A “skripsi”
Presented to the faculty of Tarbiya and Teacher’s Training
In Partial Fulfillment of the Requirements
For the Degree of S. Pd. (Bachelor of Arts) in English Language Educational
By: Latifah 206014000145
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS
TRAINING
“SYARIF HIDAYATULLAH”
A “skripsi”
Presented to the Faculty of Tarbiya and teachers’ Training
In Partial Fulfillment of the Requirements
For the Degree of S.Pd. (Bachelor of Arts) in English Language Education
By:
Latifah
NIM: 206014000145
Approved by the Advisor
Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070
ENGLISH DEPARTMENT
FACULTY OF TARBIYA AND TEACHERS TRAINING
“SYARIF HIDAYATULLAH”
STATE ISLAMIC UNIVERSITY JAKARTA
certifies that the “skripsi” (Scientific Paper) entitled “Teaching the Present
Continuous Tense through Audio-Lingual Method (An experimental study at the
second grade at Al-Binaa of Islamic Boarding School Bekasi.), writen by Latifah,
student’s registration number: 206014000145, was examined by the committee on
15thof June 2011. And was declared to have passed and, therefore, fulfilled one of
the requirements for academic title of “S.Pd.” (Bachelor of Arts) in English Language Education at the Department of English Education.
Jakarta, 17 of June 2011
EXAMINATION COMMITTEE
CHAIRMAN : Drs. Syauki, M.Pd ( )
NIP. 196 412 121 991 031 002
SECRETARY : Neneng Sunengsih, M.Pd. ( )
NIP. 197 306 251 999 032 001
EXAMINER : 1. Drs. Syauki, M.Pd ( )
NIP. 196 412 121 991 031 002
2. Drs. Zaenal Arifin Toy, M.Sc ( )
NIP. 150 031 215
Acknowledge by
Dean of Tarbiya and Teachers Training faculty
Prof. Dr. Dede Rosyada, MA
Saya yang bertanda tangan di bawah ini
Nama : Latifah
Tempat, Tgl. Lahir : Pematang Panjang, 05 Juli 1985
NIM : 206014000145
Jurusan/Prodi : Pendidikan Bahasa Inggris
Judul Skripsi : Teaching The Present Continuous Tense Through Audio-
Lingual Method (An Experimental study at the second grade of SMP-IT Al-Binaa Islamic Boarding School Bekasi)
Dosen Pembimbing : Drs. Nasrun Mahmud, M. Pd.
Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan
saya bertanggung jawab secara akademis apa yang saya tulis.
Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.
Jakarta, 01 Juni 2011 Mahasiswa Ybs,
Latifah
i
ABSTRACT
Latifah. Teaching The Present Continuous Tense through Audio-Lingual Method (ALM) (An experimental study atthe second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi). Skripsi, Department of English Education, The faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic Jakarta 2011.
Advisior: Drs. Nasrun Mahmud, M.Pd.
Key words: The Present Continuous Tense, Audio-Lingual Method.
Based on the research at the second grade of female at SMP-IT Al-Binaa Islamic Boarding School Bekasi, the data is derived among from the test (pre-test and post-test). The methods of collecting data used in this research are pre-test and post-test. Pre-test was given before the writer began the teaching learning process in two classes and post-test was given after four times of meeting. Pre-test and post-test are similar in form.To analyze the data the writer used t-test. The writer compared the score between the experiment class and the control class. This method is useful to know whether there is a significant different between two variables. From this research, the writer found (from static calculation) that the
value of the was 2.84 and the degree of freedom (df) was 31. In this research, the writer used the degree of significance 5%. It can be seen that the df 31 and degree of significance 5% = 1.07
ii
ABSTRAK
Latifah. Pengajaran Present Continuous Tense melalui Audio-Lingual Method (ALM) (Studi eksperimental di kelas II SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi). Skripsi, Departemen Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta 2011.
Advisior: Drs.Nasrun Mahmud, M.Pd.
Kata kunci: Present Continuous Tense, Audio-Lingual Metode, Pengajaran.
Berdasarkan penelitian di SMP-IT Pondok Pesantren Al-Binaa Putri Bekasi, Metode pengumpulan data yang digunakan dalam penelitian ini adalah pre-test dan post-test. Pre-test diberikan di dua kelas sebelum proses belajar mengajar dimulai dan post-tes diberikan setelah empat kali pertemuan. Pre-test dan post-test di berikan dalam bentuk yang sama. Untuk menganalisis data penulis menggunakan t-test. Penulis membandingkan nilai antara kelas eksperimen dan kelas kontrol. Metode ini berguna untuk mengetahui apakah ada perbedaan signifikan antara dua variabel. Dari penelitian ini, penulis menemukan (dari perhitungan statis) bahwa nilai adalah 2.84 dan derajat kebebasan (df) adalah 31. Dalam penelitian ini, penulis menggunakan tingkat signifikansi 5%. Hal ini dapat dilihat bahwa df 31 dan tingkat signifikansi 5% = 1.07
iii
In the name of Allah, the Beneficent the Merciful
All praise be to Allah, Lord of the world who has bestowed upon the writer in
completing this skripsi. Peace and blessing be upon to our prophet Muhammad
peace is upon him, his family, his companion, and his follower.
The writer would like to say her great honor and deepest gratitude to her
beloved parent Yansyah and Muhimah, her older brother M. Nur Muniri, her sister
Husna, Masrurotul Faridah, Mariatus Sa’idah, and her brother Taufikur Rahman,
especially to Syahifur Rahmat who always give their lover, support, motivation,
and advice to finish her study.
The writer also wants to say a lot of thanks to Mr. Nasrun Mahmud, M.Pd as
the writer’s advisor for his time, guidance, kindness, contributions, and patience
in correcting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper without
the help of some people around her. Therefore, she would like to give special
gratitude to:
1. Prof. Dr. Dede Rosyada, the Dean of Tarbiya and Teacher’s Training 2. Drs. Syauki, M.Pd. the head of English Department
3. Neneng Sunengsih, M.Pd. the Secretary of English Department
4. All lectures in English Department for teaching precious knowledge,
sharing philosophy of life and giving wonderful study experience.
5. Hasyim, S.Pd. the headmaster of female at Al-Binaa of Islamic
Boarding School Bekasi who guided the writer to do the research.
6. Alfiah, S.Pd. the English teacher at the second grade of female at
Al-Binaa of Islamic Boarding School Bekasi who guided the writer to do
iv
May Allah, the Almighty bless them all, so be it.
