THE APPLICATION OF PRESENTATION, PRACTICE, PRODUCTION (PPP) TECHNIQUE TOWARD STUDENTS' VOCABULARY ACHIEVEMENT

THE APPLICATION OF PRESENTATION, PRACTICE, PRODUCTION (PPP) TECHNIQUE TOWARD STUDENTS’ VOCABULARY ACHIEVEMENT (An Experimental Research on Eleventh Grade Students of SMA N 1 Kramat in the Academic Year of 2016/2017) RESEARCH PROJECT Submitted as Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan in English Education by NOVI NUR SOFAN NPM 1613500061 ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY PANCASAKTI UNIVERSITY TEGAL 2017 1i ii iii iii iv iv v MOTTO AND DEDICATION Motto  I cannot do everything, but still I can do something. Because I cannot do everything I will not refuse to do the something that I can do. (Helen Keller).  If you want to get the best, follow the best person. Dedication I lovingly dedicate this thesis to:  My beloved father and my lovely mother. Thanks for your support, motivation, attention, material,  and your prayer.  Sofan). Thanks for your support and motivation.  My brother (M Ali Sofan), my sister (Nur Yulia My big Family, thanks for support. My best friends at Liqo Salsabila. Thanks for your support, for making my days beautiful and  colorful.  Program. Thank so much for your helped. My beloved friends in English Education My beloved friends in campus. Thanks so much for your help. Don’t forget me. v ACKNOWLEDGEMENT In the name of Allah, the Beneficent, the Merciful. Praise be to Allah, the Cherisher and Sustainer of the world, who has given the researcher many things such as chance to learn, strength, motivation and guidance for the researcher, therefore this Research Project can be finished thoroughly. Peace and blessing be upon to Prophet Muhammad SAW, his families, his relatives and followers. This Research Project entitled “The Effect of Presentation, Practice, Production (PPP) Technique toward Students’ Vocabulary Achievement for The First Grade Students of Senior High School” is written to fulfill one of the requirements to obtain the sarjana degree at the English Education Department of Teacher, Training and Education Faculty of Pancasakti University Tegal. the researcherwould special thanks to these following people: 1. Prof. Dr. H. Wahyono, S.H. M.S. as the Rector of Pancasakti University, Tegal. 2. Drs. Masfuad E.S, M.Pd. as the dean of Teacher Training and Education Faculty, Pancasakti University, Tegal. 3. H. Sumartono, M.Pd, and Yuvita, M.Pd. as the Head and Secretary of English Education Program of Teacher Training and Education Faculty of Pancasakti University Tegal. 4. Drs. H. Rofiudin, M.Humas the First Advisor, who has given advice, guidance, correction, suggestion and information to finish this Research Project. 5. Yulia Nur Ekawati, M.Pd, as the Second Advisor, who has given guidance, advice, motivation and suggestion for the researcher in writing this Research Project. vi vii 6. All lecturers in the English Department of Teacher Training and Education of Pancasakti University Tegal, who have given a lot of knowledge for the researcher. 7. Drs. Budhi Hilali, as the Headmaster of SMA N 1 Kramat, who has given the researcher permission to do the thesis research. 8. Eny Khusnul.H.,M.Pd, as English teacher of SMA N 1 Kramat who always helped me to do theResearch Project. 9. All students of SMA N 1 Kramat, who have helped me to do this research report. 10. All of People that the researcher can’t mention one by one who have given to finish research project. This research project would not finish without contribution from the people around. The researcher says sorry for any mistakes and the researcher’s bad behavior during the research project arrangement. The researcher expects that all favor that she/he has done will be considered as a good will by Allah SWT. The researcher realizes that this research projectis far better. Therefore, critics and suggestions are needed to make this research project. Tegal, 6th July 2017 The Researcher vii viii ABSTRACT SOFAN, NOVI NUR. 2017. The Application of Presentation, Practice, Production (PPP) Technique Toward Students’ Vocabulary Achievement(An Experimental Research on Eleventh GradeStudents of SMA N 1 Kramat in the Academic Year of 2016/2017). A research Project. English Department of Teacher Training and Education Faculty. Pancasakti University Tegal. Advisor I: Rofiudin, M.Hum, Advisor II:Yulia Nur Ekawati, M.Pd. Keyword: Presentation, Practice, Vocabulary Achievement. Production (PPP) Technique, Students’ PPP technique is the simple way to teach foreign language, especially in communicative classroom. As the named, PPP consists of three steps they are presentation, practice and production. The objective of this research is to find out whether the application of PPP technique gives positive effect to students’ vocabulary achievement of the EleventhGradeStudents of SMA N 1 Kramat in the Academic year of 2016/2017. Based on review of related theories and theoretical framework,the hypothesis of this research is the application of PPP technique will give positive effect toward students’ vocabulary achievement of the Eleventh grade of SMA N 1 Kramat in the Academic year of 2016/2017. The sample of this research is 62 students. They are divided into two groups. Each group contains 32 students. This research used random sampling technique to take the samples. The instrument used in this research is test. The type of test used is multiple choices with 5 options (A, B, C, D or E). The number of the test is 50 items done in 90 minutes. The researcher conducted try out test on 32 students who have the same ability with research samples to determine the validity and reliability of the test instrument. Data analysis is tested by using t-test, to test the average difference of two groups. The t-table is 1,670 the 5% significance level and degrees of freedom df= 32 + 32 – 2 = 62 so, t is higher than t-table (6,933>1,670).The calculation data obtained alternative hypothesis of this research is accepted. Based on the result of this study, it is concluded that the application of PPP technique gives positive effect toward students’ vocabulary achievement of the Eleventh GradeStudents of SMA N 1 Kramat in the Academic year of 2016/2017.After doing the research, theresearcher has some suggestions to improve the students’ vocabulary competences such as the teacher should be used many medium to attack students’ attention and the teacher might develop the PPP technique by variant activities such as combine the PPP technique with games or role-plays. viii ix ABSTRAK SOFAN,NOVI NUR.2017. Penerapan Teknik Presentasi, Praktek, Produksi (PPP)terhadapKemampuan Kosa Kata Siswa(Suatu Penelitian Eksperimen pada Siswa Kelas Sebelas di SMA N 1 Kramat pada Tahun Ajaran 2016/2017). Skripsi. Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan Universitas Pancasakti Tegal. Pembimbing I:Rofiudin, M.Hum, Pembimbing II:YuliaNurEkawati, M.Pd. Kata kunci: PenerapanTeknik PPP, Pencapaian Kosakata Siswa PPP adalah suatu teknik mengajar bahasa asing yang sederhana dan tepat untuk diterapkan di kelas komunikasi.Seperti dengan namanya, PPP memiliki tiga tahapan yaitu tahapan presentasi, praktek dan produksi.Tujuan dari penelitian ini adalah untuk mencari apakah penerapan teknik PPP dapat memberikan efek yang positif terhadap pencapaian kosakata siswa SMA N 1 Kramat Tahun Ajaran 2016/2017.Berdasarkan pada teori dan kerangka berfikir, hipotesis dari penelitian ini yaitu Penerapan teknik PPP akan memberikan efek yang positif terhadap pencapaian kosakata siswa SMA N 1 Kramat Tahun Ajaran 2016/2017. Jumlah sempel dalam peneliitian ini adalah 62 sempel.Peneliti menggunakan teknik acak dalam pengambilan sampelnya. Instrumen yang digunakan dalam penelitian ini yaitu test.Tipe tes tersebut yaitu pilihan ganda dengan 5 macam pilihan (A, B, C, D dan E).Soal berjumlah 50 dan dikerjakan dengan durasi 90 menit. Peneliti memberikan tes uji coba kepada 32 siswa yang mempunyai pencapaian sama dengan sampel penelitian untuk menentukan validitas dan reliabilitas instrumen penelitian dengan menggunakan rumus Korelasi product Moment-Pearson. Analisis data menggunakan t-test untuk mengetahui perbedaan antar dua kelompok. Hasil uji t-test menunjukan bahwa t-hitung 6,933 dan t-table pada tingkat signifikan 5% dan df= 32 + 32 – 2 =62 yaitu 1,670. Jadi, t-hitung lebih besar dari t-table (6,933>1,670).Hal ini membuktikan bahwa hipotesis penelitian tersebut diterima.Kesimpulan dari penelitian ini yaitu penerapan teknik PPP dapat memberikan efek positif terhadap pencapaian kosakata siswa SMA N 1 Kramat. Setelah melakukan penelitian peneliti mempunyai beberapa saran untuk meningkatkan kemampuan kosa kata siswa yaitu: guru sebaiknya menggunakan berbagai media pembelajaran untuk menarik perhatian siswa dan guru sebaiknya mengembangkan teknik PPP dengan kegiatan pembelajaran yang bervariasi seperti menggabungkan teknik PPP dengan permainan atau bermain peran. ix x LIST OF CONTENT COVER .................................................................................... .................. i AGREEMENT........................................................................................... ii APPROVAL............................................................................................... iii STATEMENT OF ORIGINALITY ........................................................ iv MOTTO AND DEDICATION ................................................................. v ACKNOWLEDGEMENT ........................................................................ vi ABSTRACT ............................................................................................... viii ABSTRAK ................................................................................................. ix LIST OF CONTENT ................................................................................ x LIST OF APPENDICES........................................................................... xiii LIST OF TABLE....................................................................................... xiv CHAPTER I INTRODUCTION .............................................................. 1 A. Background of the Problems ......................................................... 1 B. Identification of the Problems ....................................................... 3 C. Limitation of the Problems ............................................................ 4 D. Statement of the Problem .............................................................. 4 E. Objectives of the Research ............................................................ 4 F. Significances of the study .............................................................. 5 CHAPTER II REVIEW OF RELATED LITERATURE ..................... 6 A. Review of Related Theories .......................................................... 6 1. Previous Studies ......................................................................... 6 2. English for Senior High School .................................................. 8 a. The Nature of Teaching ......................................................... 8 b. English Materials on 2006 Curriculum ................................ 9 c. The Important of Vocabulary in Senior High School…....... 11 3. Presentation, Practice, Production Theories ............................... 11 a. General Concept of PPP Technique .................................... 11 x xi b. The Principles of PPP Techniqe.......................................... 14 c. The Features and Steps Implementing of PPP Technique. . 15 d. The Activities in PPP Technique ........................................ 19 e. The Application of PPP Technique ..................................... 20 f. The Strengths and Weakness of PPP Technique........ ........ 21 4. Vocabulary Theories................................................................... 22 a. The Nature of Vocabulary ................................................. 22 b. The Importance of Vocabulary in Senior High School ...... 24 c. The Factors of Students’ Difficulties in Studying Vocabulary.. 26 d. The Kinds of Vocabulary .................................................. 27 e. Vocabulary Mastery .......................................................... 28 f. Assessing Vocabulary........................................................ 34 B. Theoretical Framework ................................................................. 35 C. Hypothesis ..................................................................................... 37 CHAPTER III RESEARCH METHODOLOGY .................................. 52 A. Research Approach, Type and Design of the Research ............... 38 B. Population, Sample, and Technique of Sampling ........................ 40 C. Research Variables ....................................................................... 41 D. Data Collecting Technique ........................................................... 41 E. Research Instrument ..................................................................... 42 F. Technique of Analyzing Data ...................................................... 47 CHAPTER IV RESEARCH FINDING AND DISCSUSSION ............. 52 A. Data Description ......................................................................... 52 B. Pre Data Analysis ....................................................................... 60 C. Data Analysis .............................................................................. 63 D. Discussion on the Result of Data Analysis ................................ 67 CHAPTER V CONCLUSSION AND SUGESTIONS ........................... 71 A. Conclusion .................................................................................. 71 B. Suggestion .................................................................................. 72 xi xii REFERENCES ............................................................................................ xii 73 xiii LIST OF APPENDICES 1. Documentation .......................................................................................... 76 2. Syllabus ..................................................................................................... 80 3. Lesson Plan ............................................................................................... 82 4. The List of Students’ name ....................................................................... 120 5. The Instrument of Try-Out ........................................................................ 123 6. The Instruments of Pre-Test and Post-Test ............................................... 129 7. Answers Key ............................................................................................. 134 8. The Letters ................................................................................................ 158 xiii xiv LIST OF TABLES 1. The Validity Test .......................................................................................... 136 2. The Reliability Test ...................................................................................... 137 3. The Result of Homogeneity Test ................................................................ 140 4. The Result of Normality Test ..................................................................... 146 5. Standard Deviation ....................................................................................... 150 6. T-Table .......................................................................................................... 152 7. r Product Moment table ............................................................................... 154 8. Liliefors Table .............................................................................................. 