POST-TEST MEANING
B. Suggestion
CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion
Based on the findings and discussion, it can be concluded that the use of explicit method was effective to improve students' ability in understanding poem in term of Meaning, it can be seen from From the result of calculation, using SPSS 24, the Sig (2-tailed) was 0.00 at the level of sig < α (0.05). Based on this result, the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. It can be concluded that there is a significant difference between pre- test andpost-test. The significant indicator defines that The use of explicit method have an effect on students‟ ability in understanding poem scores in Meaning class XI IPA II MAN Selayar students.
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A P P E N D I C E
S
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : MAN Selayar
Mata pelajaran : Bahasa Inggris Kelas/semester : xi/ 1
Materi pokok : Poem
Alokasi waktu : 8 x 45 Menit
Pertemuan :1-4
A. Kompetensi Inti
KI-1 :Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI-2 :Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli (gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif, dan pro- aktif, dalam berinteraksi secara efektif sesuai dengan perkembangan anak di lingkungan, keluarga, sekolah, masyarakat dan lingkungan alam sekitar, bangsa, negara, kawasan regional, dan kawasan internasional.
KI-3 :Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, prosedural, dan metakognitif pada tingkat teknis, spesifik, detil, dan kompleks berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora. Dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan
kejadian, serta menerapkan pengetahuan pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI-4 :Menunjukkan keterampilan menalar, mengolah, dan menyaji secara: efektif, kreatif, produktif, kritis, mandiri, kolaboratif, komunikatif, dan solutif, dalam ranah konkret dan abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah, serta mampu menggunakan metoda sesuai dengan kaidah keilmuan.
B. Kompetensi Dasar
3.4 Menginterpretasi fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem, lisan dan tulis, dengan memberi dan meminta informasi terkait kehidupan remaja, sesuai dengan konteks penggunaannya.
4.4. Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem terkait kehidupan remaja.
C. Indicator
3.4.1 Menentukan fungsi sosial teks khusus poem.
3.4.2 Mengidentifikasi struktur teks khusus poem.
3.4.3 Memahami unsur kebahasaan yang digunakan dalam teks khusus poem.
1.4.1 Menjelaskan informasi rinci yang terdapat dalam suatu poem.
1.4.2 Menyimpulkan makna/ isi suatu poem.
D. Tujuan Pembelajaran
Melalui pendekatan saintifik dengan menggunakan model Explicit Instruction, peserta didik dapat makna dari isi bacaan puisi secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem terkait kehidupan remaja.
E. Mata Pembelajaran
Fungsi sosial Untuk menjalin pergaulan dengan lingkungannya
Unsur kebahasaan
Tata bahasa: Simple Present Tense, Kalimat imperatif positif dan negatif, kalimat tanya, tata bahasa gaya puisi.
Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara tepat dalam frasa nominal.
Ucapan, tekanan kata, intonasi, ejaan, tanda baca, tulisan tangan.
Topik
Berbagai hal terkait dengan kehidupan peserta didik sebagai remaja dan peserta didik SMA, yang dapat menumbuhkan perilaku yang termuat dalam KI.
F. Metode Pembelajaran Explicit Instruction
G. Media/alat, Bahan, dan Sumber Belajar 2. Media
Paper material
3. Alat
Papan tulis
Spidol 4. Bahan
a. Definition of poem
Poetry can be an effective tool for teaching English as a foreign language that differs from the traditional method. It allows students to explore and play with the language. To improve students' abilities, I teach them how to understand English poems.Poems are also authentic texts, and their appealing structure, rhythm, and sound suggest a quick and enjoyable way of learning new vocabulary, revising grammar, improving pronunciation, and promoting creativity.
b. Poem
Dream Come True I am still walk around Although my body tired I am still pursue my dreams Until my artery stoped When the night accost I began to pray
Pray that my dreams become true Hope all the dreams turn happy My consequences more stronger Create the great dreams
Although it will be a lot of obstacles That in turns arrive
When the universe unmasked
All request to become true All of dreams become true The smile are meaningful On the face full oh happy c. How to read
By Thomas Hardy:
The Man He Killed
~ / ~ / ~/
“Had he and I but met
~ / ~ / ~ /
By some old ancient inn,
~ / ~ / ~ / ~ /
We should have sat us down to wet
~ / ~ / ~ ~ / Right many a nipperkin!