Finally the writer admits that her writing is still far from being perfect,
therefore, her hopes some suggestion and critics from the reader for this simple
paper and it will have some value for her and a better thing in the future.
Jakarta, 23 may 2011
v
Table 2.2 Interval of pre-test of the students of experiment class……….… 34 Table 2.3 Interval of pre-test of the students of the experiment class …..… 36 Table 2.4 The Students’ Scores of Control Class.…………...…………... 37 Table 2.5 Interval of pre-test of the students of the control class ……..….. 39 Table 2.6 Interval of post-test of the students of the control class ……..…. 40 Table 2.7 The Result Calculation of the test both Experiment Class and
[image:10.595.116.527.82.471.2]vi
2. Appendix 2 ………..…. 62
3. Appendix 3 ………..…………. 69
4. Appendix 4 ………..………. 77
5. Appendix 5 ………..……... 83
6. Appendix 6 ………..…………. 86
vii
ABSTRACT IN ENGLISH……...………...……...……...…………... i
ABSTRACT IN INDONESIA…………...………...……..……….. ii
ACKNOWLEDGEMENT ………..………….……….………….. iii
LIST OF TABLES ………...……….... v
LIST OF APPENDICES ………..………...………...……… vi
TABLE OF CONTENTS …………...………....….. vi
CHAPTER I: INTRODUCTION A. The Background of the Study ….……….…..………….... 1
B. The Identification of the Problem ….……...…..………….………...…. 2
C. The Objective of the study ………...……….. 3
D. The Method of the Study ……… 3
E. The Significance of Writing ……….……….……...….. 3
CHAPTER II: THEORETICAL FRAMEWORK A. General Concept of the Present Continuous Tense 1. Definition of Tense .………..……….... 5
2. Understanding the Present Continuous Tense ……..….…………..… 5
viii
1. Definition of Method ………...……….………..…..…….. 10
2. Understanding Audio-Lingual Method ……….. 11
3. Characteristics of Audio-Lingual Method …………...………... 11
4. The Advantages and Disadvantages of Audio-Lingual Method ….... 12
5. Teaching the Present Continuous Tense Using Audio-Lingual Method ………...…….…..……. 13 C. General Concept of Grammar-Translation Method 1. Understanding Grammar Translation Method ………..….…...….. 16
2. Characteristics of Grammar Translation Method ……….…..…... 17
3. Advantages and Disadvantages of Grammar Translation Method ... 19
4. Teaching Procedure of Grammar Translation Method ………..….. 19
CHAPTER III: THE PROFILE OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI A. Short History of Al-Binaa, Bekasi ………..…………..…..………….… 21
B. Vision and Missions ……….……….…... 23
C. Goals ………..……..…… 24
D. Facilities ………....…... 25
ix
H. Academic Achievement ……….……... 27
I. The English Activities ………..…….…….….. 27
CHAPTER IV: RESEARCH METHODOLOGY AND FINDING A. Research Methodology 1. Objective of the Research ……….………..…….... 28
2. Place and Time ………..………. 28
3. Method of Study ………..…………..……….….….…. 28
4. Population and Sample ………...…..…. 28
5. Technique of Data Collecting ………..……...………… 29
6. Technique of Data Analyzing ………..………...……… 29
B. Research Finding 1. Description of Data ………..…….…….……… 31
2. The Analysis of Data ………....….………. 43
3. The Testing of Hypothesis ………. 48
x
BIBLIOGRAPHY ………..………..………....….. 51
CHAPTER I
INTRODUCTION
A.
The Background of the Study
Teaching learning process of English cannot be separated from the
curriculum or syllabus and textbooks teachers use. It is influenced by a
view to the language that affects the method and technique of teaching.
According to Mackey, “differences in ideas on language learning affect both the method the teaching of it.”1
Learn English grammar is important because it is the key for us to
communicate with the other person especially with foreign people because
English is foreign language for us actually for student who is the new in
learn of it. As Penny Ur said that, worth nothing here that if
communication practice is one of the most important components of the
language learning/teaching process; it is also one of the most
problematical.2
To make teaching learning process run well, the writer wants to
propose an alternative other than teachers centered approach or others, that
is the one which commonly known as “Audio-Lingual Method”. The objective of this method is for students to attain conversational proficiency
in a variety of foreign languages.3
Learning English means that we learn not only the four basic skills are:
listening, speaking, reading, and writing in order to speak and write
English correctly. One of the language components is grammar. The
students who study English need to learn grammar so that they can use
English well.
1
William Frances Mackey, Language Teaching Analysis, (London Indiana University Press, 1967), p. xi
2
PennyUr, Discussions that Work, task-centered fluency practice (Cambridge: Cambridge University Press, 1981). p. 2
3Jack C. Richards and Theodore S. Rodgers, Approach and Methods in Language
Teaching a description and analysis, (Cambridge: London Cambridge University Press, 1986 ), p. 44
Grammar, after all, is a description of the regularities in a language and
knowledge of these regularities provides the learner with the means to
generate a potentially numerous number of original sentences. Grammar is
a kind of “Sentence-making machine”. It follows that the teaching of grammar offers the learner the means for potentially limitless linguistics
creativity.4
When students learn language, they need to learn grammar.
Eventthought, “The place of grammar in the teaching of foreign language is controversial. Grammar may be rough defined as the way a language manipulates and combines words (or bits of words) in order to form longer
units of meaning.5
The knowledge of grammar is one of the important factors that student
should master, in order to be able to listen, speak, read, and write correctly.
Grammar needed to have a mastery of four basic language skills. It is
concerned with Patricia Osborn said that “understanding grammar can put
you more in control of your language and help you become effective when
you speak, write, and even read. The communication needs of our students
may require that their language conform more closely to the rules of
English grammar used by native speaker6.
Based on these statements above, we can say that grammar is very
important to teach and to know; in order to easier understanding of
meaning if we talk with other person or if we are communicate also in
comprehending the reading text or writing.
B.
The Identification of the Problem
To avoid misunderstanding and to clarify the problem, it is necessary to
make the identification of the problem. The writer will focus on Teaching
4 Sent Thornbury. How to Teach Grammar (Edinburg : Longman, 1999). P. 15
5 Penny Ur, Grammar Practice Activities, A practical guide for teachers
(Cambridge University Press, 1992). p. 4
6
Present Continuous Tense using Audio-Lingual Method compare to
Grammar-Translation Method at the second grade students of female of
SMP-IT Al-Binaa Islamic Boarding School Bekasi. The identification of
the problem is which are more effectives Teaching the Present Continuous
Tense through Audio-Lingual Method or Teaching the Present Continuous
Tense through Grammar Translation Method?
