The effects of vocabulary before reading and question before reading on the students' reading comprehension achievement - Widya Mandala Catholic University Surabaya Repository

(1)

(2)

6 8

APPENDIX A

THE CALCULATION OF THE DIFFICULTY INDEX AND

DISCzuMINATION POWER OF THE FIRST TRY-OUT

Item Number

Discrimination

Power

Interpretation

1 0.07 Poor

2 0.29 Satisfactorv

3 v . z J Satisfactory

4

0.07

Poor

0.29 Satisfactorv

o 0.07 Poor

0 . 1 4 Poor

tt u . c Good

o _0.21 _Satisfactory

1 0 U . J O Satisfactorv

1 1 0 Poor

12 0 . 1 4 Poor

I J 0.07 Poor

1 4 0 . 0 7 Poor

1 5 0 . 0 7 Poor

1 6 0 . 5 7 Good

1 7 0 . 2 1 Satisfactory

1 8 0 . 5 Good

I Y 0.29 Satisfactory

2 0 0.43 Good

2 1 0 Poor

22 0.07 Poor

z.> _{0 . 5} _Good

a A

U . J O Satisfactory

25 0 . 3 6 Satisfactorv

26 0.43 Good

27 0 . 2 1 Satisfactory

z 6 0.07 Poor

Z Y _{0 . 1 4} _Poor

2 n _0.29 _Satisfactory

Difficulty Index

Interpretation

0.961 Easy

0.569 Moderate

0.784 Easy

0.922

Easy

0.824 Easy

0.373 Moderate

0.686 Moderate

0.765 Easy

0.588 Moderate

0.863 Easy

0.98 Easy

0.922 Easy

0.98 Easy

0.922 Easv

0 . 9 6 1 Easy

0.353 Moderate

0.824 Easy

0.255 Difficult

0.804 Easy

0.608 Moderate

0.863 Easy

0.392 Moderate

0.804 Easy

0.784 Easy

0.529 Moderate

0.902 Easy

0.902 Easv

0.941 Easy

(3)

FIRST TRY OUT

N O . I I - I . , M N I J M I ] I - I T

l ? l I s I ( , | 7 | t r I e lt o l I r l ll l l 4 l r s l l ( ' l I 7 l r { t l l e l 2 ' ) 1 2I l2 l 2 l | 2 l lr s l2 ( ' 1 2 7 1 ? 8 1 : l e l . 1 ( ) X

) I I I I I I I I 0 I I I I I 0 I 0 0 0 0 0 ) ) j 0 l 0 l l l l l 0 0 l l l 0 0 0 0 l 0 l 0 l 1 1 l l 0 0 0 l 0 l 0 l 0 l 0 l l 0 l t 0 l 0 0 0 l l l I 0 I I I I 0 . 0 L I l l t 0 I I t l t l t 0 l t t l t 0 t 0 I O . ) 0 J I t 0 l l ) I I I U I I 0 I I 0 0 0 I I 0 I I I I I 0 I I I I 0 0 I 0 I I 0 I 0 I 0 I 0 I 0 (, ( , 0 I I U I I I I I I I I I 0 I 0 0 I I I 0 0 0 I I I I I I 0 l 0 l 0 0 l l 0 l 0 l t l 0 l 0 0 t l t 0 0 l l 0 0 0 t 0 l 0 l 0 l 0 I ( ) t l t 0 t ( l I o { ) 0 0 I I I I I I

i

I U I I I I 0 I I I 0 I I I 0 I I I I U I I I I I I I I I I I I I I I I 2 1

4 2 1

l 0 2 l

l 6 j - 7

l l ? 6

20

. l l ₂₆

3 l )

29 /)

3 3 l )

:t6 2 5

5 0 l-5

l 3

t 7 2 1

25

J I 1 1

21

t.l

6 t l

E 2 l

l 5 2.1

23 2..1

23 3 9

cr.t TPPDItl j l l l l l t i l l i l 2

{ l e | | el:

1 l t S l l t l r S I r

{ l r 5 l r s l 2 . s l

r o l : : l

r r l : : l r u l z r l r r l r

r l :

_{{ l :}

r l r z l : i l : . r l : . s l : r

cr.t.owtit.r

: j l l l l l e l : l l r T l l u l r 5 l l 5 l r s l l e l 2 . l l : : l z r l : r l z r l

: l r v l z l r s l r r l : o l

r l x l r i l i i J r r I F r i F T : I l l i

X

4 5 t l

l l 0 l 0 l t l

l l I { ) l l I I 0 I 0 0 0 l o o t l l l { ) l

I I t 0 0 I { ) 0

I I 0 l l l t l 0 0

l 0 0 l l t 0 0 0 l l l

l O t l l 0 l l t l t t I l l t o t l t l t r l t t l 0 0 l 0 0 1 0 1 l

l 0 0 l t l 0 0 1 0 r l

l l 0 l 0 l 0 r l l l 0

0 r 0 0 0 | l 0 l I I I l 0 0 l l I 1 0 1 0 0 | r r l 0 0 l 1 0 0 1 0 0 1 0 1 0 0 0 0 0 r l l l 0 0 0 t l l

t 0 t 0 0 l I I 0 1 0 0 0 0 1 0 1 I

l t 0 0 1 0

0 l 0 l I 0 l 0 l l 0 t 0 0 l 0 l 0 t l t 0 0 t 0 0 1 0 0 0 0 1 1 0 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 1 0 1 0 1 0 r 1 0 0 0 0 l 0 l I 0 0 0 0 0 0 1 0 0 0 0 l 0 t l 0 0 0 1 0 0 l 0 l l 0 0 0 1 0 0 0 0 1 1 0 1 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 1 0 0 1 0 1 0

t { } t 0 { ) 0 { ) t l I 0 l t t 0

t 0 0 t 0 0 0 t t l 0 t 0 t 0 0 l t t l

I I t l 0 0 l r l 0 0 l 0 t l 0 0 r r l

l O t t 0 t 0 t 0 t 0 0 t t 0 0 0 t t 0

t t 0 r 0 0 0 t 0 0 0 0 0 r l

t 0 t 0 t 0 t 0 t 0 0 0 0 0 1 0 0 t t 0 0 0 l 0 | 0 0 0 0 0 0 0 r r 0

I I I I I I I I U I I 0 I I 0 0 I I I I 0 0 o 0 I

l 2 _{2 2}

l 9 _{? 2}

) 2

{.1 ₂₂

5 ? _{) 2}

27 2 l

40 _{2 l}

I ₂₀

l 8 ₂₀

z o ₂₀

27 ₂₀

2 8 _{2 0}

4 9 _{2 l}

5 l _{2 0}

3 5

3 8 ₉

7 ₈

2 l _IJ

+6 _1l

.5 ₇

t 0 ₇

7

(4)

70

DISCRIMINATION POWER FIRST TRY OUT

N O . I T E M N U M B E R

I 7 3 5 o 7 8 9 l 0 . l t2 IJ l 4 t )

2 I I I I I I I I I I I I I I

l l l 0 l l l t r l r 0 l l 0 l t l l l l l l l t l l l l l l l l l l 0 0 l l l l l l l l l l l l l l l 0 l 0 l l l l 0 0 t 0 l l l l 0 l t l l l l l 0 l l l l l t l 0 l l 0 l l l l l l l l l l 0 0 l l r t l l l l 0 0 t l l

I I I I I I I I I I I I I I 4 l 0 l 6 l l 20 4 I 3 29 33 36 5 0 9 I J

1 4 1 4 I ' l _{1 3} ₆ _{1 0} _{1 4} _{1 0} _{1 4} _{1 4} _{1 4} '14 _{1 4} _{1 4}

index 0.07 0.29 0.29 0.070 . 2 9 0.070 . 1 4 U . J 0.21U . J O 0 0 't4 0.070.07 0 . 0 7

inler poor sat sat poor _sat _{poor poor good sat} sat poor poor poor poor poor

^ l _{1 3} ₇ _{1 0} ₁₂ _o _I ₇ ₇ _I _{1 4} _{1 2} _{1 3} _{1 3} _{1 3}

27 l 0 l l 0 l l l l 0 1 0 0 1 0 1 0 0 0 1 l l l l l 0 l l l l l l l l t 0 0 l l l l 0 l 0 l 0 l 0 0 l r l l l t l l 0 0 l l l 0 l l 0 0 t 0 0 l 0 l l t 0 l 0 0 0 0 0 0 l 0 0 l l l l

r l l l 0 0 0 l t l 1 0 1 0 1 0 1 0 0 1 l l l l l l 0 l 0 0 l r l l 0 0 l 0 l l l 0 0 t l l 0 0 l 0

(5)

DISCRIMINATION POWER FIRST TRY OUT

N O . II'EM NUMBER

l 6 t 7 l 8 l 9 20 2 22 2 3 24 25 26 27 2 8 29 3 0

2 I I 0 0 0 I 0 I I 0 I 0 0 I l l l 1 1 l 0 0 l l l 0 0 l l l l l 0 l 0 l 0 l I I t l I I I I I I I I I 0 I 0 0 I 0 l 0 t 0 0 l l 0 l 0 l l l 0 l 0 0 l l l 0 0 l l 0 0 0 I I I I I 0 I I 0 I I I I 0 0 I I I I I I U I I I I I I t I I I

