CHAPTER
I
INTRODUCTION
This
chapter deals with background, problem statement, objective of the research,
significance of the research and scope of the research.
A. Background
Being
successful in teaching English is the dominant factor that the English teacher
should pay attention to, especially in teaching reading. Through reading, one
can enhance his experience, develop new concept, solve his problem, and broaden
his horizon of thinking, which are needed to ensure continuing personal growth
and adopt the change in the world yet the importance of reading has not been
realized by most of our society a large number of our population is classified
as poor readers and the majority of the people are content to read materials of
poor quality.
In reading
comprehension, the message to be imposed in the written form is the most
important element that the students must recognize, because the primary purpose
of reading is to know the thoughts expressed in the printed material.
Therefore, reading wit comprehension is only a way for the students to arrive
at what they want to know from the reading material. However, the problem is
how to make them comprehend.
For
students from elementary to university level, reading is something that has to
be done. They have to read their compulsory books or other materials related to
their lesson. For students who are studying languages, reading is one of the
skills, which has to be learned and is considered as the most important one
because it can influence other language skill (listening, speaking, and
writing). According to Kustaryo (1988;2) it is certainly not easy to present
the English reading for Indonesian students whose language system is different.
Reading
In the
teaching reading, English. Teacher should introduce the humor stories as an
alternative way to give variation to the students in teaching and learning
process.
Based on the
junior high school curriculum, reading is one of the four skills in studying
English. Reading
B. Problem Statement
According to the statement above,
the research question is formulated as follows:
Does the use of humour stories
improve the reading comprehension of the second year students of SMA Negeri 5 Makassar?
C. Objective of the Research
The objective of the research is to find out whether the use of humour
stories in teaching reading can improve student’s reading comprehension to the
second grade students of SMA Negeri 5
Makassar.
D.
Significance of the Research
The result of the research is expected to be
useful reference for the English language teaching particularly for teaching
reading students’ for the English teacher for other and for the writer himself.
E. Scope of the Research
This research is restricted to the use of humour stories as reading
materials from text book in English class. By discipline, this research is
under applied linguistics. By content, this study is limited to discussion to
the use 30 essay tests question method to improve the students’ reading comprehension
and by activity this research administered pretest to find out the prior knowledge
of the students for example; reading material test that consist of humor
stories. The topic are wrong thought, special gift, watch the door and going to
the zoo, and posttest that would be done after a number of treatment to
discover, the reading ability subjects in applying this case, the writer used
humor stories, especially to the second year students of SMA Negeri 5 Makassar.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
This chapter deals with some
previous research findings. Some pertinent ideas, theoretical framework and
hypothesis.
A. Previous Research Findings
Many researches have report to expose the
identification of student’s achievement in learning English to make the
teaching and learning process more effective some of the researchers’ findings
are ated concisely below:
Halimah (2002) in her research she concluded that the students have
positive attitude toward the use of written humor in learning speaking because
the written humor can motivate and activate students in learning speaking
beside that students’ don’t feel stress in learning by using written humor.
Asriyani Alwi st (2003) in her research she
concluded that the use of humorous stories material in the teaching of English
reading could motivate the student’s SLTP Negeri 36 Sudiang Makassar to read
English material
Fatmawati ( 2004 ) in her research
she concluded that the reading text used at junior high school were improved
from the first to the second and the third year. In senior high school were
unorganized because the score of the third year is lower than the first and the
second year score.
Mutmainnah ( 2001
) in her research she concluded that the application of cooperative learning in
improving the student’s reading comprehension is more effective than
conventional one before treatment applied while the students achievement in two
post test shows that the application of cooperative learning is able to improve
the students’ score.
From the previous
findings above, the writer using humor stories techniques as a media in
teaching because humor stories are one way to improve students’ activity in
reading class. This research has difference with previous finding above. The
writer used humor stories into steps: (1) Introduce about the humor stories and
identify main ideas, (2) Read the questions, (3) Supporting ideas, (4) getting
the general and specific information, (5) find out the answer in reading
materials. In this case, the teachers are expected to give and use many kinds o
technique in reading class and also the interesting materials.
