The Development of Students’ writing ability viewed from

CHAPTER IV FINDINGS AND DISCUSSIONS

B. Discussion

1. The Development of Students’ writing ability viewed from

In the first meeting in pre-test, the researcher found that most of the students were still difficult to write, they were still confused what they wanted to write in the paper. It can be seen from the students’ writing achievement in pre-test was poor. It was 40.

In terms of content in pre-test, the students’ did not know how to began the paragraph. Besides that, the students’ were still unable to apply word in a well-formed sentence. For instance, when the students’ began to write, they used “three child school bicycle to school” in their writing, they should used “there are three students’ who use bicycle to school” in the sentence.

After the students had given treatment by using basic youtube offline , the students’ mean score of the post test had shown an improvement. The students could apply word in the correct form of sentences.

As the post-test score shown 69.69 and it was higher than pre-test score.

It indicated a significant improvement from the pre-test to post-test mean score (40 –69.69) as the percentage of improvement was 74.22%. it shows that using basic youtube offline was effective to improve the students’

writing ability in terms content.

2. The Development of Students’ Writing Skill Viewed From Organization

In the first meeting when the researcher gave pre-test, the researcher foundthat most of the students’ failed to create good narrative text because they could not generate ideas effectively, so their ideas were still confusing.

It can be seen from the students’ writing achievement in pre-test was poor.

It was 45.3.

In terms of organization in pre-test, the students’ were difficult to arrange good narrative paragraph. It was hard to determine what their writing wanted to tell about. In a student narrative paragraph he only wrote an orientation without following by complication and resolution. For instance :

“to a certain day three child school bicycle to school together friend return home school nominal have feeling high land”

After the students had given treatment by using basic youtube offline , the students’ mean score of the post test showed an improvement. It was 67.42. The students’ could arrange narrative paragraph.

As the post-test score shown 67.42 and it was higher than pre-test score.

It indicated a significant improvement from the pre-test to post-test mean score (45.3 – 67.42) as the percentage of improvement was 48.83%. it shows that using basic youtube offline was effective to improve the students’ writing abilityin terms organization.

3. Test of Significance Testing and Hypothesis

The data of t-test significance described that most of the students were success in improving their score into writing narrative text in terms of content and organization by using Basic Youtube Offline. This improvement was also prove by the significance of testing. The t-test value (19.16) was greater than t-table (2.021) for the degree of freedom (0.05). it means that the null hypothesis (Ho) was rejected and alternative hypothesis (H1) was accepted. Based on the data, it can be concluded that there was significant improvement of the students’ writing ability in terms content and organization by using Basic Youtube Offline at the Seventh Grade Students of SMPN 5 Enrekang.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter deals with the conclusion and the suggestion of the research as explained as follow:

A. Conclusion

Based on the description of the previous chapter the writer would like to conclude that using basic YouTube offline was effective to improving the students writing ability at the seventh grade students at SMPN 5 Enrekang. It is proved by the students’achievementin writing ability in terms of content, were the mean score for pre-test is 40 and the mean score for post-test is 69, 69.

And the students achievement in writing ability in terms of organization, were the main score of pretest is 45.3 and the mean score for posttest is 67.42. it is also proved by t-test value in terms of content was higher than the t-table (19.05 > 2.021), and t-test value in terms of organization was higher than t- table (19.16 > 2.021).

B. Suggestions

Based on the conclusion above, the researcher would like to present some suggestion as follow :

1. To improve the English writing ability, the teachers of English at SMPN 5 Enrekang should use the basic YouTube offline as a medium.

2. The teachers should guide and motivate the students to increase their interest to learn through writing to improving and use basic YouTube

offline on the writing text in teaching writing in order to present interesting activities and something different will be more enjoying for the students. The teacher should give more opportunity to the students to practice their writing ability.

3. The next researcher should use Basic Youtube Offline as a medium to improve the students writing ability. It also can motivate and make student interest an more active. The next researcher is suggested to use Basic Youtube offline by applying another technique in teaching writing.

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APPENDIX A

Instrument

Pre-test

Direction:

Make a narrative paragraph by using your own word based on the video “cita-cita setinggi tanah”!