{j

I I I I I IJ I A l 0 l 6 20 4 l 3 29 J J J O 5 0 9 1 3

cu Y 12 1 4 1 1 1 4 5 I 1 4 1 3 1 1 1 4 12 1 4 1 1

lndex u . c / o.21 0 . 5 0.29 0.43 0.07 0 . 5 0.36 0.36 0.43o . 2 10.070 . 1 40.29

i n t e r gooo good sal gooo poor poor gooo sal sal gooo sat ooorpoor sat

cl 1 1 0 5 1 4 4 2 9 I 1 ' l 't 1 12 7

? 7 l l 0 0 0 l l 0 l l 0 0 0 l 0 l l l l 0 l 0 l l 0 0 0 0 0 1 0 0 1 1 0 1 0 l 0 0 0 l 0 0 l l 0 l 0 l 0 l l l l l 0 l 0 l 0 0 0 1 0 1 0 0 1 0 0 1 0 l 0 l l l 0 0 0 l t t 0 0 0 l 0 l l 0 t 0 l l 0 0 0 l l l 0 l 0 l 0 0 0 t 0 1 0 1 0 0 0 0 t 0 0 l 0 t 0 l 0 0 l t 0 l 0 0 0 0 l l 0 0 l 0 l l 0 1 0 1 0 1 0 0 0 0 0 1 0 l 0 l 0 l 0 0 l l 0 l

(6)

72

APENDIX B

THE CALCULATION

FOR RELIABILITY KR-2I

OF THE FIRST TRY OUT

Number of

Students

X

t

1

20

400

2

27

729

J

25

625

4

27

729

5

t 7

289

6

z )

529

7

l 8

324

8

z)

529

9 .,, A

576

l 0

27

729

1 l

26

676

t2

22

484

l 3

. A

s76

1 4

z )

529

1 5

2 7

729

l 6 ' ) A

s76

1 1

20

400

l 8

22

484

t 9

26

676

1 n

1 8

324

2 l

441

22

L J

s29

L J

1 9

3 6 1

",' ^ 1 A

576

25

20

400

z o

20

400

27

20

400

28

25

625

29

t t

289

3 0

. A

s76

J I

22

484

) z 2 )

625

J J

24

576

J +

l 9

3 6 1

J )

25

625

3 6

529

3 7

l 9

3 6 1

3 8

529

3 9

21

441

40

26

676

A 1

. ? l . t A

576

42

Z J

529

43

22

484

44 Z J

529

4 5

1 8

J Z +

46

l 7

289

47

l 7

289

48

20

400

4 9

25

62s

5 0

20

400

) l z z

484

Total

1134

25646

n

5 t

Mean

22.2353

SD

2.937

(7)

N O . ITEM NUMI]ER TOTAL

n

-? 3 .+ ₅ _o 7 8 9 t 0l l r2ll 3 ll 4 1 5l 6 t 7 l 8 ll 92012 l221 ) 4 z52 6 2 7 2 8293 0 l l l

l l t , l t l

l l l i 0 l 0 L 0 l 0 L O t l t 0 0 l l t l 0 l t l l t l l l L l l l l 0 l t t o l r l l l l I t 0 l l 0 l l l 0 r l l l l l ) 0 0 1 t l o t l 0 l t t 0 l 0 t 0 l l ) 0 0 r t O l l t 0 0 l r 0 l l t t l l I l 0 t t 0 l l t l l l l 0 r I r l l l r 0 l l t 0 0 l t l 0 l l 0 0 r l l l l l l t l r l l l l l l l t l l l r l l l l l l l r l l l r 0 0 l t l l l L l l t r l l l , l l l

l 0 0 l 1 l I l 0 l l l l l

l 0 0 l 0 l r r 0 l l 0 l l l 0 l 0 0 t I l l 0 l 0 l I r 0 1 0 0 0 | I I I l 0 l I 0 l I I I I I

l l l l l l l l 0 0 t 1 l 1

0 0 0 1 I I I l 0 0 l l I l | 0 1 0 0 1 I l l l l l t l

t O l I I I I 0 0 1 0 l I I

l 0 1 l l 0 1 l l l l l l l

0 0 1 I I I I l I l 0 0 l I t 0 0 0 r 1 I l 0 t 0 0 r l l 0 t l 0 l l

t l 0 l 0 l I 0 l I I l 0 l 0 1 0 0 0 1 I

l 0 l l l l I r t 0 r 0 0 l l O t l l l l l l l l l l l l 0 l l l l l

l 0 l I I I I l l l 0 0 l I l 0 l l 0 l l

t 0 l 1 0 0 1 l 0 0 l 0 0 l l l l l l l l 0 0 1 0 1 l 1

I l 0 t 0 l r l 0 l l 0 t I l 0 l l 0 l l

l l l l 0 l 0

l 0 0 l I I I 0 0 0 1 I t l 0 0 1 0 1 I I l l 0 0 l 0 l

l 0 l t l l l l l l l l l l

l 0 0 t I l l l l l l l l l

1 0 1 0 1 0 0 1 0 0 1 I . l l l l l l l l l 0 l l

r l I I t l I I I l 0 l I L l I I I I I l l l 0 l I ) l I l 0 l 0 l 0 l 0 0 l

) l l l l l 0 l l l r l r

L l t t 0 0 0 t 0 l t 0 |

t t l l l l 0 l l l l 0 l t l l l l l 0 l 0 t l 0 l

t l I I I l 0 l I l 0 0 l L l l l l l 0 l l l 0 l l

) l I l 0 t 0 l I l 0 0 r t l I I I I I I I l 0 0 l r . l I I l I 0 I I 0 0 0 l l l I 1 0 0 0 1 I I I l l l t l l 0 l 0 l 1 1 l 0 r

r l l 1 0 1 . 0 0 1 0 0 1 0 t 1 t l 0 l 0 0 l l 0 l l

l l l t l 0 l l l l o t l

r l I 1 0 0 0 t I l 0 l 0 t l 0 l 0 l 1 0 0 0 0 1 I

r l I l 0 l I I I I 1 0 0 l l l l 0 l 0 l t l l l 0

l l l l 0 l t l l 0 l 0 l

l l I l 0 l 0 l 0 1 0 0 | l l I I I t 0 0 0 t l 0 | r l I l 0 l 0 l t I l 0 l l l I I I I I I I l 0 0 l

) 0 1 1 0 0 0 0 1 t 0 0 l

t l I I I l 0 l 0 l l 0 l r l 0 l 0 l 0 l I I 1 0 0 r r l l 0 l 0 1 0 l l l l

l l l l l l l l 0 l t O l

r l | 0 0 0 0 1 0 1 0 0 1

l l I l 0 l I I I I l 0 l l t I I I I I I I l 0 0 l l l I l 0 l 0 l I 1 0 0 0 l l I I l 0 0 l t l 0 l l

l l l 0 0 l 1 0 0 0 1 I I

t l l l 0 t 0 l l l l l l r 1 l l 0 l 0 l 0 l l 0 t l r t l 0 l 0 l l l o t 0

l l t l r 0 0 l 0 l 0 0 l r l I l 0 t 0 t t I l 0 l r l I 1 0 1 0 1 0 1 0 0 0

L l l l 0 l 0 l 0 l 0 0 0

L t 0 | 0 l 0 l 0 l 0 0 t r l I 1 0 0 0 0 0 1 0 0 1

L l l l 0 l 0 l 0 l 0 l l

L l l I 0 1 0 0 0 t 0 0 1 L l I 1 0 t 0 0 0 0 0 1 0

I I I I I I 0 0 I I I I I I I I I I I I I I I I I I U I 0 0 I I 0 0 I I I I I I I I I 0 0 0 I I 0 I I 0 l t l l l l l 0 l 0 l l l 0 l l l l l l l l l 0 l l l I I 0 l t l 0 l 0 l 0 0 l l l l 0 l l l t t 0 0 l t 0 l l l I t 0 0 t l 0 l 0 l t l l l l l 0 l 0 l l l l l 0 l l 0 0 l l 0 O I 0 l 0 l l l 0 l 0 l I 0 0 I I I ( l I I I I I I I I I I I I I I I 0 I I I I I I I I I I I I I I I I I I I I I I 0 I I I I I I I I I I I I I I I I 1 1 I I I I I I I I I I I I I I I I I I I I I I t 0 I I I I I I I I I U 0 I I I 0 I I I 0 I I I 0 I I 1 I I I I I I 0 I I I 0 I I o I I 0 I I 0 I I I I I 0 I I I I I I t) 0 I I I 0 I 2 27 3 4 5 6 7 8 9 l 0 l l 1 2 --;;-I J l 4 ""'-:-;-l ) t 6 t 7

t s

l- te

a n

2 l ) 1 T 1 1

-t ".r

, < --;7-)'7 )9. t o

i- ro

--t I '---;;-J '---;;-J 3 4 3 5 -- 36 3 7 -- 38 39 40 4 l 42 ----i7--4 5 -- 46

--

n-4 8 49 5 0 5 t 27 1 7 z c 1 8 Z J 24 27 zo 22 22 27 24 20 z z z o 1 8 21 Z J 1 9 24 20 20 20 I J 1 7 24 22 z c 24 ' 1 9

Z J 2 3 1 9 Z J 21 zo 24 22 1 8 1 7 1 7 20 Z J 20 22

Correct 4 6 26 443 9t 7J J 3 6274 t 47444'l 4446 l 8 3 9t 34 0J I A ' 20_{l 8}3 9 3 8 26 43 43 45

(8)

'74

APPENDIX C

THE CALCULATION OF THE DIFFICULTY INDEX AND

DISCRIMINATION POWER OF THE SECOND

TRY-OUT

Item Number

Discrimination

Power

Interpretation

0,3 8 Satisfactory

2 0.38 Satisfactory

J

0.54

Good

A

.'

