YAPIMDA Jakarta)
By:
Allen Subekti
109014000064
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYA AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
iv
Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK YAPIMDA Jakarta). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta.
Advisor: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Hapsari Dwi Kartika, M. A. TESOL.
Keywords: Picture, Students’ Reading Ability, and Procedure Text.
Reading, one of the four basic skills, is regarded very important because reading can lead people to get so many information. In learning procedure text, students face some obstacles such their lack of vocabulary mastery, their low motivation in participating and being active in the class activity, and the media used by the teacher is monotonous. These factors makes the the teching-learning process can’t achieve its goal. Therefore, the writer applies pictures as teaching media to overcome the problems.
The purpose of this study is to know whether using picture is effective in teaching reading of procedure text. The writer conducted the study at the third grade students of SMK YAPIMDA at the 2013/2014 year of academic. The design of the study is using experimental research. The writer used convenience sampling then XII Marketing 2 was chosen as experiment class while XII Marketing 2 was chosen as controlled class. The both experiment and controlled class consist of 28 students. Pre-test and post-test are used as the instrument of the study.
v
ABSTRAK
Allen Subekti, 2014. The Effectiveness of Using Picture in Teaching Reading of Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK YAPIMDA Jakarta). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta.
Pembimbing: 1. Dr. Ratna Sari Dewi, M.Pd.
2. Hapsari Dwi Kartika, M. A. TESOL.
[image:6.595.206.433.84.168.2]Kata Kunci: Gambar, Kemampuan Siswa Dalam Membaca, dan Teks Prosedur. Membaca adalah salah satu dari empat kemampuan berbahasa dianggap sangat penting karena membaca dapat menuntun orang untuk mendapatkan banyak informasi. Dalam mempelajari teks prosedur, siswa menghadapi berbagai macam hambatan seperti kemampuan kosakata yang kurang, rendahnya motivasi dalam berpartisipasi secara aktif dalam kegiatan belajar, dan kemonotonan media yang digunakan guru. Faktor-faktor tersebut menjadikan kegiatan belajar mengajar belum mencapai tujuannya. Oleh karena itu, penulis menerapkan media gambar untuk menangani hambatan tersebut.
Tujuan dari penelitian ini adalah untuk mengetahui apakah gambar dapat menjadi media yang efektif untuk mengajar teks prosedur. Penulis melakukan penelitian di kelas tiga di SMK YAPIMDA pada tahun ajaran 2013/2014. Desain yang dipakai untuk penelitian tersebut adalah penelitian eksperimen. Penuling menggunakan purposive sampling dalam memilih kelas XII Pemasaran 2 sebagai kelas eksperimen dan kelas XII Pemasaran 1 sebagai kelas terkontrol. Masing-masing dari kelas tersebut berjumlah 28 siswa. Instrumen yang digunakan dalam penelitian adalah pre-test dan post-test.
vi
ACKNOWLEGMENTS
“Bismillah Ar Rahman Ar Rakhim”
In the name of Allah, The Beneficent, The Merciful.
All praise be to Allah, the lord of the universe, who has given the writer His blessing, love, guidance, and love so that the writer can accomplish this last assignment of his study. Peace and salutation be upon to the prophet Muhammad SAW., his family, his companions, and his adherence.
It is a pleasure to acknowledge the help and contribution to all lecturers, institution, family, and friends who contribute in different ways since this skripsi is processed till it becomes a complete writing which will be 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.
The writer would like to express his grattitude and honor to his parents Sopan Radan and Sumirah who always give their endlessly love and support. The writer is obviously councious that with their support and pray he can finish his study. In this occasion, the writer would also like to give his thanks to his brothers and sister; Agus Sarwono, Ahmad Sopandi, Didit Triady, Erna Vonika, and Fajar Nuryana who always give their positive spirit to the writer.
vii
The writer’s sincere grattitude also goes to:
1. Nurlena Rifa’i, M.A., Ph.D. as the Dean of Faculty of Tarbiya and Teachers’
Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd. as the Head of Department of English Education.
3. Zahril Anasy, M.Hum. as the secretary of Department of English Education. 4. All lectures of English Education Department who have shared their
knowledge, motivation, and inspiration to the writer during his study in Syarif Hidayatullah State Islamic University Jakarta.
5. Lukman Hakim S. Pd as the headmaster of SMK YAPIMDA
6. All the teacher of SMK YAPIMDA Jakarta and the writer’s students of XII
AP 4, XII PM 1, and XII PM 2 academic year 2013/2014 who has give their support to finish this “skripsi”
7. Anisa Faradiba, S. Pd. who always gives her support, care, love, and spirit to the writer.
8. His beloved friends, M. Noor Afdillah, Ahmad Subhan, Restu Esa P, Mahmud Badaruddin, Asep Amir H, Ikrima N. Endah, Yona Erviani, Riyana M, Ikatan Mahasiswa Tegal (IMT) Ciputat, and EED class B Academic Year 2009 Who always give happiness and remind the writer to finish this “skripsi”
The writer realizes that this “skripsi” is unperfecly accomplished. Therefore, further and constructive suggestion is higly expected to make this “skripsi” better.
Jakarta, March 3, 2014
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ENDORSEMENT SHEET ... ii
SURAT PERNYATAAN KARYA SENDIRI ... iii
ABSTRACT ... iv
ACKNOWLEDGMENT ... vi
TABLE OF CONTENT ... viii
LIST OF TABLE ... xi
LIST OF APPENDICES ... xii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Identification of The Problem ... 4
C. Limitation of the Study ... 4
D. Formulation of the Problem ... 4
E. The Objective of the Study ... 4
F. The Significance of the Study ... 5
CHAPTER II THEORETICAL DESCRIPTION A. Reading ... 6
1. The Definition of Reading ... 6
2. Reading Process ... 8
3. Purposes of Reading ... 10
4. Kinds of Reading ... 11
5. Reading Comprehension ... 13
6. Factors affecting Reading Comprehension ... 15
7. Principles of Teaching Reading ... 16
ix
4. Example of Procedure Text ... 20
C. Picture ... 22
1. Definition of Picture ... 22
2. Types of Picture ... 22
3. The Usage of Picture ... 23
4. The Advantages and Disadvantages of Picture .. 24
E. The Application of Teaching Reading Procedure Text through Picture ... 25
F. Previous Studies ... 25
H. Conceptual Thinking ... 26
I. Hypothesis ... 27
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of The Research ... 28
B. Design of The Research ... 28
C. Population and Sample of The Research ... 29
D. Technique of Data Collection ... 30
E. Technique of Data Analysis ... 30
CHAPTER IV RESEARCH FINDINGS A. The Description of the Data ... 33
1. The Data of Experiment Class ... 33
2. The Data of Control Class ... 35
B. The Analysis of the Data ... 36
1. Normality Test ... 37
2. Homogeneity Test ... 43
3. Hypothesis Test ... 45
x
REFERENCES ... 52
xi Table 4.2 Students’
Table 4.3 Calculation of Pre-test Normality in Experiment Class ... 37
Table 4.4 Calculation of Post-test Normality in Experiment Class ... 39
Table 4.5 Calculation of Pre-test Normality in Controlled Class ... 40
[image:12.595.130.507.81.467.2]xii Appendix 2 (RPP Kelas Kontrol)
Appendix 3 (Calculation of Validity and Reliability Pre-test and Post test) Appendix 4 (Kisi-kisi Soal Pre-test)
Appendix 5 (Kisi-kisi Soal Post-test) Appendix 6 (Soal Pre-test)
Appendix 7 (Soal Post-test)
Appendix 8 (Kunci Jawaban Soal Pre-test) Appendix 9 (Kunci Jawaban Soal Post Test) Appendix 10 (Figures of The Research) Appendix 11 (Pengesahan Proposal Skripsi) Appendix 12 (Surat Bimbingan Skripsi)
1
CHAPTER I
INTRODUCTION
This chapter presents and discusses background of the study, identification of the problem, formulation of the problem, the objective of the study, limitation of the study, and the significance of the study.