~ / ~ / ~ ~ /
“But ranged as infantry,
~ / ~ / ~ /
And staring face to face,
~ / ~ / ~ / ~ / I shot at him as he at me,
~ / ~ / ~ ~ /
And killed him in his place
5. Sumber Belajar
Pathway to English Kelompok Peminatan Kelas XI
https://www.poetryfoundation.org/poems/45322/the-eagle-56d224c9a41d1 H. Kegiatan Pembelajaran
Pertemuan pertama
Kegiatan Deskripsi kegiatan Alokasi
waktu Awal 1. Peneliti mengucapkan salam “assalamualaikum Wr.
Wb., good morning students…”
2. Peneliti mengabsen siswa di kelas
3. Peneliti memperkenalkan diri dan memberi tahu tujuannya masuk kelas
4. Peneliti menanyakan pada siswa tentang pengalaman siswa berbicara bahasa inggris 5. Peneliti membangun motivasi siswa Inti 1. Peneliti menjelaskan pengertian puisi
2. Setelah itu, peneliti memberikan puisi dan meminta siswa untuk membacakan puisi di depan kelas 3. Kemudian peneliti membetulkan cara baca siswa Penutup 1. Peneliti menilai cara baca siswa
2. Peneliti menyimpulkan materi
3. Peneliti menutup kelas dengan berdoa.
Pertemuan kedua
Kegiatan Deskripsi kegiatan Alokasi
waktu Awal 6. Peneliti mengucapkan salam “assalamualaikum Wr.
Wb., good morning students…”
7. Peneliti mengabsen siswa di kelas
8. Peneliti memperkenalkan diri dan memberi tahu tujuannya masuk kelas
9. Peneliti menanyakan pada siswa tentang pengalaman siswa berbicara bahasa inggris 10. Peneliti membangun motivasi siswa Inti 4. Peneliti menjelaskan pengertian puisi
5. Setelah itu, peneliti memberikan puisi dan meminta siswa untuk membacakan puisi di depan kelas 6. Kemudian peneliti membetulkan cara baca siswa Penutup 4. Peneliti menilai cara baca siswa
5. Peneliti menyimpulkan materi
6. Peneliti menutup kelas dengan berdoa.
Pertemuan ketiga
Kegiatan Deskripsi kegiatan Alokasi
waktu Awal 11. Peneliti mengucapkan salam “assalamualaikum Wr.
Wb., good morning students…”
12. Peneliti mengabsen siswa di kelas
13. Peneliti memperkenalkan diri dan memberi tahu tujuannya masuk kelas
14. Peneliti menanyakan pada siswa tentang pengalaman siswa berbicara bahasa inggris 15. Peneliti membangun motivasi siswa Inti 7. Peneliti menjelaskan pengertian puisi
8. Setelah itu, peneliti memberikan puisi dan meminta siswa untuk membacakan puisi di depan kelas 9. Kemudian peneliti membetulkan cara baca siswa Penutup 7. Peneliti menilai cara baca siswa
8. Peneliti menyimpulkan materi
9. Peneliti menutup kelas dengan berdoa.
Pertemuan keempat
Kegiatan Deskripsi kegiatan Alokasi
waktu Awal 16. Peneliti mengucapkan salam “assalamualaikum Wr.
Wb., good morning students…”
17. Peneliti mengabsen siswa di kelas
18. Peneliti memperkenalkan diri dan memberi tahu tujuannya masuk kelas
19. Peneliti menanyakan pada siswa tentang pengalaman siswa berbicara bahasa inggris 20. Peneliti membangun motivasi siswa Inti 10. Peneliti menjelaskan pengertian puisi
11. Setelah itu, peneliti memberikan puisi dan meminta siswa untuk membacakan puisi di depan kelas 12. Kemudian peneliti membetulkan cara baca siswa Penutup 10. Peneliti menilai cara baca siswa
11. Peneliti menyimpulkan materi
12. Peneliti menutup kelas dengan berdoa.
I. Penilaian
The assessment of test is based on the lesson plan.