C.
The Objective of the Study
The writer would like to know of this study are:
1. The result of Teaching the Present Continuous Tense through
Audio-Lingual Method
2. The result of Teaching the Present Continuous Tense through
Grammar-Translation Method
3. Which are more effectives Teaching the Present Continuous Tense
through Audio-Lingual Method or Grammar Translation Method?
D.
The Method of the Study
The method of this research is an experimental study. The writer
carried out the experimental research at the second grade of female of
SMP-IT Al-Binaa Islamic Boarding School Bekasi. To find out the result,
the writer gives the pre-test before the teaching learning process and gives
post-test after it was finished.
E.
The Significance of Study
To make this paper systematically written, the writer divides into four
chapters, as follows:
Chapter One explain the introduction, consisting of the background of
the study, the identification of the problem, the objective of the study, the
Chapter Two is about theoretical framework, general concept of the
present continuous tense, including definition of tense, understanding of
present continuous tense, form of the present continuous tense and usage
of the present continuous tense. So, general concept of audio-lingual
method, including definition of method, understanding audio-lingual
method, characteristics of audio-lingual method, advantages and
disadvantages of audio-lingual method, and teaching the present
continuous tense through audio-lingual method. And then, general
concept of grammar translation method, consist understanding
grammar-translation method, characteristics of grammar-grammar-translation method,
advantages and disadvantages of grammar-translation method and teaching
procedure of grammar translation method.
Chapter Three is about the profile of Al-Binaa Islamic boarding school
Bekasi, short history of Al-Binaa Bekasi, Vision and mission, goals,
facilities, teacher and staffs, curriculum extracurricular, academic
achievement and the English activities.
Chapter Four is dividing into two subchapters the first chapter is
research methodology and finding, in which the writer discusses the
objective of the research, place and time, method of study, population and
sample, technique of data collecting and technique of data analyzing. The
second is research finding, including description of data, the analysis of
data, the testing of hypotheses and data interpretation.
Chapter Five is about conclusion and suggestion. It is a core review of
previous discussion in this paper and suggestions that might be useful for
teachers, students and reader in general. The writer also encloses
CHAPTER II
THEORETICAL FRAMEWORK
A.
General Concept of the Present Continuous Tense
1. Definition of Tense
Tense is different forms, which a verb assumes to indicate the time
of action or state. According to A.S. Hornby “Tense is verb forms that shows time; the present/past”. Etc.1 Meanwhile, Betty Schrampfer Azar
said “the tenses say that an action begins before, is I progress durng, and
continues after another time or action.2
From the definition above the writer conclude that tense is a verb that
could be change agreed with the time that is show.
There are many kinds of tense in grammar; one of them is the
Present Continuous Tense that will be discussed in this paper.
2. Understanding the Present Continuous Tense
The Present continuous is also known as the Present Progressive
Tense.3 As Jeremy Harmer said “Continuous verb (also called
progressive) are formed by adding „-ing’ to the base form and using it
with the verb „to be’, e.g. „She is writing a letter’.4
The continuous forms represent action or events, or series of action or
events, viewed at some point between their beginning and end. They
imply that an action or series of action has already begun but is not yet
1
A.S. Hornby, Oxford advance Learner’s Dictionary of Current English, (Oxford:
Oxford University Press, 1987), p. 891
2
Betty Schrampfer Azar, Understanding and Using English Grammar Second Edition, (London, Prentice-Hall, Inc. 1989), p. 3
3
Michael Swan, Practical English Usage, (Oxford: ELBS/Oxford university Press,
1987), p. 500
4 Jeremy Harmer, How to Teach English, (Pearson Education Limited, 2005), p.40
completed. At the same time, they indicate that the duration of the action
or series of action is limited.5
From the definition above indeed the present continuous tense is the
same form of the progressive tense which is its use applying for to be
+verb +ing form and the period of time is limited.
3. Form of the Present Continuous Tense
According to A. J. Thomson and A. V. Martinet the present continuous tense is formed with the auxiliary verb be + the present
participle: 6 which are consist of four form, they are:
a. Affirmative statement
We form the affirmative statement by using this formula
Subject + TO BE (am, are, is) + Present Participle
(ing, form) + Object
Forexample:
Subject To be Present Participle Object
I am reading a book
You are reading a book
She/he/It is reading a book
We/They are reading a book
5
B.D. Graver, Advanced English Practical Second Edition, (Oxford: Oxford University Press. 1997), p. 56.
6
A. J. Thomson and A. V. Martinet. A Practical English GrammarFourth Edition,
b. Negative statement
To make negative statement, we put not after the auxiliary be7:
Subject + TO BE (am, are, is) + Not + PRESENT PARTICIPLE
(Ing-Form) + Object
For example:
Subject To be Not Present Participle Object
I am not reading a book
You are not reading a book
She/he/It is not reading a book
We/They are not reading a book
c. Interrogative
To make an interrogative statement, we put the form of be
before the subject
TO BE (am, are, is) + PRESENT PARTICIPLE (Ing-Form) +
Object +?
For example:
To be Subject Present Participle Object
Am I reading a book?
Are You reading a book?
Is She/he/It reading a book?
Are We/They reading a book?
7
d. Negative Interrogative
To make negative interrogative statement we put contractive
form of be + not before the subject8:
Contractive form of BE (am, are, is) Not + SUBJECT + PRESENT
PARTICIPLE (ing-form) + Object + ?
For example:
Contractive form of be + not
Subject Present Participle
Object
Aren’t I reading a book?
Aren’t You reading a book?
Isn’t He/she/it reading a book?
Something that must written concerning with form of the present
continuous tense is the process of making the infinitive into ing-form.
Because each verb has different form, so there are different ways to form it.
Here the writer try to explain are some ways to spell the present participle.
1. A final e that is not pronounced is dropped
Drive driving
Make making
Write writing
However, a final ee is retain
Agree agreeing
See seeing
2. A final consonant letter (except h, w, x, y), preceded by a single vowel
letter, is doubled in words of one syllable.
Get getting
Shop shopping
Run running
8
But fix (end in x) fixing
Sleep (two vowel letters before consonant) sleeping
3. A final consonant letter (except h, w, x, y), preceded by single vowel
letter, is double in words accented on the last syllable
Swim swimming
Sit sitting
4. A few verbs end in ie. The ie in some vocabularies of these verbs
chargers to y when the ing ending is added
Die dying
Lie lying
4. Usage of the Present Continuous Tense
The present continuous tense is use to:
a. Express an action in progress now.9
For example:
I am working
b. Express the beginning, progression or end of an action.