Post-test

Make a narrative paragraph by using your own word based on the video “Joyce”!

APPENDIX B

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1

Alokasi Waktu : 2 x 45 menit

Topik Pembelajaran : Teks Berbentuk Narrative

Standar Kompetensi Menulis

6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

6.1.1 mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks tulis essai berebentuk prosedur, recount, dan narrative teks.

Indikator Pencapaian

 Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

I. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

 Mengidentifikasi kejadian dalam teks yang dibaca

 Menghasilkan teks berbentuk narrative II. Materi Pokok

Film pendek “Kebohongan seorang ayah”

III.Metode Pembelajaran/Teknik:

3 phase technique

IV.Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan

 Mengucap salam

 Mengecek kehadiran siswa

 Melakukan apersepsi Kegiatan Inti

 Guru menjelaskan general struktur narrative text

 guru memperlihatkan film pendek yang berjudul ”kebohongan seorang ayah”

 siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton

 guru memberikan koreksi

 guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya

 siswa membuat kembali tugas akhir Kegiatan Penutup

 Bersama-sama dengan peserta didik membuat rangkuman atau

Kesimpulan materi yang telah dipelajari

 Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan

V. Sumber/Bahan/Alat

 Sumber : Youtube offline

 Media : LCD, laptop

VI. Instrument

Make a narrative paragraph with use story based on the picture VII. Penilaian

Rubric penilaian

Content 86-100

71-85 56-70

<55

Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.

Fair to poor, limited knowledge

Very poor class not showed knowledge

Organization 86-100

71-85

56-70

<55

Excellent to very good; influent express idea clearly

Good to average; somewhat choppy-loosely organized but main idea stand out

Fair to poor; not fluent idea

Very poor; does not communicate, not organization

Makassar, Juni 2016 Mahasiswa

Putri Herma Sari

APPENDIX C

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1

Alokasi Waktu : 2 x 45 menit

Topik Pembelajaran : Teks Berbentuk Narrative

Standar Kompetensi Menulis

6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

Indikator Pencapaian

 Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

III. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

 Mengidentifikasi kejadian dalam teks yang dibaca

 Menghasilkan teks berbentuk narrative IV. Materi Pokok

Film pendek “ripple”

III.Metode Pembelajaran/Teknik:

3 phase technique

IV.Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan

 Mengucap salam

 Mengecek kehadiran siswa

 Melakukan apersepsi Kegiatan Inti

 Guru menjelaskan general struktur narrative text

 guru memperlihatkan film pendek yang berjudul ”ripple”

 siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton

 guru memberikan koreksi

 guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya

 siswa membuat kembali tugas akhir Kegiatan Penutup

 Bersama-sama dengan peserta didik membuat rangkuman atau

Kesimpulan materi yang telah dipelajari

 Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan

V. Sumber/Bahan/Alat

 Sumber : Youtube offline

 Media : LCD, laptop

VI. Instrument

Make a narrative paragraph with use story based on the picture VII. Penilaian

Rubric penilaian

Content 86-100

71-85 56-70

<55

Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.

Fair to poor, limited knowledge

Very poor class not showed knowledge

Organization 86-100

71-85

56-70

<55

Excellent to very good; influent express idea clearly

Good to average; somewhat choppy-loosely organized but main idea stand out

Fair to poor; not fluent idea

Very poor; does not communicate, not organization

Makassar, Juni 2016 Mahasiswa

Putri Herma Sari

APPENDIX D

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1

Alokasi Waktu : 2 x 45 menit

Topik Pembelajaran : Teks Berbentuk Narrative

Standar Kompetensi Menulis

6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

Indikator Pencapaian

 Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

V. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

 Mengidentifikasi kejadian dalam teks yang dibaca

 Menghasilkan teks berbentuk narrative VI. Materi Pokok

Film pendek “ulang tahun”

III.Metode Pembelajaran/Teknik:

3 phase technique

IV.Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan

 Mengucap salam

 Mengecek kehadiran siswa

 Melakukan apersepsi Kegiatan Inti

 Guru menjelaskan general struktur narrative text

 guru memperlihatkan film pendek yang berjudul ”ulang tahun”

 siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton

 guru memberikan koreksi

 guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya

 siswa membuat kembali tugas akhir Kegiatan Penutup

 Bersama-sama dengan peserta didik membuat rangkuman atau

Kesimpulan materi yang telah dipelajari

 Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan

V. Sumber/Bahan/Alat

 Sumber : Youtube offline

 Media : LCD, laptop

VI. Instrument

Make a narrative paragraph with use story based on the video!

