CHAPTER V CONCLUSION AND SUGGESSTION
Chart 4.6 Students’ Mean Score in Pre-test and Post-test
Chart 4.6 shows that there is improvement of the students’ part of speech from pre-test is 67.00 and post-test 79.13.
67
79.13
60 62 64 66 68 70 72 74 76 78 80 82
Pre-test Post-test
Post-test Pre-test
Table 4.17 Frequency of Students’ Score in Pre-test
No Frequency Score Pre-test
F %
1 Excellent 96-100 0 0
2 Very Good 86-95 0 0
3 Good 76-85 4 16.6
4 Fairly Good 66-75 12 50
5 Fairly 56-65 4 16.6
6 Poor 36-55 4 16.6
7 Very Poor 00-35 0 0
Total 24 100
Table 4.17 shows that the frequency of the students score in pre-test from post-test are none of the students got very poor, 4 (16.6) students got poor, 4 (16.6%) students got fairly, 12 (50%) students got fairly good, 4 (16.6%) students got good, and none of them got very good, and excellent.
Table 4.18 Frequency of Students’ Score in Post-test
No Frequency Score Post-test
F %
1 Excellent 96-100 0 0
2 Very Good 86-95 1 4.1
3 Good 76-85 14 58.3
4 Fairly Good 66-75 9 37.5
5 Fairly 56-65 0 0
6 Poor 36-55 0 0
7 Very Poor 00-35 0 0
Total 24 100
Table 4.18 shows that the frequency of the students score in post-test from post-test are none of the students got very poor, poor, fairly, 9 (37.5%) students fairly good, 14 (58.3%) students got good, and 1 (4.1%) student got very good, then none the student got excellent.
5. Hypothesis Testing
T-test is used to know whether the data had significant difference between pre-test and post-test before and after giving treatment. Description the students’ vocabularies in pre-test and post-test showed that there were significant differences between pre-test scores and post-test scores. The pre-test score and post-test score have significant difference after done hypothetical test.
Table 4.19 The Result of T-test in Spelling
Table 4.19 shows that sig. (2-tailed) 0.063 > 0.05. It means that there is not significance difference in the students’ word spelling. It can be assumed that there is not a significant influence of using visual dictionary in improving students’ Spelling.
Paired Samples Test
Paired Differences t Df Sig.
(2- tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1 pretestspelling - posttestspelling
-8.333 20.922 4.271 -17.168 .501 -1.951 23 .063
Table 4.20 The Result of T-test in Pronunciation
Paired Samples Test
Paired Differences t df Sig. (2-
Table 4.20 shows that sig. (2-tailed) 0.027 < 0.05. It means that there is significance difference in the students’ word pronunciation. It can be assumed that there is a significant influence of using visual dictionary in improving students’ Pronunciation.
Table 4.21 The Result of T-test in Meaning
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestmeaning - posttestmeaning
- 7.750
9.284 1.895 -11.670 -3.830 -4.089 23 .000
Table 4.21 shows that sig. (2-tailed) 0.000 < 0.05. It means that there is significance difference in the students’ word meaning. It can be assumed that there is a significant influence of using visual dictionary in improving students’ meaning.
Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference
tailed)
Lower Upper Pair
1
pretest - posttest
-9.750 20.273 4.138 -18.310 -1.190 -2.356 23 .027
Table 4.22 The Result of T-test in Part of Speech
Paired Samples Test
Paired Differences t Df Sig. (2-
Table 4.22 shows that sig. (2-tailed) 0.000 < 0.05. It means that there is significance difference in the students’ part of speech. It can be assumed that there is a significant influence of using visual dictionary in improving students’ part of speech.
Table 4.23 The Result of T-test in Simple Sentence
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestsentence - posttestsentence
-23.125 20.993 4.285 -31.990 -14.260 -5.396 23 .000
Table 4.23 shows that sig. (2-tailed) 0.000 < 0.05. It means that there is significance difference in the students’ part of speech. So, It can be assumed that there is a significant influence of using visual dictionary in improving students’ simple sentence.