155 9. Chi Quadrate Table ...................................................................................... 156 xiv CHAPTER l INTRODUCTION There are several points in chapter l containing background of the problems, identification of the problems, limitation of the problems, statement of the problem, objective the research and significances of the research. A. Background of the Problems Vocabulary plays an important role in teaching English as foreign language since without vocabulary the students would difficult to understanding the texts, conversations and deliver their ideas. In order to communicate well in English, students should learn many words and study how to use the words correctly. Through using vocabulary, the students could get new information and they are able to transfer their ideas easily to the other people. Vocabulary must be learnt by the students, since vocabulary is important elements in language. Thronbury (2004 :1) said that all language had the words to communicate with the others people. English vocabulary would influence students’ understanding in English subject for example, in listening, the students would find new words in tape or recorders, songs, monologues, conversations and teacher’ explanations. By listening, the students would improve vocabulary mastery quickly. In reading, students’ vocabulary would help them to comprehend a text and paragraph. 1 2 Based on my survey in SMA N 1 Kramat, the researcher found some problems which related to the vocabulary teaching learning process such as, the used of traditional technique to teach the students’ vocabulary that created students bored. Traditional technique is the process of looking for the difficult words by underlined the words then, find out the meaning on dictionary. Furthermore, the teacher asked to the students to memorize the words. In contrast, the students were easy to forget the vocabulary. Those problems must be solved since the students would be difficult to continue for the next level of English materials. Based on phenomenon above, the researcher would try to find the effective solution to teaching vocabulary. Presentation, Practice, Production (PPP) technique is the effective technique in teaching vocabulary for senior high school. Harmer (1991:64) said that Presentation, Practice, Production technique is popular technique in communicative classroom. Presentation, Practice, Production technique has three stage. The first is Presentation, the students would focus to listen the teacher’ explanation about the materials. Second, the teacher asks to the students regard the exercises and gives some feedback to them. The last is learning activity, the teacher and the students were making conclusions of the materials. Presentation, Practice, Production technique could make an enjoyable environment. Students would enjoy in learning vocabulary and practice the vocabulary directly in the classroom. For teaching vocabulary, Presentation, Practice, 3 Production technique is more interesting technique than traditional technique. In Presentation, Practice, Production (PPP) technique, the students has part in teaching learning process. They were learning by doing, it would improve students’ vocabulary mastery. Considering the previous explanation, the researcher wanted to know about the application of Presentation, Practice, Production (PPP) technique toward students’ vocabulary achievement. Therefore, the researcher would like to take a research entitled“ THE APPLICATION OF PRESENTATION, PRACTICE, PRODUCTION TECHNIQUE TOWARD STUDENTS’ VOCABULARY ACHIEVEMENT (An Experimental Research on Eleventh Grade Students of SMA N 1 Kramat in the Academic Year of 2016/2017)’’. B. Identification of the Problems Based on the background above, the researcher indentified the problems which related to the research. The problems are identified as follow: a. The eleventh grade students of SMA N 1 Kramat did not have motivation to learn vocabulary. They have difficulties in memorizing the new words. b. The teacher did not know how to make students interested in lesson. The teacher applied a traditional technique by looking for difficult words and finding the meaning in the dictionary. Furthermore, the teacher asked to the students to 4 memorize the words. It makes students bored and unmotivated to learn English vocabulary. c. The students are needed other resources to enrich their knowledge since there were various English materials. Nevertheless, the teacher is mostly taken the materials from course book and LKS (Lembar Kerja Siswa). C. Limitation of the Problem Based on the background and identification of the problems, there are several problems related to teaching vocabulary. Nevertheless, the researcher is only limited on finding the positive effects of applying Presentation, Practice, and Production (PPP) technique in teaching vocabulary achievement. The researcher used this technique since PPP technique was rarely used to teach vocabulary. The researcher limits the vocabulary achievement only on words meaning such as Nouns, Adverbs, Verbs, Synonyms and Anthonyms. D. Statement of the Problem The statement of the problem is “Does the application of PPP technique give a positive effect toward students’ vocabulary achievement on eleventh grade students of SMA N 1 Kramat in the Academic year of 2016/2017?’’. E. Objective of the Research The objective of the research is to find out the positive effects of applying Presentation, Practice, Production (PPP) technique toward students’ vocabulary 5 achievement in vocabulary teaching learning process of eleventh grade students at SMA N 1 Kramat. F. Significances of the Research It is expected that this research contributes some significant progress in teaching vocabulary. The theoretical significances of this research such as, the students would be easy to study vocabulary because the teacher used PPP technique. Moreover, this research also help the teacher got new information about PPP technique, it can help them in teaching learning process, and for the others researcher, this research is useful to be reference in their research. Moreover, the practically significances of this research are; the research could give the students motivation to study English and help them to improve their vocabulary achievement. Furthermore, for the teacher, the Presentation, Practice, Production (PPP) technique could be created good atmosphere in teaching learning process since, this technique made well communication between teacher and students. At last for the other researcher, this research would give inspiration in their project which is same type. CHAPTER II REVIEW OF RELATED THEORIES, THEORETICAL FRAMEWORK AND HYPOTHESIS In this chapter, the research would like to explain about review of related theories, theoretical framework and hypothesis. A. Review of Related Theories 1. Previous Studies The research about Presentation, Practice, and Production (PPP) Technique has done by Izzah (2010) entitled “The Use of PPP (Presentation, Practice, and Production) Technique to Improve Writing Skill”. The research explained about the application of Presentation, Practice, and Production (PPP) Technique in teaching writing skill. She conducted the research in March 2013 at tenth grade students of MAAL MA’ARIF Singosari Malang. She used Presentation, Practice, and Production (PPP) Technique to teach writing skill in order to improve the students’ writing skill. She said that the tenth grade students of MAAL MA’ARIF Singosari have some problems when the students made paragraphs such as difficult to express the idea for their essay, difficult to correlate the sentence based on the topic sentence, and difficult to understand the new materials. Therefore, the researcher used Presentation, Practice, and Production (PPP) Technique to solve the problems. This study got the improving on students’ writing skill. The average of students’ achievement is 77.5. 6 7 The others research which is about Presentation, Practice, Production (PPP) Technique has done by Lagalo (2013) her research has entitled “The Application of PPP Method to Increase Students’ Speaking Ability ( A Research Conducted at The Tenth Grade Students of MAN BATUDAA in 2012/2013 Academic Years)”. This researcher explained that the use of Presentation, Practice, and Production (PPP) Method gave positive effect on students’ speaking ability. The result showed that t count (6, 29) significances tlist (2, 014) with the level = 0, 05 and df = (n1 + n2 – 2) = (24 + 24 -2) = 46. It meant, the method can increase students’ speaking ability with the influence of Presentation, Practice, Production (PPP) Method from pre-test to post-test is 7,35%. Moreover, Inawati (2010) also had observed about Presentation, Practice, Production Technique entitiled ”Improving Reading Skill Using Presentation, Practice And Production Technique in The First Year of Smp N 3surakarta”. She implemanted the presentation, practice, and production technique in teaching reading skill. She gave them Pre-test and Post-tes, t and the resulut of pre-test is 5,2 that score got before treatment. In post-test, the average of score is 7,6 that score got after treatment. The result of those test indicates that the students have improvement in reading skill. In order word, the teaching reading skill used presentation, practice and production technique was successful. In conclusion, the Presentation, Practice, Production Terchnique can be applied in teaching foreign language. In brief, the application of PPP technique in teaching English as second language was giving positive effect. By PPP technique the students are able to 8 improve their writing’ skill, increase their speaking skill and improve their reading skill.Whereas, on the researcher’ study which is title “THE EFFECT OF PRESENTATION, PRACTICE, PRODUCTION (PPP) TECHNIQUE TOWARD STUDENTS’ VOCABULARY ACHIEVEMENT FOR THE FIRST GRADE STUDENTS OF SENIOR HIGH SCHOOL (An Experimental Research in SMA N 1 Kramat in the Academic Year of 2016/2017)”. It found that PPP technique was suitable technique in teaching vocabulary since, the students could spend the time to practice the vocabulary directly after they got new language. Hence, the PPP technique could be applied to teach all skills on English language. 2. English for Senior High School a. The Nature of Teaching Teaching is transferring information and knowledge to the pupils or giving instruction to the students how to do something. According to Leo in Niki (2016:24) teaching has eight components which were related to each other. He said that teaching stands for: 1) Treat students as they are. 2) Encourage them to learn. 3) Activate their mind involves the attitude, the knowledge, and the skill. 4) Coordinate their activities. 5) Heighten their curiosity. 6) Infuse them with optimism. 7) Nature their ambition. 9 8) Guarantee their ambition. Indeed, teaching is process interaction between teacher and students to transfer the knowledge and information in the environment or to guide the learning process. Teaching English as second language is the activity to transfer the knowledge to the students. The teacher should activate the students to develop their skills especially, the four skills of English. That is obligation of English teacher has good characteristics and good skills both knowledge and practically. b. English Materials on 2016 Curriculum Based on my survey at SMA N 1 Kramat, the school used 2006 curriculum. The materials in syllabus for Eleventh grade students are Narrative Text, Spoof Text, and Hortatory Exposition Text. The indicators in syllabus are the students should comprehend the texts, identify the structure, retell the story and find out the similar meaning in the texts. Moreover, in 2006 curriculum English subject has four skills such as listening, speaking, reading and writing. According to the syllabus document, they are several of Standard Competence and Learning Materials of English Subject on Eleventh Grade Students for Senior High School, in the Second Semester they are: The Standard Competences in English subject they are: 1) Students should comprehend the functional texts and monologues on Narrative, Spoof and Hortatory Exposition in daily life context. 10 2) The students should express the meaning of conversation texts between transactional and interpersonal and sustained in daily life. 3) The students should comprehend the meaning of short functional texts (Narrative, Spoof and Hortatory Exposition) in daily life context to access the knowledge. 4) The students should express the meaning of short functional texts and essays as Narrative, Spoof and Hortatory Exposition in daily life context. Moreover, the English learning materials for Eleventh Grade Students as follows: 1) Responding to expressions of congratulating and complimenting. 2) Responding to Narrative texts. 3) Performing a monologue about functional texts. 4) Identifying meanings and information in texts. 5) Developing a paragraph based on the pictures. The materials above show that vocabulary competency can be seen in standard competence and the indicators. In others words, the students are able to use grammar, vocabulary, punctuation correctly in the types of the texts and functional texts such as Narrative, Spoof, Hortatory Exposition, Banner, Pamphlet, etc. All of the indicators above need words to identify and words related to vocabulary. It means the students should know the vocabulary first. 11 c. The Importance of Vocabulary in Senior High School Broomley (2004:3-4) states that vocabulary is central of teaching learning process. The students who has rich vocabularies, they would easy to understand the materials faster than the students who has poor vocabulary. In addition, vocabulary ability might help students’ comprehension about 74% of English materials. Furthermore, the students who are rich vocabularies, they have a large of conceptual knowledge and easy to study English. Vocabulary ability is extreme important to comprehend the materials. Based on 2006 curriculum the materials in teaching learning process are about the genres or the texts such as Narratives, Hortatory Exposition, Spoof etc. Moreover, the vocabulary ability is giving influence in students’ interpetation to the texts, that could help them receive the ideas. In brief, English vocabulary is very important. The students should get attention to the vocabulary teaching. Hence, the teacher helps the students to memorize the vocabulary by many ways for example teaching vocabulary by Presentation, Practice, Production (PPP) technique, games and the use of multimedia tools to learn vocabulary. 3. Presentation, Practice, Production (PPP) Technique Theories a. General Concept of PPP technique Teaching technique is very important in learning vocabulary, the suitable technique would help the students to easy study English vocabulary. According 12 to Harmer on lzzah (2013: 24) said that PPP technique is the simple way to teach foreign language, especially in communicative classroom. The students would communicate well, if they have rich vocabulary. The new teachers which were applied PPP technique in their class room, they were often getting successes. As the name, PPP technique has three components such as; Presentation is the presenting materials to the students, this component needed the time about 65 to 90 percent of learning activity. Practice is the teacher gave the students exercises time to know how far students’ progress towards understanding materials which was presented, the teacher might help the students to do the exercises. At last, production is highest than practice stage since, the teacher evaluated the students about the material mastery and in this step the students should do the exercises by themselves. According to Lagolo (2013:5) Presentation, Practice, Production (PPP) technique has several concepts they are: a) Presentation The materials which are appeared in presentation are a grammar structure, and vocabularies. It usually consists of dialogues, illustrating the target items acted out by teacher, reading activity from text book or heard on tape. b) Practice The students practices what they have recently learnt in controlled way. Furthermore, the students tried to practice it as orally and then written. 