near a river

d. The mouse deer must has clever idea to be able to cross the river

Task 4 for no 11-14

Once upon a time a fisherman named Batara Guru Sahala lived in Batak

land. One day he caught a fish. He was surprised to find that the fish could talk. It

begged Sahala to let it free. He did accordingly.

As soon as the fish was free, it changed into a woman. She was so

beautiful that Sahala felt in love with her at once. He asked her to marry him. The

woman agreed to marry Sahala. However, she told him that he must never let out

the secret that she was once a fish. Sahala promised her that he could not tell

anyone about it.

They were happily married and had two daughters. Every morning Sahala

went out fishing. His daughters would bring his lunch. One day, however, instead

of bringing the food to their father, the two girls ate his lunch.

When Sahala knew what they had done with the meal, he got very angry.

He shouted at them saying,” you behaved exactly like the daughters of a fish”.

The daughters didn’t know what their father meant. They went home and

asked their mother about it. Their mother was very annoyed. Although Sahala

apologized to her later, she would not forgive him for breaking his promise.

Then the earth began to shake and the volcanoes started to erupt. The earth

cracked and formed a big hole. People said that the hole become “LAKE TOBA”.

11. Where was Batara Guru stayed …

a. In fisherman

b. In Batak

c. In Batak land

d. In lagoon

12. How many daughters did they have…

a. One daughter

b. Two daughters

c. Three daughters

d. None daughter

13. Why was the woman very angry? Because…

a. Her daughter were crying and found her

b. The earth began to shake and volcanoes started to erupt

c. Batara Guru Sahala broke his promise

d. Batara Guru Sahala was angry

14. What is the main idea of the last paragraph…

a. How Lake Toba was formed

b. The daughters found their mother

c. Batara Guru Sahala had two daughters

d. The woman cursed Sahala

Task 5 for no 15-17

Babu and the Lion

One day, there was a slave whose name was Babu. His master was very,

very bad. You know, he often punched Babu and did not offer him food for days.

Poor Babu! So he escaped into a forest and slept in a cave.

Next morning, he heard a loud roar. In front of him...., at the mouth of the

cave..., was a very big lion. You see, Babu was scared to death! Kind of scary,

isn’t it? But he could not escape.

But the lion didn’t attack him. It was tame. There was a large thorn in its

right front foot. The lion looked at Babu. It seemed to say something like:”Please

help me. It’s very painful.” Babu walked bravely to the lion and pulled out the

thorn. Babu and the lion turned out to be friends.

15. Who is character in the text…

a. Babu

b. Lion

c. Babu, slave and lion

d. Slave and lion

16. Where did the slave run away…

a. Village

b. Forest

c. Cave

d. Mountains

17. What did the slave do to the animal…

a. The slave attack the animal

b. The slave pulled out the thorn bravely

c. The slave very painful

d. The slave and the animal turned out to be closer

Task 6 for no 18-19

The Golden Tree

Once upon time a long, long time ago in a little village there was a big

palace bigger than the village itself and the palace there lived a king. The king

wanted to be rich.

Now one day the king promised one of his gardeners three million gold

coins if he could grow a tree all year round which bore rich golden fruit. The

gardener searched all over the countryside but he could not find the right seed to

grow a tree which would bear golden fruit.

So at last he went to see the wise old owl that lived deep in the forest and

knew all about many things. The wise owl told him what to do and where to go to

get the right seed to plant. The gardener went exactly where he was told and did

exactly what he was told. He planted that seed and gave it some water, some

fertilizer and he waited. Suddenly the tree sprang up so quickly that made the

gardener jump.

The gardener watched as the tree began to bear rich golden fruit. He ran

back to the palace and look the king to see the tree. When the king had stood there

for a long time, staring at open-mouthed the gardener asked for his there million

coins. So the king agreed to the request and the gardener took his money and went

home and lived happily ever after.

18. What did the king want to have? He wanted to have….

a. Bigger palace

b. Good gardener

c. Old owl

d. Golden tree

19. How was the king to see the tree begin to bear rich golden fruit…

a. He was disappointed to see them

b. He was sorry to see them

c. He was astonished to see them

d. He was confused to see them

Task 7 for no 20-21

The Prince and His Best Friends

Once upon a time, there lived a kind young prince named Jonathan. He

was loved, and adored by his people. His two close friends were Peter Piper, the

servant of the palace and Franklin Greedy, the son of an Aristocrat.