0 . 3 1

_Satisfactory

5 0 . 3 1 Satisfactory

6

0,92

Excellent

7 0.92 Excellent

8 0.38 Satisfactory

9

0.23

Satisfactory

l 0 0 . 3 1 Satisfactory

i 1 0.46 Good

12 0.46 Good

l 3 0.54 Cood

l 4

0.3

8

Satisfactory

l 5

0.62

Good

l 6 0.23 Satisfactory

t 7 0.46 Good

1 8 0.69 Good

l 9 0.54 Good

20 0.69 Good

21 0.54 Good

22 0.46 Good

0 . 3 1

Satisfactory

. A _0.23 _Satisfactory

25 0.46 Good

z o 0.46 Good

2 7 0.3 8 Satisfactory

2 8 0.38 Satisfactory

29 0.54 Good

3 0 0.46 Good

Diffrculty Index

Interpretation

0.63

Moderate

0.83

Easy

0.56 Moderate

0.9

Easy

0.27

Difficult

0.65 Moderate

0 . 5 8 Moderate

0.65 Moderate

0 . 8 5 Easy

0.23

Difficult

0.54 Motleratc

0.46 Moder:rte

0 . 5 6 Moderate

0 . 2 1 Difllctrlt

0.29

D il l i c u l t

0 . 7 3 Easy

0.27 Difficult

0.56 Moderate

0.6 Moderate

0.63

Moderate

0.83 Easy

0.85 Easy

0.79 Easy

0 . 6

Moderzrte

0.63

Moderate

0.23

Difficult

0.23

Difficult

0.6 Moderate

0.77 Easy

(9)

SECOND TRY OUT

N O . ITEM NUMBER

l l 2 l 3 l 4 l s lo l z l r l s l r o l

r r l r z l

r : l r+ l

r s l

r o l

t z l

t s l

t s l z o l z

122123]|2412 sl26l27 | 2 81 2e | 3 o

I I I I I I I 0 I I 0 I I 0 I 0 I I I 0 I I I I I I I 0 I I I I I I 0 I U t I 0 I I I I I (t 0 0 0 U I 0 I I I 0 0 I 0 0 0 I 0 I 0 0 I I 0 0 0 I I I I I I I I I 0 I I I I I 0 0 I I I 0 0

0 l 0 l l l l l 0 I l 0 l l l l 0

0 l I I I I t 0 I l 0 l I I I I I I 1 1 0 0 0 0

0 1 1 0 0 0 1 I 0 1 0 0 0 1 l 0

0 l l l 0 l l I 0 l I I 1 0 0 0 0 0 1 0 0 1 t l 0 l l l 0 l l l

I l 0 l 0 0 l l 0 1 l l 0 l l 0

I l 0 l 0 0 l 0 0 l l l 0 0 l 0

t t O l I I I I 0 t l t 0 0 l t 0 l l 0 0 l l 0 0 1 0 1 0 0 0 0

0 0 1 l 0 0 l I

l l l l 0 l l 0 0 0 0 1 0 0 1 0

0 l 0 l 0 l r I

0 0 t 0 1 0 0 0

I I I I I I I 0 I I I I 0 I I I I I I I 0 I I U l I ) l I U 0 0 L I l t t l t 0 t l t l t l l 0 l l l l l 0 t l t l ) 0 t l t l t t

I 0 l l 0 l 0 l I 0 0 1 0 1 0 l 0 l l t l 0 l I 0 0 1 0 t 0

r 0 l 0 0 1 1 0 1 0 0 1 l 0 l 0 0 1 0 0 0 0 1 0 l 0 l 0 0 1 0 1 0 0 l l 0 0 1

t 0 l

I 0 I I I I U I U 0 U 0 I I 0 I I t, U ( t I 0 I I t

I Z J

z5

4 8 l )

t2

l 6

29

7

l 0 22

2Z

2 l 22

J J 22

3 5 22

I A ₂₂

l 5 27

20 2 l

? 7 2 l

t 7 2l

3 4 ₂₀

40 ₂₀

4 l ₂₀

43 ₂₀

3 9 _{l l t}

C . U P P E Rt 9 2 4 I7 2 4 t0 z 2 z 2 t B 2 4 8 1 9 1 5 1 9 7 1 3 z 0 t o l t 2 l z z z t z l z z i . t z o , t t l r r u n

C . L O W E R

r r l r 6 l r u l r e l

3 l e l 6 l r 3 l r 7 l

3 l 7 1

7 1

8 l ? [ z l r a l

: l e l v T n l t t [ r T I a l i l T m T j

_{. l l r ( r l | 3 |}₄ _X

4 I l I I 0 I I I I 0 _{0 | 0} _{0 0 0 I 0} _{o o t f t t t o} _{r o} _{o o}

0 0 l l 0 l l I 1 0 0 0 1 l 0 0 0 l 0 l _{I t l t} _{0 0 0 0 l} _I

l r l 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 I l l 0 0 t l 0 l l 0

0 l 0 l 0 l 0 l 0 0 0 l 1 0 0 0 0 1 0 0 1 I l l 0 t l 0 l 0 0 l 0 l 0 l I 1 0 0 0 1 0 0 0 0 1 0 1 I _{I I I 1 0 0 0 1 0 0}

0 l l l 0 l 0 l 1 0 0 0 1 0 0 1 0 1 I I 1 0 1 0 1 0 0 0 0 0

I l l 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 I _{I l 0 l 0 l l} _{l 0}

l 0 l l 0 l I I 1 0 1 0 0 1 0 1 0 0 0 0 1 1 0 0 1 0 0 0 1 0 0 l 0 l r 0 0 0 l 0 l I l 0 l l 0 0 l 0 l t 0 0 0 0 0 1 l 0

r r 0 l I l 0 l 1 0 0 0 0 0 0 1 0 0 1 0 1 t l 0 0 l 0 0 0 l

0 0 1 0 0 1 0 0 0 1 0 0 0 0 0 1 I _{l 0 0 l} _{I l 0 l 0 0 0 l} _I

I l l l 0 0 0 l 1 0 0 0 0 0 0 1 0 0 0 0 1 I _{I 1 0 0 0 1 0 0}

0 0 r 0 0 0 0 1 l 0 0 0 l 0 l _{t 0 l 0 l 0 0 t} _{| 1 0 0 1 0 0}

0 l 0 l 0 0 l 0 l 0 l 0 t 0 0 0 0 0 l 0 l 0 l 0 0 0 0 I I 0 l 0 0 I 0 0 0 0 I 0 I 0 0 0 0 I 0 0 0 I I I 0 I 0 0 0 0 | 0

l I 0 I 0 0 0 0 I 0 0 0 0 0 0 I 0 0 _{| 0 0 I | 0 0 0 0} _{| | 0}

0 l 0 I 0 0 0 0 1 I 0 0 0 0 0 0 0 0 1 0 l 0 l 0 l 0 0 l I 0 l 0 0 I 0 0 0 0 1 0 0 0 0 0 0 1 _{0 I I 0 I I 0 I 0 0 0 0} _{I 0}

I 1 0 0 0 0 0 1 l 0 l 1 0 0 0 0 0 1 0 0 0 0 0 t _{0 0 0 1} _{0 0}

0 0 0 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 0 0 0 I I l 0 0 0 0 0 l I 0 0 I I 0 0 1 0 0 0 I 0 0 0 0 0 0 0 0 _{| 0 I 0 I 0 0 0 0 0} 0 l _{I I 0 0 0 0 I 0 0 0 0 0 0 0 0 0 0 I 0 I 0 0 I 0 0 0 I o} 0 1 0 0 0 1 0 1 I 0 0 0 I 0 0 I 0 0 0 0 0 I 0 0 0 0 0 0 0 0

0 I 0 l 0 0 0 1 0 0 I 0 0 0 0 1 0 0 0 0 0 0 1 I 0 0 0 0 0 0

6

3 6 ₆

4 7 ₅

zo

3 0 8

22 ₄

Z J A

3 0 ₄

24 ₄

l 9 ₂

(10)

/ o

DISCRIMINATION POWER SECOND TRY OUT

NO. ITEMNUMBER

i 2 3 5 o 7 8 9 l 0 1 l t2 I J l 4 l 5

I I I I I I I 0 I I 0 I I

1 1 1

l l l

l l r l l r t O t l 0 0 r l 0 0 1 l 0 l l l 0 0 0 1

l 0 l 1 0 0 l 0 l 1 0 I 0 I I 0 I I I I 0 I

l l 0 l l r l 0 l l l r l l r l 0 l l 0 l l 0 l l 0 l 1 0 0 l 0 l l l l l 0 l 1 0 1 1 0

l 0 l l l t l l l l l 0 l t l l l l l l l l l l l l l l l l

r 0 1 r 1 l 0 l l l l t l l 0 l O t t l l 0 l l l l 0 l l l I I I 0 I I I I I I 0 I 0 32 4 8 I 2 l 6 2 9 7 l 0 l 4 3 3