13 c) Production Production is the stage which is the students used the topic of the day freely and they applied the topic and show their ability with role playing or a letter. Moreover, PPP technique had proposed as one of alternative technique in teaching learning process. The materials which are suitable with this technique is not only about grammar but also some vocabularies and pronunciation. PPP technique is standing for teaching all English skills. While the teacher explained about the materials, the students would read and listened to the teacher’ explanation then, they would receive the materials as productive form as written or spoken. It showed that PPP technique could minimize the mistakes on learning activity. The best learning is while the teacher not only gave the materials but also gave them the opportunity to develop the other English skills. Saroh (2013:3) said that PPP is a technique for teaching structure (e.g grammar or vocabulary) in foreign language. PPP technique is able to stimulate the students to practice target language as spoken or written. As the name of PPP technique, it divided into tree phrases, moving from tight teacher control toward greater learner freedom. 14 b. The Principles of PPP Technique Presentation, Practice, Production (PPP) technique is the technique of teaching specific language. Harmer (2007:66) said that there are the principles of Presentation, Practice, Production (PPP) technique, as follows: 1. The target language is coming first. 2. This technique does not only focus on Grammar and the current lesson but also vocabulary and pronunciation. 3. The teacher is centre or teaching learning process except during production stage. 4. This technique leads from accuracy to fluency and the students practice what they have learnt by spoken then written. 5. Students’ activities are repeating the words or sentences, and applying the language in the classroom. 6. The teacher help them to translate the difficult words by the illustration. In conclusion, Presentation, Practice, Production (PPP) technique is extremely effective way to teach a language at lower levels in the small class. There are several characteristic of effective teaching by PPP technique such as: (1) The teacher is planning the materials based on curriculum.(2) Student has big expectation for study. (3) The instruction and teacher’ explanation is clear and focus. (4) The students’ progress is monitor closely. (5) The student retaught while they were misunderstanding about the materials. (6) There are 15 personal interaction between the teacher and students. (7) Giving rewords to the students. c. The Features and Steps Implementing of PPP Technique PPP technique has tree phrases, every phrases had specific purposed such as: (1) The purposes of presentation phrase are: to give the students’ concept about the materials which are relevance of new language, to present the meaning and check their understanding. (2) The purposes of practice stage are: to build students’ confidence in new language and provide maximum practice in controlled. (3) The proposes of production phrase are: to give the opportunity to the students use the language in freer more creative ways, to check how much students receive the materials, to motivate the student, can be used for revisions or diagnostic purposes. According to Carrion (2012:21) PPP technique has several features they are: 1) The goal of PPP technique is to teach a specific language and meaning. 2) In a PPP cycle of the presentation stage, the teacher introduced the target language first. 3) The student activities are simple repetition, drills, manipulate and applied the language. 4) In PPP cycle, the examples are made up to illustrate a single language item. 5) The teacher works as a monitor in production stage. 6) The students are dependent to the teacher. 16 Those are the features of PPP technique during students’ learning activities. Besides that, according to Read Corel’ article mention that PPP technique has several important features on presentation phrase, practice phrase and production phrase. The explanation as follows: 1. On Presentation Phrase a) The teacher presents materials clearly, natural, and relevant with context. b) The teacher gives motivation to the students. c) The teacher gives them the example how to make sentences as grammatical correctly and teacher as informant. d) The degree of control in this stage is high control and teacher as a model. e) The teacher presents the material correctly and the students have corrected grasp of the form. 2. On Practice Phrase a) The teacher gives the students clear and realistic prompts. b) The teacher makes the students to talking maximized (applied a target language). c) Teacher as conductor and corrector. d) The degree of control in this stage is very control and students have limited choice. e) The correction is done by the teacher or self-correction. 3. On Production Phrase a) They work together at their own peace. b) The students may do a mistake. 17 c) The teacher as monitor, advisor, and encouragement. d) The degree of control in this stage is grater element of freedom. e) There is no interference by teacher in this stage. Students individually do the exercises. Furthermore, According to Feira (2010:1) the steps of implementing PPP technique as follow: 1) Presentation stage Presentation stage has two steps. First, an introductory activity as warmup activity, this activity is usually created to take students’ attention to the topic which will discuss together in the classroom. Second, an introduction of the language, for example, if the aim of the lesson is to teach Narrative texts, the teacher might ask to the students about some stories from their village or country then, the teacher writes the example of legend on white board. Furthermore, the teacher shows the picture about narrative text and explains it to the students. 2) Practice stage Practice stage is focus on form. The students are practiced the materials under the teacher’s controlled. The students re-explain about Narrative text. If there were some mistakes in pronounce the words. The teacher is directly to correct them by repeating the words or opening audio dictionary to make students understand more clearly. 18 3) Production stage The production stage is focus on fluency of the students’ comprehension about the materials. For example, the production of Narrative text such as, the students are able to complete the paragraph with suitable vocabulary and find out the synonym and antonym of the words. According to Niki (2016:4) PPP technique is one of the common technique to teach English in the classroom. She explained that presentation is teacher’s responsibility. In this phrase, the teacher presented the words, structure or new target materials. The teacher can use the appropriate media such as pictures. Therefore, the teacher has role in presentation phrase. Students were active and dominate the activity in the practice phrase. They practiced it by repeat the words or sentences and the teacher gave them more explanation to the students who are unclear with the materials. The teacher also gave correction when the students made an error. Beside that, Production is the time to students had done extra assignment. It could increase their skills. In this stage the students may use their information to create their product. The following example is design of PPP class on teaching Narrative text. 1. Presentation The teacher presented the materials to the students by using pictures or power point presentation on LCD. The teacher started to explain about 19 “Narrative text” furthermore, she showed the pictures about the legend of Prambana Temple to make students more clearly about the story. 2. Practice The teacher asked the students to repeat the sentences individually and the teacher corrected any mistakes that she heard. For example of practice stage: Teacher : “Mytha, repeat this sentences “Roro Jongrang was standing under tree” . Student : “RoroJongrang was standing under tree” . Teacher “ Good, Mytha!” 3. Production The end point of PPP cycle is production or other hand called “immediate creativity”. Here, students used the new language (present continuous tense) in their sentences by own language as written. Those are the example of PPP technique design in the classroom activity while the student studied about Narrative text for Eleventh Students. d. The Activities in PPP Technique The fun activities would create students easy to memorable the materials. There are several activities to help students practice new vocabulary in classroom such as: (a) Creating role-plays. (b) Playing games for example bingo game, 20 crossword, or scrabble, (c) Matching pictures with words, and (d) Creating stories. Playing games help the students to consolidate their knowledge with the game activity. Furthermore, game could keep memory stimulated in a fun way. The activities in production stage such as dialogues, dramas (for example, the students play the parts of a hotel receptionist and guest), question and answer in groups/pairs, discussions and debates, summarising a story, gap fill exercises and matching pictures to words. The typical activities in Presentation phrase are the teacher builds up of appropriate situational for applied new language and the students repeated the sentences with teacher’ help. In practice phrase, the activities are drills (choral or individual), 2-4 lines dialogues and information or opinion gap. In production phrase, the typical activities such as applied a game, role-play, discourse chains and discussion. e. The Application of PPP Technique This technique is very interesting in teaching learning process. It stimulated the effective activity in the class. Presentation, Practice, Production (PPP) technique is popular technique in teaching technique in the academician. Lagolo (2013:5) said that there are three procedures of Presentation, Practice, Production (PPP) technique they are: First, Presentation stage, presentation is the process of deliver the materials, the teacher gave the information to the students. This stage is about introduction of the materials by simple explanations, short 21 question answer, short videos or colour full picture and demonstrations. The teacher should make up “realistic” situation to use new language. To present new language, it depended on teachers’ creativity. Nevertheless, presentations should be meaningful, memorable and realistic. Second, Practice stage, this is middle stage toward production stage. It focused on teacher and students activities. The teacher and the students are working together to practice and applying the materials in the exercises items to make students familiar with the new language. For example, answering the questions, drilling the sentences or words and role playing. The teacher might give them motivation to build their confidence. Third , Production stage, this stage is focus on students performance, they shows their ability to the teacher from their project which are already done. Then, the teacher evaluated how far students’ comprehend the materials and give them feedback. Belinda (2012:20) said that the good example of effective production activities such as; make real situational by role-plays, debates, discussions, problem solving, narratives, descriptions, quizzes and games. In thus activities the students is central of the activity. In conclusion, the application of PPP technique created the students felt enjoyable in teaching learning process since, the PPP technique has consolidate the learning process with the game etc. f. The Strengths and Weaknesses of PPP Technique Vystavelova (2009:30) states that using Presentation, Practice, Production (PPP) technique has some strengths they are; (1) The teacher would easy to deliver the materials for the students clearly and simply. (2) The teacher has well 22 preparation since the materials is used for the lesson are ordered from simplest to the most difficult. (3) The last is the type of activities is arranged from the teacher controlled to the least controlled. Therefore, they have opportunity in learning process, the students freely to practice the language by themselves. (4) The technique is suitable for beginner students that communication is effective. Niki (2016:41) mentions that PPP technique has several weaknesses they are: (1) The technique is not suitable for advance students. (2) The teacher should prepare the materials well.(3) The teacher need long time to prepare the media for teaching English lesson. In conclusion, Presentation, Practice, Production (PPP) technique has positive points and negative points. Nevertheless, Presentation, Practice, Production (PPP) technique is interesting technique in teaching English Vocabulary. 