A.
Background of The Study
English has important roles nowadays. One of them is English as international language is highly regarded as a medium of communication among people around the world in some social contexts and also used in different purposes. It could appear in international seminar, books, advertisements, movies, social media, and also game consoles. In Indonesia itself, English has a special role. As foreign language, English becomes one of the subjects taught from the elementary school up to the university level.
Then, learning English could not be separated from learning its four basic skills. Those skills are reading, listening, speaking and writing. Reading, one of the four basic skills, is regarded very important for Indonesia students because it is the most needed skill for them since reading is the only skill that has the greatest chance to be done just than the other skills. As Murcia believes that reading is recognized as an important source of language input especially for English as foreign language students which there is just a little chance to meet fluent speakers who can provide another kind of language input.1 Moreover, as a receptive skill, reading can lead students to get so many information they need and also enrich their knowledge through that activity.
1
In reading, English learners in their school often learn some kinds of English texts namely narrative, recount, news item, spoof, and procedure. Procedure text as one of them is sometimes could be found by students easily outside the classroom. They can find procedure text when using a new gadget, sign up to a social media, and even when making a cup of coffee.
Realizing the importance of procedure text, Indonesia government states the teaching of procedure text is taught in some school levels such as junior high school, senior high school, and also vocational school. To see the process of teaching-learning procedure text in vocational school, the writer did an observation in one of vocational school in south Jakarta. After obseving, the writer achieve some information about the teaching-learning process of procedure text in SMK YAPIMDA.
From an observation which the writer held in September 2013 in SMK YAPIMDA, the writer found some obstacles contribute in teaching learning process of procedure text. The writer found that the students mostly seem confused to understand the characteristic of procedure text. this come
from students’ low ability in locating the sequence words. As the result, the
student did not really know what the text was talking about in proper sequence and they could not catch the general information which was mentioned in the procedure text.
Besides, the problem also derives from students’ vocabulary mastery. When students read the passage, they just read without knowing the main idea of a process sequence. This case comes from their very limited vocabulary repertory that increase the difficulty in comprehending the sequence of the text. Having a lack vocabulary capability definitely contributes the difficulty in guessing the meaning of the text.
the text. It is regarded as uninteresting activity since the writer found that some students had a chatting with their friends, had a daydreaming, and also felt sleepy. As result, there were just few students do the exercises based on their ability.
Moreover, the writer pointed out that this kind of teaching learning
activity could not generate students’s motivation to learn procedure text. It
can be seen from some occasion when the writer did the observation, the teaching learning activity just goes in monotonous condition. This condition could not support the students’ participation in class activity and could not increase students’s interest and motivation to comprehend the procedure text.
Lightbown and Spada proposes, “Lesson that always consists of the same
routines, patterns and formats have been shown to lead to decrease in attention and an increase in boredom. Varying the activities, tasks and
materials can help to avoid this and increase students’ interest levels”.2
Then, teachers’ job is providing their students materials that increase their interest in reading.3
So, it can be concluded that the media in teaching learning is very crucial to the success of the teaching learning process. Actually, teachers can do some efforts to upgrade their way in teaching in the classroom. One of teaching strategies that can be used in teaching procedure text is by using picture. It can help students to increase their understanding about the material they learn.
Picture can be a medium which can help students to understand the sequence of processes described in the text. By analyzing a proper picture, students can decrease their weakness in the lack of vocabulary, because picture proposes a hint through its visual meaning. Picture also becomes a
2
Patsy M.Lighbown and Nina Spada. How Languages Are Learned. (London: Oxford University Press, 2006) p. 65
3
media that attract the students attention and help them to increase their motivation in comprehending the procedure text.
Based on the explanation above, the writer would like to find out how effective to use pictures in the way teaching reading of procedure text. He analyzed this study under the title “The Effectiveness of Using Pictures in Teaching Reading of Procedure Text”.
B.
Identification of The Problem
Based on the information presented above, the writer identifies the problems:
1.Students’ difficulties in understanding the sequence of the process
described in the procedure text.
2.The lack of students vocabulary mastery to understand the text.
3.The media used by the teacher did not make the students interest to the teaching learning process.
4.Students have low motivation in participating and comprehending the material in the class.
C.
Limitation of The Study
To avoid misunderstanding in comprehending this study, the writer limits his study. This study commonly focuses on the effectiveness of using pictures in teaching reading of procedure text in third grade of SMK YAPIMDA Jakarta.
D.
Formulation of The Problem
The formulation of the problem is as follow:
E.
The objective of The Study
The objective of this study is to see the effectiveness of using pictures in teaching reading of procedure text.
F.
The Significance of The Study.
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CHAPTER II
THOERETICAL FRAMEWORK
This chapter presents theoretical framework that discusses some topics. The first one is reading which covers definition of reading, reading process, purposes of reading, kinds of reading, reading comprehension, factors affecting reading comprehension, and principles of teaching reading. The chapter also discusses about procedure text which consists of definition of procedure text, language features of procedure text, constructing procedure text, and examples of procedure text. The chapter also discusses about picture consists of picture, types of picture, the usage of picture, the advantage of pictures and the disadvantages of pictures, and teaching reading procedure text using picture.