1 1 1 3 1 0 1 3 5 1 3 1 3 1 1 1 3 5 1 I 1 0

i n d e x0.380 . 3 8 0.54 0.31 0.31 0.92 0.92 0.38 0.23 0 . 3 10.46 0.46 0.54 0.38 0.62

nter sat sat gooo saI sat exc exc sat sat sal gooo gooo gooo sat good

cl o 8 I 1 1 1 o 1 0 1 6 1

46 0 0 0 0

0 l 0 l 0 t 0 0 0 0 0 0 0 0 0 t ) 0 0 0 0 0 0 0 0 1 0 0 0 t 0 0 0 1 0 0 0 0 0 0 0 0 1 0 0 0 0 0 0

l l l l l l 0 l

0 0 I I 0 0 0 I I 0 0 0 l I I l 1 l 1 0 0 0 l l 0

0 0 1 0 0 0 0 1 1 0 0 1 0 1 0 0 1 0 1 0 1 0 0 1 0 0 0 0 1 0 t 1 0 1 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 1 1 0 0 1 0 0 0 0 1 0 r 1 0 0 0 0 0 1 t 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 1 1 1 0 0 0 0 1 0 0 1 0 0 0 1 0 1 1 0 0 1 0 1 0 0 0 1 0 0

l l t 1 0 0 1 0 1 l l 0 0 l l l 0 0 l 0

2

3 8 l 8 5

l l

I - t

(11)

DISCRIMINATION POWER SECOND TRY OUT

N O . ITEMNUMBER

l 6 t 7 1 8 l 9 20 2 22 24 25 26 27 2 8 29 3 0 l O t l

t O l l l 0 l l l l l l 0 0 l l l t t t t O t l l l t 0 0 0 l l l l l t l l l l l l l l l 0 l 0

I l 1 I I I I I I I I I I

l 0 l l 0 l 0 l l 0 0 1 0 1 0 l 0 l l l l 0 l l 0 0 1 0 1 0 l 0 l 0 0 1

l 0 l ' l l

l l l l t 1 0 l 0 0 0 0 l l l l l l 0 l l 0 l l I I I () ,, () t ) 0 4 8 12 l 6 2 9 3 7 7 l 0 l 4 2 l 3 3

1 1 6 l ? ₁ ₁₂ _{1 3} a a ₁₂ _I _{1 0} _o ₅ _{1 3} ₇

I n o e xo.230 . 4 6 u.ov 0.54 0.690.54 0.46 0.31 0.23 0.tto0.46 0.38 0.380.54 0 4 6

inter sat good gooo good gooo good good _sat _{sal gooct gooo sat} _{sat qooo good}

cl at 0 4 4 3 o I 6 4 0 0 o o 1

4 6 l 0 0 0 0 t l l l 0 0 0 l O t i l 0 t 0 l 0 0 t t l 0 0 t O t J 0 0 0 1 0 1 0 t 0 0 0 0 t t { )

1 0 0 0 t 1 1 0 t 0 0 0 0 t 0 l 0 0 t 0 0 I I 0 0 0 0 I | 0 0 0 0 1 0 1 0 1 0 1 0 0 t t 0

l 0 l l 0 l l 0 l 0 0 0 0 l 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0

r 0 l 0 0 0 t l l 0 0 ( ) 0 0 1 0 0 0 0 0 1 0 t 0 1 0 0 0 0 0 0 0 0 0 1 0 1 0 0 1 0 0 0 1 0 1 0 0 0 0 0 1 0 0 0 0 0 0 0 0 r 0 0 0 0 0 0 1 0 0 0 0 0 0 0

0 l . 0 I 0 I 0 0 0 0 0 | 0 I 0

(12)

1 8

APENDIX D

THE CALCULATION FOR RELIABILITY KR-21

OF THE SECOND

TRY OUT

3 0

t t

289

J I 1 A

5 7 6

32

22

484

J J

25

625

J +

24

576

J )

1 9

J O I

3 6

25

625

J I Z J

529

3 8

l 9

3 6 1

3 9

Z J

529

40

2 l

441

4 l

26

676

i ^

+L 1 AL 1

576

+ J z )

529

44

22

484

45

23

529

46

l 8

324

+ t

t 7

289

48

l 7

289

Total

1099

230825

n

48

Mean

22.89s8

SD

5.7547

KR-2I

0 . 7 7 7 1

Number of

Students

X

X2

I

465

216225

z

20

400

J

27

729

+

25

625

5

27

729

6

t 7

289

7 _{z )}

529

8

1 8

324

9

23

529

l 0

z+

576

l 1

27

729

1 2

26

676

I J

22

484

1 A

l . t a AL A

s76

1 5

22

484

t 6

27

729

1 7

. A

L.t

576

1 8

20

400

1 9

22

484

20

26

676

21

l 8

324

22

2 l

441

Z J

529

' t A

I 9

3 6 1

25

. A

576

t o

20

400

27

20

400

28

20

400

(13)

N O . ITEMNUMBER TOTAL t l 2 l 3 l4 l s l 6 7 l8 e ll o l l l I l2 l l3 l r 4 l l 5 t 6 l 7 l l 8 l l e l 2 o l 2 r l)') |2324125 7612 7 |28129 3 0 I r I I l 0 l I I I I l 0 l I I l 0 l l 0 l

0 0 I 0 0 0 0 I I 0 0 0 1 I 0 l 0 l 0 I 0 0 0 0 0 0 0 0 0 I 0 I I 0 0 0 I 0 I 0 0 0 1 l l l 0 l I I 1 0 0 1 0 0 0 0 1 0 0 0 1

I I 0 I 0 0 0 0 1 0 0 0 0 0 0 I 0 0 t 0 0 0 l 0 I 0 0 0 1 0 0 I 0 0 0 0 I 0 0 0 0 0 I I I l 0 l I I l 0 l I I 1 0 0 0 1 I I I

0 l I l 0 l 0 l 1 0 0 0 1 0 0 1 0 1 l I I

0 l I I 0 0 0 0 1 0 0 0 0 0 0 0 0 0 0 l 0 l l l l l I l 0 l 0 0 l 0 0 l 1 l l I I I 0 l 0 I 0 0 0 0 1 l 0 0 0 0 0 0 0 0 1 0 l 1 1 1 I I I I I I I I 1 1 0 0 0 0 1 I I I l 0 0 1 0 0 0 0 I 0 0 0 0 0 0 l 0 l I 0 l 0 l 0 l 0 l I 1 l 0 l I l 0 l I I I I I I 0 l 0 t l l l 0 l I l 0 l | | I l 0 l I I I I I I I I l l l 0 l I 0 0 0 l l l I I I l l l I I l 0 l 1 0 1 0 1 0 0 0 0 t I I I I 0 0 1 0 0 0 0 I 0 I 0 0 0 0 1 0 0 0 I I 0 0 l 0 0 1 0 0 0 l 0 0 0 0 0 t I I 0 0 1

l l l l 0 l l 0 l 0 l I l 0 0 l l 0 l l l I l I l 0 l I I I I l 0 l 0 0 l I I I I I l l 1 1 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 t l I I l l 0 l l O t l o t I I I l 0 l I I I I I 0 l I I 0 l I 0 0 0 0 0 0 1 0 0 1 0 1 l 0 l l 0 l I I 1 0 1 0 0 1 0 1 0 0 0 0 1

0 r 0 l 0 l 0 l 0 0 0 t I 0 0 0 0 1 0 0 I

l r r l 0 0 l I l 0 l l 0 0 l l 0 l I I I 0 l 0 l t 0 0 0 l 0 l I l 0 t t 0 0 l 0 t I I I I I I I I l 0 1 0 0 0 l t O l l l I 0 r 0 l 0 l I 1 0 0 0 1 0 0 0 0 1 0 t I I 0 l 0 0 0 I 0 I I 0 0 0 1 0 0 | 0 0 0 0 0

r I I l t t I I l 0 l I I t l l 0 l l l l l l 0 l 0 l I I l 0 l I l O t t 0 l 0 l t

0 l l l l 0 l I l 0 0 l l 0 0 l I t l 0 l 0 r l I I I I l l I l 0 l 0 0 l 0 0 l I I 0 0 1 l 0 t I l l 0 0 0 1 1 0 0 0 t 0 l I 0 l I l 0 l I I l 0 l I l 0 l I I l 0 l I 0 l 0 l 0 0 1 0 I 0 I 0 1 0 0 0 0 0 1 0 l l l 0 l I 1 0 0 1 0 0 1 0 1 0 1 0 0 0 1 I l l I l 0 l 1 l I I I I l 0 l 1 0 l 0 l 0

l l 0 l 0 l I I 1 0 0 0 1 0 0 1 0 0 1 I I

l 1 0 0 0 0 0 1 l 0 l 1 0 0 0 0 0 1 0 0 0 r r 0 r 0 l t 0 l 0 l 0 l 0 l I l 0 t I I l l I l 0 l I t 1 0 l I l 0 0 l 0 l I I I l 0 0 l | 0 0 I 0 0 0 I 0 0 0 0 0 0 0 0 I l l l l 0 0 0 l 1 0 0 0 0 0 0 1 0 0 0 0 1

l l l 1 0 0 1 0 0 1 0 0 1 0 0 0 0 0 1 I I

l l 0 l 0 l I I I I l 0 l I I l l l l l l

l l l l l 0 l 0 l l l 0 0 l l l 1 0 0 0 0 l l l l 0 l 0 I 1 0 0 0 0 1 0 t r 0 0 0 0