4. Vocabulary Theories a. The Nature of Vocabulary Vocabulary is a heart of languages, vocabulary takes as fundamental role in English as foreign language. Therefore, definitions of vocabulary are proposed by some experts. Richard and Schmidt (2002:580) argue that vocabulary is a set of lexemes, including single word, compound words and idioms. Single word is the word which is standing by self for instance beautiful, study, and magazine. Then, 23 compound words are the words which are combining with the other words such as credit-card, baby-sitter,alarm-clock, good-looking,and well-known. Moreover, idioms are the sentences that have particular meaning for instance break a leg it meant good luck. Furthermore, vocabulary is defined by Hatch and Brown (1995) states that the term of vocabulary is refers to a list of words in particular language or the words which is used by the speakers as language. On other hand, vocabulary is a group of words in every language which is used by the people. According to Ur (1996: 60) the term “words” here means that the new of vocabulary maybe more than a single words in other words, vocabulary is the words which made up from two words or more words which is having a single meaning. For example father-in-law and police office, which are made up from more than one words nevertheless, it is expressed a single definition or idea. Another case there are also compound words called as multi-word idioms, for example call it a day. To express meaning of words, phrases and sentences, the people used vocabulary. Nevertheless, the structure and vocabulary has several function as the instruments to the expressing meaning. The vocabulary as the element of the language has influenced to the students capacity language. Vocabulary is a word that is used by people when they talk about the conversation in daily activities or kinds of topics. It is important to realize that the vocabulary should be developed 24 by learners. Moreover, they had used the vocabulary in every conversation to express their ideas. Vocabulary is an important component in learning English. It needs to be learned in language learning. Vocabulary is words which are used to communicate in speaking and written language. It means that vocabulary is a word that people used to communicate. People could be communicated easily if they knew the meaning of any words to make a sentence in a conversation therefore, the listener may understand English language or meaning while interactions to the other people. It is impossible, they can understand what they have read, write or speak in the target language without understanding the meaning. Vocabulary is one of the language components which should be mastered. Vocabulary is something which is used for expressing our ideas in our minds not only in speaking but also in writing. Mastering vocabulary is very important for students as a basic skill. The students have mastered the vocabulary and practiced English continuously. Students who have many vocabularies, they would feel confident and easier to master four skills, but if they have less vocabulary, they would find difficulties to understand meaning and master the four skills in English lesson. b. The Importance of Vocabulary in Senior High School Bromley (2004:3-4) states that vocabulary is central of teaching learning process. The student who has rich vocabularies, they would easy to understand the materials faster than the students who has poor vocabulary. In addition, 25 vocabulary ability might help students’ comprehension about 74% English materials. The students who have poor vocabulary would get lower’ score on achievement test then the student who has rich vocabularies. Vocabulary ability is importance component to comprehend the materials. Based on 2006 curriculum the materials in teaching learning process are about the genres or the texts such as Narratives, Hortatory Exposition, Spoof etc. Moreover, the vocabulary ability is giving influence in students’ interpetation to the texts, that could help them receive the ideas. From definitions above, it can be concluded that vocabulary refers to the set of words in particular language such as single word and compound words. This research conducted on eleventh grade students of SMA N 1 Kramat as the subject and English Vocabulary as an object. Vocabulary in this research is limited into a list of English vocabulary which is related to the theme that should be taught in term of identification the word and information in Narrative texts, Spoof text and Hortatory Exposition text. In brief, English vocabulary is very important. The students should get attention to the vocabulary teaching. Hence, the teacher helps the students to memorize the vocabulary by many ways for example teaching vocabulary by Presentation, Practice, Production (PPP) technique, games and the use of multimedia tools to learn vocabulary. 26 c. The Factors of Students’ Difficulties in Studying Vocabulary In French, vocabulary is called vocabulaire, in Italian is called vocabolario and in English is vocabulary. Because of vocabulary is important in our life, it makes the people learn vocabulary by hard. Nevertheless, the learner is difficult to study vocabulary since the vocabulary has several factors which created vocabulary difficult. Thronbury (2004 :27) explained that the factors are: 1) Pronunciation English language has different pronunciation with Indonesian language. Therefore, the students feel difficult to pronounce that words. 2) Spelling There are some words in English has some similar spell and silent letters. That created the students misunderstanding between listener and speaker. 3) Length and complexity There are some longer and complex sentences. It makes students difficult to get the meaning. 4) Grammar English language has a rule of words. Some words can change become certain that uses in a sentence. This form sometimes make the students feel confuse to understand. 27 5) Meaning The students confuse when they did not understand the meaning. Sometimes it happens if a word has more than one meaning. 6) Range, connotation and idiomaticity The words that can be used in a wide range of contexts will generally be perceived as easier than their compared to synonyms with a narrow range. The connotation meaning in every city is different that could the students difficult to interpretation the language. In conclusion the factors which created vocabulary difficult are: Pronunciation the words, how to right spelling, the length and complexity, how to apply right grammar, the lacks of identify the meaning of words and the range, connotation and idomaticity of words. d. Kinds of Vocabulary According to Nation (2001:24) vocabulary is divided into two kinds, they are: perceptive vocabulary and productive vocabulary. Perceptive vocabulary is the words that native speakers and foreign students recognize and understand. Nevertheless, the words are used infrequently. Perceptive vocabulary can be found in listening or reading. Productive vocabulary is producing the words to produce the form such as report, letter and memo. It also could be found in writing or speaking. 28 Moreover, vocabularies consist of four kinds such as (1) Reading vocabulary, it is the vocabulary find in the text. (2) Listening vocabulary is the words which were heard and listened. (3) Speaking vocabulary is the vocabulary which used for communicate to the other people. (4) Writing vocabulary is the word which has high frequency to use in the some form such as the word which is used to write on magazine, letters, newspaper, and writing essays. e. Vocabulary Mastery Vocabulary is one of the language aspects which should be learnt. Hence, before the students studies English, they should know vocabulary first. Learn vocabulary is needed long process therefore, the teacher should teach them patiently. Harmer (2001:16) said that there are several aspects which discussed in English vocabulary mastery such as synonym and antonym. Furthermore, the grammar of words which is comprises noun, verb, adjective and adverb. The explanation is as follow: 1. The Words Meaning The meaning can be classified into three forms, such as lexical meaning, morphological meaning, and syntactic meaning. Lexical meaning is the meaning that attaches to words as word. For example, the meaning of a building for human habitation that references to house is lexical meaning. Morphological meaning is the meaning that related to morpheme. Morpheme is the smallest unit of linguistic meaning. Furthermore syntactic meaning is arrangement words 29 in a sentence which consists of complete structure, and the sentences are understandable. Harmer (2001:16) said that there are some aspects that have to discussed in vocabulary, such as word meaning (synonym, antonym etc), and word classes. The words meaning as follows: 1) Synonym The term synonymy derives from Greek :syn and nymy. Those part are meant “same and name”. In other word synonyms is sameness of meaning, more than one word having the same meaning. For examples: the synonym of teacher is a person which is teaching at school, the synonym of faithful person is pigeon, the synonym of “Stella is writing a letter” is “ A letter is being written by Stella”, and the synonym of boasted is dishonest. 2) Antonym Antonym is the opposite of meaning. The term antonym come from Greek “ant and nyms” it means “opposite + name’’. In other words antonym is the words which has meant in contrast. According to Saeed (1997:66), there are four kinds of Antonyms such as: a) Simple Antonym is a relation between the words such as the positive words implies the negative words, for examples: Dead >< Alive Pass >< Fail 30 Hit >< Miss. b) Gradable Antonymis a relationship between opposites of the words nevertheless imply the negative of the others, this synonym usually find in adjective form, for examples: Rich >< Poor Young >< Old Beautiful >< Ugly Hot >< Cold Long >< Short Clever >< Stupid c) Reserve Antonym is related between terms describing movement and process which the words has opposite direction, for examples: Come >< Go Up >< Down In >< Out Right >< Left Fill >< Empty d) Converses Antonym is a relation between two entities from alternate view points, as in the pairs, for examples: Own >< Belong to Above >< Below Employer><Employee 31 According to Thornbury (2004:3) Word classes are divided into seven criteria such as noun, verb, adjective, adverb, preposition, conjunction and determiner. The explanation as follows: 1) Noun Noun is part of speech that identifies a place, thing, the idea and person. Moreover, nouns have singular and plural form for examples; Common noun : President Proper noun : JokoWidodo Common noun : Police Proper noun : Mr. Jack Singular : Book Plural : Books 2) Verb Verb is the words which are showed what the subject is doing. These words talked about the action of any nouns. For examples: She buys the shoes every month, he cleaned the table and they are walking to the square. 32 3) Adjective Adjective is the explanation of the words, adjective is standing for describe the words more clearly. There are several types of adjectives as follows: a. Possessive adjective are used to show the possession they are; my, your, our, her, his, their. For examples: Please take her book and put it on your table. My bike was broken by her child. b. Proper adjective is an adjective formed from proper noun. For instances; Javanese food, could water, happy baby. c. Descriptive adjective is used to give more specific explanation about the size, colour, and material of the thing such as animal, person and place. For examples; she brings a pink hand bag, she brushed her long brown hair, he gives me a beautiful jasmine. d. Numeral adjective is adjective words which express the number of person or thing. For example: She reads twonovel, they have learnt many language, most children like chocolate, Stella buys seven pencils e. Quantitative adjective is an adjective which is explained the quantity of thing. For instances; She eats the whole apple, he spent his allmoney, they have alittle book. f. Distributive adjective is expressed the distribution of nouns. For examples; 33 Each one of you should support this cause, every boy has one or two pets. g. Interactive adjective is an adjective word to make the questions. For examples; which music do you like? , which flower do you choose?. h. Demonstrative adjective is an adjective which used to show something. For examples; I like these (t-shirt), I like that (book). 4) Adverb Adverb is word or phrases which are given more explanation or added the meaning of verbs, adjectives, adverbs or entire sentences. They are kinds of adverbs: a. Adverb of time for instance: every days, every weeks etc. b. Adverb of place for instance: at home, at market, at campus etc. c. Adverb of frequency for instance: usually, always. d. Adverb of degreefor instance: very quiet, faster, better. e. Adverb are the part of sentences which related with the function, such as; although, even through, therefore.etc. f. Adverb of manner, such as well, better, etc. 5) Preposition Preposition is the words which are followed by nouns, or noun constructions and the whole phrase those from modifies some other word in the sentences. For examples: appointment with, approach to, cause of, in a room, on the wall, in April, and at night. 34 6) Conjunction Conjunction is used to the relation word other, clause, and phrase, for examples; or, but, while, whereas, however, in contrast, also, since, as and, so. 7) Pronoun Pronoun is refers to the replacement of noun. For example she, he, it, they, 8) Determiner Noun Determiner is expressions that signal the presence or the possibility of the presence of a following noun. In conclusion, the words classes are containing noun, verb, adjective, adverb, preposition, conjunction, pronoun and determiner. f. Assessing Vocabulary Read John (2000:3) said that assessing vocabulary is standing to monitor the students’ progress in learning vocabulary and assess how adequate their vocabulary applied in their communication. The examples of test in assessing vocabulary as follows: 1. Multiple choices are the test taker should choose the correct answer. 2. Completion is the test taker should write in the missing word. 3. Translation is the test taker should give the translation into the target language or in the first language of underlined word. 4. Matching is the test taker matched word the suitable meaning. 35 In conclusion, to assess the vocabulary the researcher can be used the variant test such as multiple choices, completion, translation and matching. B. Theoretical Framework Vocabulary is one of the important parts of language. Therefore, the students might be learnt English vocabulary. Broomley (2004:3-4) states that vocabulary is central of teaching learning process in English lesson. English has four skills such as listening, reading, speaking and writing. All of those skills will be easily reached if the students understand the meaning of the words. Eleventh grade students at SMA N 1 Kramat have several problems which are related to vocabulary skills. The problems are the students had not motivation in learning vocabulary, they had difficult to memorize new words. The teacher is used traditional technique and the students are needs the other resources to enrich their knowledge about English. Based on that explanation, the teachers should choose the best way to teach English vocabulary. Therefore, this technique could improve their motivation in learning vocabulary. Presentation, Practice, Production (PPP) technique is interesting technique since the learning process not only teacher as central but also students the students as the central of teaching learning process. Moreover, the used of Presentation, Practice, Production (PPP) technique could be created communicative situation in teaching learning process. From the theories above, the researcher believed that applying Presentation, Practice, Production (PPP) technique could be improved the 36 students’ ability and motivation in teaching learning process. The theoretical framework could be described as follow: Vocabulary is a heart of language (Vocabulary is important element in learning a language) 1. The students had a lot of trouble to memorize the words. 2. The students feels bored to study vocabulary since the teacher is used traditional technique. The application of Presentation, Practice, Production technique could give positive effects on students’ vocabulary achievement. 1. It can be interesting technique to study vocabulary and memorize the words 2. Presentation, Practice, Production technique would be created an enjoyable environment of the classroom. 3. Presentation, Practice, Production technique would be help the students to study all English skills. 4. In this technique, the students can be studied by learning and doing. Figure 1 : Conceptual Framework 37 C. Hypothesis Based on the theoretical above, the reseacher will take the hypothesis such as; 1. There is no positive effect of Presentation, Practice, Production (PPP) technique toward students’ vocabulary achievement. 2. There is a positive effect of Presentation, Practice, Production (PPP) technique toward students’ vocabulary achievement. 38 CHAPTER III CHAPTER III RESEARCH METHODOLOGY Chapter III consists of approach, type and design of the research, population, sample and technique of sampling, research variables, data collecting technique, research instrument and technique of analyzing data. A. Approach, Type and Design of the Research 1. Research Approach In this research, the researcher used quantitative approach. Quantitative approach is concerned with the collection of data and data analysis in numerical form using statistical techniques. The researcher used number for collecting and analyzing data to show the result of this research. Quantitative research is the verification data which is explained the research by numeric, data, symbol and sign. In this approach all subjects in the research were measured both experiment class and control class. Furthermore, to check the improvement of vocabulary achievement, pre-test and post-test had been applied by the researcher. The purposed of pre-test is to get information how far students understood the materials before they gave them the treatment. The purposed of post-test is to find out the positive effects of students’ vocabulary ability achievement after they gave the treatment. It used to find out the students’ 38 39 achievement in vocabulary after they were taught using Presentation, Practice, Production technique. 