VII. Penilaian

Rubric penilaian

Content 86-100

71-85 56-70

<55

Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.

Fair to poor, limited knowledge

Very poor class not showed knowledge

Organization 86-100

71-85

56-70

<55

Excellent to very good; influent express idea clearly

Good to average; somewhat choppy-loosely organized but main idea stand out

Fair to poor; not fluent idea

Very poor; does not communicate, not organization

Makassar, Juni 2016 Mahasiswa

Putri Herma Sari

APPENDIX E

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Nama Sekolah : SMPN 5 Enrekang Mata Pelajaran : Bahasa Inggris Kelas/Semester : VII/ 1

Alokasi Waktu : 2 x 45 menit

Topik Pembelajaran : Teks Berbentuk Narrative

Standar Kompetensi Menulis

6.1 mengungkapkan makna dalam teks tulis fungsional pendek dan essai sederhana berbentuk recount, narrative, dan procedur dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan.

Kompetensi Dasar

Indikator Pencapaian

 Mengungkapkan makna dan langkah-langkah retorika teks tulis essai secara akurat, lancar, dan berterima dalam konteks kehidupan sehari-hari.

VII. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat :

 Mengidentifikasi kejadian dalam teks yang dibaca

 Menghasilkan teks berbentuk narrative VIII. Materi Pokok

Film pendek “sepatu lumpur from indonesia”

III.Metode Pembelajaran/Teknik:

3 phase technique

IV.Langkah-langkah Kegiatan Pembelajaran

Kegiatan Pendahuluan

 Mengucap salam

 Mengecek kehadiran siswa

 Melakukan apersepsi Kegiatan Inti

 Guru menjelaskan general struktur narrative text

 guru memperlihatkan film pendek yang berjudul ”sepatu lumpur from indonesia”

 siswa membuat paragraph narrative (penjelasan tentang topik, urutan kejadian, pembelajaran apa yang diambil dalam cerita) berdasarkan film yang telah ditonton

 guru memberikan koreksi

 guru memperlihatkan kembali film penek kepada siswa. Agar siswa dapat memperbaiki tugasnya

 siswa membuat kembali tugas akhir Kegiatan Penutup

 Bersama-sama dengan peserta didik membuat rangkuman atau

Kesimpulan materi yang telah dipelajari

 Melakukan penilaian terhadap kegiatan yang sudah dilaksanakan

V. Sumber/Bahan/Alat

 Sumber : Youtube offline

 Media : LCD, laptop

VI. Instrument

Make a narrative paragraph with use story based on the video!

VII. Penilaian

Rubric penilaian

Content 86-100

71-85 56-70

<55

Excellent to very good knowledge, substance Good to average, some knowledge of subject title substance, etc.