I I I t 0 0 l 0 1 0 1 0 0 0 t 0 0 1 0 0 0 l l l l 0 l 0 0 l 0 l 0 0 l l l 0 l 0 l 0 1 0 1 0 0 0 0 l l 0 r l 0 r I I I l 0 0 l I I ( r 0 l 0 l I I I I l 0 l 1 0 1 0 0 0 0 I 1 0 1 0 0 0 I I I 1 0 0 0 I I t 0 0 0 1 l l 0 l 0 l l | | t l l 0 l I t 0 0 1 0 0 1 0 0 1 0 0 0 | | t O l l 0 l l 0 l 0 l 0

1 0 r 0 0 0 | I l 0 0 l t l l 1 1 0 0 0 | 1 0 0 0 0 0 0 l 0 1 r 0 r l I t l t t O l I I l l 0 0 l l l l l 0 0 | l l l 0 0 0 0

I l l l 0 l l 0 1 0 0 0 0 1

I l I l 0 0 l l 0 0 l 0 l 0

I I I l 0 l I 0 0 1 0 0 0 1

I t l l 0 0 l l l 0 0 l 0 l 0 1 0 t 0 0 0

I l t 0 0 0 l l 0 0 l t 0 l I l l l 0 0 t

l l 0 0 0 l 0 0 l 0 0 0 t l 0 0 t 0 t 0 l 0 l l l 0 l 0

r 0

l l 1 0 l 0 l l l l l 0 l 0 l l 0 l l 0 t 0 I I t 0 t l 0 0 0 0 t 0 t 0 t 0 l l t l l 0 l 0 l l l 0 l l 0 0 l 0 l l 0 0 0 0 l 0 l t z 3 2 12 3 Y

4 1 6

5 1 0

o 7

7 Z J

8 1 4

9 8

0

I 1 0

2 Z J

3 1 0

4

5 22

6 Z J

7 21

8 _{1 0}

9 ₁₂

20 21

2 l ₂₂

22 1 4

25

24 1 4

l l _{1 4}

2 0 _{1 4}

2 7 ₂₁

3 0 1 5

29 Z J

1 4

3 l ₇

2 5

J J

J + _{2 0}

3 5

J O _{1 6}

3 7 _{2 3}

3 8 1 1

3 9 _{1 8}

40 ₂₀

4 l ₂₀

42 43

44 ₂₂

4 5 d

46

4 7 _{1 5}

4 8 ₂₅

(14)

{t0

APPENDIX E

THE CALCULATION OF I.TEST FOR PRE-TEST

No.

Class A (Experimental) Class B (Control)

XA

x'A

XB X'B

I 8 64 l 0 1 0 0

2 t'l 289 l 8 324

J l 9 361 t 7 289

2 l 441 24 576

5 t 1 289 l 9 361

6 t 9 361 u l

7 I 8 l l 4 196

8 8 64 l 8 324

9 l 0 100 576

0 t 7 289 z7 729

I l 9 3 6 1 t s ) ) <

9 l 9 361

3 l 9 361 8 64

2 0 400 2 l 441

5 5 225 22 484

6 9 3 6 1 9 8 l

7 t 324 l 8 324

8 7 289 t 5 ₂₂₅

9 0 100 E 64

20 25 625 t2l

2 l 20 400 t 2 t44

22 22 484 t 2 t44

22 484 t ) 225

l 8 324 8 l

25 l 6 256 l l l2l

529 9 8 l

27 t 7 289 l l t2l

28 l 4 196 l l t2l

29 l 0 100 I 5 225

3 0 579 t 2 t44

J T 7 ₂₈₉ _{l 4} _t96

J 1 6 9 l 2 t44

169 22 4U

3 4 196 l 0 100

35 7 49 20 400

3 6 l 5 225 l 5 225

9 & l 4 1 9 6

3 8 a _{8 l} _{l 0} ₁₀₀

3 9 t 8 324 2 l 441

40 20 400 z0 400

4 I t 4 1 9 6 2 l 441

42 20 400 I J 1 6 9

4 3 20 400 20 400

44 t 5 225 20 400

45 l 0 100 l l l 2 l

Total 7 t 5 12361 698 I 1 9 3 0

n 45 4 5

(15)

H o :

groups.

H a :

t-test, where

t(s%) =

TEST OF HYPOTHESES:

pA : pB, there is no significant difference between the mean

pA * pB, there is a significant difference between mean groups.

d f : n A + n B - 2 : 8 8 2.000

Calculation for t observation (to) :

A : EXPERIMENT

I r

n

1 5 . 8 8 8 9

n : 4 5

4.7684

B

: CONTROL

s

-n

1 5 . 5 1 1 1

n : 4 5

5.3466

( n n - \ s ) + ( n , - l ) s ] n r + n r - 2

Conclusion:

Because I t observation I less than t table thus Ho is Therefore, we conclude that at a 50lo level there

between groups.

0.3537

accepted.

is no significant difference

(r

1)

\nA nB )

n1x2

-1lx)2

n(n -l)

n 1 x ' - 1 1 x 7 2

(16)

8 2

APPENDIX F

THE CALCULATION

OF t-TEST

FOR POST-TEST

No.

XA X'A XB X'B

l 0 100 l 9 l 6 l

2 25 625 25 625

3 24 576 25 625

576

5 20 400 t 7 ? a q

o l 1 ₂₈₉ _{t 9} ₃₆₁

7 289 20 400

8 l 0 100 22 4 U

9 23 529 27 729

l 0 2t 7 U 26 676

l l 28 7 U t 4 t 9 6

t 2 26 o / o I E

I J 22 4U 1 1 ₂₈₉

l 4 23 s29 2Q 400

l 5 20 400 22 484

l 6 23 529 t2 t44

l 7 25 625 529

l 8 27 729 7 289

l 9 2 0 400 0 00

20 2 8 7U 0 00

2 l 25 ol) 3 69

a', _{2 7} ₇₂₉ ₀

00

23 22 484 8 324

a l _{u l} ₀

t 0 0

25 20 400 4 196

z o 28 'tu 6 256

27 l 8 324 9 E I

28 22 4 U t 2 144

29 225 t 7 289

3 0 23 s29 t2l

J T 2 l ₄₄₁ _{l 6} ₂₅₆

529 l 6 256

J J 23 ₅₂₉ 22 _4U

34 2S 625 8 64

35 l 9 3 6 1 t 2 t44

36 22 484 l 4 196

l 0 100 2 l 441

3 8 8 64 l 9 361

3 9 24 576 22 484

40 2'7 't29 l 6 -l )o

4 t 27 729 24 516

24 576 6 3 6

28 'tu l 6 256

44 7 U t ) 225

45 l 4 t96 l 9 3 6 t

Total 9U 22740 / 6 ) t4257

n 4 5 4 5

Mean 2t.86r661 t 7

(17)

pA > pB, mean score of A group is greater than B group.

t-test, where df : nA + nB - 2 : 88

t(s%) :

r . 6 7 1

Calculation

for t observation

(to) :

A

: EXPERIMENT

\

-tl

2 t . 8 6 6 7

n : 4 5

5.272s7

TEST OF HYPOTHESES:

H o :

groups.

H a :

: C O N T R O L

5...-n

B

t 7

n : 4 5

5.3343

x . t - x n

' o -

4.3527

Conclusion:

Because t observation more than t table thus Ho is rejected.

Hence we conclude that the difference between groups is signihcant, and that the A group is greater.

n1x'-11x12

n(n -l)

(18)

84

APPENDIX G

THE CALCULATION OF t-TEST FOR DETAIL QUESTIONS

No.

XA x2A XB X2B

I 5 25 1 49

2 t 2 t44 l 0 100

t2 t44 l 0 t 0 0

l 0 l m t2l

9 6 3 6

6 7 49 l 0 100

7 9 8 l 9 8 l

8 l 6 n t2l

9 l l t2l l l t2l

0 l 2 44 l l 121

I 2 44 9 8 l

2 2 44 7 49

J 0 00 6 36

0 00 l 0 100

) 2 l 9 8 l

6 ' t l ) 25

'7 _{1 l}

l 2 t44

8 69 l 0 100

9 9 8 l 6 36

20 t2 t44 l 6

2 l r2l 6 36

22 t 1 _t44 ₆ ₃₆

9 8 l 9 8 l

24 9 E I 6 36

25 8 64 l 6

26 t2 t44 8 64

27 8 64 I 6

2 8 l 0 t00 'l 49

29 7 49 l 0 100

3 0 l l t2l 6 3 6

J I l l ₈ ₆₄

t 2 t44 8

u

l 0 100 l 2 t44

34 l l t2l 5 25

35 9 8 l 7 49

36 9 8 l l 0 100

3 7 t 6 t 2 144

3 8 3 9 7 49

3 9 t2l u t2l

40 t69 9 8 l

4 l 12 t44 u t2l

l 0 100 3 9

43 t2 I M 9 8 1

44 t2 144 l 0 t00

4 5 6 36 t 0 100

Total 444 4650 372 3340

n 45 45

(19)

H o : groups. H a :

t-test, where

r(s%) :

TEST OF HYPOTHESES:

pA : pB, there is no significant

pA > pB, mean score of A group is

d f : n A + n B - 2 = 8 8

r . 6 7 1

Calculalliqu-for

t observation

(to) :

A

: EXPERIMENT

difference between the mean

greater than B group.