B.
Definition of Reading
1.
What is Reading?
There are reading definition are given by some people, which related the
similar meaning.
Charles in Tohir (2001:5) states that reading is a transmitting of
information process where the author tells all the readers about his ideas or
message. Such as, the author is regard as the informants (sender) and the
reader on the another hand is receiver. During the reading process it means
that the reader can be done during reading activity is only grasping and
decoding information, meanwhile he can not as question or comment to the author
directly.
Tinker and
Cullogh (1975:9) state reading is identification and recognition of print or
written symbol, which serve as stimuli for the recall of meaning built up
through past experience. From those definitions, it can be concluded reading is
meaning getting process the reader always tries to catch what the writer says
and means actually. Also from those definitions of reading some people
formulate definitions of reading comprehension.
According to
William (1984:486) reading can be point as four step process. The four steps
are interrelated to other, they are:
1. Word perception, the ability to recognize a
point
2. Comprehension, the ability to infer ideas from
words
3. Reaction, a step in which the reader interacts
intellectually and emotionally.
4. Integration, absorbing the ideas in context of
one’s personal background.
Finally,
Harris et all (1980:5) define reading as a process of meaning elaboration or
thinking in relation to written symbols. The recognition and comprehension
Written symbols are influenced by reader’s perception skill, experience,
language background, mind sets and reasoning abilities as they anticipate
meaning on the bases of what has read.
2.
Reading Concept
There
are different reading definition given by linguistics which indicate the
similar sense of meaning some defied that reading is a comfortable activities
for relax time, come others state that reading is valuable learning activity
where knowledge and science are required to be acquired by the students
academically.
According
to Rubin (1982) reading is the bringing of meaning to and the getting of
meaning from the printed pages while Simanjutak (1988) states that reading is
the process of putting to reader in contact and communication with ideas.
Widdowson in Rubin (1982) states that reading is not a reaction to text but an interaction
between writer and reader medicated through the text. It is clear that reading
is a fundamental requirement that can influence the student’s achievement in
studying English through reading, we can broaden our horizon of thinking
Anthony (1995:77) states that teaching English as a foreign language to
the second language learners requires the learners to be able to use this
language to in daily, interaction either in the classroom learning process that
are well known as in formal communication, but we can deny that we have not yet
achieved the goal of teaching English as a foreign language.
In
teaching reading English teacher should introduce other materials as an alternative
to give variation to the student in teaching and learning process. These
materials can be a form of media that can create a comfortable atmosphere to
interest and stimulate the student in the classroom learning process.
Learning
English could be fun for the students who learn another language. In this case,
teachers of English should have a good preparation in teaching. It is very
essential for the teachers to create a good classroom atmosphere and to avoid
the students from getting bored. According to William in Rahman, teaching must
be learned in such a way that learning becomes interesting.
A
wide selection material will be interesting if the material is humorous.
Sudjoko in Hamka (2001;3) says that humor can entertain, humor also can help
some one to comprehend any complex matters. Because the importance of humor in
learning and teaching, the writer offers the use of a kind of humor. Which is
funny (Written humor) in teaching reading . Reading
3.
Definition of Reading Comprehension
What does reading comprehension
mean?
To answer the
question, the writer intentionally presents opinions of some authors or writers
as follows.
Before dealing
with the definition of reading comprehension it is necessary to define the word
reading and comprehension. Hornby (1974:711) explains that reading is the act
of one who reads ; knowledge, ESP, of books : the ways in which something is
interpreted, while comprehension is the act of understanding, the ability of the
mind to understand Procter in Rahman
(1998:6) Evison in Tahir (2001:8) explain that comprehension is the mind’s
power of understanding, or the ability to understand.
Thinker (1975;5)
states that reading comprehension is not just reading with a loud voice but
also to establish and understand the meaning of words, sentence, and paragraph
sense the relationship among the ideas. As it is, if a student just reads
loudly, but can not understand the content of the passages, it means he/she
fails in comprehending the passage.