For Example:
It is beginning to summer
My black bag is becoming broke
c. Express the happening at this moment10
For Example:
It’s raining It’s cool
The present continuous tense is also use:
d. The talk about something that is happening at or around the time of
speaking:
Where is Mega? „She is sleeping in the room’
9
Patricia K. Werner, John P. Nelson and Marilynn Spaventa, A Communicative Grammar (New York: The McGraw-Hill Companies, Inc 1997) p. 39
10
e. For a definite arrangement in the near future (and is the most usual
way of expressing one’s immediate plans): For example:
A: Are you doing anything tonight?
B: Yes, I’m going to my judo class and (I’m) meeting my brother
afterwards, etc.
Note that the time of the action must be mentioned, as otherwise,
there might be confusing between present and future meanings go
and come however, can be used in thus way without a time
expression11
B.
General Concept of Audio-Lingual Method
1. Definition of Method
Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which based upon, the
selected approach.12
According to B. Kumaravadivelu (San Jose State University) “Method is central to any language teaching enterprise.13
Another meaning said that method is the practical realization of an
approach. The originators of method have arrived at decisions about types
of activities, roles of teachers and learners, the kinds of material which
will be helpful and some model of syllabus organization.14.
From the definition above the writer comes to an assumption that a
method is procedural plan that used in the classroom. There are many
methods that can be actualized in the teaching learning process but to
11
A. J. Thomson and A. V. Martinet. A Practical English Grammar: (London: Oxford University Press, 1976), fourth edition. p. 155
12
Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language Teaching, (Cambridge: London Cambridge University Press, 1986), p. 15
13
B. Kumaravadivelu (San Jose State University), Understanding Language
Teaching, (New York: Routledge, 2009), p. 83
14
make teaching learning run well, teachers have to choose which method
is regarded as the best. In this paper the writer would like to discuss one
of those methods that are audio-lingual method.
2. Understanding Audio-Lingual Method
The audio-Lingual method of teaching English as a second language had its origins during World War II when it becomes know as the Army
method. It was develop as a reaction to the grammar-translation method
of teaching foreign languages. Grammar-translation had been use to teach
for thousand of year. However, the method was perceived as taking too
long for learners to be able to speak in the target language. The
Audio-Lingual method set out achieves quick communicative competence
through innovative methods. From about, 1947-1967 the Audio-Lingual
Approach was the dominant foreign language teaching method in the
United States.
The US military provided the impetus with funding for special,
intensive language courses that focused on aural/oral skills; these courses
came to be known as the Army Specialized Training program (ASTP) or,
more colloquially, the “Army Method”.
3. Characteristics of Audio-Lingual Method
The characteristics of the ALM may be summed up in the following list (adapted from Prator and Cecle-Muria 1979):
a.New material is presented in dialogue form.
b.There is a dependence on mimicry, memorization of set phrases, and
over-learning.
c.Structures are sequenced by means of contrastive analysis and taught one
at a time.
d.Structural patterns are taught using repetitive drills.
e.There is little or no grammatical explanation. Grammar is taught by
inductive analogy rather than by deductive explanation.
f. Vocabulary is strictly limited and learned in context.
h. Very little use of the mother tongue by teachers is permitted.
i. Successful responses are immediately reinforced.
j. There is a great effort to get students to produce error-free utterances.
k. There is a tendency to manipulate language and disregard content.15
Another opinion about the characteristics of audio-lingual method come
from H.H. Stern those are:
a. Separation of the skills-listening, speaking, reading, and writing-and
the primacy of the audio-lingual over the graphic skill
b. The use of the dialogues as the chief means of presenting the language
c. Emphasis on certain practice techniques, mimicry , memorization, and
pattern drills
d. The use of the language laboratory
e. Establishing a linguistic and psychological theory as a basis for the
language laboratory.
4. The Advantages and Disadvantages of Audio-Lingual Method
The writer concludes the advantage and the disadvantage of
audio-lingual method from the book of Jack C. Richard and Theodore S.
Rodgers by title “Approaches and Method in Language Teaching, a
description and analysis”.16
a. The Advantages of Audio-Lingual Method
The Audio-Lingual method has many advantages as explain below:
1) Students are able to make sentence pattern, which have
been drilled
2) Students have good pronunciation because informant
method it use a native speaker.
15
H.Douglas Brown, Teaching by Principles, (New York: longman, 2001), p. 23
16
3) It makes the students to have a good comprehension in
listening.
b. The Disvantages of Audio-Lingual Method
Beside have many advantages; the Audio-lingual method also has many Disvantages like explain below:
1) Students do not always understand the meaning of words
that they are repeating
2) Studying using audio-lingual procedures is boring and
unsatisfying
3) The students are not really active because it is a
teacher-dominate method
5. Teaching the Present Continuous Tense through Audio-Lingual Method
This procedure of using audio-lingual method is taking from the book of “Techniques and Principles in Language Teaching” written by Diane Larsen-Freeman p. 35-40
Before the teacher teaches the material, she introduces the method that
will be use in the classroom then motivates the students.
The firs part of the instructions is the teacher gives a new dialogue and
students are expect to memorize the dialogue the teacher introduces.
Sometime she uses action to convey meaning, but no one word of the
student’s native language is uttering. After she acts out the dialogue, she
says.
“Ok, class. I am going to repeat the dialogue now. Listen carefully and no talking please”.
“Two people are walking along the said walk in town. They know each other, and as they meet, they stop to talk. One of them is name Sally
and the other one is name Bill. I will talk for Sally and for Bill. Listen to
Sally : Good morning, Bill.
Bill : Good morning, Sally.
Sally : How are you?
Bill : Fine, thanks’ and you? Sally : Fine. Where are you going?
Bill : I’m going to the post office. Sally : I am too. Shall we go together?
Bill : Sure. Let’s go.
“Listen one more time. This time try to understand all that I am
saying.” Now she has the whole class repeat each of the lines of the
dialog after her model. They repeat each line several times before moving
on to the next line. When the class comes to the line, I’m going to the
post office,” they stumble a bit in their repetition. The teacher, at this
point, stops the repetition and uses a backward build-up drill
(expansion-drill). The teacher starts with the need of the sentence and has the class
repeat just the last word. Since they can do this, the teacher adds a few
more words, and the class repeats this expanded phrase until the entire
sentence is being repeating.