2. The Type of Research The type of this research is experimental research since the researcher would find an influence of one treatment towards another treatment, and this research is used quantitative research. Quantitative research is the characteristics of experiment research. 3. The Design of Research In this research, the researcher used two group designs. The researcher took two classess, they are the experimental group and the control group. The experimental group given the treatment and the control group did not give the treatment. The procedures in the research instrument are first, the teacher gave try out test to the students in different group. After that the researcher gave the pre-test to experiment and control class. The researcher gave the experimental group a treatment by the application of Presentation, Practice Production (PPP) technique in teaching vocabulary and the control group did not apply PPP technique. Both of groups had same materials. Furthermore, the researcher gave Post-test to both of class. The descriptions as follows: XI.IPA 1 XI. IPA 2 O1 O3 X O2 O4 Figure 2: Research Design by Sugiono (2015:340) 40 Notes: XI.IPA 1 = Experimental Group XI.IPA 2 = Control Group X = Treatment O1 O3 = Pre-Test O2 O4 = Post-Test Based on description above, the researcher gave the treatment of PPP technique to experiment class and the control class did not give the treatment of PPP technique. B. Population, Sample and Technique of Sampling 1. Population in this Research The researcher took population of the research on the eleventh grade students of SMA N 1 Kramat in the Academic year of 2016/2017. The population in this research consists of 350 students. 2. The Sample in this Research The sample is the process of taking a part of the population with same characteristics. The researcher used random sampling to get the sample of the research. There are sixty four students from the population which would be taken by the researcher as sample of this research. Then the researcher devided samples into two groups. The first is experimental group which consists of thirty two students and the second is control group which consists of thirty two students. 3. Sampling Technique 41 The sampling technique is the step which is used by the researcher to gather people, places, or things to study. In this research, the researcher used cluster random sampling technique. Cluster random sampling is the way to choose the certain group (in class) at random without see the ability of the students itself. From the population, the researcher took X1.IPA1class as experimental class and XI.IPA2 as control class. C. Research Variables The variables in this research are independent variable and dependent variable. Independent variable is that factor which is influencing the other variable. Dependent variable is the variable which has influenced from the independent variable. According to this research title, the application of Presentation, Practice, and Production (PPP) technique is independent variable. The dependent variable of this research is students’ vocabulary achievement. D. Data Collecting Technique The researcher collected the data by vocabulary test. Data is important thing in the research to gather the information from the sample. The test was used for measure students’ vocabulary ability. The form of the test is multiple choices or objective test. Multiple-choice consists of the answering options are: A, B, C, D and E, then the tester should choice the best answer from the option. There are 32 students as experimental and 32 42 students as control. The data that got from the mark of test would be processed to get the final result of the study. Before conducting the test, the researcher has conducted try out test to get the validity and reliability of the instrument. After the instrument is valid and reliable, the pre-test had been given to both of groups. After that, the researcher started the research by applying Presentation, Practice, Production (PPP) technique in teaching students’ vocabulary in the experimental class and applying traditional technique in teaching students’ vocabulary in the control class. At the end of the lesson, the researcher applied post-test to both of groups. E. Research Instrument Instrument is a tool to get a data or information that the researcher needs to get the answer of the research. The data would be valid and reliable if the researcher chooses the right instrument. The researcher should design a valid and reliable instrument, because it can help the researcher to get the data with the best validity and reliability. In this research, the researcher used vocabulary test instrument. Vocabulary test used to find out whether or not there is positive effect in teaching vocabulary by Presentation, Practice, Production (PPP) technique. The researcher gave the students vocabulary test organized as multiple-choice question which consist of 50 questions with four options, those are A, B,C, D 43 and E. The good instrument of the research is the instruments are valid and reliable. The good instrument should consist of validity and reliability. This research used external validity since, the validity test would compare with the standard test such as middle-test’ score then analyze it. The reliable is to measure the constancy of the test. It means the test has stability and equivalent test. It means the tests whenever or wherever give to the test taker, and the result of the test is same. 1. Validity instrument To know the instrument is valid or not, the researcher used the External validity. Validity of the test which used in the research could be established using abbreviations of product moment correlation. The researcher used external validity because researcher would use variants method to calculate the data. In the external validity the researcher only compared the result of students’ score in try-out test with the other score with the same degree. Therefore, the researcher did not analyze the data item by item. The formulation is: rxy = √√ ∑ ∑ ∑ ∑ ∑ ∑ ∑ Notes: rxy = Coefficient of correlation between variable X and Y n = The students 44 x = The score of Tryout test y = The score of other test as criterion x2 = Quadrate number of x y2 = Quadrate number of y xy = Number of product from variable x and y The researcher used External Validity to find the result of Instrument Test. From the data the researcher found that x (The total score of Tryout test ) = 1588, y (The total score of Middle-test) = 2380, x2 (Quadrate x) = 82776, y2 (Quadrate y) = 179136, xy (Number of product from variable x and y) = 119176 and n = 32 students. The researcher calculated the data as follows: rxy = √ = √ = √ = √ = √ = ∑ ∑ ∑ ∑ ∑ – ∑ = 0,367 The result of external validity is 0,367 with n = 32 and = 5% that r- table was 0,349. It proved that the result of the rxy was higher than t-table 45 (0,367>0,349). Because the result of the external validity was higher than ttable so the validity is full fill requirement. 2. Reliability instrument The research used internal reliability since, this research need analysis, collecting data and interpretation. Furthermore, in internal reliability the researcher should analyze items by items of students’ vocabulary test. The researcher calculated the data by variant method to create the data clearly. To know the test reliable or not, the research used internal reliable by correlate with product moment. The formulation is: г½ ½ = √√ ∑ ∑ ∑ ∑ ∑ ∑ ∑ Notes: n x y x2 y2 = The students = First-half score = Last-half score = Quadrate number of x = Quadrate number of y xy = Number of product from Variable X and Y г½ ½ = Index correlation between two-half instruments To get an index reliability of instrument, it should use the formulation bellow: Г11 = г г 46 Notes : Г11 = Reliability of instrument г½ ½ = Index correlation between two-half instrument The researcher used internal reliability to find the result of Instrument Test. From the data the researcher found that x (First-Half Score) = 584, y (Last-Half Score) = 541, x2 (Quadrate x) = 10942, y2 (Quadrate y) = 9570, xy (Number of product from variable x and y) = 10169 n = 32 Students. г½ ½ = = √ ∑ ∑ ∑ ∑ √ = ∑ – ∑ – √ = = √ = 0,852 After that the researcher continued to calculate the data as follows: г11 = = = 0,920 The result of internal reliability is 0,920. With n = 32 and = 5% that r-table was 0,349. It proved that the result of the r11 was higher than t-table (0,920>0,349). Because the result of the internal reliability was higher than ttable so the reliability is full fill requirement. 47 F. Technique of Analyzing Data The researcher used the statistic formulate to measure students’ vocabulary achievement. The technique of analyzing data from the result of vocabulary test used the formulate bellows: 1. The Homogeneity of Sample Homogeneity test is standing to know about the similarity of sample. According to Sudjana (1975:261), homogeneity is the group variance similarity of the samples which are taken from the same population. The aim is to find whether there is significant difference mean between the samples. In this research, the researcher took score of post-test to know the homogeneity of sample distribution. To find out the homogeneity of the samples, the researcher used Bartlett Method and calculated it by Ms. Excel. The steps as follows: a) The researcher input the data of post-test from experiment class and control class. b) Then, the researcher created Bartlett table and calculated the data by Ms Excel. Sudjana (1975:264) said that to calculate the homogeneity test should make Bartlett table. The table as follows: No. respondent Name X X^2 1 S1 60 3600 2 S2 60 3600 Figure 3: Homogeneity 48 Samples Dk 1/dk 1 n1-1 1/ (n1-1) 2 n2-2 1/( n2-2) K nk-1 1/( nk-1) ∑ ∑ (ni-1) ∑ 1/( nk-1) - ∑ (ni-1) log. - Figure 4: Bartlett table 2. The Normality Test Normality test is standing to measure the normality of distribution the test. The researcher is used Liliefors type and counted it by Microsoft Excel 2007. The steps are: a) The researcher input the data score of the students b) The researcher counted x- ̅ (the score-mean) by the formulation: =C3-$C$36 c) The researcher counted Zi by the formulation: =D3/$C37 d) The researcher counted F(Zi) by the formulation: =NORMDIST(C3,C$36,C$37,A$34 e) The researcher counted S(Zi) by the formulation: =A3/$A$34 f) The researcher counted Lo by the formulation: =ABS(F3-G3) Those are the steps to calculate the data by Liliefors type used Ms Excel 2007. The table as follow: 49 No. Name X - Zi F(Zi) S(zi) Lo 1 s1 60 4.4375 -0.89747 0.184734 0.03125 0.153484 2 S2 60 4.4375 -0.89747 0.184734 0.0625 0.122234 Figure 5: Liliefors Table 3. The T-Test T-test is standing for looks whether any difference significant or not from two variables .the formulation is: t= ̅̅̅̅ √ ̅ Notes: t = Cost of t-calculation = Mean from the first group = Mean from the first group S = Variant both the first and the second group n1 = Sample total from the first group n2 = Sample total from the second group Before, calculate the T-test the researcher calculated the data used the formulation bellows: a. Mean ( ̅ is to know how well students’ score a whole on vocabulary skill, it used Mean formulate: Notes: ̅ = Mean ̅ ∑ 50 x = Individual score n = Number of students b. Median (Me) is the midpoint score in the data of the research. For examples: 6 6 7 8 8 9 9 9 9 9. The median of the data is score in the fifth and sixth suite, that is (8+9) : 2 = 8.5. c. Modus (Mo) is the score which have the high frequency to find in the test. d. The Deviation Standard is used for looking data homogeneity. The research used the formulation is : (The first step) √ (The second step) ∑ ̅ =( Notes: s = Standard Deviation = Deviation of quadrate mean n = Number of sample e. Variant is a measure of the average distance between each of set of data points and their mean value, equal to the sum of the squares of the deviation from the mean value. S2 = Notes: S2 = Variant S1 = Standard Deviation of group 1 51 S2 = Standard Deviation of group 2 n1 = Number of sample of group 1 n2 = Number of sample of group 2 52 CHAPTER IV RESEARCH FINDING AND DISCUSSION In this chapter, the researcher described the description of data, data analysis and discussion of data analysis. A. Data Description Based on the explanation in the previous chapter, the researcher has done this research on the Eleventh grade students of SMA N 1 Kramat in the Academic year of 2016/2017 on February to April. The data description explained about the application of Presentation, Practice, Production (PPP) Technique toward Students’ vocabulary achievement. In this research, the researcher taught two classes they are XI IPA 1 class which was given the treatment and XI IPA 2 class which was not given the treatment. Furthermore, the researcher gave the students materials about Narrative text, Spoof text, and Hortatory Exposition. The materials were based on the syllabus and lesson plan documents. The sample of this research took by cluster random sampling technique. The researcher took 64 students as the sample of the research. The sample is divided into two groups. Every group consists of 32 students. The researcher gave them the same topic. Nonetheless the researcher gave the students different technique in teaching learning process. The experimental class used PPP technique. Meanwhile, the control class did not use PPP technique. In the last step of the research, the researcher gave the vocabulary test to collect the data and 52 53 to know how far the effectiveness of applying PPP technique in teaching vocabulary for Senior High School. Furthermore, the process of this research is divided into four sessions they are try-out test, pre-test, treatment and post-test. They description as follows: 1. Try-Out The researcher created try out-instrument. The try-out was held on 7th February 2017, the test was multiple choices which consisted of 60 questions. The materials were Adjectives, Nouns, Adverbs, Synonyms and Antonyms on Narrative text, Spoof text, and Hortatory Exposition text. The researcher Try-out the instrument test to XI.IPA.5 class (non sample) to know whether the test instrument complete validity and reliability condition, before the instrument test used for pre-test. The students should do it in 90 minutes. 2. Pre-Test The researcher created pre-test instrument for both of class. The pre-test is the test which gave to the students before the researcher applied the treatment. The pre-test for experiment class was conducted on 11th February 2017 at 06.5508.30 A.M and Pre-test for control group at 08.30-10.00 A.M.The pre-test was held in the same day. In addition, the pre-test for experiment class had been given at the first and second time lesson, and the pre-test for control class had been given at the third and fourth time lesson.The test was multiple choices which consisted of 50 questions then, students should do it in 90 minutes. The purposed of Pre-test is to measure students’ vocabulary achievement before gave the treatment. 