Ophelia (1989;205)
assumes that reading comprehension is understanding evaluating and utilizing of
information between author and reader. It sounds like the author and the reader
can communicate one other. It means that a reader in this case, tries to
understand what he is saying.
Smith and Dale (1980:7) state that reading comprehension means
understanding, evaluating, utilizing of information and gaining through an
interaction between reader and author. Reading comprehension is such a kind of
dialogue between reader and author in which the written language becomes the
medium that cause the dialogue happen when the two persons communicate through
the medium of print reading comprehension refers to reading with comprehension.
Thus reading comprehension is reading by comprehension the meaning of a passage
or what is or has been read. One who reads something by understanding it can be
said that he does a reading comprehension.
Comprehension is a special kind of
thinking process. The reader comprehends by actively constructing meaning
internally from interacting with the material that is read (Anderson and
Pearson in Alexander, (1993;160). Successful comprehension involves the reader who
can discovery the meaning. It may be finding a particular piece of information,
solving a problem through reading, working to understand an idea or following a
set of directions. From the point of view given above, it can be concluded that
reading is an active thinking process where the reader tries to gain
information given by the author and understands what actually the purpose of
author.
4. Levels
of Reading Comprehension
The following are levels of reading comprehension according to Smith (1969)
and Carnine (1990):
a) Level of reading comprehension according to Smith
(1969) and Wayne
1.
Literal
comprehension; that is the skill of getting primary direct literal meaning of a
word, idea, or sentence in context.
2.
Interpretation;
that is to identify ideal and meaning that are not explicitly stated in the
written text.
3.
Critical
reading; that is to evaluate what is read, and examines critically the thought
of the writer.
4.
Creative
reading; that is to apply ideas from the text to new situations and to
recombine author’s ideas with other ideas to from new concepts or to expand old
ones.
b) Level of reading comprehension Carnine in Carnine
(1990) are:
1.
Comprehension
skill for the primary level consists of:
a)
Literal
comprehension; that is to receive information stated in a passage
b)
Sequencing
comprehension; that is to under several from a passage according to when they
happened.
c)
Summarization;
that is to receive information stated in a passage.
2.
Comprehension
skill for the intermediate level consist of:
a)
Inferential
comprehension; that is to reveal relationship between two objects or averts
(stated on not stated).
b)
Critical
reading; that is to identify the author’s conclusion to determine what evidence
is presented, and to identify family argument.
c)
Comprehension
skill for the advanced level that is the appreciation of the author’ work.
5. The Reasons for Reading
According to Harmer (1987). there are four
reasons for reading, they are:
1. Reading
2. Reading
In real life people generally read something because they want to and
they have a purpose, which is more fundamental than involved in some language
learning tasks seem only to be asking about details at language. People read to
language because they have a desire to do so and a purpose to achieve.
3. Reading
In most cases,
reading for information is relevant to current study of the reader they read to
find out information, to reduce their uncertainties.
4. Reading
6. Kinds of Reading
Three kinds of reading, they are:
a) Reading
Aloud
In reading
aloud, the students will get experience in producing the sound, which should be
practice as many as possible. Reading
b) Silent
Reading
Silent reading is reinforcesing the readers to
find out the meaning of the words. This kind of reading leads the readers to
the better comprehension. This reading is skill to criticize what is written,
to discuss written meaning and to draw inference and conciliation as well as to
tell new ideas on thesis of what is read.
c) Reading
Fast
7. The Strategy of Reading
There are three strategies we tend
to approach when we read, they are;
a. Skimming
Skimming is to read text superficially a
rapidly in order obtain the gist or main idea it is a skill that requires
concentration. Adequate knowledge among of practice is necessary in order to
skim fulfill their purposes.
b. Scanning
Scanning is to read a text quickly in order to locate a specific item of
information it is used to design the process of locating quickly a particular
word, phrase, sentence, and fact of figure with a selection.
c. Intensive reading
Intensive reading is a for recall or total accuracy it is an activity in
class way in using reading. It deals with the detail content and linguistic
study.