Table 4.24 The Result of T-test in Pre-test and Post-test
Paired Samples Test
Paired Differences t df Sig. (2-
Mean Std.
Deviation Std.
Error Mean
95% Confidence Interval of the
Difference
tailed)
Lower Upper
Pair 1
pretestpartofspeech - posttestpartofspeech
-29.667 16.880 3.446 -36.794 -22.539 -8.610 23 .000
The research findings indicated that the students’ vocabulary mastery by using visual dictionary showed an improvement on the students’ vocabulary in terms of spelling, pronuncation, meaning, part of speech and simple sentence. It is shown by the mean scores of the students’ in pre-test that were lower than the score of post-test.
The students’ spelling before being treated using visual dictionary is determined by score 81.75 in pre-test. This score shows that the students’ word spelling had been good. This score explained that some students knew several words spelling names, especially things around the classroom. After giving
treatment, the students’ scores improved until 9% that is 90.08. This score reflected that the students could know more of word spelling of things, animals, and buildings.
The students’ pronunciation before being treated using visual dictionary is 80.33 in pre-test. This score shows that the students’ pronunciation were good. The students can pronounce words such as table, book, pen, chair, bag, things around the classroom. After giving a treatment, the students’ scores improved until 12%
that is 90.08. This score reflected that the students able to pronounce about 15 words around the classroom, animals, and building.
The students’ meaning before being treated using visual dictionary is 75.71 in pre-test. This score shows that the students’ meaning were fairly good. The students only looked for word by word that they knew in a test without know word meaning in the test. After giving a treatment, the students’ score improved until 9%
that is 83.46. The score reflected that the students could understand word meaning more in a test for example they knew words meaning in the pictures .
The students’ part of speech before being a treated using visual dictionary is 50.13 in pre-test. This score shows that the students’ part of speech were poor.
The students don’t know the kinds of part of speech and examples of them. After giving a treatment, the students’ score improved until 60% that is 79.79. This score described by the students’ part of speech could know the kinds of part of speech such as verb (is, are), and noun.
The students’ simple sentence before being treated using visual dictionary is 60.96 in pre-test. This score showed that the students’ sentence were fairly. The
students’ sentences were not structured correctly. It is described by some students just looked for the sentences from google translate. After giving a treatment, the students’ sentence improved until 34% that is 82.04. This score reflected that the students could make their simple sentence correctly for example “I have three books”.
Based on the t-test analysis, it is found that the data t-test of spelling is sig.
0.063, it means that the sig (2-tailed) is bigger than 0.05. It can be concluded that there is not a significant effect in using visual dictionary for students’ word spelling.
T-test of pronunciation found that sig (2-tailed) is 0.027, it means that the sig (2- tailed) is smaller than 0.05. It can be concluded that there is a significant effect in using visual dictionary for students’ pronunciation. T-test of meaning found that sig (2-tailed) is 0.000, it means that the sig (2-tailed) is smaller than 0.05. It can be concluded that there is a significant effect in using visual dictionary for students’
meaning. T-test of part of speech found that sig (2-tailed) is 0.000, it means that the sig (2-tailed) is smaller than 0.05. It can be concluded that there is a significant effect in using visual dictionary for students’ part of speech. T-test of simple sentence found that sig (2-tailed) is 0.000, it means that the sig (2-tailed) is smaller than 0.05. It can be concluded that there is a significant effect in using visual dictionary for students’ sentence.