Fair to poor, limited knowledge

Very poor class not showed knowledge

Organization 86-100

71-85

56-70

<55

Excellent to very good; influent express idea clearly

Good to average; somewhat choppy-loosely organized but main idea stand out

Fair to poor; not fluent idea

Very poor; does not communicate, not organization

Makassar, Juni 2016 Mahasiswa

Putri Herma Sari

APPENDICES F

The List Name of the Students of class VII-A, SMPN 5 Enrekang

No Sample Code

1 Ade Setiawan S-1

2 Ahmad Rijal S-2

3 Ahmat Fikar S-3

4 Aidil S-4

5 Alif Muharram S-5

6 Andi Rayhan Atillah El R. S-6

7 Dimas S-7

8 Faisal Rahim S-8

9 Gusrizal Aresky S-9

10 Helmy Hidayat S-10

11 Mohammad Rizal S-11

12 Muh. Sigit Fahrezi S-12

13 Muhammad Fahrul Islam S-13

14 Muhammad Jenal S-14

15 Rahmat Hidayat S-15

16 Riswan Faisal S-16

17 Rudi S-17

18 Wisman Syairih S-18

19 Al Fitra Ifana Fatri S-19

20 Arini Alvrionita S-20

21 Cindy Aprilya S-21

22 Devyani Juansari S-22

23 Enis Puspitasari S-23

24 Fiqriatul Al Gibtiyah S-24

25 Hasni S-25

26 Junita Angraini S-26

27 Jusmulia R. S-27

28 Musriani S-28

29 Nadia S-29

30 Sabrina Salsabella S-30

31 Sri Nona S-31

32 Sri Wahyuni Arya S-32

33 Winda Harlubis S-33

APPENDICES G

THE RATE PERCENTAGE OF THE PRETEST AND POSTTEST

a. content

Score Classification

Pre-test Post-test

F % F %

100-86 Very Good 0 0% 0 0%

85-71 Good 0 0% 12 36.36%

70-56 Fair 0 0% 21 63.63%

55-41 Poor 15 45.45% 0 0%

Below 40 Very poor 18 54.54% 0 0%

Total 33 100 33 100

b. organization

Score Classification

Pre test Post-test

F % F %

100-86 Very Good - 0 - 0

85-71 Good - 0 14 42.42

70-56 Fair 7 21.21 14 42.42

55-41 Poor 12 36.36 5 15.15

Below 40

Very poor ₁₄ _42.42 _- ₀

Total 33 100 33 100

APPENDICES H

NO Name Content Organization

Pre test Post test Pre test Post test

1 S-1 30 60 30 50

2 S-2 55 75 40 60

3 S-3 40 70 30 60

4 S-4 25 65 70 80

5 S-5 50 70 60 70

6 S-6 55 80 40 60

7 S-7 30 75 50 60

8 S-8 35 75 50 75

9 S-9 20 60 60 80

10 S-10 35 75 50 65

11 S-11 35 80 50 75

12 S-12 30 65 50 80

13 S-13 30 70 65 80

14 S-14 25 70 60 75

15 S-15 25 65 60 75

16 S-16 50 75 30 50

17 S-17 55 80 40 60

18 S-18 50 70 40 70

19 S-19 35 65 50 75

20 S-20 40 70 30 60

21 S-21 40 60 55 80

22 S-22 40 70 40 70

23 S-23 45 80 50 75

24 S-24 45 70 50 75

25 S-25 45 75 50 80

26 S-26 45 60 65 80

27 S-27 50 65 25 45

28 S-28 50 70 30 50

29 S-29 55 80 50 75

30 S-30 50 70 20 50

31 S-31 45 75 30 60

32 S-32 30 65 25 60

33 S-33 30 65 50 65

Total 1320 2300 1495 2225

Mean Score ₄₀ 69.69 45.3 67.42

SD 10,3 18,85 13.22 10.83

APPENDICES I

No Name Content

Pre-test Classify Post-test Classify

1 S-1 30 Very Poor 60 Fair

2 S-2 55 Poor 75 Good

3 S-3 40 Very Poor 70 Fair

4 S-4 25 Very Poor 65 Fair

5 S-5 50 Poor 70 Fair

6 S-6 55 Poor 80 Good

7 S-7 30 Very Poor 75 Good

8 S-8 35 Very Poor 75 Good

9 S-9 20 Very Poor 60 Fair

10 S-10 35 Very Poor 75 Good

11 S-11 35 Very Poor 80 Good

12 S-12 30 Very Poor 65 Fair

13 S-13 30 Very Poor 70 Fair