\ - * n

: CONTROL \ .

-9.8667

n : 4 5

2.473

8.2667

n : 4 5

B

x

-2.4532

Conclusion:

Because t observation more than t table thus Ho Hence we conclude that the difference befween A group is greater.

3.0809

rs reJ ecteo.

groups is significurt, and that the

n 1 x ' - 1 \ x ) 2

n ( n - l )

n(x2

-(zx)',

x , t - x s

( n n - \ s ) + ( n u - t ) s i ( t , I )

-

(20)

86

APPENDIX

H

THE CALCULATION

OF t.TEST FOR VOCABULARY QUESTIONS

No.

Class A(Expcrimental) Class B (Control)

XA x2A XB X?B

l 6 9 8 l

2 8 64 l 0 100

3 7 49 l 0 100

9 8 l l 0 100

7 49 9 E I

6 J O ) 25

7 t 6 7 49

E l 6 7 49

9 8 64 l l t2l

l 0 l l l 2 l l 0 100

I t2l 4 l 6

t 2 l 0 100 7 49

l 8 l 7 49

9 E I o 36

5 ) 25 8 64

6 9 8 l 3 o

7 9 8 l 7 49

8 o _{8 l} ₃ ₉

9 8 64 l 9

2 0 l l t2l l 6

q _{8 t}

l 6

22 l l t2l 2

a _{8 l} ₇ ₄₉

8 & 2

25 8 64 7 49

26 l l l 2 l 5 25

2'1 'l 49 4 t 6

28 8 64 3 I

29 5 25 4 l 6

3 0 8 64 3 9

3r 6 36 6 3 6

7 49 6 36

33 9 8 l o 3 6

34 l 0 100 2 4

35 6 36 4 l 6

36 9 8 l 3 9

3 9 5 25

3 8 2 9 E I

3 9 l 0 00 7 49

40 l l 2 l 6 36

4 l l l 2 l 8 64

l l 2 l ) 4

43 t2 M 5 25

44 t 2 M 3 9

4 5 o 3 6 6

Total 3265 259 t775

n 45 45

(21)

trA > trB, mean score of A group is greater than B group.

t-test, where df : nA + nB - 2 : 88

t(s%) =

1 . 6 7 1

Calculation for t observation (to) :

A :EXPERIMENT

TEST OF HYPOTHESES:

H o :

groups.

I-Ia

i

\ -n

: CONTROL

Y -n

8 . 1 5 6

2.4859

n : 4 5

B

5 . 7 5 5 6

n = 4 5

2.54197

x t - x n

. o *

4.5281

l @ ^ - r y s ) * 1 r , - g r i (

r . r )

\

" ^ . r r - 2

l , A * r E )

Conclusion:

Because _{t observation more than t table thus Ho is rejected.}

Hence we conclude that the difference between groups is signihcant, and that the A group is greater.

n1x2 -(lx)2

n1x2

- (Zx)2

(22)

8 8

APPENDIX I

THE CALCULATION OF I.TEST FOR REFERENCE WORD QUESTIONS

No.

Class A (Experimental) ClassB (Control)

XA X"A XB X,B

I I I 2

2 J 9 3 9

3 J 9 3 9

J 9 3 9

5 ) 4 2

6 2 2

'l

2 3 9

8 2 2 4

7 3 o

l 0 3 9 3 9

l l ₃ ₉ _I _I

t 2 3 9 2

I J 3 9 2

l 4 3 9 2

l 5 3 9 3 9

l 6 2 2

t'l 3 o ₃ ₉

I t 3 9 3 9

l 9 2 I I

z0 3 9 2

'r'l ₃ q ₂

4

22 3 9 I I

23 3 9 2

24 2 I I

25 2 3 9

26 l 9 2

?1 3 9 0 0

2 8 2 I I

29 I I 2 4

3 0 2 2 4

3 l 2 4 2 4

2 2

2 4 3 9

2 4 I I

J ) 2 4 _I _I

36 3 9 I I

2 2

3 8 2 I I

3 9 I I 3 9

40 I I I I

4 l 2 3 9

42 2 I

43 2 I

M z 4 I

45 0 0 I

Total 102 254 87 199

n 45 45

Mean 2.2ffi661 1.9333333

(23)

t-test, where df : nA + nB - 2 : 88

r(s%) :

t.671

Calculation

for t observation

(to) :

A

: EXPERIMENT

Y

-n

: CONTROL

\ -n

TESTOF HYPOTHESES:

H o :

groups.

Ila

:

pA : pB, there is no significant

pA > pB, mean score of A group is

2.2667

n : 4 5

0 . 7 1 9 8

1 . 9 3 3 3

n : 4 5

difference between the metLn

greater than B group.

2.0259

is rejected.

groups is significant,

and that the

B

0.83666

I t) =

Conclusion:

Because _{t observation more than t table thus Ho} Hence we conclude that the difference between A group is greater.

n1x2

-1lx)2

n(n -l)

n 1 x 2

- 1 Z x ) 2

n(n -l)

(24)

90

APPENDIX J

THE CALCULATION OF t-TEST

FOR MAIN IDEA QUESTIONS

No.

XA X'A XB X,B

0 0 I I

2 2 2

3 2 2 4

4 2 2

5 1 ₀ ₀

6 2 2

'l

2

8 0 0 2

9 2 2

0 2 2

2 0 0

2 I 2

0 0 2 4

I 2

5 I 2 4

6 I 2

'l

2

d 2 4

9 I 0 0

20 2 0 0

2 l 2

22 I

t 0 0

24 2

25 2 4 0 0

Ztt 2

2'l 0 0

28 2

29 2

3 0 2 0 0

J I 2 ₀ ₀

2 0 0

33 2

34 2 0 0

35 2 0 0

36 I ₀ ₀

I I 2

3 8 I I 2

39 2 I I

40 2 0 0

4 l 2 2

42 I I 0 0

43 2 I I

2 I I

4 5 2 4 2 4

Total 1 l _{l 3 l} _4'7

79

n 4 5 4 5

(25)

H o : groups. H a :

t-test, where

(s%) :

TEST OF HYPOTHESES:

pA > trB, mean score of A group is greater than B group.

d f : n A + n B - 2 : 8 8 1 . 6 7 1

Calculation

for t otrservation

(to) :

A

: EXPERIMENT

B

Y * n

: CONTROL

s *

n

1 . 5 7 7 8

n : 4 5

0.656744

1 . 0 4 4 4

n : 4 5

0.8245

x t - x a

I o =

3 . 3 9 4 1 I

Conclusion:

Because _{t observation more than t table thus Ho is rejected.}

Hence we conclude that the difference between groups is significant, and that the A group is greater.

n 1 x 2

- ( 1 x 1 2

(26)

t 2

APPENDIX K

Critical Values of the t Distribution

Df

Alpha (c)

0.100 0.050 0.025 0 . 0 t 0 0.005

3.078 6.314 12;t06 3 1 . 8 2 1 63.65'l

2 1.886 2.920 4.303 6.965 9.925

1.638 2.353 3 . 1 8 2 4.541 5.841

A _{1 . 5 3 3} _2.132 _2.176 _4.604

5 1.476 , n l < _2.s71 _3.365 _4.O32

6 1.440 1.943 2.447 3.143 3.707

'7 _{r . 4 1 8} _1.895

2.365 2.998 3.499 8 1.397 1.860 2.306 2.896 J . J ) )

9 1 . 3 8 3 1 . 8 3 3 2.620 2.821 3.250

1 0 t - J t z 1 . 8 1 2 2.228 2 ; 7 6 4 3.169

1 l r . 3 6 3 |.796 2.201 2.718 3 . 1 0 6

t2 1 . 3 5 6 1.782 2.t79 2.681 3.055

I J 1 . 3 5 0 1 . 7 7 1 . 2 . t 6 8 2.650 3.012

t 4 1.345 1 . 7 6 1 2.145 2.624 2.9't7 l 5 1 . 3 4 1 r.753 2.t31 2.602 2.947

1 6 l . 5 J I 1 . 7 4 6 2.120 2.s83 2.921

' t . l

r.333

t . 7 4 0 2 . 1 1 0 2.567 2.898 l 8

r.333

t . 7 4 3 2 . t 0 1 2.5s2 2.8'78

l 9 1 . 3 2 8 t.'t29 2.093 2.639 2 . 8 6 1

20 1.325 t . 7 2 5 2.086 2.528 2.845

2 l t . ) z J | . 7 2 1 2.080 2 . 5 _{l 8} _{2 . 8 5}_I

22 t.321 t . 7 t 7 2.074 2.508 2 . 8 1 9

z ) 1 . 3 1 9 t . 7 1 4 2.069 2.500 2.80'.7

. \ A

1 . 3 r 8 t . 7 l I 2.064 2.492 2.797

2 5 t . 3 I 6

r . 7 0 8

2.060 2.485 2.787 26 1 . 3 I 5 t . 7 0 6 2.042 2.45'7 2 ; t 7 9

27 1 . 3 l 4 1.703 ) o \ ) _2.77_|

28 l . l 3 I t . 7 0 1 2.048 2.467 2.763

29 l . 3 l l 1 . 6 9 9 2.045 2.462 2.156

3 0 1 . 3 1 0 1.697 2.042 2.457 2.750 40 1 . 3 0 3 1.684 2.021 z.+tt 2.704

60 1.296 1 . 6 7 | 2.000 2.390 2.660 1 2 0 1.289 1 . 6 5 8 L980 2.358 2.617

inf 1382 1.645 1.960 2.326 2.576

Source: Arcana, 1996:134

Notes:

(27)

APPENDIX

L

LESSON

PLAN FOR THE FIRST TREATMENT

LESSON PLAN

(Control

group,

meeting

one)

Subject

'fheme

Sub Theme

Skills

Class

Semester

'Iime

Allocated

English Mass Media Television Reading

Junior High School, Third Year

2

lx 45 minutes

A. Competence l. Basic Competence

Reading : Students _{are able to get some information from thc readins text}

about television 2. Achievement Indicator

Studeuts are able to:

r read the text with the correct pronunciation.