8. Selection of materials
Teacher of English language are expected to be more creative and more
innovative selecting and then presenting materials relatively and using a wide
variety of resources that can enhance and motivate students to learn English.
Through anecdotes, the student will be entertained in reading the materials.
The reading materials should be interesting; the teacher should notice that in
selecting the materials he/she should be sure that they are in time of student’s
interest in order towing their attention. This is important for the smooth less
of the way to the students to good concentration and attitude toward reading
lesson. If the materials are not interesting, the students will passively not
pay much attention to the lesson. This way means that the teacher will be
difficult to attain the objective of his teaching.
According to Huck in Burns (1984), intermediate students are interested
in reading fiction, biographies adventure and stories of the past. They like
suspense, action and humor. Teacher can asses student personal reading interest
them. In selection reading materials, there are at least three areas that
should be concern:
(a) The
level of linguistic difficulty
Cooper
in Gwin (1990) and Chunk states that unpracticed readings in a foreign language
tend to use a word-by-word approach while more practice readers are able to
Chunk information. Based on the statement above, we can decide that the select
material should be at the language level of the student.
A material that is too difficult, where every word has to be
explain, or which uses extremely complex grammatical construction is only
likely to produce frustration similarly a material that is too easy does not
extend the students knowledge. The material should be regard, sequence and
varied so their linguistic content and difficulty the ability of the students.
(b) Cultural
content
If the teacher
believes that the culture content would interfere with student comprehension,
such material can be avoid an opportunity for students to gain new awareness of
different culturally define behaviors, in such a case, the teacher can explain
the differences in culture behavior to the student before their read (Gwin,
1990).
(c) The
interest factor
The third area that should be concerned in selecting various reading
materials is the interest. It is had by the students because the evidence that
students’ motivation in reading is greater when material interest them.
How can teacher provide various reading materials that are interesting
for the students? Most students of English tale interest in book or short story
in which characters are involved in learning a second language. However, teacher
can also discover the kind topic that interest their reading preferences.
One factor that also should be concerned is the
level of the materials’ vocabulary because even though they are interested in
the subject matter of material we have chosen, they will soon lose interest if
they find the vocabulary too difficult. This is why teacher should decide
during their lesson preparation that the meaning of the new word can be derived
from the material it self when the learner reading it (Rubin, 1982 ).
Relate with how to select language learning
materials. Richard and Rogers in Mantasiah ( 2000:14) give specification :
1. Material will allow learners to progress at
their own rates of learning
2. Material will allow for different styles of
learning
3. Material will provide opportunities independent
study
4. Material will provide opportunities for
evaluating and progress in learning.
9. Technique of Improving Reading
To achieve the purpose of reading one should read effectively. General
in Rahman (1998:8) states that effective reading means being able to read
accurately, efficiently and to understand as much of the passage as you read in
order to achieve your purpose.
To achieve one purpose of reading, he can
apply some reading technique as follows:
a) Survey
Reading
Brown (1987:930) says surveying is specialized technique for getting a
mountain top new of an article chapter content and it helps to give a general
point of view.
b) Skimming
Skimming is a kind of reading that
make our eyes move quickly in order to get the main idea from the reading
material. Skimming enable people to select content that want to read and to
discard that which is in consequential for their purpose.
c) Scanning
Scanning is reading the text quickly to answer a specific question. This
technique enables people to locate specific information without reading all the
material around It. Brown (1987;138 ) states that scanning serves two
functions. It uncovers relevant information and accelerates your reading speed.
d) Pre-reading
Pre-reading is a technique that a reader uses before he began to read
the material to improve his comprehension and recall. Whorter ( 1992 ; 25 )
states that pre-reading involves only at those part of reading materials that
will tell you what it is about or how it is organize. Further he explains the
port on to look at in reading a text book chapter are:
1. Read the title
2. Read the introduction or opening paragraph
3. Read the first sentence under each heading
4. Read each boldface heading.
5. Notice
any typographical aids.