From the discussion above, the researcher assumed that alternative hypothesis (H1) is accepted and null hypothesis is rejected. Thus, using visual dictionary app is effective media to improve students’ vocabulary mastery including
spelling, pronunciation, meaning, part of speech, and simple sentence at 7th Grade Students of SMPN 1 Sungguminasa.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
Based on finding and discussion in previous chapter, the result of research shows that p value (sig. (2-tailed) is 0.00. It is lower than ᾱ 0.05, it could be assumed that H1 is accepted and H0 is rejected. Then, the researcher divided object into five categories into word spelling, word pronunciation, part of speech (verb, noun), and simple sentence. First, the students’ mean score in word spelling were 81.75 (pre-test) and 90.08 (post-test). Second, the students’ mean score in word pronunciation were 80.33 (pre-test) and 90.08 (post-test). Third, the students’ mean score in word meaning were 75.71 (pre-test) and 83.46 (post-test). Fourth, the students’ mean score in part of speech were 50.13 (pre-test) and 79.79 (post-test).
Last, the students’ mean score in simple sentence were 60.96 (pre-test) and 82.04 (post-test). All of items improve between pretest score and posttest score.
Furthermore, based on the result of the research that is carried out at SMPN 1 Sungguminasa, the researcher concluded that there is an influence of using visual dictionary toward word spelling, word pronunciation, word meaning, part of speech, and simple sentence at Seventh Grade Students of SMP Negeri 1 Sungguminasa.
B. Suggestions
The researcher proposed some suggestion as follows:
1. The teacher English
In the research, the researcher found that the technology could help the students in English learning process. The teacher could use this visual dictionary as one of effective media in English teaching after saw the students’ achievement.
2. Other Researchers
The other researchers could use this research for literatures to make innovation media to improve students’ achievement especially in English Learning process or this research could use in other skills in English teaching.
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APPENDICES
Appendix I 1. The Students’ Score of Pre-test and Post-test
No Name Pre-Test Score Post-Test Score
1 St.1 60 75
2 St.2 78 70
3 St.3 69 82
4 St.4 85 80
5 St.5 67 75
6 St.6 78 80
7 St.7 73 85
8 St.8 82 90
9 St.9 69 75
10 St.10 78 85
11 St.11 67 80
12 St.12 82 85
13 St.13 85 70
14 St.14 73 82
15 St.15 69 75
16 St.16 67 80
17 St.17 50 75
18 St.18 65 80
19 St.19 67 80
20 St.20 54 75
21 St.21 52 80
22 St.22 91 85
23 St.23 52 70
24 St.24 82 85
2. The Students’ score of Pre-test and Post-test in Spelling Terms
No Name Pre-Test Score Post-Test Score
1 St.1 83 83
2 St.2 100 100
3 St.3 100 100
4 St.4 100 100
5 St.5 50 83
6 St.6 83 83
7 St.7 100 100
8 St.8 100 100
9 St.9 100 83
10 St.10 100 83
11 St.11 83 83
12 St.12 100 100
13 St.13 100 100
14 St.14 66 83
15 St.15 66 83
16 St.16 100 100
17 St.17 33 83
18 St.18 83 83
19 St.19 83 83
20 St.20 83 83
21 St.21 33 83
22 St.22 100 100
23 St.23 16 83
24 St.24 100 100
3. The Students’ score of Pre-test and Post-test in Pronunciation Terms