54 3. The Treatment in Experiment Class After the researcher created lesson plan, the researcher gave the treatment to the experimental class. The treatment conducted from 18th February 2017 until 1st April 2017, for eight meetings. The researcher applied PPP technique in teaching students. The researcher also created lesson plan based on syllabus document. The materials had been given when the treatment, they are Narrative text, Spoof text, Hortatory Exposition text and Active and Passive Voice. The first meeting of experimental class was held on18th February 2017, the researcher applied PPP technique to teach the students. The researcher reexplained the material about Narrative text. The theme was about the legend of Indonesia. The text contained of pictures. The researcher greeted and asked about the students’ condition. After that, the researcher checked the students’ attendance. Furthermore, the researcher started the lesson with several questions about the legend and fairy tale. The researcher showed them pictures about the legend and asked some students remember about one of story from their region. The researcher concluded the students’ story in English. Furthermore, the researcher explained about what Narrative texst are the aims, the generic structures, and the characteristics of it.The researcher gave the students picture about Roro Jongrang’ story. Then, the researcher gave them the reading text about the legend of Prambana temple and the students found out the difficult word based on the text and analyzed it about the categories of words such as noun, adjective, adverb or verb. 55 After the researcher explained Narrative text in previous meeting, in the second meeting which was held at 25th February 2017, the researcher applied PPP technique to re-explain the material about Narrative text shortly, and the researcher gave students a new text and the exercise to measure the students’ understanding. At last the students memorized the new words together. Since, the student has understood on Narrative text. In the third meeting was held at 4th March 2017, the researcher applied PPP technique to teach Spoof text. At the first, the the researcher stimulated the students’ curiousity and the researcher told about funny experience to them. Moreover, the researcher asked to the students about their funny experienced. The researcher explained about what are Spoof texts, the aims, the generic structures, and the characteristics of it. Then, the researcher gave the example. After the material had been explaIned, the researcher and the students discussed it together. As the resulted of discussion on the previous lesson, the researcher took point that the students still confused about spoof text. Therefore, in the fourth meeting which was held at 11th March 2017, the researcher applied PPP technique to teach the students. The researcher re-explained the material about Spoof text. At the first, the researcher gave the students new text and asked them to find out the antonyms in the new text. The researcher asked the students to use the new vocabulary in daily life and motivated them to memorize the vocabularies at home. Even though, the students had been known both Narrative and Spoof text, they should understand about the other genres of the text. Therefore, in the fifth 56 meeting was held at 23th March 2017, the researcher explained the material about Hortatory Exposition text used PPP technique. At the first, the researcher gave the information about hot issue or trending topic in society, the researcher asked the students’ opinion about that issue. Then, the researcher delivered the materials about the aim, generic structure, language features of Hortatory Exposition text. After that, the researcher gave them some exercises such as fill in the blank and true and false exercises. In the end of the meeting, the students should make an outline of essay to make a Hortatory Exposition text with the researcher’ controlled and asked them to continue their outline at home. To continue the previous lesson which was about Hortatory Exposition, in the sixth meeting which was held at 25th March 2017, the researcher applied PPP technique to teach the students. The researcher re-explained the material about Hortatory Exposition text shortly and asked them to make an essay based on their outline which was already prepared in the previous meeting. At first, the researcher gave several minutes to write an essay. Then the researcher asked the students to give their essay to another students for correction it is called peer editing. Moreover, the students returned the essay. Then, the researcher rechecked the students’ correction and gave them score. Due to the students has mastered genres of the text. The researcher gave them new topic in the seventh meeting. It was held at 30th March 2017, the researcher used PPP technique to teach the students.The researcher explained the material about Active and Passive Voice. At the first, The researcher gave a picture about someone cleans the floor and asked to the student “What do you 57 see” and the students answer “She cleans the floor”. Then, the researcher started to present the materials and gave them some examples of Active and Passive Voice. Last, the researcher share irregular verb tables to students for help them studied Active and Passive Voice. The last meeting was held at 1th April 2017 the researcher. The teacher used PPP technique to teach the students. The researcher re-explained the material about Active and Passive Voice, the researcher asked to the students created one example of Active and Passive Voice sentences. The researcher divided the students into five groups and asked them to do group project. The project was creating the sentences through making Active and Passive Voice also identifying the sentences which used Active and Passive Voice on paragraph. At the last, the students memorized the irregular verb together. 4. The Treatment in Control Class The treatment was begun at the 18th February 2017. The researcher explained the material about Narrative text and theme was about the legend. The text contained of picture. At the first, the researcher explained the material by asking the students to check the students’ knowledge and stimulated the students’ curiosity. The researcher discussed about what is Narrative text, the aim, the generic structure, and the characteristic of it. Then, the teacher gave example of Narrative text and translate it to Indonesian. The second meeting was held at 25th February 2017. The researcher reexplained the material about Narrative text. At the first, the researcher stimulated the students comprehention about Narrative text by giving several questions. 58 Then the researcher asked them to read a text and answer the exercises on students exercises’ book (LKS). Next, the researcher asked the students to write some vocabulary that they think, it was new for them. At last, the researcher assessed the students’ project. The third meeting was held at 4th March 2017. The researcher explained the material about Spoof text. At the first, the researcher explained the material by asking the students to check the students’ knowledge and stimulated the students’ curiosity. The researcher explained about what is Narrative text, the aim, the generic structure, and the characteristic of it. Then, the researcher gave example of those. The fourth meeting was held at 11th March 2017. The researcher reviewed the material about Spoof text. At the first, the researcher re-explained the material by asking the students about previous lesson. Then, the researcher re-presented the material. After that, the teacher asked the students to find-out the antonym of words which were underlined. The fifth meeting was held at 24th March 2017. The researcher gave the material about Hortatory Exposition. At the first, the researcher explained the material by asking them about the news today. Then the researcher started to present the material. Furthermore, the students wrote some vocabulary based on the text. The sixth meeting was held at 25th March 2017. The researcher reexplained the material about Hortatory Exposition text. At the first, the researcher asked someone about previous materials. Then the researcher re-explained the 59 materials. After that, the researcher asked the students to do some exercises on exercises’ book (LKS) and discussed it together. The seventh meeting was held at 31th March2017. The researcher gave the material about Active and Passive Voice. The researcher asked the student to give some examples of Active and Passive Voice sentences. Then, the researcher explained the material and gave them the formulation of Active and Passive Voice sentences and asked them to memorize irregular verb. The eighth meeting was held at 1th April 2017. The researcher re-explained the material about Active and Passive Voice. The first, the researcher asked to the student about irregular verb, then asked them to do the exercises on students’ exercises’ book. Then, the researcher discussed it together. At last session, the teacher asked to the students to come forward and memorized the irregular verb one by one. 5. Post-Test After the researcher finished all the treatment during eight meetings, the researcher gave post-test. It used for find out whether the students understood the material which had given by the researcher during eight meetings. The researcher gave them Post-test to know how far the students accepted the materials and to know the differences between the students who give the treatment of PPP technique in teaching vocabulary and the students who did not give the treatment of PPP technique. For experiment class (class XI.IPA 1) the post-test conducted on 8th April 2017. It was held at 06.55 A.M to 08.30 A.M and for control class 60 (XI.IPA.2) was held at 08.30 A.M to 10.00 A.M. The test was 50 multiple choices and it should do in 90 minutes. B. Pre Data Analysis The researcher conducted pre-analysis testing by using homogeneity test, normality test, variant and T-test. The description as follows: 1. Homogeneity Test Homogeneity test is standing to know about the similarity of sample. The aim was to find whether there is significant difference mean between the samples. In this research, the researcher took score of Post-Test test to know the homogeneity of sample distribution. The sample is told homogenous if the value of homogeneity-test(X^2count) is lower than Chi Quadrate (X^2Table) or X^2count<X^2Table. To find out the homogeneity of the samples, the researcher used Bartlett Test and correlated it to Chi Quadrate Table. The result of homogeneity both of the group is: Sample Experiment Class Control Class ∑ S^2 United Log s^2 United B (The value of B) X^2 count X^ 2 chi quadrate table Result Df 31 I/df 0.032258 39.08065 1211.5 1.59196172 (df) 49.35081346 31 0.032258 23.22177 719.875 1.3658954 42.34275733 1931.375 2.95785712 91.69357079 0.032101482 -1.493474916 62 62.30242 -0.024088305 -5.085818035 43,773 HOMOGENEOUS Table 6: Homogeneity both of group 61 From the table above, the researcher knew that the X^2count was -5.085. Then the researcher consulted into Chi Quadrate table with 5% significant level and the df between groups 1 and df within groups 62. The researcher found that the X^2count was -5.085. It proved that the result of the Chi Quadrate Table was lower than Chi Quadrate Count (-5,085>43,773). It meant the samples were homogeneous. 2. The Normality Test Normality Test is standing to measure the normality of distribution the test. The researcher is used Liliefors type and counted it by Microsoft Excel 2007. a. Normality Test of Post-Test on Experiment Class According to Appendixes Normality Test, the researcher resumed the data by Ms Excel as follows: ∑ = 2452 n = 32, S = 6.251451 L0 = 0.174108 I-Table = ̅ = 76.625, 5%= √ = 0,941 After the researcher calculated the data by Ms Excel, the result of normality test is 0,174. The researcher consulted it to I-table (Liliefors) with n = 32, = 5%. Then the researcher found that I-table is 0,941. It proved that the result of L0 (Normality Test) is lower than I-table (0,174< 0,941). It meant that the distributors of the instrument on Experiment class are normal. b. Normality Test of Post-Test on Control Class According to Appendixes Normality Test, the researcher resumed the data by Ms Excel as follows: 62 ∑ = 2142 n = 32, S = 4.818898 L0 = 0.181004 ̅ = 66.9375 I-Table = √ = 5% = 0,941 After the researcher calculated the data by Ms Excel, the result of normality test is 0,181. The researcher consulted it to I-table (Liliefors) with n = 32, =5%. Then the researcher found that I-table is 0,941. It proved that the result of L0 (Normality Test) is lower than I-table (0,181<0,941). It meant that the distributions of test on control class are normal. 3. Variant and T-Test To find out the united deviation standard both of class, the researcher used the united variant. The formula as follows: S2= = = = = = 31,3275 From the data above, the value of united variant of class 1 and class 2 were 31,3275. Furthermore, the value of united standard deviation (S) is √ 5,597 then the researcher tested the data by used t-test: t = ̅ √ ̅ = 63 = √ = √ = √ = = = 6,933 Based on the data, the T-test value is 6,933. Then, the researcher consulted it to t-table with = 32, 5% significant level and degree freedom (dk) = 32+32-2 = 62 and t-table is 1,670. It proved that the result of the t-test is higher than t-table (6,933>1,670). It meant that the null hypothesis (H0) is refused and the alternative hypothesis (Ha) is accepted. C. Data Analysis 1. The Result of Students’ Score in E periment Class Based on the post-test score the data of experiment group, it found mean, median, modus and deviation standard. The counted as follows: a) Mean(̅) ̅ ∑ = = 76,6 64 Based on the data, the mean value obtained is 76,6. b) Median (Me) The sequence of the data from the lowest to the highest score, as follows: 64 68 68 68 68 68 70 70 70 70 74 74 74 76 78 78 80 80 80 80 80 80 80 80 80 82 82 84 84 86 86 86 From data above, the value of median is: Me = = 79 Based on the data above, the median value is 79. c) Modus (Mo) Based on the data, the 80 value appeared nine times. Hence, the modus value is 80. d) Standard Deviation (SD) √ ∑ √ =√ = 6,251 =( ̅ 65 = (6,251 = 39,075 From the data above, the standard deviation value is 39,075. 2. The Result of Students’ Score in Control Class Based on the post-test score the data of control group, it found mean, median, modus and deviation standard. The counted as follows: a) Mean( ̅ ) ̅ ∑ = = 66,9 Based on the data, the mean value obtained is 66,9. b) Median (Me) The sequence of the data from the lowest to the highest score, as follows: 60 60 60 60 60 60 62 62 64 64 64 64 68 68 68 68 68 68 68 70 70 70 70 70 70 70 70 70 70 72 74 80 From data above, the value of median is : Me = = 68 Based on the data above, the median value is 68. 