THE COMPARISON OF STUDENT RETENTION AND LEARNING OUTCOME BY USING WORD SQUARE AND CROSSWORD PUZZLE MEDIA IN
VERTEBRATE BINOMIAL NOMENCLATURE (LATIN) AT GRAD E X SM A NEGER I 11 M EDA N
ACADEMIC YEAR 2014/2014
By:
Arta Ria Siadari 4113141005
Bilingual Biology Education
A THESIS
Submitted to Fulfill the Requirement for Degree Sarjana Pendidikan
BIOLOGY DEPARTEMENT
FACULTY OF MATHEMATIC AND NATURAL SCIENCE UNIVERSITAS NEGERI MEDAN
BIOGRAPHY
Arta Ria Siadari was born in Medan, on June 07th 1992. The writer is the
first child from 4 children of Mr. M. Siadari and Mrs. R br Sihaloho. In 1997, the
writer started her first educational experience in TK Gloria Medan and finished in
1998, the writer entered SD RK Budi Luhur Medan and graduated at 2004. In
2004, the writer started her study in SMP Katholik Tri Sakti 2 Medan and
graduated at 2007. In 2007, the writer continued her study in SMA Methodist 7
Medan and graduated in 2010. In 2011, the writer was registered in Bilingual
Biology Education, Biology Department, Faculty Mathematics and Natural
Science, State University of Medan, and did the thesis examination on June, 25th
2015. During her study in Universityy, the author served as treasure of UKMKP
ACKNOWLEDGEMENT
Praise and great gratitude to Almighty God submitted by the author to the
Lord Jesus Christ Her Savior for blessings and help to complete this thesis on
time. The title of this thesis is “ The Comparison of Student Retention and
Learning Outcome by using Wors Square and Crossword Puzzle Media In
Vertebrate Binomial Nomenclature (Latin) on Grade X SMA Negeri 11 Medan
Academic Year 2014/2015”.
This thesis is arranged to fulfill the requirements for obtaining bachelor's
degree, in Bilingual Biology Education Study Program, Faculty Mathematics and
Natural Science, State University of Medan.
On this occasion with great humility, the author would like to thankyou to
all of those who have given her help and guidance so that this thesis can be
finished. Completion of writing of this thesis, I would like to show her greatest
appreciation to her beloved parents, they are Mr. M. Siadari and Mrs R br
Sihaloho for their endless support, love, and prayer, during her study until now.
She also remember to her little sister Octavia Lestari Siadari being supportive
sister. The also does not forget to her beloved brothers Daniel Hamonangan
Siadari and Binsar Noverandi Siadari for them help and motivation in this
research process. Then to my aunty Rosida Siadari, S.Pd for her loving care to
me.
Foremost, The author would also like to express my sincere gratitude to
my advisor Drs. Tri Harsono, M.Si who has supported me throughtout her thesis
with her patience and motivation and time to make this thesis possible to finish on
time. The writer also recognized the valuable constructive critics and suggestion
from all examiners (Prof. Dr. Herbert Sipahutar, MS., M.Sc., Dra. Melva
Silitonga, M.Sc., Drs. Puji Prastowo, M.Si). The writer will not forget the
contribution of Prof. Drs. Motlan, M.Sc, Ph.D., as the dean of the Faculty of
Mathematics and Natural Science, State University of Medan. Drs. H. Tri
Harsono, M.Si as the head of Biology department, Prof. Dr. rer. nat. Binari
contribution and help of the headmaster of SMA Negeri 11 Medan Drs. Karapatan
Lumbantoruan, M.Pd who allowed the writer to conduct the research, and Mrs.
Alfrida Siregar, S.Pd and all the teachers then the students especially X IPA 1 and
X IPA 3 Medan in SMA Negeri 11 Medan are highly appreciated.