After the students have repeated the dialogue several times, the teacher
gives them a chance to adopt the role of Bill while she says Sally’s lines. Next the class and the teacher switch the roles in order to practice a
little more. Then the teacher divides the class in hall so that each half gets
to try to say on their own either Bill’s or Sally’s lines. To further, practice the lines of this dialogue. The teacher has all the boys in the class take
Bill’s part and all the girls take Sally.
Finally, the teacher selects two students to perform the entire dialogue
for the rest of the class.
The teacher moves next to the second major phrase of the lesson. She
continues to a single-slot substitution drill. The teacher begins by reciting
shows the students a picture of a house and says the phrase, “The bank.”
She pauses, and then she says, “I am going to the bank”. From her
example the students realize that they are supposed to take the cue phrase
(the bank), which the teacher supplies, and put its proper place in the
sentence.
Now she gives them their first cue phrase, “the drugstore”. Together
the students respond, “I am going to the drugstore.” The teacher smiles, “Very good!” She exclaim. The teacher cues, “The park.” The students chorus, “I am going to the park.” Each cue is accompanying by a picture as before. After the students have gone through the drill sequence three
times, the teacher no longer provides a spoken cue phrase.
Finally, the teacher increases the complexity of the task by leading the
students in a multiple-slot substitution drill. The teachers in this class start
by having the students repeat the original sentence from the dialogue. “I am going to the post office” then she gives the cue “she”. The student’s understand and produce, “she is going to the post office.” The next cue the teacher offers is “to the park”. The students hesitate at first; then they
respond by correctly producing. “She is going to the park.” She continues
in this manner. Sometimes providing a subject pronoun other times
naming a location.
The substitution drills are following by a transformation drill. This
type of drill asks students to change one type of sentence into another-an
affirmative sentence into negative or into an interrogative. For example,
“I say. She is painting a car.” You make a question by saying. ”Is she
painting a car”.
The teacher models two more examples of this transformation, and
then asks, “Does everyone understand?” OK, let us begin. “They are
going to the bank.” The class replies in turn “Are they going to the
bank?” They transform approximately fifteen of these patterns, and then
the teacher decides they are ready to move on to a question and answer
After that, the teacher asks the students to change the sentence into
negative form, interrogative, and negative interrogative with the same
way.
For the final few minutes of the class, the teacher returns to the
dialogue with which she began the lesson. She repeat once, and then has
the half of the class to their left do Bill’s lines and the half of the class to
her right do Sally’s. This time there is no hesitation at all. The students
move through the dialogue briskly. They trade roles and do the same. The
teacher smiles, “Very good. Class finished”.
C
. General Concept of Grammar-Translation method
1. Understanding Grammar Translation Method
The Grammar-translation method (which was first name as such in Germany in the 1780s) introduced the idea of presenting students with
short grammar rules and word lists, and then translation exercises in which
they had make use of the same rules and words.
Grammar-translation still has relevance today, though it is not practices
as a method in the same way. But most language learners translate in their
heads at various stages anyway, and we can learn a lot about a foreign
language by comparing parts of it with parts of our own.17
The important goal of GTM is the student to be able to translate each
language to the other because the fundamental purpose of learning a
foreign language is to be able to read its literature. The primary skills to be
developing are reading and writing. To do this, students need to learn
about the grammar rules and vocabulary of the target language.
The teacher has big rule. He or she is the authority in the classroom.
Meanwhile the students do as he says so they can learn what he knows.18
17
Jeremy Harmer, How to Teach English, 2005, p. 30
18
In most GTM syllabus was follow for the sequencing of grammar
points throughout texts, and there was an attempt to teach grammar in an
organized and systematic way. In a typical GTM text, the grammar rules
are present and illustrate , a list of vocabulary items are present with their
translation equivalents, and translation exercises are prescribed.19
2. Characteristic of Grammar Translation Method
Grammar-translation method has many characteristic but the principal characteristics were these:
1) The goal of foreign language study is to learn a language in order
to read as literature or in order to benefit from the mental discipline
and intellectual development that result from foreign language
study.
2) Reading and writing are the major focus; little or no systematic
attention is pay to speaking or listening.
3) Vocabulary selection is based solely on the reading texts used, and
words are taught trough bilingual word list, dictionary study, and
memorization.
4) The sentence is the basic unit of teaching and language practice.
5) Accuracy is emphasized
6) Little or no attention is given to pronunciation.20
7) Grammar is taught deductively
8) The student’s native language is the medium of instruction.21
Formula on the white board and explains about the use of to be
according to each subject.
T : For example “I am eating”, Rani sleeping”.
T : So, what is the continuous tense of “Syahif sits on the table”? ST : Syahif sitting on the table.
19Jack C. Richards and Theodore S. Rodgers, Approaches and Method in Language
Teaching, 1986, p. 53
20
Ag. Bambang Setiyadi, Teaching English as a Foreign Language (Yogyakarta: Graha Ilmu, 2006). p. 36
21
St a rt N o w F in is h ? In P rog ess
T : good
T : It is used to expresses an action that is happening right now, to
express the beginning, progression or end of an action etc.
For example:
T : For example „You are sitting now’ and „it is beginning to rain’
T : After the teacher explains the rules, she then draws the illustration
about present continuous tense.22
T : the expresses n activity that is progress at the moment of
speaking. We are at this point the time (now), but the activity
began in the recent past, and will probably end at some point in
the future.23
After reading over the rule and the examples, the students are asked to
put the correct to be and to make the present participle from the words
given in order to make a good sentence in continuous form. They do the
first two together.
1. Maria ___ _______ apple right now(eat)
2. Taupik ___ ______ on the street (walk)
22
Betty Scrampfer Azar, Undrstanding and Using English Grammar 2nd Ed, (New Jersey: Prentice Hall Regents. 1989), p. 11
23
When the students are finished with this exercise, they read their
answers aloud. After that, the teacher gives some exercises to the students
related.
3. Advantages and Disvantages of Grammar Translation Method
As the other method, grammar translation method has also many advantages and disadvantages those are as follow:
a) The Advantages of Grammar-Translation Method
Number features of the Grammar-translation method are worth commenting on.
1. Language was treating at the level of the sentence only, with little
study, certainly at the earlier stages, of longer texts.
2. There was little if any consideration of the spoken language.
3. Accuracy was considered to be a necessity.
b) The Disadvantages Grammar-Translation Method
1. Since classes were taught in the students’ mother tongue, there was little opportunity for them to practice the target language.