No Name Pre-Test Score Post-Test Score
1 St.1 83 83
2 St.2 100 100
3 St.3 100 100
4 St.4 100 100
5 St.5 50 83
6 St.6 83 83
7 St.7 100 100
8 St.8 100 100
9 St.9 100 83
10 St.10 100 83
11 St.11 83 83
12 St.12 100 100
13 St.13 100 100
14 St.14 66 83
15 St.15 66 83
16 St.16 100 100
17 St.17 33 83
18 St.18 83 83
19 St.19 83 83
20 St.20 83 83
21 St.21 33 83
22 St.22 100 100
23 St.23 16 83
24 St.24 100 100
4. The Students’ score of Pre-test and Post-test in Word Meaning
No Name Pre-Test Score Post-Test Score
1 St.1 66 77
2 St.2 72 83
3 St.3 88 94
4 St.4 77 83
5 St.5 72 77
6 St.6 77 77
7 St.7 83 94
8 St.8 83 83
9 St.9 72 77
10 St.10 83 83
11 St.11 72 77
12 St.12 88 88
13 St.13 94 94
14 St.14 100 94
15 St.15 83 88
16 St.16 72 77
17 St.17 66 77
18 St.18 55 77
19 St.19 61 83
20 St.20 38 77
21 St.21 72 77
22 St.22 94 100
23 St.23 72 83
24 St.24 77 83
5. The Students’ score of Pre-test and Post-test in Part of Speech Terms
No Name Pre-Test Score Post-Test Score
1 St.1 28 85
2 St.2 57 85
3 St.3 28 85
4 St.4 71 85
5 St.5 42 85
6 St.6 71 71
7 St.7 28 71
8 St.8 71 85
9 St.9 28 71
10 St.10 57 85
11 St.11 28 71
12 St.12 71 85
13 St.13 57 85
14 St.14 42 85
15 St.15 42 71
16 St.16 42 85
17 St.17 57 71
18 St.18 57 71
19 St.19 71 85
20 St.20 28 71
21 St.21 14 71
22 St.22 85 100
23 St.23 57 71
24 St.24 71 85
6. The Students’ score of Pre-test and Post-test in Simple Sentences Terms
No Name Pre-Test Score Post-Test Score
1 St.1 44 77
2 St.2 77 88
3 St.3 33 77
4 St.4 88 99
5 St.5 33 77
6 St.6 77 88
7 St.7 88 99
8 St.8 66 77
9 St.9 55 77
10 St.10 66 77
11 St.11 66 77
12 St.12 55 77
13 St.13 66 88
14 St.14 55 77
15 St.15 66 88
16 St.16 33 77
17 St.17 33 77
18 St.18 66 88
19 St.19 55 77
20 St.20 66 77
21 St.21 66 77
22 St.22 77 88
23 St.23 55 77
24 St.24 77 88
Appendix II Data Descriptions in Pre-test and Post-test 1. Result of Pre-test and Post-test
Statistics
pretest posttest
N
Valid 24 24
Missing 0 0
Mean 67.00 79.13
Median 67.00 80.00
Mode 67 80
Std. Deviation 8.920 5.376
Variance 79.565 28.897
Minimum 50 70
Maximum 82 90
Frequency Table
pretest
Frequency Percent Valid Percent Cumulative Percent
Valid
50 1 4.2 4.2 4.2
52 2 8.3 8.3 12.5
54 1 4.2 4.2 16.7
60 2 8.3 8.3 25.0
65 2 8.3 8.3 33.3
67 5 20.8 20.8 54.2
69 4 16.7 16.7 70.8
73 3 12.5 12.5 83.3
78 2 8.3 8.3 91.7
82 2 8.3 8.3 100.0
Total 24 100.0 100.0
posttest
Frequency Percent Valid Percent Cumulative Percent
Valid
70 3 12.5 12.5 12.5
75 6 25.0 25.0 37.5
80 7 29.2 29.2 66.7
82 2 8.3 8.3 75.0
85 5 20.8 20.8 95.8
90 1 4.2 4.2 100.0
Total 24 100.0 100.0
Histogram
2. The Result of Pre-test in Words Spelling
Statistics pretest
N
Valid 24
Missing 0
Mean 81.75
Std. Error of Mean 5.141
Median 91.50
Mode 100
Std. Deviation 25.183
Variance 634.196
Range 84
Minimum 16
Maximum 100
Sum 1962
Pretest of word spelling
Frequency Percent Valid Percent Cumulative Percent
Valid
16 1 4.2 4.2 4.2
33 2 8.3 8.3 12.5
50 1 4.2 4.2 16.7
66 2 8.3 8.3 25.0
83 6 25.0 25.0 50.0
100 12 50.0 50.0 100.0
Total 24 100.0 100.0
3. The Result of Post-test in Spelling Terms
Statistics posttest
N
Valid 24
Missing 0
Mean 90.08
Median 83.00
Mode 83
Std. Deviation 8.561
Variance 73.297
Range 17
Minimum 83
Maximum 100
Postest of Word Spelling
Frequency Percent Valid Percent Cumulative Percent