A.
Reading
1.
Definition of Reading
Reading could be interpreted in many ways depends on people’s background of knowledge and their purposes in doing reading. Most people define reading as an activity to produce sound from what they are reading. Allington and Strange stated, “ most also see reading as a decoding process with the reader processing each letter in turn, producing the appropriate sounds, and forming words.”1
Some experts define reading as an interactive process. Reading is an activity involves interactive process that connects readers’ background knowledge and their processing strategies to the text they read.2 In compliance to Lems, Other experts stated, “reading is an interactive,
1
Richard Allington and Michael Strange, Learning Through Reading, (New York: D.C Heath and Company, 1980), p.15
2
sociocognitive process, involving a text, a reader, and a social context within which the reading activity takes place. In reading, an individual constructs meaning through a transaction with written text that has been created by symbols that represent language”.3
So, many people consider reading is just like other activities. People just interpret reading from what they see through their eyes. They do not think that so many things happen on a reader’s head while they are reading. Some other people define reading as interactive and sociocognitive process which relate the reader to the interactive and social context. When some people define reading as articulating words and as an interactive process, some experts also enrich reading definition as active and complex process.
That reading is an active process is proposed by Allington and Strange, “reading is an active cognitive process that does indeed require using graphic (letter) and phonic (sounds) information; but for fluent readers particularly, the language based cues-semantic (meaning) and semantic (grammar)- seem far away more important than graphic and phonic cues”.4
In addition, Grellet added that reading is an active skill. Reading obviously involves some strategies such guessing, predicting, checking, and asking oneself questions. As a result, without these strategies, reading becomes very hard to do.5
Moreover, two experts, Daiek and Anter also state that reading as an active process. They propose that reading is an active process that
3
Marianne Celce Murcia. Teaching English as a Second or Foreign Language, (New York: Heinle & Heinle, 2001), p. 154
4
Richard Allington and Michael Strange, Learning Through Reading. (New York: D.C Heath and Company, 1980), p. 16
5
depends on both an author’s ability to convey meaning using words and your ability to create meaning from them.6
Gleason and Ratner also propose the idea which is same to previous expert. They said that we undergo a complex process in doing reading. There are also so many components happened in readers’ head that can not be seen by other people. So, there seems that the information is automatically absorbed by readers.7
To sum up, the writer proposes that reading is an activity that has complex process on it. It is not as simple as pronounce the words printed on the page. Reading is activity that involve the ability to comprehend the language characteristics, guessing, predicting the main idea, also related to the knowledge that own by the readers themselves.
2.
Reading Process
Reading is not only pronouncing what are printed on the paper. Some processes involve in this activity. Murcia explains in her book,
In reading, an individual constructs meaning through a transaction with written text that has been created by symbols that represent language.
The transaction involves the reader’s acting on or interpreting the text,
and the interpretation is influenced by the reader’s past experiences,
language background and cultural framework, as well as the reader’s
purpose for reading.8
Another expert, Deanne Spear, proposed the same way to Murcia. She reviewed that reading is quite different from watching television, where the image wash over us as we sit like passive automatons. The good
6
Deborah Daiek and Nancy Anter. Critical Reading for College and Beyond, (New York: McGraw Hill, 2004), p. 5
7
Jean Berko Gleason and Nan Bernstein Ratner. The Development of Language, (London: Pearson Education Inc., 2009), p.410
8
reader is engage with the text and participates fully in the world the writer recreates on the page.9
Lems, Miller, and Sorro give the explanation that several skilis do involve when we read.
many skills involve in reading process. They stated that to read, we need to master a set of word-level skills, which we will call bottom up skills. These skills combine to allow us to be able to decode connected text. As we learn to decode, we also learn a large set of strategic reading skills which we will call top down skills and strategies, that readers use in
concert with background knowledge to construct meaning from text.10
So, reading is not only absorbing what are being printed on a paper but also actively involving on that activity. Readers have to relate to the knowledge they have to understand the information that is being presented. The reader should have the ability to get the information from the text and combine it with their previous knowledge or experience.
In addition, Nation underline: “the most important part of reading is divided into two. An essential part of the reading skill is the skill of being able to recognize written forms and to connect them with their spoken forms and their meanings.”11
In addition, when wrote Assessing Reading, Alderson explained;
The interaction between a reader and the text. During that process, presumably, many things are happening. Not only is the reader looking at the print, deciphering in some sense the marks on the page, deciding what they mean and how they relate to each other. The reader is presumably also thinking about what he is reading: what it means for him, how it relates to other things he has read, to things he know, to what
9
Deanne Spear, Developing Critical Reading Skills, (New York: Mc Graw Hill, 2006), p. 2
10
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English Language Learner, ( New York: The Guilford Press, 2010), p. 33
11
he expects to come next in the texts like this. He is presumably thinking about how useful, entertaining, boring, crazy, the text is. He may be consciously reflecting on the difficulties or ease he is experiencing when reading, and on ways of overcoming the difficulties or of continuing the pleasure.12
Based on the discussion above, it can be concluded that some processes happen in reading activity. Readers are not only looking at and pronouncing the words printed on the pages, but also correlating what their eyes see with the information they have in their mind to get new information or new knowledge. The process of reading will be success when the readers gets the information of what they have read.
3.
Purposes of Reading
People read because they have reason to do it. People have their own reason in doing reading. Flynn and Staintrop simply gave the reason why people doing reading. Those reasons are because people would like to access the information which is described in the reading page.13
Also, Crawley and Merritt propose the main purpose of reading activity. They state, “The main purpose of reading is to understand or comprehend the communication between the author and the author’s audience”.14
The two previous experts propose the main purpose of reading that is to get information. The next experts will describe the detailed reasons of doing reading. Grellet proposes some purposes in reading activity. Grellet added, “there are two main reasons for reading; reading for Pleasure and
12
J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press, 2000), p. 3
13
Naomi Flynn and Rhona Stainthorp. The Learning and Teaching of Reading and Writing, (West Sussex: Whurr Publisher Limited, 2006), p. 42
14
reading for information (in order to find out something or in order to do something with the information you get).”15
Other purposes are proposed by William. His statement is also be recited by McDonough and Shaw, “Reasons for reading are into getting general information from the text, getting a specific information from a text, and for pleasure or for interest.16
To sum up, reading activity is based on some purposes. The purposes are people want to get enjoyment or pleasure, to get information, or to learn. The way people read will be different according to the purposes in that reading activity.
4.