2. Little attention was given to speaking, including pronunciation
3. The practice sentences were usually highly contrived and texts that
were treated solely as vehicles for grammar presentation.24
4. Teaching Procedure of Grammar Translation Method
Typically, a grammar-translation started with an explanation (usually in
the learner’s mother tongue) of a grammar point. The procedure of
teaching the present continuous tense using Grammar-translation Method
is as follow:
a. Set introduction
- Teacher greets the students
- Teacher does socializing e.g. asking their health condition
- Teacher reviews last chapter by asking some questions to several
students.
24
- Teacher states the aim of the lesson and importance b. Presentation stage
- Teacher explain the students about the rules and patterns of Present
Continuous Tense
- Teacher writes the patterns and some sentences as examples of the
use of Present Continuous Tense on the broad.
- Teacher gives the student time to ask question if they do not
understand.
- Teacher allows the students to write what she writes on the board
on their notebooks.
c. Practice stage - Excise 1
a. Teacher writes 10 verbs in the Present continuous Tense on the
board.
b. Teacher explains the students how to do exercise 1
c. Students do exercise 1
- Teacher directs feedback for exercise 1
Firs the teacher greets the students and tells them that today they are
going to study about the present continuous tense and she explain it to
them here the teacher are written with the letter (T) and students with the
letter (ST)
- T : the Present Continuous tense is formed with the auxiliary
verb be (is, am, are) plus the present participle she then writes to
the present continuous tense. At the end of the lesson the teacher
ask the students to do the remaining exercises in the lesson that
include practice with to be and form of present participle for the
CHAPTER III
THE PROFILE
OF AL-BINAA ISLAMIC BOARDING SCHOOL BEKASI
A.
Short History of Al-Binaa, Bekasi
Among the education programs proposed by AL BINAA in the plan is
to build long term working with the Institute of Education Boarding
system, which is better known in Indonesia with a boarding school. It is
intended to look at various phenomena of education and propaganda in
Indonesia that is still considered very low when viewed from various
dimensions. Starting from the government played such a weak position in
the field of education so that education spending is extremely out of
proportion and does not get better. Output of education to these moments
still feel his touch, as a user community will level qualified graduates. The
phenomenon of morality and norms of society from all kinds of layers
which progressively decreases and tends to ignore the values of faith and
even the value of decency that had been closely held by the Indonesian
community. Not to mention the invasion of imported cultures that ignores
Islamic values even as more and more real-time invited to the various
deviations morals, morality, doctrinal camps and apostasy.
YBU see that education is one correct solution as long-term reform
efforts in shaping the community with excellence in the field of general
science in order to express intellectually intelligent man who also excelled
in religious knowledge (syar'i) so intelligent thought, principles and
personality. Which, when abbreviated in a language that is easy to become
a person who acknowledge the oneness of good appropriately and
correctly according to the Qur'an and as-Sunnah. If it becomes an
intellectual arrogance, and will not violate the order of Allah and His
Rasul If so scholars would not dare to change laws and ordinances of
Allah and His Rasul. The point will be born persons with a principle as a
person who merely fear only to Allah subahabhu wa ta'ala only. Therefore,
from the very beginning of establishment YBU, priority boarding school
almost becomes the discourse in every meeting, gathering and discussion
of management YBU. Even the establishment of boarding schools donated
land acquisition committee has indicated to the seriousness of the entire
board in YBU. The search for land that is considered strategic were soon
started and tireless efforts this week is done not only once but sometimes
two to three days in a week when there are many among the managers that
have a myriad of busyness.
In addition, thank God at the end of the year 1424 H we have had the
tools adequate educational institution belonging to a party even people
who have visited as an exclusive and luxurious boarding school. Spread
over the land area of sixty thousand square meters (6 hectares) and has
established a very permanent buildings thereon. Starting from donated Mr.
H. Muhammad Yasin, one of the community leaders Bekasi donate
something noble heart with the land area of six hectares and then added
twelve acres of land and all are donated YBU him to become an area of 20
ha. All the land has been transferred in donated certificate in lieu of law in
accordance with applicable legislation.
Thus, the party organizer Foundation Binaa'ul Ukhuwwah as
educational institutions, issued a decision regarding the establishment of
the Islamic Education Institute under the name AL- BINAA ISLAMIC
BOARDING SCHOOL that was inaugurated by Vice-president Mr DR. H.
Hamzah Haz on 5 Jumada al-Ula 1425 H coincides with the 23 June 2004
M, which has the motto:
"Fostering the Faith, Knowledge and Virtue"
The naming of the Pesantren Albinaa relevant to two causes:
First: Because of this institution was founded by the Foundation
Second: Related to the functions of the institution of Al-Binaa,
which means fostering, and building Of course, that is
nurtured and built the Islamic faith and students in general
science.
Why Al-Binaa must be 'Ma'had' or 'boarding'? and why the start of the
junior high school?
The answer why should 'Ma'had' or boarding because:
- Two learning curriculum cannot be effective without boarding
- Learning to rely on the system just froze less trained classically trained
forged the soul of independence and socialization
- Balancing freedom of the soul searching identity in junior-senior high
school students with an introduction and a good understanding of
Islamic values faith, morality and worship. It was adopted in real terms
which is difficult if not wearing boarding system
B.
Vision and Mission
1. Vision Albinaa
Towards the next good Generation in base to acknowledge the oneness
of God
2. Missions Albinaa
Making Al-Binaa as agate of faith and intellectual
Making Al-Binaa as a successor and interpreter of Islamic values
Making Al-Binaa as an educational institution that maintains the
value of Islam based on Qur'an and Sunnah.
Making Al-Binaa as, professional institutions of Islamic education
that focuses on coaching faith, morality and worship in accordance
C.
Goals
Is a continuous program with a level of 6-year time interval was three
years junior high school and three years and is expected to cultivate
AL-BINAA purposes, namely:
● The realization of the Islamic educational institution, which is based on Qur'an and Sunnah
● cultivated the activity and educational activities in a planned, systematic and continuous for the birth of a righteous son and heir
to the prophet and scholar godly
● Fostering learners in order to always delive value and every activity of the Faith, istiqomah in truth, love and discipline in worship,
sincere and always grateful, has fighting spirit and high creative
ability, innovative, critical and full of initiative.