Valid
83 14 58.3 58.3 58.3
100 10 41.7 41.7 100.0
Total 24 100.0 100.0
4. The Result of Pre-test in Word Pronunciation
Statistics Pretest
N
Valid 24
Missing 0
Mean 80.33
Std. Error of Mean 5.014
Median 83.00
Mode 100
Std. Deviation 24.562
Variance 603.275
Range 84
Minimum 16
Maximum 100
Sum 1928
Pretest of Pronunciation
Frequency Percent Valid Percent Cumulative Percent
Valid
16 1 4.2 4.2 4.2
33 2 8.3 8.3 12.5
50 1 4.2 4.2 16.7
66 2 8.3 8.3 25.0
83 8 33.3 33.3 58.3
100 10 41.7 41.7 100.0
Total 24 100.0 100.0
5. Result of Post-test in Word Pronunciation
Statistics posttest
N
Valid 24
Missing 0
Mean 90.08
Median 83.00
Mode 83
Std. Deviation 8.561
Variance 73.297
Range 17
Minimum 83
Maximum 100
postest
Frequency Percent Valid Percent Cumulative Percent
Valid
83 14 58.3 58.3 58.3
100 10 41.7 41.7 100.0
Total 24 100.0 100.0
6. Result of Pre-test in Word Meaning
Statistics pretest
N
Valid 24
Missing 0
Mean 75.71
Std. Error of Mean 2.736
Median 74.50
Mode 72
Std. Deviation 13.402
Variance 179.607
Range 62
Minimum 38
Maximum 100
Sum 1817
Pretest of Word Meaning
Frequency Percent Valid Percent Cumulative Percent
Valid
38 1 4.2 4.2 4.2
55 1 4.2 4.2 8.3
61 1 4.2 4.2 12.5
66 2 8.3 8.3 20.8
72 7 29.2 29.2 50.0
77 3 12.5 12.5 62.5
83 4 16.7 16.7 79.2
88 2 8.3 8.3 87.5
94 2 8.3 8.3 95.8
100 1 4.2 4.2 100.0
Total 24 100.0 100.0
7. Result of Post-test in Word Meaning
Statistics posttest
N
Valid 24
Missing 0
Mean 83.46
Median 83.00
Mode 77
Std. Deviation 7.157
Variance 51.216
Range 23
Minimum 77
Maximum 100
Posttest of word meaning
Frequency Percent Valid Percent Cumulative Percent
Valid
77 10 41.7 41.7 41.7
83 7 29.2 29.2 70.8
88 2 8.3 8.3 79.2
94 4 16.7 16.7 95.8
100 1 4.2 4.2 100.0
Total 24 100.0 100.0
8. Result of Pre-test Part of Speech Terms
Statistics pretest
N
Valid 24
Missing 0
Mean 50.13
Std. Error of Mean 3.952
Median 57.00
Std. Deviation 19.360
Variance 374.810
Range 71
Minimum 14
Maximum 85
Sum 1203
Pretest of Part of Speech
Frequency Percent Valid Percent Cumulative Percent
Valid
14 1 4.2 4.2 4.2
28 6 25.0 25.0 29.2
42 4 16.7 16.7 45.8
57 6 25.0 25.0 70.8
71 6 25.0 25.0 95.8
85 1 4.2 4.2 100.0
Total 24 100.0 100.0
9. Result of Post-test in Part of Speech Terms
Statistics posttest
N
Valid 24
Missing 0
Mean 79.79
Median 85.00
Mode 85
Std. Deviation 8.167
Variance 66.694
Range 29
Minimum 71
Maximum 100
Posttest of Part of Speech
Frequency Percent Valid Percent Cumulative Percent
Valid
71 10 41.7 41.7 41.7
85 13 54.2 54.2 95.8
100 1 4.2 4.2 100.0
Total 24 100.0 100.0
10. Result of Pre-test in Simple Sentences Terms
Statistics pretest
N
Valid 24
Missing 0
Mean 60.96
Std. Error of Mean 3.375
Median 66.00
Mode 66
Std. Deviation 16.533
Variance 273.346
Range 55
Minimum 33
Maximum 88
Sum 1463
Pretest of Simple Sentence
Frequency Percent Valid Percent Cumulative Percent
Valid
33 4 16.7 16.7 16.7
44 1 4.2 4.2 20.8
55 5 20.8 20.8 41.7
66 8 33.3 33.3 75.0
77 4 16.7 16.7 91.7
88 2 8.3 8.3 100.0
Total 24 100.0 100.0
11. Result of Post-test in Simple Sentence Terms
Statistics posttest
N
Valid 24
Missing 0
Mean 82.04
Median 77.00
Mode 77
Std. Deviation 7.238
Variance 52.389
Range 22
Minimum 77
Maximum 99
Posttest of Simple Sentence
Frequency Percent Valid Percent Cumulative Percent