At the last but not least, the author like offer her special thanks to her Small Group
in UKMKP named (IGREYA) they are: Lydia Trisnawati Silalahi, Saraswati
Siahaan, Saut Harianto Manik, Septe Vionly Ambarita, and her sister Sartika
Sinulingga for their friendship, encouragement, motivation, and pray in other I
can finish my thesis, my college well as well as get the good value. Thanks for all.
Jesus Christ loves us.
Then, the authors also give thanks to her best friend ever Rani Afrida
Tarigan, Eva Elfrisa Siburian, Lestari Harahap, Martina Simangunsong, Febriani
Siringo-ringo, Jasmen Eben Ezer Sihotang, Frederick Leonard Pandiangan, Indra
Jaya Purba, and to her PPL friends (Yerni, Natalita, Dewi, Septe, Saut,
Rusdi,Vera, Juwita, Angela, Theresia, and Mia) to their motivation and
cooperationn. Wonderful, thank for all my greatest friends in Bilingual Biology
Education 2011 that I could not mention their names one by one.
Final words, the author hopefully this thesis can be useful for us and
become the input for the parties in need. Lots of love and thank to all of you.
May God bless us
Medan, June 2015
THE COMPARISON OF STUDENT RETENTION AND LEARNING OUTCOME BY USING WORD SQUARE AND CROSSWORD PUZZLE MEDIA IN VERTEBRATE BINOMIAL NOMENCLATURE (LATIN) ON GRADE X SMA NEGERI 11 MEDAN ACADEMIC
YEAR 2014/2015
Arta Ria Siadari 4113141005
ABSTRACT
This quasi experiment experiment research aims to investigated the comparison of students learning outcome and retention by using word square and crossword puzzle media in vertebrate binomial nomenclature (latin) on grade X SMA Negeri 11 Medan Academic Year 2014/2015.
The population of this research was all students on grade X SMA Negeri 11 Medan totaling 325 students. The study involves two classes as research samples. Both of the classes studied with same subject matter about vertebrate binomial nomenclature. The sample was taken by using random samplng, 40 students were treated by crossword puzzle media ( X-1) and another 40 students wewrw treated by word square media (X-3). Blooms cognitive test instrument in form multiple choice was given to measure student learning outcome and student retention. The result of data analysis showed that pre-test in crossword puzzle (1235± 9,63) and in word square class (913 ± 7,72). The result of data analysis showed that post-test in crossword puzzle class (3042 ± 7,6) and in word square class (3075 ± 11,5). The result of data analysis showed that retention-test in crossword puzzle class (2096 ± 11,2) and in word square class (2506 ± 11,8). So, student retention and student learning outcome in learning vertebrate binomial nomenclature (Latin) that taught by word square media is higher than crossword puzzle media in SMA Negeri 11 Medan academic year 2014/2015. The result hyphotesis test for post-test showed that t count= - 1,13 < t table =1,9909 at the level significance 0,05 and the result hyphotesis for student retention showed that t
count= - 48 < t table =1,9909, means that Ha was rejected and Ho is accepted. If can be concluded that there is no significant difference of student retention and learning outcome student by using word square and crossword puzzle media.