AL BINAA curriculum has two weights, ie, junior-senior high
school curricula (SBC Systems) with AL BINAA Ma'had curriculum
for the Study of Islamic Sciences as described above. Is a continuous
program with a level of 6-year time interval was 3 years, 3 years junior
high, and high school graduates who are expected to be born:
● Believed correct and god character above the Qur'an and Sunnah.
● Having the spirit of Islamic scholarship and a high, sincere, qona'ah (simple) and high creativity.
● Has the potential degree of good academic achievement and thus acceptable quality in different universities both within and outside
the country (>90%).
● Have basic skills in leadership and management in the face and overcome the challenges of the future.
● Maintaining the values of Islamization in the environment and the intertwining AL BINAA ukhuwwah campus residents in the
AL BINAA curriculum has two weights, ie, junior-senior high school
curricula (SBC Systems) with AL BINAA Ma'had curriculum for the
Study of Islamic Sciences as describe above.
D.
Facilities
To accelerate the educational processing Albinaa has enough facilities for
the students are:
Field Main Basketball and Futsal
Radio studios, where the students also had the opportunity to learn in
the field of broadcast
Sewing room for the students princess
Chemistry Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum
Library with reference books selection
Biology Laboratory with complete equipment and continues to
increase in order to maximize the ability of students in practicum
Physics Laboratory with complete equipment and continues to increase in order to maximize the ability of students in practicum
Computer Lab with the number one child one computer, using
high-end hardware, and security protection is a complex and flexible so that
children can absorb a concentration in science Modern language laboratory
Central Administrative Office
AL BINAA Islamic Boarding School is supported by educational staff
consists of:
The professional educator
Strata higher education
Dedicated to the world of higher education
Good character
Nice to interact with learners
Capable in developing active learning methods
Qualification in accordance with their field of knowledge
E.
Teachers and Staffs
1. 7 teacher with S1 degree from Mesir background and 12 teacher with
S1 degree from Indonesia background
2. 1 person staff
3. 5 person coaches boarding
4. 3 person security and
5. 1 person librarian
F.
Curriculum
Core Program and CurriculumFeatured Schools Program
Tahfidl al-Qur'an: Memorize the Holy Qur'an in the first semester of 2
(two) Juz
Tahfidz Al Hadith: Book of Hadith Al Lu'lu 'wal-Marjan which contains two thousand more hadith
Read and discuss the books
Hifdhul mutun, speech
Potential of individual - private lessons
Jam'iyyah / study club (Hadith, Arabic and English)
Program Arabic and English
G.
Extracurricular
Al-Binaa holds some extracurricular especially in sport, art, life skill and
Islamic teaching, for example:
1. Sport : futsal, basket ball, volleyball, soccer, etc.
2. Art : calligraphy, journalism and reading holly
Qur’an.
3. Life skills : language, technology computer, BSMR,
Scouting and speech.
4. Islamic teaching : praying and attitude.
H.
Academic Achievement
1. Winner of futsal among junior high school after Year 2009 Pebayuran
District.
2. Junior Futsal Competition among participants after the island of Java
in the City of Tasikmalaya Year 2009
3. Student Sports Week participants Kab. Bekasi Year 2008
4. Winner School District Sports Week. Bekasi Year 2008
5. Student participants Provincial Sports Week 2008
I.
The English Activities
Usually for the activities in education, the teacher is used English
language also outside class; because this school in a day is using two
CHAPTER IV
RESEARCH METHODOLOGY AND FINDING
A.
Research Methodology
1. Objective of the Research
The objective of the research is to find the empirical evidence whether
or not there is significant different between students’ score in teaching the
present continuous tense through audio-lingual method and teaching the
present continuous tense through grammar translation method
2. Place and Time
The research took place at Al-Bina Islamic Boarding School, which is
located at Jl. Raya Pebayuran Kertasari Pebayuran Bekasi 17710, It’s for a month on 08 of March to 29th of April 2011.
3. Method of Study
The method of this study is experimental study. The writer uses the
second grade of female of students Al-Binaa of Islamic Boarding School,
Bekasi as an object of this study. This object would be taught by using two
methods. For experiment class is through ALM, and control class is
through GTM.
4. Population and Sample
The writer did the experiment at the second grade at Al- Binaa of
Islamic Boarding School Bekasi that involved the process of teaching the
present continuous tense through Audio-Lingual Method.
The totality numbers of the population were 45 students from two
classes. But the writer did not take the totality numbers of the population
as a sample because at that time there are some students was sick. That
was taken from the class of VIII-G and VIII-H, the VIII-G which is
employed 17 students as the control class and VIII-H which is employed
16 students as the experiment class. The sample is taken by using saturated
sampling.
5. Technique of Data Collecting
The technique of collecting data used in this research is: Test, the writer
gave the students two test namely pre-test and post-test. Pre-test was given
before she began the teaching learning process in two classes. And the
total numbers of the test are 20, which is the pre-test is similar in form to
post-test that was given after two times of the instruction.
6. Technique of Data Analyzing
To find out the differences of students’ score in using the difference of students score in using Audio-Lingual Method and Grammar Translation
Method in teaching the Present Continuous Tense the writer used pre – test and post – test. After getting the data from the observation, pre – test and post – test, they are analyzed and processed by the formula of t-test which was used in this research with the significance degree 5%1. The formula is:
t =
Means that:
: Mean of the Difference of Experiment Class
: Mean of the Difference of Control Class
: Standard Error of Experiment Class
1
: Standard Error of Control Class
The procedures of the calculation were as follows.
a. Determining Mean of Variable X, with formula:
=
b. Determining Mean of Variable Y, with formula:
=
c. Determining Standard of Deviation Score of Variable X, with formula:
d. Determining Standard Deviation score of Variable Y, with formula:
=
e. Determining Standard Error of Mean of Variable X, with formula:
=
f. Determining Standard Error of Mean of Variable Y, wit formula:
=
g. Determining Standard Error of Difference of Mean of Variable X and
Variable Y, with formula:
h. Determining with formula:
=
i. Determining t-table in significance level 5% with degree of
freedom (df): Df = (N1 + N2) – 2
Variable X : Experiment Class (Teaching the Present
Continuous Tense through ALM)
Variable Y : Controlled Class (Teaching the Present
Continuous Tense through GTM)
j. The Hypotheses
The statistic hypothesis stated:
Null Hypothesis (Ho): There is no effectiveness between teaching the
present continuous tense through Audio-Lingual Method (ALM) and
Grammar Translation Method (GTM) for the second grade at Al-Binaa of
Islamic Boarding School Bekasi.