1. Rubric of Meaning
No. Criteria Score
1. The answer is correct, the sentence constructed in good grammar and appropriate vocabulary.
5 2. The answer is correct, the sentence is constructed
by making a little mistake in grammar but it does not influence the meaning.
4 3. The answer is correct, the sentence is constructed
by making a little mistake in both grammar and vocabulary but they do not influence the meaning.
3 4. The answer is correct, the sentence is constructed
by making a little mistake both grammar and vocabulary but they influence the meaning.
2
5. The answer is wrong. 1
Score = 𝑠𝑡𝑢𝑑𝑒𝑛𝑡𝑠′𝑐𝑜𝑟𝑟𝑒𝑐𝑡𝑎𝑛𝑠𝑤𝑒𝑟 x 100 𝑠𝑐𝑜𝑟𝑒𝑚𝑎 𝑖𝑚𝑢𝑚
The mean score of the students is classification in seven levels as follow:
No. Category Range of Score
1. Excellent 96-100
2. Very Good 86-95
3. Good 76-85
4. Fair Good 66-75
5. Fair 56-65
6. Poor 46-55
7. Very Poor 0-45
APPENDIX B Pre test
Name : Class :
DREAMING
Close your eyes and spread your wings.
Make a wish and dream good dreams.
Don‟t ever say you‟ll never tell.
„Cause life is short and very frail.
Just be still and take a look.
Before you know it, you‟ll be hooked.
Then once in a blink of an eye, You‟ll soon realize it was all a lie.
Up you look and there they‟re gone.
Why two days feel so long?
What was once there has disappeared.
Now, love is the one thing to fear.
Why say go when it was no?
You open your eyes only to find What lied there was your sign.
So close your eyes and spread your wings.
Make a good wish and LIVE your dreams!
Answer the questions below based on the poem above!
1. What is the topic of the poem?
2. What the paragraph three talking about?
3. How do you know this poem?
4. How many paragraph of poem?
5. What did the writer tell you with his poem?
APPENDIX C Treatment 1.
Prospect and Dreams The morning smile is accost Receive Soul full of despair Step forward without stooping Pick up the dreams that anticipated
About prospect and dreams Although it is so high Above the sky outside of the space
Still holding on More the obstacles More the problems The streets craggy invisible
It will be lost
With the passion in my life The dreams still holding on
With a favor happy Answer the questions below based on the poem above!
1. What is the tittle of the poem?
2. What did the writer tell you with his poem?
3. What the paragraph two talking about?
4. What is purpose of the poem?
5. What is the poem tell about?
Treatment 2.
Blessed
In the morning with a smile in the sunshine On the daw hugging the creeps leaves
In the light of the sun Embraced the warm of body cold In this morning I want to reincarnate Become anything as long as in your side
I want to see your smile Your sweet smile
Both of my eyes staring at the creation of high sky In the fog the favor of God
On all of the favor that beautiful to be grateful for with happiness Thank God
For all of the favor that is still given
Answer the questions below based on the poem above!
1. What is the tittle of the poems?
2. What is purpose of the poem?
3. What is the poem talking about?
4. What the meaning of to be grateful for with happiness?
5. What did the writer tell you with his poem?
Treatment 3.
I FOLLOW MY DREAMS I get laughed at,
I get ignored, I often feel trapped, and I keep my thoughts stored.
People can be cruel and very mean, but no matter what,
I follow my dreams.
Life has waves;
I know that.
But I stand brave and just take the crap.
I may feel exhausted and totally creamed, but no matter what,
I follow my dreams.
I know what I want, and I won‟t stop trying.
Quitting? I can‟t, for now I‟m flying.
It‟s impossible it seems, but no matter what, I follow my dreams…
by Delilah Answer the questions below based on the poem above!
1. What is the tittle of the poem?
2. Who wrote the poem?
3. What is purpose of the poem?
4. What is the poem talking about?
5. What is the meaning of it’s impossible it seems?
Treatment 4
DREAMING ON A PAPER I don‟t talk.