One day, The Prince, Peter Piper, and Franklin Greedy were walking

through the forest. Suddenly a group of bandits attacked the three boys near an old

house. They entered the old house and blockaded the gate and doors. The three

boys were trapped inside the house.

Franklin was very terrified and asked the Prince to surrender immediately,

but Peter was not afraid. He urged and supported the Prince not to give up. The

Prince decided not to surrender because he realized that he would become a

hostage for the bandits to ask for ransom to his father, but Franklin was scared and

wanted to make a deal, it made Peter suspicious about Franklin’s behavior. So he

quietly made up a plan for him and the Prince to escape.

Early at dawn, Franklin opened the front gate and unlocked the doors. The

bandits entered the house in search of the Prince. When they came to the room

where the Prince was supposed to be sleeping, no one was there. Suddenly they

heard a horse running outside the house and saw over the window that Peter Piper

and the Prince were riding away on one of the bandit’s horses.

It turns out. Peter Piper sneaked out of the house and waited in the yard,

while the Prince was hiding behind the house. The bandits were very angry at

Franklin and took him with them while the Prince and Peter went safely going

back to the Capital.

20. What was the Jonathan?

a. A charming prince

b. A kind old prince

c. A kind little prince

d. A kind aged prince

21. Why Franklin was very terrified…

a. He saw three boys were trapped inside the house.

b. He met bandits in the forest

c. He asked the Prince to surrender

d. He saw the pirates

Task 8 for no 22-25

Once upon a time, a peacock and a crane took a walk through the woods.

Suddenly, the peacock very proudly spread his very beautiful feather on his tail

and asked the crane whether he had ever seen such beautiful feathers or not.

The crane kept smiling and quiet for a moment and then immediately flew

high up into the air. He called out to the peacock to follow him if he could. He

flew high above the peacock for a while and then said “You boast about your

lovely feathers which are indeed beautiful, but what for are they if they do not

help you to fly?” The peacock cried and realized that he made mistake. He

promised not to boast but appreciate others.

22. Where were the peacock and crane at that time? They were in the…

a. Beautiful nest

b. Cark cave

c. Woods

d. Blue sky

23. Who is the main character in the text…

a. Bird and peacock

b. Peacock and crane

c. Pea cock and Crane

d. Crane

24. “You boast about your lovely feathers which are indeed beautiful…”

(Paragraph 2). The underlined word refers to…

a. Peacock

b. Crane

c. The writer

d. Peacock and crane

25. After reading the story, what are you learn from the text…

a. We have to boast about our capability

b. We may not be arrogant

c. We must not to be naughty

d. We have to be serious

English Narrative Text (Post-test)

Name :

Class :

I. Choose the correct answer by crossing the a, b, c or d

Read the text carefully

Text 1 for no 1 to 4

1. What does the text tell you about…

a. The monkey and the dolphin

b. The dolphin and his friends

One day long ago, some sailors set out to

sea in their sailing ship. One of them brought his

pet monkey along for the long journey.

When they were far out at sea, a terrible

storm overturned their ship. Everyone fell into

the sea, and the monkey was sure that he would

drown.

Suddenly a dolphin appeared and picked him up.

They soon reached the island and the

monkey came down from the dolphin’s back. The

dolphin asked the monkey, “Do you know this

place?”

The monkey replied, “Yes, I do. In fact,

the king of the island is my best friend. Do you

know that I am actually a prince?”

Knowing that no one lived on the island,

the dolphin said, “Well, well, so you are a prince!

Now you can be a king!”

The monkey asked, “How can I be a

king?”

As the dolphin started swimming away,

he answered, “That is easy. As you are the only

creature on this island, you will naturally be the

king!”

Direction!