Alternative Hypothesis (Ha): there is effectiveness between teaching
the present continuous tense through Audio-Lingual Method (ALM) and
Grammar Translation Method (GTM) for the second grade at Al-Binaa of
Islamic Boarding School Bekasi.
B.
Research Finding
1. Description of Data
As mention before, the writer took the experiment. She got the data
from pre-test and post-test of teaching the present continuous tense
In this part, the writer gives the report concerning the data
description according to pre-test and post-test from experiment and
control class.
The writer explains their scores, as follows:
[image:47.595.148.522.107.711.2]Table 2.1
The Students’ Scores of Experiment Class (VIII. G)
Students
(N1) Pre-Test Post-Test Gained Scores
1. 68 96 28
2. 81 84 3
3. 93 93 0
4. 85 96 11
5. 100 97 - 3
6. 68 74 6
7. 85 85 0
8. 80 96 16
9. 54 79 25
10. 62 89 27
11. 80 82 2
12. 66 93 27
13. 89 97 8
14. 81 93 12
15. 85 93 8
16. 89 85 - 4
17. 79 81 2
Statistical Data of Pre-test of experiment class
Frequency Distribution
High Score (H) and Lowest Score (L)
H = 100
L = 54
Range
R = H – L = 100 – 54
= 46
Number of Class (K)
K = 1 + 3.3 log N
= 1 + 3.3 log 17
= 1+ 8.814
= 9.814
= 10
Interval
I =
R K=
4610= 4.6
= 5.6
[image:49.595.146.523.78.737.2]= 6
Table 2.2
Interval of pre-test of the students of the experiment class
No. Interval Score Number of Students
1. 94 – 100 1
2. 87 – 93 3
3. 80 – 86 7
4. 73 – 79 1
5. 66 – 72 3
6. 59 – 65 1
7. 52 – 58 1
Total 17
Mean
Mx = ∑X
N
= 1345 17
= 79.11
Median
N = 2n + 1
54 62 66 68 68 79
80 80 81 81 85 85
N = 2n + 1
17 = 2n + 1
17 – 1 = 2n 2n = 16
n = 8
The result of median is the number
8 + 1 = 9
= 81
Statistical Data of Post-test of experiment class
Frequency Distribution
High Score (H) and Lowest Score (L)
H = 97
L = 74
Range
R = H – L
= 97 – 74 = 23
Number of Class (K)
K = 1 + 3.3 log N
= 1 + 3.3 log 17
= 1 + 1.060
Interval
I =
R K=
235= 4.6
[image:51.595.147.526.82.486.2]= 5
Table 2.3
Interval of post-test of the students of the experiment class
No. Interval Score Number of Students
1. 92 – 97 9
2. 86 – 91 1
3. 80 – 85 5
4. 74 – 79 2
Total 17
Mean
Mx = ∑x
N
=
17= 89
Median
N = 2n + 1
85 89 93 93 93 93
96 96 96 97 97
N = 2n + 1
17 = 2n + 1
17 – 1 = 2n 2n = 16
n = 8
The result of median is the number
8 + 1 = 9
= 93
From the data of experiment class above, the writer concludes
that the lowest score of the pre-test is 54 and the high score of pre-test
is 100. So, average score of the pre-test is 79.11. The lowest score of
the pre-test is 74 and the high score of post-test is 97. And then, the
average score for post-test 89 and for gained score 9.9. It means that
the post-test score is higher than pre-test.
The following table is the result of the students in control class
through Grammar Translation Method in teaching present continuous
[image:52.595.148.524.80.438.2]tense.
Table 2.4
The Students’ Scores of Control Class (VIII. H)
Students
(N1) Pre-Test Post-Test Gained Scores
2. 79 89 10
3. 90 97 7
4. 97 96 - 1
5. 92 97 5
6. 71 88 17
7. 75 76 1
8. 80 84 4
9. 53 64 11
10. 79 89 10
11. 55 60 5
12. 97 97 0
13. 63 72 9
14. 93 93 0
15. 79 97 18
16. 76 85 9
N 1255 1368 113
Statistical Data of Pre-test of controlled class
Frequency Distribution
High Score (H) and Lowest Score (L)
H = 97
L = 53
Range
Number of Class (K)
K = 1 + 3.3 log N
= 1 + 3.3 log 16
= 1 + 8.29
= 9.29
= 9
Interval
I =
R K=
44 9= 4.89
[image:54.595.147.527.82.487.2]= 5
Table 2.5
Interval of pre-test of the students of the control class
No. Interval Score Number of Students
1. 92 – 97 4
2. 86 – 91 1
3. 80 – 85 1
4. 74 – 79 6
5. 68 – 73 1
6. 62 – 67 1
7. 56 – 61 -
8. 50 - 55 2
Mean
Mx = ∑x
N
= 16
= 78.43
Median
N = 2n + 1
53 55 63 71 75 76
76 79 79 79 80 90
92 93 97 97
N = 2n + 1
16 = 2n + 1
16 – 1 = 2n 2n = 15
n = 7.5
= 7
The result of median is the number
7 + 1 = 8
= 79
Statistical Data of Post-test of controlled class
High Score (H) and Lowest Score (L)
H = 97
L = 64
Range
R = H – L = 97 – 60 = 37
Number of Class (K)
K = 1 + 3.3 log N
= 1 + 3.3 log 16
= 1 + 3.973
= 4.973
= 5
Interval
I =
RK=
37 5= 7.4
Table 2.6
Interval of post-test of the students of the control class
No. Interval Score Number of Students
1. 91 – 100 6
2. 81 – 90 6
3. 71 – 80 2
4. 61 – 70 2
Total 16
Mean
Mx = ∑
x
N
= 16
= 86.56
Median
N = 2n + 1
60 64 72 76 84 84
85 88 89 89 93 96
96 97 97 97 97
N = 2n + 1
16 = 2n + 1
n = 7.5
= 7
The result of median is the number
7 + 1 = 8
= 88
From the data of controlled class above, the writer concludes that
the lowest score of the pre-test is 53 and the high score of pre-test is 97.
So, average score of the pre-test is 78.43. The lowest score of the post-test
is 64 and the high of post-tests core is 97. And then, the average score for
post-test 85.5 and for gained score 7.06. It means that the post-test score is
higher than pre-test
2. The Analysis of Data
The analysis of data from the result of pre-test and post test (experiment
and controlled class), the writer found that the score of experiment class
was higher than controlled class. See table 2.1 and table 2.4. It happened
because the students of experiment class were fully involved in learning
process and they