6. Notice any graph or pictures.
7. Read the last paragraph or summary (Whorter,
1992:26)
Grabe in Rahman (1998:2) states that pre-reading activities
very useful in the reading class because they have been referee to as
instruments teachers can use in the class to active student’s background
knowledge, it can be conduct that pre-reading is very effective because it
helps a reader to give basic information about the organization and the content
of the materials.
C. Humor
1.
What is humor?
According to Webster New world Dictionary (1996), humor is the quality
that makes something seems funny or amusing: comicality, it also means mood,
state of mind humor must be funny but it has to be considered that funny
element is not the humor but symptom of it. Funny is used in the little to
refer to humor and act, which can cause laughter.
2.
Theories of Humor
Humor in modern usage means the comic or laughable. In general sense, all
theories of humor could be divided into two classes; those that find all humor
and laughter innocent, harmless and joyful. More precisely the theories of
humor can be divided into three groups;
1. Theories of superiority or degradation
2. Theories of incongruity dissociation
3. Theories of relief of tension or release from
inhibition
There are many theories of humor; clown and
jokes but none of them can describe completely what humor is actually.
a) Superiority
and Degradation
Voltaire in Enclopedia Americana (1995) said laughter arises from a
gayety of disposition absolutely in compartable with contempt and indignation
another dissenter Jean Paul Richter, also in Enclopedia Americana wrote that
the observe of a humorous situation most subjectively identification himself
with the object of laughter. Humor finds no individual fools but only
foolishness I foolish world and is therefore tenderly tolerant: this theory was
develop by Dunlop lea code and Rapp.
b. Incongruity
and Dissociation
Theories of this group have been held as widely, if not so long as those
of the first group. Braise Pascal in Encyclopedia Americana (1995) emphasizes the
frustration of expectation nothing makes people laugh so much as a surprising
disparity between what they expect and what they see. A resent and highly
encompassing theory of humor is Arthur Koestler’s theory of dissociation. Henri
Bergson almost anticipated the dissociation theory when he said, a situation is
invariable comic when it belongs simultaneously to two altogether independent
series of events and is capable of being interpreted in two entirely different
meanings at the same time. This theory was developing by Guthrie, Willman and Baisilic.
c) Relief
of tension humor
The function of humor in this theory is to release people from
inhibition, unpleasant and even suffer. This theory is also grouped into
surprise theory, which was stated by Spencer and Kline in Pradopo (1987) states
that people’s tension sometimes out of control.
Which is caused by a high emotion and usually, handled by the sense of
humor. We can see in our daily life a person with anger or a hard stress
already releases (Soebardi:1997). This theory was developed by Spencer, Kline
and Rapp.
Summation of the Theories of
Humor
Of all the theories, those of superiority of degradation seem the most
limited. They are excellent in dealing with satisfaction, incentive, sarcasm
and laughter at misfortune but are of little help in dealing with whimsy
nonsense, puns, incongruities and ardency.
Humor certainly is multifaceted, it can be aggressive it can deal with
nonsense or incongruous, it can be sympathetic and understanding, it can
develop intellectual squint as it attempt to see all sides of a question, it
can be playful or intelligent. It can even be serious as satire and the rises
of black humor indicate, but it can no be false. Humor, even at its most
malicious, even at its most exaggerated, can not dessert truth toilet, the King’s answer is the only
pooper one and you lie Sirrah, we’ll have you whipped.
Function of Humor
Sudjoko
in Hamka (2001) says that humor can function to do all intention and all goals
in every facet, humor can make someone to see problem in any different sides,
humor can entertain, humor can swift mind, humor can increase someone
smartness, humor can make someone tolerate something and humor also can help
some one to comprehend any complex matters. Actually our society have realize
some functions of humor, as policy function or refreshing tool to make people
able to concentrate their attention for long time. In the advance country, employees
sometimes make humor as long as it helps to facilate their work or function to
reach their goal. Another important function of humor is recreation in this
case, the role of humor is to vanish the saturation in people routine
activities such as working or studying. Besides as an entertainment, humor also
function as tool to convey critic, which is usually indirect. Recently, this
kind of humor grows greatly as our society become more critical and they
already able to see any betrayal in our surroundings.