- Read this test carefully

- This score doesn’t change your mid-test, final test or daily

score

c. The sailors and their pets

d. The king and the prince

2. What happened to the sailors’ ship?

a. The terrible storm overturned it

b. It drowned with all her loads

c. It hit an island under the sea

d. Its machine stopped working

3. What is the dolphin like based on the text…

a. A wild creature

b. A helpful animal

c. A good swimmer

d. A nice friend

4. What moral message does the story have…

a. We should help one another in our real life

b. We must not act like a real monkey in the woods

c. Those who lie and boast may end up in trouble

d. We may not talk too much some new things

Text 2 for no 5 to 8

A long time ago, in Minahasa lived an old man with his grandson, Nando. Nando was

limped. He could not walk well. His grandfather loved him so much. He never permitted

Nando to go out alone.

Nando’s grandfather job was looking for wood in the jungle. Nando really wanted to

go to the forest with him, but he never gave permission. But finally, he let Nando to go to the

forest with him. In forest, Nando walked slowly behind his grandfather. He was very excited.

He saw some monkeys. When his grandfather looked back, he was shocked. Nando was lost.

The grandfather went back home very sad.

Next day, the grandfather was back to the jungle. When he was walking, he heard a

strange bird making sound “Moo poo..Moo poo”. He felt the bird said, “Opoku.. Opoku”. It

means “My grandpa..My grandpa.. The grandfather was surprised. He approached the bird. It

was limped. There were tears in the bird eyes. He knew that Nando had changed into a bird.

5. Where was the story told about...

a. In Maluku

b. In Padang

c. In jungle

d. In Minahasa

6. What did Nando really want to do…

a. To go to the forest with his grandfather

b. To be a strange bird in the jungle

c. To look for woods in the jungle

d. To walk slowly behind his grandpa

7. “He was very excited.” (paragraph 2) the underlined word refer to…

a. Grandfather

b. Opoku

c. Nando

d. Nanda

8. Why did grandfather was sad…

a. Because he was angry with his grandson

b. Because his grandson lost in the forest

c. Because he didn’t permit Nando to go alone

d. Because he saw a bird

Text 3 for no 9 to 11

A Bat and The Weasels

One evening, a bat went out to hunt for food even though he was not well. As he flew

after some insects, he felt dizzy and fell to the ground in a field.

Before he could get up, a weasel pounced on him. “Please, Mr. Weasel,” the bat

pleaded,” please let me go!”. The weasel just laughed, “Certainly not! I am a great hunter of

birds!” Thinking quickly, the bat replied,” Oh, but I am not a bird, I am a mouse. Look

closely at my face. Don’t I look like a mouse?”. The weasel agreed and let him go.

A short time later, the bat fell to the ground again and was caught by a second weasel.

Once again, he had to plead for his life. “Why shouldn’t I kill you? I hunt mice! Exclaimed

the weasel.

“Oh, but I am not a mouse,” he answered. “ I am a bat. Have you ever a mouse with

wings?” he asked, spreading his wings for the weasel to see. The weasel was convinced and

set him free.

9. What is the title of the story about…

a. A Bad and The Wea sels

b. A Bad and The Waesels

c. A Bat and The Weasels

d. A Bat and The Waesels

10. Who is fall down in the field…

a. A weasels

b. A weasels and a bat

c. An insects

d. A bat

11. When did the story happen..

a. One night

b. One evening

c. One day

d. Once upon time

Text 4 for no 12 to 14

Once upon a time, there was a king who was very powerful and rich. But he was

always unhappy, because he felt ill all time. No doctors knew how to cure him, not did any

medicine do him good.

One day, he called all his wise men to his place and asked them what to do. ”There is only

one way.” said a very old man.” If you can find a happy man, take his shirt and wear it,

you will be soon cured.”

So, the king sent his men to search for all the happy men. They traveled all over the

country, but they could not find one. There was nobody who was completely satisfied.

The men were very tired of their long search, and did not know when to go home. Just

as they were worrying about that, they saw a poor workman who was singing merrily

while he was at work. ”Are you happy?’’ they asked the man.”Yes, I am as happy as a

lark, “answered the man. ”Give us your shirt, said the men.’’ We’ll give you as much

many money as you need.’’

’’Alas!’’ cried the workman, ’’My shirt is dirty.’'