My lips part and air pushes out, but the sound must not fit, because my thoughts are so big.
So I don‟t try to talk.
My thoughts must be too good for words, for the air, for my lips.
But they are just right for paper.
My thoughts flow on paper.
They are just big enough.
So I don‟t talk;
I compose, I write, I dream.
by Rebecca Answer the questions below based on the poem above!
1. What is the tittle of the poem?
2. What is the poem talking about?
3. Who is wrote the poem?
4. What is purpose of the poem?
5. How many bait in paragraph?
APPENDIX D Post test Name : Class :
STARS IN YOUR EYES
I see the moon is shining so bright tonight To me you‟re the one I‟ve been waiting for
I hear a symphony playing from a far As we dance to the song that is played this night
I see stars in you‟re eyes Oh, you just make me feel so happy
Always know that you are The only one in my heart
I feel so blue when you‟re not around me Then I think of you as I search for the stars above me
by Mocca
Answer the questions below based on the poem above!
1. What is the topic of the poem?
2. What the paragraph three talking about?
3. How do you know this poem?
4. How many paragraph of poem?
5. What did the writer tell you with his poem?
APPENDIX E
Data analysis
THE LIST NAME OF THE STUDENTS OF CLASS XI IPA II MAN SELAYAR
No. Sample Code
1. MUH. FADHIL KHATAMI S1
2. NUR HUSNA S2
3. NUR AFIFA S3
4. RESKIANI HERAWATI S4
5. MARLINA S5
6. NAHDA NUR HUSNA S6
7. ANJAENI S7
8. DEWI MARDAYANTI S8
9. NUR AINUN S9
10. A. ZUKIAN AL-FARIDZI RM S10
11. MUH. ISRAK S11
12. ARYA ANDIKA S12
13. RATMAN S13
14. KURNIATI S14
15. MARSANDA S15
APPENDIX E1
The Students’ Row of Pre-test
Respondents Pre-test
Meaning
S1 79
S2 80
S3 75
S4 70
S5 80
S6 70
S7 78
S8 72
S9 70
S10 80
S11 75
S12 72
S13 70
S14 76
S15 85
Total
Mean 75.47 %=
APPENDIX E2
The Students’ Row of Post-test
Respondents Post-test
Meaning
S1 86
S2 87
S3 86
S4 80
S5 93
S6 86
S7 80
S8 92
S9 86
S10 93
S11 80
S12 79
S13 80
S14 93
S15 85
Total
Mean 85.73 %=
APPENDIX E3
The students‟ Scores Of Pre-test (X1) and Post-test (X2), Gain/Difference between The matched pairs (D), and square of the Gain (D
Meaning
Respondents Meaning
Pre-test Post-test D(X2-X1) D2
S1 79
86 11 121
S2 80
87 7 49
S3 75
86 11 121
S4 70 80 10 100
S5 80
93 13 169
S6 70
86 16 256
S7 78 80 2 4
S8 72
92 20 400
S9 70
86 16 256
S10 80
93 13 169
S11 75
80 5 25
S12 72 79 7 49
S13 70
80 10 100
S14 76
93 17 289
S15 85
85 0 0
Total
APPENDIX E4
Classification of Students’pre-test Post-test Meaning score
Code Meaning
Pre-test Classification Post-test Classification
S1 79 Good
86 Very good
S2 80 Good
87 Very good
S3 75 Good
86 Very good
S4 70 Fair
80 Good
S5 80 Good 93 Excellent
S6 70 Fair
86 Very good
S7 78 Good
80 Good
S8 72 Good
92 Excellent
S9 70 Fair
86 Very good
S10 80 Good 93 Excellent
S11 75 Good
80 Good
S12 72 Good
79 Good
S13 70 Fair
80 Good
S14 76 Good 93 Excellent
S15 85 Very good