Kinds of Reading
People read by means of their own ways. They may read fast or slowly. The way they read slowly or quickly depends on the situation. People may read slowly in their leisure time for pleasurable purposes such reading magazines, novel, comics, etc., while they read quickly to find the general information from a text or to find certain information from a text. Grellet proposed four kinds of reading. The main ways of reading are as skimming, scanning, extensive reading, and intensive reading. 17
a.
Skimming.
Our eyes run quickly when do skimming. It purposes to get the gist of the text. Skimming is fast reading by selecting the text, it is usually done purposefully rather than carefully read the passage to get a lot of information. In skimming process, the reader give their most attention to the main idea, not to the text supporting detailes. Like Nation claims, “In skimming the reader goes through a text quickly, not
15
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 4
16
Jo McDonough and Christopher Shaw. Materials and Methods in ELT. (Malden: Blackwell Publishing, 2003), p. 90
17
noting every word but trying to get the main idea of what the text is about.”18
b.
Scanning
Scanning is when a reader try to find out specific information like particular name or particular number in telephone directory book. Like Crowley and Merritt state that scanning is quickly reading the passage to get specific information of the text like search a answer to a question. The readers just have to locate the answer to get the information. They need not read the whole text.19
c.
Extensive Reading
This kind of reading is done when we read a long text, usually for one’s own pleasure. In Paving the Way in Teaching Reading and Writing, Nation mentioned, “extensive reading is a form of learning from meaning-focused input. During extensive reading learners should be interested in what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text”. 20
d.
Intensive Reading
Intensive reading is reading shorter text. This kind of reading is usually done to extract specific information. This is more an accuracy activity involving reading for detail. According to Nation, there are
18
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 70
19
Sharon J. Crawley and King Merritt. Remediating Reading Difficulties. (New York:The McGraw-Hill. 2000), p. 101
20
four ways of putting these important principles into intensive reading practice21:
1) Focus on items that occur with high frequency in the language as a whole.
2) Focus on strategies that can be used with most texts
3) Quickly deal with or ignore infrequent items.
4) Make sure that the same items and strategies get attention in several different texts
So, there are some kind of reading such skimming, scanning, intensive reading, and extensive reading. Skimming is getting the main idea of a text by fast seeing the text using our eyes. It has the goal to get a main idea in a short time. Scanning is accurately searching particular information in the text. Intensive reading is reading a short text to get specific information. Extensive reading is reading a long text in order to get main idea relates to our general knowledge.
5.
Reading Comprehension
Reading comprehensions become one of purposes in reading. Many explanations about what reading comprehension is. Kristin and her colleagues propose a definition of reading comprehension.
Reading comprehension is the ability to construct meaning from a given written text. Writing comprehention is not a static competency; it varies according to the purpose for reading and the text that is involved. When the prerequisite skills are in place, reading becomes an evolving interaction between the text and the background knowledge of the reader. This is accomplishes through the use of strategies, both cognitive and
metacognitive.22
21 Ibid. 22
From Kristin and Miller explanation, we know that reading comprehension can be achieved when a reader has a capability to get some information from the written text. Reading comprehension is a dynamic competency according to the purpose for reading and the text that is involved. Reading comprehension also needs the reader’s background of knowledge and both cognitive and metacognitive strategies.
Guthrie also gives explanation about reading comprehension. he explains that to comprehend the text, we have to connect the knowledge we have to the topic presented in the passage. Guthrie states, “reading comprehension is a process of connecting the text and the student’s prior knowledge about the topic of the text.”23
So reading comprehension can be seen as one of reading goals. It can be defines as the readers understand what the text tell about, knowing the main idea of the text, and the details of the text, then combine it with their knowledge about the topic discussed. Some also see reading comprehension as a very complex activity.
Lewin states on his book, “reading comprehension is a very complex activity. So much occur inside the mind of a reader as the eyes glide over the printed words. Accompolished readers have become so good at it through a lifetime of practice that it’s easy to forget how tough it really is, how complicated the comprehension processes is.”24
In addition, there are also some hints to get reading comprehension, “the reader’s knowledge of the world,’ or the prior knowledge the reader has of the topic, interacts with the text-based and language-based cues to produce efficient reading.”25
23
John T Guthrie. Engaging Adolescents In Reading, ( London: Corwin Press, 2008), p. 11
24
Larry Lewin, Paving The Way in Reading and Writing, (San Francisco: Jossey Bass, 2003), pp. 2-3
25
The comprehension also can be divided into three levels. The levels of understanding are reading the lines which refer to the literal meaning of the text, reading between the lines that are getting the inferred meaning of the text, and reading beyond the lines are criticizing and evaluating the text.26
In summing up, the writer sees that reading comprehension become the main goal whatever the readers’ goals in doing reading. Although reading comprehension could be achieved through a very complex process, readers’ knowledge about the topic read and ability to understand text structure and meaning will obviously help them to achieve reading comprehension.
6.
Factors Affecting Reading Comprehension
There are many factors which affect reading comprehension. The first factor is described in Understanding Reading Problem that good readers are gaining an abundance of information about the world and a wealth of vocabulary. This knowledge and this vocabulary are the tools readers use to comprehend: as the schema theory of comprehention predicts, we needd to know a little bit about the topic we can learn something new about it. Readers who read a lot are going to know a little bit about a lot more topics and will be better readers because of it.27
Also Crawley and Merritt propose a reason of the lack of comprehension. They stated, “The lack of comprehension maybe the result of many factors. They are the reading material maybe too difficult, the reading material may be dull or uninteresting, and students not having necessary background or schema for reading a selection.”28
26
J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press, 2000), p. 7-8
27
Jean Wallace Gillet. Understanding Reading Problems, Assessment and instruction, (Boston: Pearson, 2012) , p.15
28
From the explanation above, we can point out that knowing the global and general knowledge is the key to get better comprehension. The vocabulary owned by people will also affect the comprehension. In the other hand, Crawley and Merritt propose the reasons that affect the comprehension obstacle. It could be inappropriate and interesting of reading material.
John T Guthrie proposes the knowledge of the material is really important.nhe stated, “Reading comprehension improves when depth of of understanding is facilitated, students need to deeply grasp one historical event or one scientific principle through multiple readings, applications, discussions, and connections to other areas. Therefore, organizing facts into principles, concepts into main ideas, and ideas into major themes within the content domains is vitally important.”29
Moreover,De Boer and Dallmann also stated that some of the conditions needed by people to make maximum progress in reading are physical health, mental health, sight and hearing, intelligence, background of experience, knowledge of language, desire to read, purposes for reading, interest in reading, and reading skills.30
So, many factors involve in reading process. What a reader has to do is to maximize those factors in order to achieve the maximum understanding on the materials read.
7.