Valid
77 15 62.5 62.5 62.5
88 7 29.2 29.2 91.7
99 2 8.3 8.3 100.0
Total 24 100.0 100.0
Appendix III
T-test
1. T-test of Pre-test and Post-test
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretest 67.00 24 8.920 1.821
posttest 79.13 24 5.376 1.097
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretest & posttest 24 .617 .001
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretest - posttest
- 12.12 5
7.017 1.432 -15.088 -9.162 -8.465 23 .000
2. T-test of Word Spelling
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretestofspelling 81.75 24 25.183 5.141
posttestofspelling 90.08 24 8.561 1.748
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretestofspelling &
posttestofspelling 24 .626 .001
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestspelling - posttestspelling
-8.333 20.922 4.271 -17.168 .501 -1.951 23 .063
3. T-test of Word Pronunciation
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretestofpronunciation 81.75 24 25.183 5.141
posttestofpronunciation 90.08 24 8.561 1.748
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretestofpronunciation &
posttestofpronunciation 24 .626 .001
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
pretest - posttest
-9.750 20.273 4.138 -18.310 -1.190 -2.356 23 .027
4. T-test of Word Meaning
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretestofmeaning 75.71 24 13.402 2.736
posttestofmeaning 83.46 24 7.157 1.461
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretestofmeaning &
posttestofmeaning 24 .754 .000
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestmeaning - posttestmeaning
-7.750 9.284 1.895 -11.670 -3.830 -4.089 23 .000
5. T-test of Part of Speech
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretestofpartofspeech 50.13 24 19.360 3.952
posttestpartofspeech 79.79 24 8.167 1.667
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretestofpartofspeech &
posttestpartofspeech 24 .495 .014
Paired Samples Test
Paired Differences t df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestpartofspeec h -
posttestpartofspee ch
-29.667 16.880 3.446 -36.794 -22.539 -8.610 23 .000
6. T-test of Simple Sentence
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
pretestofsimplesentence 60.96 24 16.533 3.375
posttestofsimplesentence 82.04 24 7.238 1.477
Paired Samples Correlations
N Correlation Sig.
Pair 1 pretestofsimplesentence &
posttestofsimplesentence 24 .749 .000
Paired Samples Test
Paired Differences T df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the
Difference Lower Upper
Pair 1
pretestsentence - posttestsentence
-23.125 20.993 4.285 -31.990 -14.260 -5.396 23 .000
Appendix IV
WRITTEN TEST (PRE-TEST) A. Please describe the picture!
Write down the name of the things that you can see in the picture!
No. Things No. Things
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
B. Read each question carefully, and then choose the best answer (a, b, or c)!
A : what is this?
B : This is a pen.
A : can I borrow your pen?
B : I am sorry. I am using right now and it’s only one.
A : it’s okay. Thank you.
1. The sentence, “I am sorry. I am using right now” expresses about…
a. Asking help b. Asking opinion c. Giving information 2. A: ………..?
B: I am sorry I don’t have.