TABLE OF CONTENT
BIOGRAPHY i
ABSTRACT ii
ACKNOWLEDGEMENT iii
CHAPTER I. INTRODUCTION Page
1.1. Background 1
1.2. Problem Identification 4
1.3 Problem Scope 5
1.4 Research Question 5
1.5. Research Objective 6
1.6. Benefits Research 6
1.7 Definition Operasional 7
CHAPTER II LITERATURE REVIEW
2.1 Learning Media 8
2.1.1 Defeniton of media 8
2.1.2 Benefits and Functions Learning Media 10
2.1.3 How to Choose Media 10
2.1.4 Word Square Media 11
2.1.5 Crossword puzzles Media 12
2.2 Retention 14
2.2.1 Measuring Retention 16
2.3 The Essence of Learning 16
2.4 Defenition of Learning Outcomes 17
2.4.1 Types Of Learning Outcome 18
2.5 Binomial Nomenclature 22
2.5.1 Posting rules of Binomial Nomenclature 22
2.7 Conceptual Framework 23
CHAPTER III.METODELOGI RESEARCH 3.1 Location and Time Research 26 3.2 Population and Sample Research 26
3.3 Research Variables 27
3.4 Type and Design Research 27
3.5. Procedure Research 28
3.5.1 Preparation Step 28
3.5.2 Implementation Step 28
3.6 Research Instrument 31
3.7 Instrument Testing 33
3.7.1. Test Validity 33
3.7.2 Reliability test 33
3.7.3 Item difficulty 33
3.7.4 Item Discriminator 33
3.7.6 Retention Test 34
3.8 Data Analysis Method 35
3.8.1 Normality Test 35
3.8.2 Homogenity Test 35
3.8.3 Hyphotesis Test 35
CHAPTER IV. RESULT AND DISCUSSION 4.1 The Result of Instrument Testing 37 4.1.1 Validity Test 37 4.1.2 Reliability Test 37
4.1.3 Discriminant Item Test 37
4.1.4 Difficult Item Test 37 4.2. Description the result of Research 37 4.2.1 Data of Student Values 38
4.2.1.1 Cognitive Learning Outcome 38
4.2.1.3 Data of Retention-test 41
4.2.2 Data Analysis 43
4.2.2.1 Normality Test 43
4.2.2.2 HomogenityTest 44
4.3 Disscussion 44
4.3.1 Student Learning Outcome 44
4.3.2 Student Retention 44
CHAPTER V. CONCLUSION & SUGGESTION
5.1 Conclusion 49
5.2 Suggestion 49
LIST OFTABLES
Page
Table 2.1 Tanonomy of Cognitive Domain 19
Table 2.2 Binomial Nomenclature 20
Table 3.2 Research Design 27
Table 3.3 Instrument Question 31
Table 3.4 Percentage Category Retention 34
Table 4.1 Normality Data 43
LIST OF FIGURES
Page
Figure 2.1 Theory dale's cone of experience 9
Figure 2.2 Schema Conceptual Framework 25
Figure 3.1 Flowchart of the study 30
Figure 4.1 The Difference Of Student Cognitive Learning
Outcome (Post-test I) In Word Class 38
Figure 4.2 The Difference Of Student Cognitive Learning
Outcome (Post-test II) In Word Class 39
Figure 4.3 The Difference Of Student Cognitive Learning
Outcome (Post-test I) In Crossword Puzzle Class 40
Figure 4.4 The Difference Of Student Cognitive Learning
Outcome (Post-test II) In Crossword Puzzle Class 41
Figure 4.5 The Comparison of Student Cognitive Learning
Outcome in Crossword Puzzle and Word Square 42
Figure 4.6 The Comparison of Student Retention in Crossword
APPENDIX
Appendix I Syllabus 54
Appendix II Lesson Plan 56
Appendix III Lesson Plan 60
Appendix IV. Lesson Plan to Word Square media 64
Appendix V Lesson Plan to Crossword Puzzle media 68
Appendix VI Instrument Test 72
Appendix VII Answer Key 77
Appendix VIII Student Answer Sheet 78
Appendix IX Crossword Puzzle 79
Appendix X Crossword Puzzle Question 80
Appendix XI Answer of Crossword Puzzle 82
Appendix XII Word Square Question 83
Appendix XIII Answer of Word Square 85
Appendix XIV Word Square 86
Appendix XV Validity 87
Appendix XVI Reliability 89
Appendix XVIIDifficulty Item 90
Appendix XVIII Discriminant Item 91
Appendix XIX The Calculation of Data Analysis 92
Appendix XX Upper & Lower Class 94
Appendix XXI The Calculation of Average & Standard
Deviation 96
Appendix XXII Data Retention 98
Appendix XXIII The calculation of Normality Test 101
Appendix XXIV The calculation of HomogenityTest 107
Appendix XXV The calculation of HypothesisTest 110
Appendix XXVI Table t 115
Appendix XXVII Table f 116
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