Principles of Teaching Reading
According to Nation, following principles can guide the design and practice of a reading programme. Those principles are divided into four
29
John T Guthrie. Engaging Adolescents in Reading.( London: Corwin Press, 2008),p. 11 30
aspects. They are meaning focused input, meaning focused output, language focused learning, and fluency development. 31
a.
Meaning-focused Input
In meaning focused input strategy, the reading activity empesizes on the purpose of the reading itself as the an input in students’ language development. The activities in the classroom will be such follow:
1)Practice and training in reading should be done for a range of reading purposes
2)Learners should be doing reading that is appropriate to their language proficiency level
3)Reading should be used as a way of developing language proficiency.
b.
Meaning-focused Output
In this strategy, reading teaching learning should be combined with speaking, writing, and listening. The activity will be:
1)Reading should be related to other language skills
c.
Language Focused Learning
In this strategy, reading activity is enriched by a lot of drills that make the readers achieve a strategy to read some kinds of texts. the learning activities are such follow:
1)Learners should be helped to develop the skills and knowledge needed for effective reading
31
2)Learners should be given training and practice in a range of reading strategies.
3)Learners should be given training and practice in integrating a range of strategies.
4)Learners should become familiar with a range of text structures.
d.
Fluency Development
In fluency development, the teachers should provide many interesting reading texts that motivate the students to read the texts. The classroom activities ideally are such below:
1)Learners should be helped and pushed to develop fluency in reading.
2)Learners should enjoy reading and feel motivated to read.
3)Learners should read a lot.
B.
Procedure Text
1.
Definition of Procedure Text
We use many kinds of text in daily life. Usually we read a text how to operate new things, how to prepare or make something, how to act in some circumstances like school, company, and a community, and how to get to some places. Those kinds of text are called procedure text. Mark and Cathy also explain the examples of procedure text are recipes, itineraries, instruction manuals, and direction.32
In their book, Mark and Cathy stated that, “procedure is a piece of text that gives us instructions for doing something. The purpose of a
32
procedure text type is to explain how something can be done.”33 Is also stated that a procedure enables people to do things that are new to them or to make sure they do things in the correct order, and include all that needs to be done.34
Then, it can be concluded that procedure text presents steps to do something, making something, or going somewhere. In case of procedure text can be easily experienced in daily life, people ought to know about it.
2.
Language Features of Procedure Text
Procedure text has some characteristics on it. Mark and Cathy propose those characteristics. They state that procedure texts can be recognized based on some language features below35:
a. The use of technical language
b. Sentences that begin with verbs and are stated as commands, for example the usage of word “open” in the sentence; open the projector compartment using the screwdriver!
c. The use of time words or numbers that tell the order for doing the procedure. Time words is also called sequencers for example first, second, then, after that, the next step is, next, and finally
d. The use of adverbs to tell how the action should be done. Adverbs of manner are frequently used. For instance; Next, gently press the stop button to stop the washing machine!
3.
Constructing Procedure Text
There are some steps in constructing procedure text. First, on the first sentence, the introduction and aim of the procedure is being
33
Mark Anderson and Cathy Anderson. Text Types in English 2, (South Yarra: Mc Millan Education Ltd, 2003), p. 50
34 www.kbs.co.ukpdfEB17.pdf
, taken on December 3, 2013 at 06.57 a.m. 35
presented. Then, list of materials needed are also described. Last, the steps to do the activity are given.
A procedure usually consists of36:
a. The goal of the activity. This is where you tell your reader what he/she is going to achieve.
b. The materials needed. It could be ingredients, tools, and equipment. c. Steps to achieve the goal. This is the main part of the procedure. d. Conclusion. We may wish to include a conclusion
According to Text Types in English, the steps for constructing a procedure text are37:
a. An introductory statement that gives the aim or goal b. A list of material that will be needed
c. A sequence of steps in the order they need to be done.
4.
Examples of Procedure Text
Example of procedure text is such a. Procedure text without picture: 38
How to Insert SIM Card Cellphone
Cellphone is a modern communication device that all people use. However, this device can’t work until the SIM card is inserted. It is the direction to insert a SIM card into a cellphone. First, switch off the cellphone power. Second, press the locking catch and slide the cover then lift it off the phone. After that, remove the battery. Next, slide the SIM card carefully into the slot and make sure that the golden connect arson are facing the connector of the phone to make sure the phone will work properly. Then, put the battery align it until it snaps into its place. Next step is inserting two catches of the back cover
36
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m. 37
Anderson, op. cit., p. 28 38
corresponding slot in the phone and slide the cover forward button of the phone until it locks into place. Finally, switch on the phone and wait until it is ready to use.
b. Procedure text with picture39
How to replace a projector lamp
First of all, take the necessary tools. Luckily, you'll only need a manual screwdriver to remove the panel. You will also need a soft, non-abrasive cloth handy to help avoid any contact with your fingers and the lamp assembly. Second, unplug the projector from the electricity. Then, use the screwdriver and remove the screw and the lamp compartment door. The fourth step is carefully remove the lamp assembly and disconnect any power cords that may still be connected to the lamp assembly. Then, clean the lamp compartment using the cloth. Next, insert the lamp compartment carefully. Then, set the lamp compartment door back into place and
39
securely screw in the door. Finally, plug the projector into the electricity and you can use the projector.
C.
Picture
Picture may be used as one of visual aid in teaching learning process. One of reasons that it is widely used in language teaching is the fact that it is simple. Picture can be simple prepared and give the real imagery of some objects that could not be brought to the classroom.
1.
Definition of Picture
Picture can be seen as many things such place, objects, and people. In Picture for Language Learning, Andrew Wright proposes, “pictures are not just an aspect of method but through their representation of places, objects, and people. They are an essential part of overall experiences.” 40
Picture is also considered as good resource and media in teaching learning. Murcia and Hilles state that pictures are versatile and useful resources for teaching. so this resource can facilitate language program41
The writer concludes that picture is a visual representative of an object such things, humans, animal, etc., which this visual representative gives the information about the real characteristic of the object.
2.
Types of Picture
There are some kinds of pictures. Finochiaro and Bonomo divide picture into three; picture of individual person or object, picture of situation, and a series of pictures as a number of related composite pictures42.