66 c) Modus (Mo) Based on the data, the 70 was appeared ten times. Hence, the modus value is 70. d) Standard Deviation (SD) √ ̅ √ =√ = 4,856 = (SD2)2 = (4,856)2 = 23,580 From the data above, the standard deviation value is 23,580. Based on the calculation the data of Experimental class and Control class above, the researcher resumed the data to create the calculation clearly as the table bellows: Samples Mean Median Modus SD SD2 Experimental class 76,6 97 80 6,251 39,075 Control class 66,9 68 70 4,856 23,580 Table7 : Resume of the data 67 D. Discussions of the Result of Data Analysis After the researcher calculated t-test, the result of t-test is 6,933, the researcher consulted it to t-table with = 32, 5% significant level and degree freedom (dk) = 32+32-2 = 62 then, the researcher found that t -table is 1,670. It proved that the result of the t-test is higher than t-table (6,933>1,670). It meant that the null hypothesis (H0) is refused and the alternative hypothesis (Ha) is accepted. Based on the result above, the researcher would like to conclude that in significant level 5% there is a different significance in vocabulary achievement between students who gave the treatment by Presentation, Practice, and Production (PPP) technique. It meant that PPP technique gave positive effect toward students’ vocabulary achievement in the eleventh grade of SMA N 1 Kramat in the Academic year of 2016/2017. Teaching vocabulary by PPP technique is one of the way to encourage the students’ learning. It could be proved by the researcher’ observation before treatment and the experience in implement the technique. Before the treatment begun, the researcher had conducted observation to the selected class.Then, the researcher found the class which is low motivation to study English. The researcher took the class since the researcher going to motivate them in study English by PPP technique. The researcher gave treatment by applied PPP technique in experimental class. Every meeting the researcher gave the students new vocabulary. During activity in the class, the situation and condition felt good because the 68 communication between teacher and students has effective, the students asked to the researcher about difficult material. According to Nunan on Izzah’ thesis (24:2013) said that PPP technique was suitable for the students who difficult to understand the materials. PPP technique was helped the teacher to apply the planning of learning activity. Moreover, the researcher has applied traditional technique in control class, the students felt bored because the students only focused on the teacher’ explanation, wrote the new vocabulary and did the exercises on exercises’ book. PPP technique could build students’ participation in teaching learning activities. For example, while the researcher gave the lesson, the researcher found that all of students participated in teaching learning process. They started to respond the teacher’s questions quickly. According to Carrion (2012) “the aim of PPP technique is teaching a specific language form grammatical structure and understanding the vocabulary”. The researcher applied PPP technique to teach vocabulary since, PPP technique gave positive effect in students’ vocabulary achievement. Moreover, the researcher gave post-test both of experiment class and control class. The result showed that the experimental class got higher score than control class. It showed that there is significant differences from post-test mean of experiment class and control class (76,6 > 66,9). Teaching vocabulary by PPP technique could increase the students’ vocabulary achievement. It could be proved by the t-test calculation and the 69 researcher’ observation. The result of t-test which is showed that t-test higher than ttable, however the researcher also viewed the students was more active and enthusiasm in teaching learning process especially in English learning because students felt fun while they were learning vocabulary by PPP technique. Although, the students felt enjoy while the researcher applied the PPP technique, the researcher found some difficulties in teaching and learning process in the eleventh grade students such as the researcher should manage the classroom activity well because the students too active in learning process. Then, the students had low motivation to memorize the vocabulary. Therefore, the researcher tried to attract them with discussed something they like for example about their nice experience and their favourite cartoon movies and sometimes the researcher played several English songs and sang together with them. The researcher took a conclusion of discussion of data analysed. After counting the t-test above, the result of t-test is 6,933. Then, the researcher consulted it to t-table with = 32, 5% significant level and degree freedom (dk) = 32+32-2 = 62. The researcher found that t-table is 1,670. It proved that the result of the t -test is higher than t-table (6,933>1,670). It meant that the null hypothesis (H0) is refused and the alternative hypothesis (Ha) is accepted. It meant that there is any difference of vocabulary achievement of the first group and the second group. Indeed, by applying of PPP technique, the researcher found that there is any difference of vocabulary achievement between the students who gave the 70 treatment and the students who did not give the treatment on the Eleventh grader student of SMA N 1 Kramat in the Academic year of 2016/2017. In addition, the researcher found some problems while the students studied vocabulary in the classroom for instances, the students who are smart, they are more active in the class and dominate in the class activity then the other students. Furthermore, the students ever said that they were tired since they have a lot of assignment from the other lessons then they should memorize the words and do English assignment. Moreover, practice and production are part of PPP technique which has applied in the activity. Thereby to manage the students, the researcher gave them simple assignment on practice and production activities. In the end of learning process the researcher played English songs and motivated them. In conclusion, the application of PPP technique in teaching vocabulary has positive effect. The teacher should be creative, innovative in teaching strategy and create the students felt enjoy in learning process. 71 CHAPTER V CONCLUSION AND SUGGESTION This chapter discussed about conclusions and suggestions including the conclusion of the final data of the test. A. Conclusion Based on the explanation which had been described in the previous chapter that this research aimed to find out whether there is a positive effect of application of PPP technique on students’ vocabulary achievement for the first grade students (An Experimental Research in SMA N 1 Kramat in the Academic Year of 2016/2017). According to the results of data which has written in chapter IV. The result of mean score in experimental class is 76,6 and in control class is 66,9. Furthermore, the result tested using t-test formula, degree if freedom (df) 62 and level of significance 5%. Obtained by the t-table value 1,670. Thus t-test> t-table (6,933> 1,670). It showed that the hypothesis of research (Ha) is accepted and null hypothesis (Ho) is rejected. Hence, the students who gave the treatment by PPP technique are more active and enthusiastic than the students who did not give the treatment by PPP technique.The researcher concluded that “there is a positive effect of applying PPP technique on students’ vocabulary achievement”. 71 72 B. Suggestion From the conclusion above, the researcher presented some suggestions they are; (1) As motivator, teachers should be create well condition to improve communicative learning process. (2) Teacher should use many medium to attack students’ attention. (3) Teacher as facilitator to guide the students in the class, as the model to solve the problems, as friend to share with students in other hand the teacher as one of factor to determine education to be success. Moreover, movie media in PPP technique can be help the students feel interested in learning English and encourage themselves in mastering vocabulary without worries of making mistakes. However, PPP technique is recommended to teach the students in the classroom. The teacher might develop the PPP technique by the variant activities which are easy to apply in the classroom such as combine the PPP technique with games, debates, or role-plays. In brief, PPP technique is favorite technique in teaching learning process until now. Now days, the development of PPP technique is always raising. PPP technique is suitable technique to combine with the games in teaching English in every academic school. 73 REFERENCES Brown, H. D. 2001. Teaching by principles: an Interactive Approach to Language Pedagogy. New York: Longman. Broomley, K. 2004.Rethinking vocabulary instruction.The learning and literacy spectrum, Vol 14 spring. Carrion, Belinda Zavala. 2012. PRESENTATION, PRACTICE AND PRODUCTION VERSUS TASK BASED LEARNING USING FROM FOCUSED TASK. Universidad de piura. Feira, Segunda. 2010. The PPP Method : Presentation, Practice and Production. Harmer, 2001.The Practice of English Language Teaching(3rd Ed.), London: Longman. Harmer, 2007.The Practice of English Language Teaching4 th Ed.), London: Longman. Hatch, E.,and Brown, C. 1995. Vocabulary, Semantic, and Language Education. New York: Cambrige University Press. Hewings, M. 2004. Pronunciation Practice Activities, Cambridge: Cambridge University Press. Izzah Alfifah. 2013. The Use of PPP ( Presentation, Practice, Production ) Technique to improve writing skills. JP3, Volume 1 No.12. 74 Inawati. 2010. Improving Reading Skill Using Presentation, Practice and Production Technique in The First Year of SMP N 3 Surakarta. Surakarta. John 1. Saeed. 1997. Semantics. New York: Blackwell. Lagolo, Anggraeni M.S. 2013. The Application of Presentation, Practice, and Production (PPP) method to increase students’ speaking ability (A research conducted at the tenth grade students of MAN Batudaa in 2012/2013. State Univerity Gorontalo. Gorontalo. Nation, P. 2001. Learning Vocabulary in Another Language. Cambridge: Cambridge University Press. Niki, Astria. 2016. The Use of PPP (Presentation, Practice, Production) Technique in Teaching English to Eleventh Grade of MA Miftahul Ulum Ngraket Bolang in Academic Year of 2015/2016. Ponorogo. Richard, j, C. and Schmit, R. 2002.Longman Dictionary of Language Teaching and Applied Linguistics (3th Ed). London: Pearson Education Limited. Read, Jhon. 2000. Assessing Vocabulary.Cambridge: United Kingdom. Saroh, Fitin W.M. 2014. The Use of PPP (Presentation, Practice, Production) Method to Improve Students’ Speaking Ability of the VIII.A Class at SMP Muhammadiyah 6 Wuluhan in the Academic Year of 2013/2014. Wuluhan. Sudjana. 1975. Metoda Statistika Edisi 7. Bandung: Tarsito. Sugiyono. 2015. Metode Penelitian Manajemen. Bandung: Alfa Beta. 75 Thornbury, S. 2004. How to teach Vocabulary. United Kingdom: Pearson Education Limited. Ur, P. 1996. A course in language teaching. Great Britain: Cambridge, University Press. Vystavelova, Lenka. 2009. Common EFL Methods Applies Language School in the Czech Republic : PPP or TBL University of Masaryk. 76 DOCUMENTATIONS EXPERIMENT CLASS 1. PRESENTATION STAGE 2. PRACTICE STAGE 77 3. PRODUCTION STAGE 78 CONTROL CLASS 1. CONVENTIONAL TECHNIQUE 2. LEARNING ACTIVITIES 79 3. MEMORIZING ACTIVITY 80 SILABUS PEMBELAJARAN Nama Sekolah Mata Pelajaran Kelas / Semester Standar Kompetensi Membaca 11 : SMA N 1 KRAMAT : Bahasa Inggris : XI / 2 Materi Nilai Budaya Kewirausahaan/ Kompetensi Kegiatan Pembelaja & Karakter Ekonomi Dasar Pembelajaran ran Bangsa Kreatif 11.2 Merespon makna dan Memahami makna teks langkah fungsional retorika pendek dan dalam esei yang esei menggunaka berbentuk n ragam narrative, spoof dan bahasa tulis secara hortatory exposition akurat, lancar dan dalam berterima konteks kehidupan dalam sehari-hari konteks kehidupan dan untuk mengakses sehari-hari dan untuk ilmu pengetahua mengakses ilmu n pengetahuan dalam teks berbentuk narrative, spoof, dan hortatory exposition  Reading  Religius, jujur, narrativ toleransi, e texts disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab  Percaya diri  Membaca (keteguhan nyaring hati, optimis). bermakna teks  Berorientasi exposition pada tugas secara (bermotivasi, individu tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan) Indikator Penca-paian Kompetensi Penil aian  Mengidentifi Perfor kasi makna mans kata dalam teks yang dibaca Tertul is  Mengidentifi  Mendiskusik kasi makna (PG an berbagai kalimat dan aspek dari dalam teks teks seperti yang dibaca Uraia isi, struktur n) teks, secara berkelompok  Mengidentifi . kasi setting dalam sebuah  Berlatih Tugas cerita narasi menggunakan kalimat yang menyatakan argumen dan  Mengidentifi Quiz kasi saran komplikasi dalam sebuah cerita narasi  Mengidentifi kasi kejadian dalam teks yang dibaca  Mengidentifi kasi kasus yang dibahas dalam teks  Mengidentifi kasi argumen yang diberikan  Mengidentifi kasi saran yang diberikan Alokasi Waktu 2 x45 4 x45 Sumber Belajar Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus 2 x45 Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster Gambar Koran berbehasa Inggris Majalah Internet 81 Standar Kompetensi Materi Nilai Budaya Kewirausahaan/ Kompetensi Kegiatan Pembelaja & Karakter Ekonomi Dasar Pembelajaran ran Bangsa Kreatif Indikator Penca-paian Kompetensi Penil aian Alokasi Waktu Sumber Belajar  Mengidentifi kasi langkahlangk ah retorika dari teks Menulis 12.2 12 Mengungk p-kan makna dan langkah retorika dalam esei dengan menggunaka n ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition Me ngungkapk an makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari  Writing  Religius, jujur, narrativ toleransi, e texts disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab  Percaya diri  Membuat (keteguhan draft teks hati, optimis). exposition dengan  Berorientasi melakukan pada tugas chain (bermotivasi, writing. tekun/tabah, bertekad, enerjik).  Pengambil resiko (suka tantangan, mampu memimpin)  Orientasi ke masa depan (punya perspektif untuk masa depan)  Melakukan koreksi teman sejawat  Mengidentifi kasi tujuan komunikasi teks dibaca  Menggunaka Tugas n kalimat Unjuk past kerja continuous dalam menulis spoof  Menggunaka n kalimat kompleks dalam membuat sebuah cerita 2 x 45 2 x 45 Developing English Competencies for Grade X Senior High School (SMA/MA) Tape Kamus Kaset/CD Tape/CD Player OHP/LCD Foto/ Poster  Menggunaka n modal “should” untuk menulis saran pada teks hortatory exposition  Menghasilka n teks berbentuk spoof Gambar Koran berbehasa Inggris Majalah Internet 82 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMA N 1 KRAMAT Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI.IPA 1 Alokasi Waktu : 4 x 45 menit ( 2x pertemuan ) Skill : Membaca/Reading Topik Pembelajaran : Narrative teks Pertemuan Ke : 1 dan 2 A. Standar Kompetensi 11. B. Kompetensi Dasar 11.2 C. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-har dan untuk mengakses ilmu pengetahuan. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa 1. Mengidentifikasi makna kata di dalam narrative teks. 2. Mengidentifikasi setting dalam sebuah cerita. 3. Mengidentifikasi langkah-langkah retorika dari narrative teks. 4. Mengidentifikasi tujuan komunikasi dari narrative teks. Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab. 83 D. Tujuan Pembelajaran Pada akhir pembelajaran diharapkan siswa dapat : 1. Mengidentifikasi makna kata dalam narrative teks dan mencari persamaan kata (sinonim) tersebut dengan benar. 2. Mengidentifikasi setting yang ada dalam narrative teks. 3. Mengidentifikasi generic structure dari narrative teks. 4. Menjelaskan tujuan dari narrative teks. E. Materi Pokok Narrative texts The stories consist of several parts. They are the beginning, the problem that accurrred, how to the problem was solved, and the ending of the story. Narrative text is one kind of stories. 1. The purposes of Narrative text are: To amuse or entertain and to deal actual/imaginative experiences in differents way. 2. The text organization : a. The beginning of the story has the function of introducing the characters of the story, where and when the story occured. This part of the story is called Orientation. b. How to the problem starts until its crisis point (climax) of the problem, in which the characters have to face is called the complication. b. How the problem is solved or ended is called the resolution. c. The ending of the story which may consist of closing remark to the story, moral value, advice or teaching rfom the writer is called re-orientation. however, this part of the story isoptional. 