. answer the meaning of the vocabularies found in the text. . atlswer comprehension questions about the text orally. o answer the multiple choice questions related to the text.

B. Learning Materials

r Reading text "Is television a good or bad thing?" adapted from EnglishJbr

Communication _{for Junior High School Grade 3, page 6g.}

(28)

q4

C. Teaching

and Learning Activities

l. Approoch:

r CommunicativeApproach

r Competency

Based

Approach

2. Iechniquer

o Question

and answer

o Explanation

r Discussion

3 . C l o g A c l i v i t i g :

CONTROL

GROUP

Pre-Reading

Activities

l. Students

are asked

to answer

some

triggering

questions

about the

picture sticked on the whiteboard

orally.

Whilst-Readinq

Activities

2. Students

are asked

to listen to the teacher's

reading

the text.

3. Students

are asked

to read the text aloud paragraph

by paragraph.

4. Students

are asked

to find diffrcult words in the text.

5. Students

are asked

to listen to the teacher's

explaining

the meaning

of

the difficult words.

6. students

are asked

to answer

some

comprehension

questions

the text orally.

Post-Reading

Activities

7. Students

are asked

to answer

the multiple choice questions.

8. Students

are asked

to discuss

the answer

of the multiple choice

questions.

9. Students

are asked

to listen to the teacher's

reviewins the text.

D. Assessment

(29)

E. References/Resources:

(30)

96

The Steps

Procedures

Skills /

Components

Teacher's

Activities

Students'

Activities

Time

Pre-Reading Activities

Speaking

Listening

l. Teacher

greets

the

students

and mentions

the topic of the lesson

that day.

2. Teacher

asks

the

students

to look at the

picture sticked on the

whiteboard.

3. Teacher

asks the

students

some

triggering

questions

the reading

text

orally.

4. Teacher

gives

comments

on the

students'

answers.

5. Teacher

distributes

the student's

worksheet.

l. Students

respond

to

the teacher's

greeting.

2. Students

look at the

picture on the

whiteboard.

3. Students

answer

teacher's

questions

orally.

4. Students

listen

to

the teacher's

comments.

5. Students

receive

the

worksheet.

1 '_t

A r

(31)

Reading

Activities

Reading

Reading Speaking Listening

text for the students.

2. Teacher

asks some

students

to read aloud

the text, paragraph

by

paragraph.

3. Teacher

explains

the difficult words that

the students

find in the

text.

4. Teacher

asks some

comprehension

questions

about the

text orally.

carefully to the

teacher.

2. Students

read the

text.

3. Students

ruk the

difficult words that

they find in the text.

4. Students

answer

teacher's

questions

orally.

5 '

) .

5 '

Post-Reading Activities

Writing

Listening

Speaking

l. Teacher

asks the

students

to do the

assessment

(answering

reading

comprehension

questions

in the form

of multiple choice

questions).

2. Teacher

discusses

the answer with the

sfudents.

3. Teacher

gives

comments

on the

students'

work.

4. Teacher

closes

the

lesson

by reviewing

the reading text.

L Students

do the

assessment.

2. Students discuss the answer with the teacher.

3. Students listen to the teacher's comment.

4. Students listen to the teacher.

1 0 '

2 '

(32)

9 8

Students' Worksheet

READ THE TEXT CAREFULLY!

Is television a good or bad thing?

People have different ideas about television. Some say that television will help educate our young people. Other people say that television is bad for young people.

The people who support television say that television is a great teacher. We can learn about other countries and other cultures from television. Television can teach us about science, technology, the arts and politics. We can lcarn anything from television. Moreover, television provides us a good entertainment that can make us relaxed from our tiring days.

The other people who are against television say that watching television is a drug (candu). It makes us not doing our other activities, or even having exercise. Television also has so many commercials that might change our modest lifestyle to be more consumptive. People mention that criminal programs on television sometimes influence our teenagers' behavior. They also say that television is changing our Indonesian culture. It is making us a part ofthe global village.

What is the truth? Is television good or bad? The truth is that television has changed our lives, but so have the motor car, the computer, the telephone, and many other things. The car transports us from place to place, but it also kills people (car crashes) and causes air pollution. Television also has advantages and

disadvantages, but the advantages _{are mor€ than the disadvantages.}

(33)

CHOOSE

TI{E CORRECT

ANSWER!

1. What are the different ideas about television?

a. Television

is educational

b. Television

is dangerous

c. Television

is both educational

and dangerous

d. Television

is entertaining

and sometimes

boring

2. Suptrrorters

say that using television

we can learn:

a. science

c, the arts

b. technology

d. everything

3. People

who are against

television

say:

a. television

will make

us ill

b. television

is too expensive

c. television

is changing

our people

d. television

is boring

4. What does "they" in the third paragraph

refer to?

a. people

who are against

television

c. televisions

b. passive

people

d. druss

5. The word change

in the fourth paragraph

means;

a. move

c. opportunity

b. alter

d. destroy

6.

'l-he

word transport

means:

a. move

c. opportunity

b. alter

d. destroy

7. Why is television

a drug?

a. It contains

dangerous

materials.

b. It makes

us drug users.

c. It makes

us cannot stop watching it.

d. It is dangerous

for our body.

8. The main idea of the last paragraph

is:

a. Television

is a good thing. c. Television

changed

our lives.

b. Television

is like a car.

d. Television

is a b-ad

thing.

9. What is the effect of criminal program on teenagers?

a. They ignore it.

c. They believe it.

b. They imitate it.

d. They don,t watch it.

10. Is television

a good or bad? What does the writer think?

a. Television

kills people.

b. Television

has not changed

the way we live.

c. Television

is more good than bad.

(34)

I CrO

Teacher's

Note

Subject

f'heme

Sub Theme

Skills

Class

Semester

Time Allocated

English

Mass Media

Television

Reading

Junior

High School,

Third Year

2

lx 45 minutes

tI.

L

Learning Outcomes

l. The students

are able to comprehend

the information in the reading

text.

2. The students are able to answer reading comprehension questions in the form of multiple choices.

Pre-Instructional Activities

a. The teacher greets the students and mentions the topic of the lcsson.

Good morning, students !

Good moming. How are you today? Fine, thanks.

Teacher : Today, we're going to learn about television.

to look at the picture sticked on b. The teacher asks the students

whiteboard.

c. The teacher

asks the students

some triggering questions

topic ofthe reading

text.

l. How many persons

are the in the picture?

2. What are they doing?

3. Do you also like to watch TV?

4. How many TV stations

do you know of? What are they?

5. What programs

do you like to watch?

6. Do you think watching

TV is a good activity? Why?

ri . ' < . i <

-F ;

4 ^ , a * : r )

Teacher Students Teacher Students

(35)

III.

Whilst-InstructionalActivities

a. The teacher

reads

the text for the student.

b. The teacher asks some student to read the text, paragraph by

paragraph.

c. The teacher

asks

the students

to find the difficult words in the text.

d. The teacher

explains the meaning of the difficult words found in the

text.

e. The teacher asks some comprehension

questions

related to the text

orally.

1. What is the main idea of the text?

2. Does everybody

agree

that TV is good?

3. What are the good sides about TV?

4. Mention some bad sides about TV!

5. Do you think the writer agrees

that TV is bad?

lV.

Post-InstructionalActivities

a. The teacher

asks the students

to answer

ten multiple choice questions

Answer Key

Subject

Theme

Sub Theme

Skills

Class

Semester

l'ime Allocated

English

Mass Media

Television

Reading

Junior High School,

Third Year

2

lx 45 minutes

The possible answers for the triggering questions:

l. There are three persons.

2. They are watching TV.

3. Yes, I do.

4. _{Ten stations. They are RCTI, Trans TV, Indosiar, SCTV, AN'IV, Metro T\r,}

Lativi, Global TV, TV 7 and TVRI.

5. I like to watch comedy program.

6. _{Yes, I do, because it can give us entertainment.}

The zurswer key for the oral comprehension questions:

l _{People have different opinion about television.}

2. No, they don't.

3. - we can learn about other countries and other cultures fiom television.

- We can also learn about science, technology, arts, and politics. - We can get a good entertainment from television.

4. _{a. We can be addicted to television and not doing our activities.}

b. We can change our modest lifestyle because of the influence of commercials on television.

(38)

1 0 4

d. Our Indonesian culture can be changed, because we have become parts of

the global village.

5. _{No, I don't. The writer states that the advantases}_{of television are more than} its disadvantages.