12. Why did the king always unhappy..

a. He felt bad all the time

b. He aged all the time

c. He was tired all the time

d. He got a stroke

13. Where did the story take place..

a. Hotel

b. Road

c. Office

d. Palace

14. Which statement is TRUE based on the text…

a. The king ask his wise men to find a workman

b. The medicine for the king was found the happy man and take his clothes

c. The king was very upset didn’t find the clothes

d. The medicine for the king was singing

Text 5 for no 15 to 16

The Rabbit and the Wolf

One day when a rabbit was walking in the forest, he heard someone crying out,

“Help! Help!” he looked around, and finally he saw a wolf. A great stone had fallen on

his back so that he couldn’t get up. He asked the rabbit’s help, and said that he would die

if nobody helped him.

The rabbit worked hard and finally managed to get the big stone off the wolf’s back.

Then the wolf jumped up and caught the rabbit in his mouth. The rabbit said, “No good

person kills someone who helped him. It is fair. You can ask the duck, who is very fat

and know everything.”

So both them went to the duck. He listened to their story and then he said, “Show me

the stone. They went to the stone.”. “Now let me be sure about this, “said the duck. “put

the stone on the wolf’s back exactly as it was when you found him. “so the wolf lay

down, and effort the stone was put on his back again

“Well what do you think?” the wolf asked the duck

The duck thought for a moment. Then said, “I think you were wrong to be cruel to

rabbit, who had helped you. now see if someone else will help you! and leaving him in

the state in which the rabbit had come upon him, they went their way.

15. What does the wolf ask the rabbit for…

a. He asks for mercy

b. He asks for meat

c. He asks for help

d. He asks for fight

16. What does save the rabbit…

a. The stone

b. Someone

c. The platypus

d. The drake

Text 6 for no 17 to 20

17. Where was Rahwana’s palace…

a. Alengka

b. Alangkah

c. Allengka

d. Alingka

18. Rama thanked Hanoman because…

a. He wanted to go to Alengka

b. He found Shinta’s crown

c. He killed thousands of troops

d. He told him an important secret

19. What the main idea of the second paragraph…

a. Hanoman found a clue to Sinta’s existence

b. Rama found his wife’s crown in the bushes

c. Alengka had thousands of troops to fight

d. The king of white monkeys went into the bushes

One day, Rahwana kidnapped Sinta and took her to his palace in

Alengka. Rama was so sad. He made

many efforts to save his wife. He sent

his best troops to search for his beloved

wife, but Sinta remained unfound.

After four months, Hanoman,

the king of white monkeys found Sinta’s

crown in the bushes, a clue that led him

to Alengka. Rama thanked his best

friend, Hanoman and soom they went to

Alengka with thousands of troops.

The battle was unavoidable.

Rahwana’s troops were very powerful

giants. They wounded many of Rama’s

soldiers. The battle took two months.

After Rama’s involvement in the battle,

the problem was solved. It was also

because of Rama’s power. Rahwana, the

very powerful king of giants, was killed.

Rama was so happy to see his

beloved wife. They returned to Ayodya

and lived happily forever.

20. From the text, we know that…

a. Rahwana killed a lot of Rama’s troops

b. It took months for Rama to kill Rahwana

c. Rahwana’s troops could not be defeated

d. Rama was more powerful than Rahwana

Text 7 for no 21 to 25

The stingy and the Generous

Long, long time ago there lived two brothers. They had completely different

characters. The big brother was very stingy and greedy. He never shared his wealth with

poor people. The little brother was exactly the opposite. He was generous and kind to

poor people. He even had no money left because he had shared it with the poor.

One day the generous brother was sitting in his garden when suddenly a little bird fell

on his lap. It was wounded. He took care of it, fed it and put it in a nice cage. After the

bird was healthy, the generous brother let it fly. After some time the bird returned to him

and gave him a watermelon seed.

The generous brother, then, planted the seed and watered it until it grew into a good

watermelon plant. Yet, the plant was very strange. It had only one fruit; a big and heavy

one. When the watermelon was ripe enough, the generous brother picked it and cut into

two. How surprised he was. The watermelon was full of gold.

The generous brother sold the gold and became very rich. He built a big house and

bought a very large field. Still, he never forgot to share his wealth with the poor.