Humor also functions to explain something in an attraction way, if they
find any hard matter, they will seek humor that is relevant to the matter. This
method also used in explaining sexual problems to the young generations.
Kinds of Humor
Setiawan in Hamka (2001) categorize
humor according to its expression form he states the kinds of humor as in the
following:
1. Performing comedy. Such as jest, pantomime,
etc, graphic humor such as caricature funny picture etc
2. Literature humor such as funny story humor
stories, anecdote etc. Koesler in Hamka (2001) categorized humor into two
classes, according to its performance and according to its goal.
Humor in the view of performance can be divided
into three as in the following:
a) Spoken humor
b) Written humor
c) Body movement humor
The Features of Humor
There are some features of humor (anecdote) as
follows:
- It
is short and simple story
- It
usually relates one incident
- It
begins close to the control idea
- Includes
important concrete detail
- It
often contains several quakes
- It
close quickly after the climax
- Requires
punctual for the punch line
(Manen
Mc. Gil, 2000)
7.
Why use Humor?
Humor story is a
kind an anecdote it is short narrative of an interesting, or amusing, or
biographical incident it can motivate students to reading, because it is
interesting, enjoyable and funny for students
The advantage of using Humor;
- Arise
the students’ attention
- Give
entertainment or enjoyment
- Interesting
In teaching reading,
english teacher should introduce the humor stories as an alternative way to
give variation to the students in teaching and learning process. Humor stories can
make someone to see problem many different sides, humor can entertain, humor
can swift mind, humor can increase. Someone smartness, humor can also can help someone
to comprehend any complex matters. The students can understand the implicit
meaning and stages of theoretic development in written text in the form of
narrative procedure, descriptive, anecdote, report, recount and new items.
D.
Theoretical Framework
Reading material as one element in
English language teaching has the important role. Because reading material as
one factor that might influence the students reading comprehension.
The theoretical framework is put in the diagram
below
In the diagram above, the three main components
are input, process, and output
- Input
refers to the humorous stories that will be given to the students’
- Process refers to the implementation of humorous stories in
teaching reading ability in the classroom
- Output refers to the students’ reading comprehension achievement.
E. Hypothesis
The hypothesis of the research
presented as follows:
H1 (Alternative hypothesis) : There is a significant difference of the
students’ reading comprehension before and after presenting reading material by
using humor stories.
(H0) Null hypothesis : There is no significant result students
reading comprehension before and after giving treatment..
CHAPTER III
METHOD OF
THE RESEARCH
This chapter
deals with variable and research design, population and sample, instrument of
the research, procedure of collecting data and technique of data analysis.
A.
Variable and Research Design
1. Variable
This
research consists of two variables. They are:
1. Independent variable was the use of humor
stories to improve reading comprehension. Humor is the quality that makes
something seem funny or amusing to comprehend any complex matters.
2. Dependent variable was the students reading
comprehension means understanding, evaluating, utilizing information and
gaining through an interaction between reader and author.
2.
Research Design
The research employed a
pre-experimental method with one class pretest and posttest design. The diagram
was given below:
01 X 02
Where
:
01 = Pretest
X = Treatment
02 = Posttest
(Gay, 1981 : 225)
B.
Population and Sample
1.
Population
The population
of this research was the second grade students of SMA Negeri 5 Makassar in the
2006/2007 academic year. The number of population 360 students consisted of
nine classes; each class consisted of 30 – 40 students.
2. Sample
The writer took
only one class as the sample and respondent of this research. The number of the
sample is 30 students were chosen (II IPA1) because that class is
excellent class than the other classes. This sample was chosen by using cluster
random sampling technique.