85 Very good
APPENDIX E5
The percentage of the students’ Improvement in understanding poem (meaning)
Pre-test Poem Frequenc
y Percent
Valid Percent
Cumulative Percent
Valid 70 4 26.7 26.7 26.7
72 2 13.3 13.3 40.0
75 2 13.3 13.3 53.3
76 1 6.7 6.7 60.0
78 1 6.7 6.7 66.7
79 1 6.7 6.7 73.3
80 3 20.0 20.0 93.3
85 1 6.7 6.7 100.0
Total 15 100.0 100.0
Post-test Poem Frequency Percent
Valid Percent
Cumulative Percent
Valid 79 1 6.7 6.7 6.7
80 4 26.7 26.7 33.3
85 1 6.7 6.7 40.0
86 4 26.7 26.7 66.7
87 1 6.7 6.7 73.3
92 1 6.7 6.7 80.0
93 3 20.0 20.0 100.0
Total 15 100.0 100.0
APPENDIX E6
Statistics Pre-test Poem
Post-test Poem
N Valid 15 15
Missing 0 0
Mean 75.47 85.73
Median 75.00 86.00
Minimum 70 79
Maximum 85 93
APPENDIX E7
Table Didtribution of T-Value Degree of freedom (df) = N ─ 1 = 15 ─ 1= 14, T-table = 2.145 the level of significance 0.5
Df P
1.0 0.5 0.1 0.01
1 6.314 12.706 63.357 636.619
2 2.920 4.303 9.326 31.598
3 2.535 4.182 5.841 12.941
4 2.123 2.776 4.604 8.610
5 2.015 2.571 4.032 6.859
6 1.943 2.447 3.707 5.959
7 1.895 2.365 3.499 5.405
8 1.860 2.306 3.355 5.041
9 1.833 2.262 3.250 4.781
10 1.812 2.226 3.169 4.587
11 1.769 2.201 3.106 4.437
12 1.782 2.179 3.055 4.318
13 1.771 2.160 3.120 4.221
14 1.761 2.145 2.977 4.140
15 1.753 2.131 2.947 4.073
16 1.746 2.120 2.921 4.045
17 1.740 2.110 2.898 3.965
18 1.734 2.101 2.878 3.933
19 1.729 2.093 2.861 3.883
20 1.725 2.086 2.845 3.850
21 1.721 2.080 2.832 3.819
22 1.717 2.074 2.819 3.792
23 1.714 2.807 2.807 3.767
24 1.711 2.640 2.797 3.745
25 1.708 2.060 2.787 3.725
26 1.706 2.056 2.779 3.707
27 1.703 2.052 2.771 3.690
28 1.701 2.048 2.763 3.674
29 1.699 2.045 2.756 3.656
30 1.697 2.042 2.750 3.646
40 1.684 2.021 2.704 3.551
60 1.671 2.000 2.660 3.460
APPENDIX E8
The percentage of the students’ improvement in understanding poem 1. The students‟ improvement in meaning
Pre-test Score is 75.47 Post-test Score Is 85.73
The Improvement of students‟ score in content from pre-test to Post-test P =
P =
P =
P = 13.59%
The students‟ improvement from Pre-test is 13.59%
APPENDIX E9
Tests of Normality
Kelas
Kolmogorov-Smirnova Shapiro-Wilk Statistic Df Sig. Statistic Df Sig.
Pre-test Post-test Poem
Pre-test Poem
.167 15 .200* .907 15 .122
Post-test Poem
.199 15 .114 .863 15 .027
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
Paired Samples Statistics
Mean N
Std.
Deviation
Std. Error Mean
Pair 1 Pre-test Poem 75.47 15 4.749 1.226
Post-test Poem 85.73 15 5.189 1.340
Paired Samples Correlations N
Correlatio
n Sig.
Pair 1 Pre-test Poem & Post- test Poem
15 .345 .209
Paired Samples Test Paired Differences
t df
Sig. (2- tailed) Mean
Std.
Deviatio n
Std.
Error Mean
95% Confidence Interval of the
Difference Lower Upper Pair
1
Pre-test Poem - Post-test Poem
- 10.26 7
5.700 1.472 -13.423 -7.110 - 6.975
14 .000
Appendix F Documentation
Appendix G Students‟ Answer‟
Pre-test
Students‟ Answer „ Post-test