21. What was the character of little brother…

a. Kind and lazy

b. Greedy and poor

c. Nice and generous

d. Stingy and greedy

22. How did the generous brother get the water melon seed..

a. Finding in the field

b. Curing a wounded bird

c. Planting the watermelon

d. Asking for the seed to his brother

23. What is the main idea of the first paragraph…

a. They had completely different characters

b. He never shared his wealth with poor people

c. Long time ago there lived two brothers

d. He generous and kind to poor people

24. Why was the little brother surprised…

a. The watermelon was full of metal

b. The watermelon was grew until the sky

c. The watermelon was big and heavy

d. The watermelon was full of gold

25. What did he do until he became wealth man…

a. He build a large house and bought field

b. He build a large place to save poor people

c. He build a large field

d. He bought a big house

Answer keys Pre-test

1. B

2. A

3. B

4. A

5. D

6. C

7. B

8. C

9. A

10. A

11. C

12. B

13. C

14. A

15. D

16. B

17. D

18. C

19. C

20. B

21. B

22. C

23. B

24. A

25. B

Answer keys Post-test

1. A

2. B

3. A

4. A

5. D

6. A

7. C

8. B

9. C

10. D

11. B

12. A

13. D

14. B

15. C

16. D

17. A

18. B

19. A

20. B

21. C

22. B

23. A

24. D

25. A

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-081

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT BIMBINGAN SKRIPSI Nomor : Un.01/F.1/KM.01.3/…./2014 Jakarta, 24 April 2014

Lamp. : -

Hal : Bimbingan Skripsi

Kepada Yth.

1. Dr. Atiq Susilo, MA.

2. Neneng Sunengsih, M.Pd.

Pembimbing Skripsi

Fakultas Ilmu Tarbiyah dan Keguruan

UIN Syarif Hidayatullah

Jakarta.

Assalamu’alaikum wr.wb.

Dengan ini diharapkan kesediaan Saudara untuk menjadi pembimbing I/II

(materi/teknis) penulisan skripsi mahasiswa:

Nama : Tami Asriani

NIM : 1110014000074

Jurusan : Pendidikan Bahasa Inggris

Semester : 8 (Delapan)

Judul Skripsi :The Effectiveness of Suggestopedia on Students’

Reading Comprehension in Narrative Text

Judul tersebut telah disetujui oleh Jurusan yang bersangkutan pada tanggal 11 Februari

2014, abstraksi/outline terlampir. Saudara dapat melakukan perubahan redaksional pada

judul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing

menghubungi Jurusan terlebih dahulu.

Bimbingan skripsi ini diharapkan selesai dalam waktu 6 (enam) bulan, dan dapat

diperpanjang selama 6 (enam) bulan berikutnya tanpa surat perpanjangan.

Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Wassalamu’alaikum wr.wb.

Tembusan:

1. Dekan FITK

2. Mahasiswa ybs.

KEMENTERIAN AGAMA

FORM (FR)

No. Dokumen : FITK-FR-AKD-082

UIN JAKARTA Tgl. Terbit : 1 Maret 2010

FITK No. Revisi: : 01 Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia Hal : 1/1

SURAT PERMOHONAN IZIN PENELITIAN

Nomor : Un.01/F.1/KM.01.3/......../2014 Jakarta, 24 April 2014 Lamp. : Outline/Proposal Hal : Permohonan Izin Penelitian

Kepada Yth. Kepala Sekolah MTsN Tangerang II Pamulang

di Tempat

Assalamu’alaikum wr.wb.

Dengan hormat kami sampaikan bahwa,

Nama : Tami Asriani

NIM : 1110014000074

Jurusan : Pendidikan Bahasa Inggris

Semester : 8

Tahun Akademik : 2010/2011

Judul Skripsi : The Effectiveness of Suggestopedia on Students’

Reading Comprehension in Narrative Text

adalah benar mahasiswa/i Fakultas Ilmu Tarbiyah dan Keguruan UIN Jakarta yang sedang menyusun skripsi, dan akan mengadakan penelitian (riset) di instansi/sekolah/madrasah yang Saudara pimpin. Untuk itu kami mohon Saudara dapat mengizinkan mahasiswa tersebut melaksanakan penelitian dimaksud. Atas perhatian dan kerja sama Saudara, kami ucapkan terima kasih.

Tembusan:

1. Dekan FITK 2. Pembantu Dekan Bidang Akademik 3. Mahasiswa yang bersangkutan