C.
Treatment
The researcher carried out the class in four meetings. In each meeting the
researcher used to be discussed.
1.
The first
meeting was on Tuesday, 10th October 2006, the topic is about My
Holidays
a. The researcher introduces about the humor
stories.
b. The researcher gave explanation about reading
comprehension by using humor stories to stimulate the students.
2.
The second
meeting was on Wednesday, 11th October 2006, the topic is about
Restaurant
a. The researcher asked the students what their
difficulties about the humor stories.
b. The researcher gave 3 (three) humor stories as
a sample and then students read
3.
The third meeting
was on Tuesday, 17th October 2006, the topic is about Policeman and
Bachelor
a. The researcher gave essay test and each student
answer the questioned about the humor stories.
b. The researcher asked the students again what
their difficulties about the humor stories.
4.
The fourth
meeting was on Wednesday, 1st November 2006, the topic is about Frog
a.
The
researcher gave essay test again by using humor stories and the students repeat
and correction.
D.
Instrument of
The Research
The instrument
of this research was a reading test. The reading test was administrated in the pre-test
and the post-test. The test consisted of 30 essay tests. The researcher choose essay
test because the students can comprehend the material while the post-test was
intended to know the students’ reading comprehension.
E.
The Procedures of Collecting Data in
this Research as follows:
1. Pretest
Before doing treatment, the researcher applied
a pre-test which was carried out on Wednesday morning, 4th October
2006. It lasted in 90 minutes, with 2 x 45 minutes. Students were in the class
joining the test. The researcher distributed to identify the students’ prior
knowledge in reading comprehension.
2. Posttest
After doing treatment was on Wednesday morning,
8th November 2006. The writer post-test for the experimental class. It
lasted for 2 x 45 minutes. The post-test was conducted to find out the students’
achievement and their progress after giving the treatment about the use humor
stories in reading comprehension. The content of the pretest was the same as
the post test.
F.
Technique of Data Analysis
To analysis the data, the writer
employed the formula as follows;
1.
Scoring the students’ correct answer of pretest and posttest
Score = 
2. The score of the students pretest and posttest
a. 9.6 to 10 classified as excellent
b. 8.6 to 9.5 classified as very good
c. 7.6 to 8.5 classified as good
d. 6.6 to 7.5 classified fairly good
e. 5.6 to 6.5 classified fair
f. 3.6 to 5.5 classified as poor
g. 0 to 3.5 classified as very poor
(Kanwil depdikbud, 1985)
3. Computing
the frequency of the rate percentage of the students’ score
Where:
n
: frequency
N : The total number of students.
(Heaton, 1988: 73)
4. Calculating the mean score of the students’
answer by using formula:
Where
X : Mean Score
: Total row score
N :
The total number of students
(Arikunto, 1995 : 371)
5. Finding out the significant difference between
the pretest and posttest by calculating the value of the test. The following
formula is employed :
Where :
: Deviation
: Standard
deviation
N : Number of students
Where
SD :
Standard deviation
: Total row score
N : The total number of students
(Gay, 1987:363)
Where :
: The difference
between the score of pretest and posttest
D
: The mean score from the different score of pretest and posttest
D2
: The square of D
N : Number of students
gan, kurang tertata rapi tuh tulisannya, jadi susah nih mbacanya.. mohon diperbaiki yaa
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bibliografi mana ? kak
ReplyDeleteBagus Ka,bisa buat belajar dan jadi referensi saya.
ReplyDeleteboleh tahu daftar pustakanya ga ka?
biar nambah referensi juga tentang buku2'y?
where is the bibliography? please
ReplyDeletethank's
ReplyDeleteBoleh saya minta daftar pustakanya sebagai bahan pengajaran.
ReplyDeleteBoleh saya minta daftar pustakanya sebagai bahan pengajaran.
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can I see the lesson plan this proposal ?
ReplyDeleteI have no the lesson plain because I didnt use it to teach guys.
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