40
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p, 2
41
Marianne Celce Murcia and Sharon Hilles. Techniques and Resources in Teaching Grammar. (Oxford: Oxford University Press. 1988), p. 73
42
Other experts propose different group of pictures kind. Such Murcia and Hilles propose different kinds of pictures such as follows: a) A picture may focus on one specific object, such as a house, or on an
event such as a boy jumping a fence; alternatively, a picture may evoke an entire story. Between this two extremes, there are a picture of a few people or a few objects.
b) Pictures can be presented in pairs: the same object or person on two different occasions (e.g. Mr. Jones before and after his diet) or two different object or people (e.g. a comb and a brush, a brother and a sister, etc)
c) Pictures can be grouped into semantically related sets that contain from ten to twenty items, representing animals, vehicles, flowers, fruits, etc. d) Finally a picture can become part of a sequence of pictures that tells a
story. Using pictures of this type allows the teacher to focus on temporal forms and sequences in the target language.43
3.
The Usage of Picture
As the writer has mentioned before, picture can be a useful aid in language learning. In his book, Wright stated that there are three essential contribution of picture such interest and motivation, a sense of the context of the language, and specific reference point or stimulus. He also deeply discussed that picture play an important role in helping to discipline some class activities, making the subjects which students are dealing with become clearer, and even illustrating the main idea and forms of an object or action which are particular to a culture. 44
Also, Murcia and Hilles propose some usages of pictures. They states, “Interesting and entertaining pictures motivate students to respond
43
Murcia, loc. cit., p. 73 44
in ways that more routine teaching aids, such as use a textbook or a sentence on the board, cannot.” 45
Moreover, they also added that pictures can also be used in different activities to increase learning and practice. Pictures introduce a great deal of variety into the classroom. Activities that encourage appropriate movement- involving students directly or as observers- will promote and enhance active learning. So, it can be concluded that pictures can play an important role in this process. 46
4.
The Advantages and Disadvantages of Picture
According to gerlach, pictures have several advantages and disadvantages47
a) The advantages of pictures
1) Pictures are inexpensive and widely available.
2) Pictures provide common experiences for entire group.
3) The visual detail makes it possible to study subjects which would otherwise be impossible.
4) Pictures can help to prevent and correct misconceptions.
5) Pictures offer a stimulus to further study, reading, and research. 6) Pictures help to focus attention and to develop critical judgement. 7) Pictures are easily manipulated.
b) The disadvantages of pictures
1) Sizes and distances are often distorted.
2) Lack of some color in some pictures limits proper interpretations. 3) Students do not always know how to read pictures
45
Marianne Celce Murcia and Sharon Hilles. Techniques and Resources in Teaching Grammar. (Oxford: Oxford University Press. 1988), p. 73
46
Ibid., p. 73 47
D.
The Application of Teaching Reading Procedure Text through
Picture
The teaching reading of procedure which is facilitated in some pictures has some activities on it. The common application of teaching reading procedure text done by the writer is such below:
1. The teacher asks students’ idea or experience related to the material that will be discussed
2. The teacher gives jumbled parts of pictures related to the material
3. The teacher asks the students to arrange the jumbled parts into a good arrangement
4. The teacher gives the students a procedural text
5. The teacher asks the students to read the passage and ensure their picture arrangement based on the text
6. The teacher ask the students to write unfamiliar words in the blackboard and ask them to look up the meaning in the dictionary and write them in their book
7. The passage is discussed and the teacher gives the right arrangement of the picture.
8. The teacher makes quiz related to the procedure text discussed in the meeting.
9. After four meetings, the teacher conducts a test to measure students’ comprehension in procedure text.
E.
Previous Study
Some previous studies relate to the teaching English material using picture has been discussed by some people.
4.75. the writer uses the degree of significance of ttable is 0.05 in the table of
significance. Then, she made the conclusion of the hypothesis that t0 is bigger
than ttest namely 4.75 > 2.02. it means that the alternative hypothesis (Ha) is
accepted and null hypothesis (H0) is rejected.
Then, another study comes from Siti Munajah held in 2010. She conducted the studies in MTS Al- Falah Bogor from March 22nd till April 9th. She conducted the study on the effectiveness of using pictures in reinforcing degrees of comparison of adjective. In her research she found that there is significant difference in reinforcing degrees of comparison of adjective using picture compare to without one. This result comes from the statistic calculation that indicates that the value of the t0 is 5.50. the degree of freedom
(df) is 58. Comparing the result of t0 with each value of the degree of
significance, the result is 5.50>3.20. since the score in t observation (t0) is
bigger than t table (tt) score obtained from the result of the calculating, the
alternative hypothesis (Ha) is accepted when the null hyphothesis (H0) is
rejected.
The next study comes from Mochammad Fiqrie in 2010. The researcher conducted his study in teaching reading procedure text using picture in ninth grade students of SMPN 3 Tangerang Selatan. In his research, although he got that mean of experiment class is 69, 57 which is higher than mean of controlled class which is 67.15, the comparison the valueof t0 and
ttable which had been obtained through statistical calculation showed that value
of t0 is smaller than ttable both at degree of freedom in significance level 5%
and 1%. It can be concluded that alternative hypothesis (Ha) is rejected when
null hypothesis (H0) is accepted. It means there is no significance difference
of students achievements between students taught using picture compare to students taught without using picture.
F.
Conceptual Thinking
several difficulties in selecting the appropriate media to attract the students. The absence of media which presents materials which having difficult structures and vocabulary, make the students hard to understand them. Moreover, the teaching learning is regarded not interesting which could not motivate the students to read them. Some of those problems are also happen in the teaching of procedure text.
The writer found that media which is used to present procedure texts in the students’ book are not interesting. There, the book just gives the printed sentences so that the procedure text just contains the sentences from beginning to the end. It is very rare to find a procedure text with pictures on it. The kind of text like that has the potency to make the students miss the information contained in the text. The writer is assumes that it is important to provide the language teaching media which can motivate students and make them more understand the material.
Motivation to read is very important in reading activity. To make the students motivated, we can make the interesting media. Good teachers also make many activities interesting to make students get more motivation which can give great importance when reading.
So, In case of teaching procedure text, the writer assumes that it is important to use picture. Picture has many positive effects. It can make a text becomes more interesting. Pictures also can help the students to understand the text by illustrating the main idea of the text. Even, it can give the explanation to an object in a particular culture. Then, the writer sum up that picture can be effective media in teaching reading of procedure text.
G.
Hypothesis
Based on the theory and the objective of the study, it can be formulated hypothesis as below:
Ho: Using picture is not more effective than without using picture in
teaching reading of procedure text
Ha: Using picture is more effective than without using picture in
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CHAPTER III
RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this study. It presents design of the research, place and time of the research, population and samples of the research, instrument of the esearch, method of teaching, and technique of data analysis.
A.