14 S-14 25 Very Poor 70 Fair

15 S-15 25 Very Poor 65 Fair

16 S-16 50 Poor 75 Good

17 S-17 55 Poor 80 Good

18 S-18 50 Poor 70 Fair

19 S-19 35 Very Poor 65 Fair

20 S-20 40 Very Poor 70 Fair

21 S-21 40 Very Poor 60 Fair

22 S-22 40 Very Poor 70 Fair

23 S-23 45 Poor 80 Good

24 S-24 45 Poor 70 Fair

25 S-25 45 Poor 75 Good

26 S-26 45 Poor 60 Fair

27 S-27 50 Poor 65 Fair

28 S-28 50 Poor 70 Fair

29 S-29 55 Poor 80 Good

30 S-30 50 Poor 70 Fair

31 S-31 45 Poor 75 Good

32 S-32 30 Very Poor 65 Fair

33 S-33 30 Very Poor 65 Fair

APPENDICES J

No Name Organization

Pre-test Classify Post-test Classify

1 S-1 30 Very poor 50 Poor

2 S-2 40 Very poor 60 Fair

3 S-3 30 Very poor 60 Fair

4 S-4 70 Fair 80 Good

5 S-5 60 Fair 70 Fair

6 S-6 40 Very Poor 60 Fair

7 S-7 50 Poor 60 Fair

8 S-8 50 Poor 75 Good

9 S-9 60 Fair 80 Good

10 S-10 50 Poor 65 Fair

11 S-11 50 Poor 75 Fair

12 S-12 50 Poor 80 Good

13 S-13 65 Fair 80 Good

14 S-14 60 Fair 75 Good

15 S-15 60 Fair 75 Good

16 S-16 30 Very Poor 50 Poor

17 S-17 40 Very Poor 60 Fair

18 S-18 40 Very Poor 70 Fair

19 S-19 50 Poor 75 Good

20 S-20 30 Very Poor 60 Fair

21 S-21 55 Poor 80 Good

22 S-22 40 Very Poor 70 Fair

23 S-23 50 Poor 75 Good

24 S-24 50 Poor 75 Good

25 S-25 50 Poor 80 Good

26 S-26 65 Fair 80 Good

27 S-27 25 Very poor 45 Poor

28 S-28 30 Very Poor 50 Poor

29 S-29 50 Poor 75 Good

30 S-30 20 Very poor 50 Poor

31 S-31 30 Very Poor 60 Fair

32 S-32 25 Very Poor 60 Fair

33 S-33 50 Poor 65 Fair

APPENDICES K

Students’ Writing Narrative Text Result in Term of Content

Sample Pre-test Post-test D D²

X1 X² X^2-X1

S-1 30 60 30 900

S-2 55 75 20 400

S-3 40 70 30 900

S-4 25 65 40 1600

S-5 50 70 20 400

S-6 55 80 25 625

S-7 30 75 45 2025

S-8 35 75 40 1600

S-9 20 60 40 1600

S-10 35 75 40 1600

S-11 35 80 45 2025

S-12 30 65 35 1225

S-13 30 70 40 1600

S-14 25 70 45 2025

S-15 25 65 40 1600

S-16 50 75 25 625

S-17 55 80 25 625

S-18 50 70 20 400

S-19 35 65 30 900

S-20 40 70 30 900

S-21 40 60 20 400

S-22 40 70 30 900

S-23 45 80 35 1225

S-24 45 70 25 625

S-25 45 75 30 900

S-26 45 60 15 225

S-27 50 65 15 225

S-28 50 70 20 400

S-29 55 80 25 625

S-30 50 70 20 400

S-31 45 75 30 900

S-32 30 65 35 1225

S-33 30 65 35 1225

∑ 1320 2300 1000 32850

APPENDICES L

Students’ Writing Narrative Text Result in Term of Organization

Sample Pre-test Post-test D D²

X1 X² X^2-X1

S-1 30 50 20 400

S-2 40 60 20 400

S-3 30 60 30 900

S-4 70 80 10 100

S-5 60 70 10 100

S-6 40 60 20 400

S-7 50 60 10 100

S-8 50 75 25 625

S-9 60 80 20 400

S-10 50 65 15 225

S-11 50 75 25 625

S-12 50 80 30 900

S-13 65 80 15 225

S-14 60 75 15 225

S-15 60 75 15 225

S-16 30 50 20 400

S-17 40 60 20 400

S-18 40 70 30 900

S-19 50 75 25 625

S-20 30 60 30 900

S-21 55 80 25 625

S-22 40 70 30 900

S-23 50 75 25 625

S-24 50 75 25 625

S-25 50 80 30 900

S-26 65 80 25 625

S-27 25 45 20 400

S-28 30 50 20 400

S-29 50 75 25 625

S-30 20 50 30 900

S-31 30 60 30 900

S-32 25 60 35 1225