The answer

key for the assessment:

l . c

2 . D

3 . C

4 . A

5 . B

6 . A

7 ,

C

8 . A

9 . 8

(39)

LESSON PLAN

English

Mass Media

Television

Reading

Junior

High School,

Third Year

2

lx 45 minutes

(Experimental

group, meeting one)

Subject Theme Sub Theme Skills Class Semester Time Allocated

A. Competence l. Basic Competence

Reading : Students are able to get some about television

2. Achievement Indicator Students are able to:

information from the readine text

r read the text with the correct pronunciation.

. answer the meaning of the vocabularies found in the text. . answer comprehension questions about the text orally. . answer the multiple choice questions related to the text.

B. Learning Materials

' Reading text "Is television a good or bad thing?" adapted from English.for Communication for Junior High School Grade 3, page 6g.

o Media: Vocabulary list, hand out

C. Teaching and Learning Activities 1. Approoch:

(40)

| 0(r

2 . T e c h n i q u a s

o Question and answer

r Explanation

o Discussion

3. Clor Aclivitiar:

EXPERIMENTAL GROUP

Pre-Readine

Activities

1. Students

are asked

to mention all the words related

to television

that

they know.

2. Students

are asked

to guess

the meaning

of the words used in the

sentence

example

in English.

Whilst-Readine

Activities

3. Students

are asked

to listen to the teacher,s

reading

the text.

4. Students

are asked

to read the text aloud paragraph

by paragraph.

5. students

are asked

to answer

some

comprehension

questions

the text orally.

Post-Reading

Activities

6. Students

are asked

to answer

the multiple choice questions.

7. Students

are asked

to discuss

the answer

of the multiple

choice

questions.

8. Students

are asked

to listen to tle teacher,s

reviewinq

the text.

D. Assessment

> students

are asked

to answerthe

comprehension

questions

in the form of

multiple

choices.

B. References/Resources:

(41)

Procedures

Skills /

Components

Teacher's

Activities

Students'

Activities

Time

Pre-Reading Activities

Speaking

Listening

I

l. Teacher

greets

the

I

students

and mentions

I

me toplc ot the lesson

I thatdav.

I z. r"u.h..

I

brainstorms

the

I students'vocabulary

| rnurr.." by askine

I

I them to mention the |

*":ot related to the

I toptc.

|

3. Teacher distributes the student's

worksheet.

4. Teacher pronounces the words, reads the

sentence example and

asks the students to guess the meaning of the words used in the

sentence example in

English

5. Teacher writes down the correct meanings on the whiteboard.

1. Students

respond

to

the teacher's

greeting.

2. Students mention

all the words that they know related to the topic ofthe lesson.

3. Students receive the worksheet.

4. Students guess the

meaning ol the words

used in the sentence example.

5. Students

copy the

correct

meaning.

I

2

I

(42)

1 0 8

Whilst-Reading

Activities

Listening Reading

Reading Speaking Listening

1. Teacher

reads

the

text for the students.

2. Teacher

asks some

students

to read aloud

the text, paragraph

by

paragraph.

3. Teacher

asks some

comprehension

questions

about the

text orally.

1 Students

listen

carefully to the

teacher.

2. Students

read the

text.

3. Students

answer

teacher's

questions

orally.

A '

5 '

)

Post-Reading Activities

Writing

Listening

Speaking

l. Teacher

asks the

students

to do the

assessment

(answering

reading

comprehension

questions

in the form

of multiple choice

questions).

2. Teacher

discusses

the answer

with the

students.

3. Teacher

gives

comments

on the

students'

work.

4. Teacher

closes

the

lesson

by reviewing

the reading text.

l. Students do the assessment.

2. Students discuss the answer with the teacher.

3. Students listen to t}te teacher's comment.

4. Students listen to the teacher.

l 0 '

) .

2 '

(43)

Vocabulary

list

l. Educate:

- Teachers educate students. 2. Support:

- We come to support our tearn in the stadium. 3. Entertainment:

- Entertainment can make us happy. 4. Against:

- We must be against drugs, because they are dangerous for our body. 5. Exercise:

- Daily exercise makes us healthy. 6. Commercials:

- Factories use commercials to sell their products on TV, radio, or newspapers. 7. Advantage:

- Popular is the advantage of being a movie star. 8. Disadvantage:

- One of the disadvantages _{of smoking is getting lung cancer.}

READ THE TEXT CAREFULLY!

Is television

a good or bad thing?

People

have different ideas about television. Some say that television will

help educate

our young people.

other people say that television is bad for you'g

people.

The people who support television say that television is a great teacher.

we can leam about other countries

and other cultures

from television.

Television

can teach us about science, technology, the arts and politics. we can learn

anything from television.

Moreover,

television

provides us a good entertainment

that can make us relaxed

from our tiring days.

The other people who are against

television

say that watching television is

a drug (candu).

It makes

us not doing our other activities,

or even having exercise.

Television also has so nvmy commercials

that might change

our modeit lifestyle

to be more consumptive.

People mention that criminal programs on television

sometimes

influence our teenagers'

behavior. They also say that television is

changing

our Indonesian

cultwe. It is making us a part of the global village.

what is the truth? Is televislon

good or bad? Thc truthls that television has

changed our lives, but so have the motor car, the computer, the telephone,

arrd

many other things. The car transports us from place to place, but ii also kills

people (car crashes)

and causes

air pollution. Television also has advantages

arrd

disadvantages,

but the advantages

are more than the disadvantages

(44)

1 1 0

Assessment

CHOOSE

TFIE CORRECT

ANSWER!

1. What are the different ideas about television?

a. Television

is educational

b. Television

is dangerous

c. Television

is both educational

and dangerous

d. Television

is entertaining

and sometimes

boring

2. Supporters

say that using television

we can leam:

3. People

who are against

television

say:

a. television

will make us ill

b. television

is too expensive

c. television

is changing

our people

d. television

is boring

4. What does "they" in the third paragraph

refer to?

a. people

who are against

television

c. televisions

b. passive

people

d. drugs

5. The word change

means:

a. sclence b. technology

a. move b. alter

c. the arts

d. everything

c. opportunity

d. deshoy

c. opportunity

d. destroy

6. The word transport in the fourth paragraph

means:

7. Why is television

a drug?

a. It contains

dangerous

materials.

b. It makes

us drug users.

c. It makes

us cannot stop watching

it.

d. It is dangerous

for our body.

8. The main idea of the last paragraph

is:

a. Television

is a good thing. c. Television

changed

our lives.

b. Television

is like a car.

d. Television

is a bad thing.

9. What is the effect of criminal program on teenagers?

a. They ignore it.

c. They believe it.

b. They imitate it.

d. They don't watch it.

10. Is television

a good or bad? What does the writer think?

a. Television

kills people.

b. Television

has not changed

the way we live.

c. Television

is more good than bad.

(45)

Teacher's

Note

Subject

Theme

Sub Theme

Skills

Class

Semester

Time Allocated

English

Mass Media

Television

Reading

Junior High School,

Third Year

2

lx 45 minutes

I. Learning Outcomes

l. The students are able to comprehend the information in the reading text.

2. The students are able to answer reading comprehension questions in the form of multiple choices.

II. Pre-Instructional Activities

a. The teacher greets the students and mentions the topic ofthe lesson. Good morning, students!

Good moming. How are you today? Fine, thanks.

Teacher : Today, we're going to learn about television.

b. The teacher asks the students to mentions some words related to the topic ofthe lesson.

Teacher: Today we are going to learn about people's opinion on television. can you mention some words about television. words that related to television?

Students: Entertainment, channel, antenna" station, program ... c. The teacher distributes the vocabulary list ad the worksheet.

d' The teacher mentions the words, reads the sentence cxample on ttre list and asks the sfudents to guess the meaning of the words used in the

sentence example in English.

(46)

n 2

e. Teacher

writes down the correct meanins

on the whiteboard.

III.

Whilst-InstructionalActivities

a. The teacher

reads

the text for the student.

b. The teacher asks some student to read the text, paragraph by

paragraph.

c. The teacher asks some comprehension

questions

related to the text

orally.

1. What is the main idea of the text?

2. Does everybody

agree

that TV is good?

3. What are the good sides about TV?

4. Mention some bad sides about TV!

5. Do you think the writer agrees

that TV is bad?

IV.

Post-InstructionalActivities

a. The teacher

asks the students

to answer

ten multiple choice questions

b. The teacher

discusses

the answer

of the questions

with the students.

c. The teacher

gives

comments

on the students'

work.

(47)

Answer Key

Subject

Theme

Sub Theme

Skills

Class

Semester

Time Allocated

English

Mass Media

Television

Reading

Junior High School,

Third Year

2

I x 45 minutes

The possible answers for the vocabulary brainstorming:

Commercials, programs, movies, antenna, news, entertainment...

The answer key for the vocabulary list:

1. teach

2. give encouragement

3. amusement

4. _{physical activity to make someone's}_healthier

5. advertisement _{on radio or television}

6. benefit

7. unfavorablecondition

The answer key for the oral comprehension questions:

l. _{People have different opinion about television.}

2. _{No, they don't.}

3. - we can leam about other countries and other cultures from television.

(48)

A

. l

-1 -1 4

a. We can be addicted to television and not doing our activities. b. We can change our modest lifestyle because of the influence of commercials on television.

c. Our teenager's behavior can also be influenced by the criminal programs on television.

d. our Indonesian culture can be changed, because we have become parts .f the global village.

No, I don't. The writer states that the advantages of television are more than its disadvantases.

5 .

The answer

key for the assessment:

l . C 6 . A

(49)

APPENDIX M

LESSON PLAN FOR TH