Place and Time of the Research
The writer conducted the research in Sekolah Menengah Kejuruan Yayasan Perguruan Islam Miftahul Huda (SMK YAPIMDA) which is located in Jl. Swadaya 1 no 49 A Poltangan, Pasar Minggu, South Jakarta. The research was carried out in two months began in December 2013 by making it into six meeting included the conduction of pre-test and post-test
B.
Design of The Research
The writer uses quasi experimental design for the research. Experimental Research is unique in two very important respects; it is the only type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing the hypotheses about cause-and-effect relationship.1 The primary purpose of this design is to demonstrate causality; that is, to determine whether a specific intervention or treatment (the independent variable) causes an effect or not on the dependent variable.2 The research involves two different classes; the experiment class and controlled class, the writer did
1
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, (New York: McGraw-Hill Companies, 2003), p. 268.
2
the different treatment in each class when teaching reading of procedure text. Regarding that both classes have same level of English proficiency, the writer conducted pre test for both classes. In the next four meetings, the experiment class is taught reading procedure text by using picture while controlled class is taught reading procedure text using textbook. In the end of the meeting (sixth meeting), a same test is conducted for both classes, this post test is having same quality to the pre test conducted before. Then, the writer analyzes the data he had gotten before from both experiment and controlled class.
Design of The Research
C.
Population and Sample of The Research
The population of this study is 272 students of third grade of SMK YAPIMDA south Jakarta. The population is divided into 8 classes consist of three majors. They are 2 classes majoring Accounting, 4 classes majoring Office Administration (Secretary), and 2 classes majoring Marketing. Due to the rule of experimental study, the writer selected two groups as samples of the research; experiment class and controlled class. In sampling technique, the writer chose convenience sampling. Convenience sampling is a non probability sampling technique where subjects are selected because of their convenient accessibility and proximity to the researcher.3 XII Marketing 2 is appointed as experiment
3
James H. Mcmillan and Sally Schumacher. Research in Education. (Boston: Pearson Education Inc.. 2000). p. 126
Group Pretest Treatment Posttest
A o x o
B o o
class when XII Marketing 1 as controlled class. The both classes are chosen because they have same amount of class member and also having the same time quantity in learning English The experiment class received a treatment that is the using of picture in teaching procedure text when controlled class using textbook.
D.
Technique of Data Collection
The writer chose test as the instrument of the research. Then, the writer conducted two kinds of test.
1.
Pre-Test
The Pre-test is conducted to know the score of the students before the treatment. The writer gives the test about procedure text in multiple choice questions. The test was held to both classes.
2.
Post-Test
The Post-Test is used to know the students score after teaching learning process to both classes after the treatment. The writer gave the test which has the same questions with Pre-Test.
E.
Technique of Data Analysis
The writer uses statistical calculation to find out the differences of students’ score of XI Marketing 2 as experimental class which is taught procedure text using picture and student’s score of XI Marketing 1 as controlled class which is taught procedure text by using textbook. The formula which is used called t test. The formula is used for two groups of large samples correlated each other.4 The formula as below:
4
M1 : Mean of the difference of experiment class
M1 : Mean of the difference of control class
SEM1 : Standard Error of experiment class
SEM2 : Standard Error of controlled class
The formula above is the main formula. Before using the formula, the writer also use some calculation procedure such5:
1. Determining Mean of Variable X by using the formula below:
2. Determining Mean of Variable Y by using the formula below:
3. Determining Standard of Deviation Score of Variable X by using the formula below:
4. Determining Standard of Deviation Score of Variable Y by using the formula below:
5. Determining Standard Error of Mean of Variable X by using the formula below:
5
6. Determining Standard Error of Mean of Variable Y by using the formula below:
7. Determining Standard Error of Difference Mean of Variable X and Y by using the formula below:
8. Determining Value of (t0) by using the formula below:
9. Determining t table in significance level 5% and 1% with Degree of Freedom (df) by using formula as below:
Notes:
33
CHAPTER IV
RESEARCH FINDINGS
This chapter talks about the findings of the research. The chapter also presents the description of the data, the analysis of the data, and the interpretation of the data.
A.
The Description of Data
After conducting the research, the writer got data from students’ score in pre-test and post-test. The data will be described into two points as the data of experiment class and the data of controlled class.
1.
The Data of Experiment Class
The writer makes a table of students’ score in both pre-test and post-test. The table also shows the scores gained by students.
[image:46.595.131.513.82.481.2]Table 4.1
Students’ Score of Experiment Class
Students (X) Pre-test Post-Test Gained Score
1 55 60 5
2 45 60 15
3 50 65 15
4 75 85 10
5 50 70 20
6 55 70 15
7 55 65 10
8 60 75 15
9 50 55 5
Students (X) Pre-test Post-Test Gained Score
11 40 55 15
12 60 75 15
13 60 75 15
14 45 65 20
15 65 70 5
16 50 70 20
17 70 90 20
18 40 50 10
19 55 75 20
20 65 80 15
21 65 85 20
22 60 75 15
23 45 70 25
24 55 70 15
25 70 70 0
26 35 45 10
27 40 60 20
28 30 50 20
Σ 1490 1900 410
X 53.21 67.85 14.64
[image:47.595.148.517.85.566.2]The table above shows the scores of the experiment class. It also mentions the score of pre-test and post-test of each student. Based on the table, the minimum score of pretest is 30 which is owned by one student and the maximum score is 75 which is also owned by a student while the minimum score of post-test is 45 and the maximum score of post-test is 90.
shows that the mean of pre-test is 53.21, the mean of post test is 67.85 and the mean of gained score is 14.64.
2.
The Data of Controlled Class
Besides making the table for experiment class, the writer also makes a table for controlled class. This table is table of controlled class students’ score in both pre-test and post-test. The table also shows the scores gained by students.
Table 4.2
Students’ Score of control Class
Students (Y) Pre-test Post-Test Gained Score
1 45 60 15
2 65 80 15
3 50 75 15
4 45 60 15
5 55 65 10
6 50 50 0
7 30 40 10
8 40 55 15
9 50 60 10
10 40 50 10
11 50 70 20
12 30 45 15
13 55 70 15
14 35 40 5
15 40 55 15
16 65 75 10
[image:48.595.148.518.169.742.2]Students (Y) Pre-test Post-Test Gained Score
18 60 70 10
19 55 65 10
20 50 65 15
21 45 65 20
22 70 85 15
23 50 65 15
24 55 60 5
25 55 70 15
26 50 65 15
27 75 85 10
28 60 60 0
Σ 1445 1770 325
X 51.60 63.21 11.60
[image:49.595.149.516.86.442.2]The table above shows the scores of the controlled class. It also mentions the score of pre-test and post-test of each student. Based on the table, the minimum score of pretest is 30 which is owned by two students and the maximum score is 75 which is also owned by a student while the minimum score of post-test is 40 and the maximum score of post-test is 85.