S-33 50 65 15 225

∑ 1320 2300 740 18050

APPENDIX M

THE DISTRIBUTION OF T-TABLE

C.10 0.5 0.1 0.01

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19

6.314 2.920 2.353 2.132 2.015 1.943 1.895 1.860 1.833 1.812 1.796 1.782 1.771 1.761 1.753 1.746 1.740 1.734 1.729

12.706 4.803 3.182 2.776 2.571 2.447 2.365 2.306 2.262 2.228 2.201 2.179 2.160 2.145 2.131 2.120 2.110 2.101 2.093

63.657 9.925 5.841 4.604 4.032 3.707 3.499 3.355 3.250 3.169 3.106 3.055 3.012 2.977 2.947 2.921 2.898 2.878 2.861

636.619 31.598 12.921 8.610 6.809 5.959 5.408 5.041 4.781 4.587 4.437 4.318 4.221 4.110 4.073 4.025 3.965 3.922 3.883

20 21 22 23 24 25 26 27 28 29 30 40 60 120

1.725 1.721 1.717 1.714 1.711 1.708 1.706 1.703 1.701 1.699 1.697 1.684 1.671 1.658 1.645

2.086 2.080 2.074 2.069 2.064 2.060 2.056 2.052 2.048 2.045 2.042 2.021 2.000 1.980 1.960

2.845 2.831 2.819 2.807 2.797 2.787 2.779 2.771 2.763 2.756 2.750 2.704 2.660 2.617 2.579

3.850 3.819 3.792 3.767 3.745 3.725 3.707 3.690 3.674 3.659 3.646 3.551 3.460 3.373 3.291

APPENDICES N

CALCULATING

1. Mean Score

The formula of mean score:

N X _



Where:

X = Mean score

x = The sum of all score N = Total number of students The mean score of pretest

a. Content 33

1320 X

= 40

b. Organization 33

1495 X

= 45.3

The mean score of posttest a. content

 2300 X

= 69.69 b. organization

 2225 X

= 67.42

2. T-test a. Content The formula:

t =

 





2 2





 N N

N D D

Where:

T = Test of Significant D = The means score

∑ D = The sum of total score of difference

D2 = The square of the sum score of difference N = The total number of students

Note:

D =^∑

= =

^30,30

∑ D = 1000 D2 =328500 N = 33 t =

 

1 33 33

33 328500 1000

30 , 30



t =

 

³²

33 33 1000000 32850

30 , 30



t =

1000 30303 32850

30 , 30



t =

=

2,547= 1,59

t = 1.59 30 , 30

t = 19,05

b. Organization The formula:

t =

 





2 2





 N N

N D D

Where:

T = Test of Significant D = The means score

∑ D = The sum of total score of difference D = The square of the sum score of difference2

N = The total number of students Note:

D =^∑

= =

^22.42

∑ D =740 D =2 18050

N = 33 t =

 

1 33 33

33 18050 740

42 . 22



t =

 

³²

33 33 547600 18050

42 . 22



t =

1056 16593 18050

42 . 22



t =

=

_√1.37^{= 1.17}

t = 1.17 43 . 22

t = 19.16

CURRICULUM VITAE

Putri Herma Sari was born on December 28^th, 1994 in Enrekang. She is the first child of Abd. Malik and Herlina. She has three brothers.

She began her study in Elementary School (SD Negeri 71 Riso) in 2006. Then she continued her study to Junior High School (SMP Negeri 1 Enrekang) in 2009. In the same year, she continued her study to Senior High School (SMA Negeri 1 Enrekang) and grauated in 2012. After finishing her study at senior high school, she was admitted to the English Department of Faculty of Teacher Training and Education in 2012, State Muhammadiyah University of Makassar.

Dalam dokumen the use of basic youtube offline in impoving the students (Halaman 49-97)