The table also informs that the total score of pretest is 1445, the total score of post-test is 1770, and the total score of gained score is 325. It also shows that the mean of pre-test is 51.60, the mean of post test is 63.21 and the mean of gained score is 11.60.
B.
The Analysis of Data
1.
Normality Test
The normality test is proposed to know whether the data is normally distributed or not. The writer uses Liliefors to do the normality test. After finishing the normality test, the writer got two kinds of value; Lmax and
Ltable. The both values can be used to see the normality of the data.
We use the criteria below to see the normality of data: H1 : L > Ltable
H0 : L ≤ Ltable
Note:
H1 = Data is not normally distributed
H0 = Data is normally distributed
[image:50.595.73.557.480.746.2]a. The Normality Test of Experiment Class
Table 4.3
Calculation of Pre-test Normality in Experiment Class
No. X F FX FX2 p= f/n ∑p z= (Xi-X)/S Ф L = ф - ∑p
1. 30 1 30 900 0.035714 0.035714 -2.11577 0.0174 0.018314
2. 35 1 35 1225 0.035714 0.071428 -1.65998 0.0495 0.0219283
3. 40 3 120 4800 0.107143 0.178571 -1.20419 0.1151 0.0634711
4. 45 4 180 8100 0.142857 0.321428 -0.7484 0.2296 0.091828
5. 50 4 200 10000 0.142857 0.464285 -0.29262 0.3859 0.0783854
6. 55 5 275 15125 0.178571 0.642857 0.163172 0.5636 0.0792569
7. 60 4 240 14400 0.142857 0.785714 0.618961 0.7291 0.056614
8. 65 3 195 12675 0.107143 0.892857 1.074749 0.8577 0.0351569
9. 70 2 140 9800 0.071429 0.964285 1.530538 0.937 0.0272854
10. 75 1 75 5625 0.035714 1 1.986326 0.9761 0.0238997
Total
ΣX =
525
ΣF= 28
ΣfX=
1490
S = 10.97 S2 = 120.48 Mean (X) = 53.21 Lmax = 0.091828 Ltabel = 0.161
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161.
H1 : L > 0.161
H0 : L ≤ 0.161
In the table 4.3, the Lmax value is 0.091828. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.091828 < 0.161).
Table 4.4
Calculation of Post-test Normality in Experiment Class
S = 10.77 S2 = 116.02 Mean (X) = 67.85 Lmax = 0.11174 Ltabel = 0.161
No. X F FX FX2 p= f/n ∑p z= (Xi-X)/S Ф L = ф - ∑p
1. 45 1 45 2025 0.035714 0.035714 -2.12163 0.017 0.018714
2. 50 2 100 5000 0.071429 0.107143 -1.65738 0.0495 0.057643
3. 55 2 110 6050 0.071429 0.178571 -1.19313 0.117 0.061571
4. 60 3 180 10800 0.107143 0.285714 -0.72888 0.2358 0.049914
5. 65 4 260 16900 0.142857 0.428571 -0.26462 0.3974 0.031171
6. 70 7 490 34300 0.25 0.678571 0.199629 0.5754 0.103171
7. 75 5 375 28125 0.178571 0.857143 0.663881 0.7454 0.11174
8. 80 1 80 6400 0.035714 0.892857 1.128134 0.8686 0.024257
9. 85 2 170 14450 0.071429 0.964285 1.592386 0.9441 0.020185
10. 90 1 90 8100 0.035714 1 2.056639 0.9798 0.0202
Total
ΣX =
675
ΣF= 28
ΣfX=
1900
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161.
H1 : L > 0.161
H0 : L ≤ 0.161
Based on table 4.4, the Lmax value is 0.11174. Therefore, H0 is accepted
because the result shows that Lmax is lower than Ltable (0.11174 < 0.161). It
[image:53.595.113.512.83.463.2]means that the data in experiment class post-test is normally distributed. b. The Normality Test of Controlled Class
Table 4.5
Calculation of Pre-test Normality in Controlled Class
No. Y F FY FY2 p= f/n ∑p z= (Yi-Y)/S Ф L = ф - ∑p
1. 30 2 60 1800 0.071429 0.071429 -1.9407 0.0262 0.045229
2. 35 1 35 1225 0.035714 0.107143 -1.49146 0.0681 0.0390433
3. 40 3 120 4800 0.107143 0.214286 -1.04223 0.1492 0.0650861
4. 45 3 135 6075 0.107143 0.321429 -0.59299 0.2776 0.043829
5. 50 6 300 15000 0.214286 0.535715 -0.14376 0.4443 0.0914147
6. 55 5 275 15125 0.178571 0.714286 0.305481 0.6179 0.096386
7. 60 3 180 10800 0.107143 0.821429 0.754717 0.7734 0.048029
8. 65 3 195 12675 0.107143 0.928572 1.203953 0.8849 0.0436719
9. 70 1 70 4900 0.035714 0.964286 1.65319 0.9505 0.0137861
Total
ΣY = 525
ΣF= 28
ΣFY= 1445
ΣFY2= 78025
S = 11.13 S2 = 124.04 Mean (Y) = 51.6 Lmax = 0.096386 Ltabel = 0.161
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161.
H1 : L > 0.161
According to the table 4.5, the Lmax value is 0.096386. Therefore, H0 is
accepted because the result shows that Lmax is lower than Ltable (0.096386 <
[image:55.595.69.556.102.554.2]0.161). It means that the data in control class pre-test is normally distributed.
Table 4.6
Calculation of Post-test Normality in Controlled Class
S = 11.45 S2 = 131.28 mean (Y) = 63.21 Lmax = 0.118972 Ltabel = 0.161
No. Y F FY FY2 p= f/n ∑p z= (Xi-X)/S ф L = ф - ∑p
1. 40 2 80 3200 0.071429 0.071429 -2.02707 0.0217 0.049729
2. 45 1 45 2025 0.035714 0.107143 -1.59039 0.0559 0.0512433
3. 50 2 100 5000 0.071429 0.178572 -1.15371 0.1251 0.0534719
4. 55 2 110 6050 0.071429 0.25 -0.71703 0.2388 0.0112004
5. 60 5 300 18000 0.178571 0.428572 -0.28035 0.3897 0.0388719
6. 65 7 455 29575 0.25 0.678572 0.156332 0.5596 0.118972
7. 70 4 280 19600 0.142857 0.821429 0.593013 0.7224 0.099029
8. 75 2 150 11250 0.071429 0.