3. Languagua Features : 1) The use of particular nouns 2) The use of adjectives to build noun groups to describe the people, animals or thing in the story. 3) The use of time connectives and conjunctions to sequence events through time. 4) the use of adverb and adverbial phrase to locate the actions in a narrative. 5) The use of past tense and action verb 84 6) The use of saying verb and thinking verb to indicate what characterers are feeling, thinking or saying. Teks bacaan berbentuk narrative contohnya: Bandung Bondowoso and Roro Jognrang Orientation : Once there was a beautiful Javanese princess whose name was Roro Jongrang. Roro Jongrang whose beauty was very famous in the land was daughter of Prabu Baka, an evil king. Major Complication: One day, a handsome man with supra natural power, named Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Roro Jongrang’ beauty, Bandung Bondowoso fell in love and wanted to marry her. Complication: Meanwhile, princes Roro Jongrang felt sad due to the death of her father. She did not want to marry him because he had killed her father. Nevertheless, she was also afraid of Bandung. So, to refuse politely, she made a condition.” I will marry you but you have to build one thousand temples in one night as a wedding gift.’’ Requested Roro Jongrang. Bandung agreed with this condition. Resolution: Helped by the spirits of demons, Bandung Bondowoso started to build the temples. Approaching midnight, the work was nearly done. Roro Jongrang knew and thought, ”what shall I do? Bandung is smarter than me. I will lose against Bandung.” Resolution: Suddenly, she got an idea. She woke up all the women in the palace and ordered them to make the noisy sounds of grinding rise so that the roosters would think it had already dawn. Complication: Bandung Bondowoso got frustrated since he failed to complete the thousandth temple. “the princess has deceived me !” following his anger, he caused Roro Jongrang.”you have cheated me. Now the thousandth temple is you.”. 85 Major Resolution: At once, the princess changed into a statue. Knowing this, Bandung regretted this and he went away into a far land. From then, people called the temple Prambanan Temple and the princess statue, Roro Jonggrang Statue. F. Teknik Pembelajaran: PPP Technique G. Strategi Pembelajaran 1. 2. 3. 4. I. Bertanya jawab tentang isi narrative teks tersebut. Membahas nilai-nilai yang terkandung dalam teks narrative. Membahas unsur dan langkah retorika dalam teks naratif. Membahas ciri-ciri leksiko gramatika. Langkah-langkah Kegiatan Pembelajaran (perteman pertama) Kegiatan Awal (10’) a. Guru engucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) b. Guru mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) c. Guru mengaitkan materi/kompetensi yang akan dipelajari dengan karakter Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 1. Memberikan stimulus berupa pemberian video dan gambar candi prambana untuk mengenalkan narrative teks pada siswa. (Tahapan Penyajian/Presentation) 2. Guru bertanya kepada siswa mengenai gambar prambana dan cerita yang berkaitan dengannya. 3. Siswa menjawab pertanyaan guru dengan benar. 4. Guru meminta siswa menyebutkan cerita rakyat yang diketahuinya. 5. Guru menjelaskan teks Narrative meliputi tujuan teks tersebut, generic structure dan language features yang digunakan. Elaborasi Dalam kegiatan elaborasi : 86 1. 2. 3. 4. Guru meminta siswa melihat dan membaca contoh bacaan narrative secara bergilir yang ada di Power Point dan meminta siswa mengidentifikasi generic structurenya secara bersama-sama.(Tahapan praktek/ Practice) Guru dan siswa mengidentifikasi language features yang ada dalam contoh teks narrative tersebut. Guru dan siswa bersama-sama memahami isi cerita tersebut. Guru meminta siswa untuk menuliskan kosa kata yang sulit dipahami dan menentukan katagori kata tersebut seperti Noun, Adjective, Verb dan Adverb. Konfirmasi Dalam kegiatan konfirmasi guru: 1. Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.(Tahapan Procudtion) 2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa melalui sumber buku lain. 3. Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks narrative. Kegiatan Akhir (10’) 1. Siswa diminta membuat rangkuman dari materi narrative . 2. Menyampaikan rencana pembelajaran pada pertemuan berikutnya. 3. Guru menutup kegiatan belajar dengan salam Langkah-langkah Kegiatan Pembelajaran (perteman ke-dua) Kegiatan Awal (10’) 1. Guru mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) 2. Guru mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Guru mengulang materi yang telah dipelajari pada pertemuan sebelumnya dengan singkat. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 87 1. Guru menceritakan kembali cerita Roro Jonrang secara singkat kepada siswa (Tahapan Penyajian/ Presentation) Elaborasi Dalam kegiatan elaborasi : 1. 2. 3. Guru meminta siswa meneruskan cerita tersebut. (Tahapan Praktek/Practice) Guru meminta siswa menjawab soal-soal latihan dengan benar. Siswa menuliskan jawaban tersebut di papan tulis Konfirmasi Dalam kegiatan konfirmasi guru: 1. Guru menilai hasil pekerjaan siswa dengan baik (Tahapan Produksi/Production) 2. Guru meminta siswa menghafalkan kosa kata berupa sinonim yang ada di bacaan tersebut. 3. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks narrative. Kegiatan Akhir (10’) 1. Guru Menyampaikan rencana pembelajaran pada pertemuan berikutnya. 2. Guru menutup kegiatan belajar dengan salam. H. Sumber/Bahan/Alat     Leptop dan LCD LKS Tuntas Bahasa Inggris Buku Look Ahead 2 Buku Genre Mastering English through contex 88 J. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh. No. 1. 2. Indikator Mengidentifikasi makna kata di dalam narrative teks. Mengidentifikasi setting dalam sebuah cerita, mengidentifikasi komplikasi dalam sebuah cerita. mengidentifikasi langkah-langkah retorika dari narrative teks.mengidentifikasi tujuan komunikasi dari narrative teks. Teknik Bentuk Please find out the meaning of the words bellow and find out their similar meaning! Tes Tertulis Tes Tertulis Contoh Essay Please answer the question correctly! 89 II. Instrumen Penilaian A. Please find out the meaning of the underline words bellow and find out their similar meaning! Bandung Bondowoso and Roro Jongrang Once there was a beautiful Javanese princess whose name was Roro Jongrang. Roro Jongrang whose beauty was very famous in the land was daughter of Prabu Baka, an evil king. One day, a handsome man with supra natural power, named Bandung Bondowoso, defeated and killed Prabu Baka. On seeing Roro Jongrang’ beauty, Bandung Bondowoso fell in love and wanted to marry her. Meanwhile, princes Roro Jongrang felt sad due to the death of her father. She did not want to marry him because he had killed her father. Nevertheless, she was also afraid of Bandung. So, to refuse politely, she made a condition.” I will marry you but you have to build one thousand temples in one night as a wedding gift.’’ Requested Roro Jongrang. Bandung agreed with this condition. Helped by the spirits of demons, Bandung Bondowoso started to build the temples. Approaching midnight, the work was nearly done. Roro Jongrang knew and thought, ”what shall I do? Bandung is smarter than me. I will lose against Bandung.” Suddenly, she got an idea. She woke up all the women in the palace and ordered them to make the noisy sounds of grinding rise so that the roosters would think it had already dawn. Bandung Bondowoso got frustrated since he failed to complete the thousandth temple. “the princess has deceived me !” following his anger, he caused Roro Jongrang.”you have cheated me. Now the thousandth temple is you.”. At once, the princess changed into a statue. Knowing this, Bandung regretted this and he went away into a far land. From then, people called the temple Prambanan Temple and the princess statue, Roro Jonggrang Statue. 90 B. Please answer the question correctly! 1. Who are the characters in the story (Mention)! 2. Why Roro Jongrang refuse him? 3. Who is Bandung Bandowoso? 4. In the last paragraph we called…. 5. What is the moral value of the story? ANSWER KEY A. VOCABULARY (KOSA KATA) Beautiful : pretty, charming, graceful Famous : well known, popular Handsome : good looking, attractive Refuse : reject, deny Request : ask Smarter : clever Women : lady, female Noisy : loud, shouting Frustrated : disappoint, defeat Went : go B. 1. Roro Jongrang, Bandung Bandowoso, Prabu Baka and the women 2. She refused him since he had killed her father 3. Bandung Bandowoso is a handsome man who has supra natural 4. Resolution 5. Don’t cheating! 91 III. Pedoman Penilaian TOTAL NILAI POINT A = 10 TOTALNILAI POINT B = 5*2 Total Score = Nilai point A + Nilai point B = 10 + 10 * 5 = 100 15 Februari, 2017 Mengetahui, Guru Mata Pelajaran Guru Praktikum Eny Khusnul Hartati, M.Pd Novi Nur Sofan NIP. 19700518 199702 2001 NPM. 1613500061 92 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMA N 1 KRAMAT Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI.IPA Skill : Reading/ Membaca Alokasi Waktu : 4 x 45 menit ( 2x pertemuan ) Topik Pembelajaran : Spoof text Pertemuan Ke : 3 dan 4 A. Standar Kompetensi 11. B. Kompetensi Dasar 11.2 C. Memahami makna dalam teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-har dan untuk mengakses ilmu pengetahuan. Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi Nilai Budaya Dan Karakter Bangsa 1. Mengidentifikasi makna kata di dalam spoof teks. 2. Mengidentifikasi setting dalam sebuah cerita. 3. Mengidentifikasi langkah-langkah retorika dari narrative teks. 4. Mengidentifikasi tujuan komunikasi dari spoof teks. Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab. 93 D. Tujuan Pembelajaran Pada akhir pembelajaran diharapkan siswa dapat : 1. Mengidentifikasi makna kata dalam teks Spoof dan mencari lawan kata (antonim) tersebut dengan benar. 2. Mengidentifikasi komplikasi yang ada dalam teks spoof. 3. Mengidentifikasi generic structure dari teks spoof. 4. Menjelaskan tujuan dari teks spoof. E. Materi Pokok Spoof text Spoof text is commonly written in a story. While we are talking about a story, it will be close related to narrative and recount text. Spoof is a text which tells a factual story, happened in the past time with unpredictable and funny ending. 1. Social Function of the text is to retell events for the purposes of informing or entertaining. 2. Generic Structure Spoof Text : 1. Orientation : provides the setting and introduce participants 2. Events : tell what happen in what sequence. 3. Twist : provides the punch line 3. Language features 1. Focus on specific participant 2. Use of materials process 3. Circumstances of time and place 4. Use of past tense 5. Focus on temporal sequence. 6. Use of action verb 7. Use of connectives 8. Use of adverbial phrases of time and place 94 The example of spoof text: Sum Ting Wong Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair. They are really a well-matched couple. One year later, Wong family got a new baby. A nurse brought them a son with curly hair and a black skin. The nurse congratulated and said, “What name will you give to this son?” With a confused face, Jacky Wong grumbled, “Sum Ting Wong!” F. Metode Pembelajaran/Teknik: Presentation, Practice, Production (PPP) technique G. Strategi Pembelajaran 1. 2. 3. 4. Bertanya jawab tentang spoof teks tersebut. Membahas nilai-nilai yang terkandung dalam teks spoof. Membahas unsur dan langkah retorika dalam teks spoof. Membahas ciri-ciri leksiko gramatika. Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-tigga) Kegiatan Awal (10’) 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas 2. Mengecek kehadiran siswa 3. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 1. Guru menceritakan sebuah pengalaman yang lucu kepada siswa secara singkat. (Tahapan Penyajian/ Presentation ) 95 2. Guru meminta salah satu siswa menceritakan sebuah cerita yang konyol atau lucu. 3. Guru menjelaskan tentang materi yang akan dibahas bersama. 4. Guru menjelaskan tujuan teks spoof dan generic structure serta language features yang ada dalam sebuah teks spoof. Elaborasi Dalam kegiatan elaborasi guru: 1. Guru meminta siswa membaca dengan nyaring contoh teks yang sudah disediakan oleh guru. (Tahapan Praktek/ Practice) 2. Guru dan siswa memahami isi bacaan teks spoof secara bersamasama. 3. Siswa diminta menganalisis structure organization dan language features yang ada di teks-teks spoof yang telah guru siapkan. 4. Guru meminta siswa menulis kosa kata yang susah dan mencari artinya 5. Siwa menghafalkan kosa kata tersebut bersama teman sebangku. Konfirmasi Dalam kegiatan konfirmasi guru: 1. Guru menilai hasis analisis siswa dengan baik. (Tahapan Produksi /Production) 2. Guru memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. 3. Guru membenarkan pelafalan kosa kata yang sulit. 4. Guru memberikan apresiasi bagi siswa yang sudah menghafal kosa kata tersebut dengan benar. 5. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks spoof. Kegiatan Akhir (10’) 1. Siswa diminta membuat rangkuman dari materi mengenai Tesk spoof. 2. Siswa diberikan pekerjaan rumah (PR) berkaitan dengan materi Tesk spoof. 96 3. Guru menyimpulkan pelajaran yang telah dibahas di pertemuan kali ini. 4. Menyampaikan rencana pembelajaran pada pertemuan berikutnya. Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-empat) Kegiatan Awal (10’) 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas. 2. Mengecek kehadiran siswa. 3. Mengaitkan materi/kompetensi yang akan dipelajari dengan karakter. 4. Guru meminta siswa membaca materi dipertemuan sebelumnya. 5. Guru memutar sebuah musik untuk menghindari kejenuhan. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 1. Guru bertanya jawab dengan siswa tentang materi spoof.(Tahapan Penyajian/Presentation ) Elaborasi Dalam kegiatan elaborasi guru: 1. Guru meminta siswa mengerjakan soal latihan spoof text yang telah disediakan guru.(Tahapan Praktek/Practice) 2. Guru mengawasi siswa yang sedang mengerjakan tugas. 3. Siwa menghafalkan kosa kata yang baru ditemukan bersama teman sebangku. Konfirmasi Dalam kegiatan konfirmasi guru: 1. Guru menilai hasil soal latihan siswa dengan baik. (Tahapan Produksi / Production) 2. Guru memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. 97 3. Guru membenarkan pelafalan kosa kata yang sulit. 4. Guru memberikan apresiasi bagi siswa yang sudah menghafal kosa kata tersebut dengan benar. 5. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks spoof. Kegiatan Akhir (10’) 1. Siswa diminta belajar kembali mengenai spoof text 2. Siswa disarankan menggunakan kosa kata yang telah dipelajari dalam keseharian. 3. Guru menyimpulkan pelajaran yang telah dibahas di pertemuan kali ini. 4. Menyampaikan rencana pembelajaran pada pertemuan berikutnya. H. Sumber/Bahan/Alat      LCD Proyektor Buku Look Ahead 2 LKS Tuntas Bahasa Inggris Buku Look Ahead 2 Buku Genre Mastering English through context. 98 I. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh. No. Indikator 1. Mengidentifikasi generic structure dari teks spoof dan mengidentifikasi makna kata dalam teks Spoof dan mencari lawan kata (antonim). 2. Mengidentifikasi komplikasi yang ada dalam teks spoof dan memahami bacaan teks spoof . Teknik Bentuk Contoh Tes Tertulis Essay Please read the text bellow and identify the generic structure and find out the opposite meaning! Tes Tertulis A. True and False B. Essay A. Circle T if the statement is true and F it is False. B. Answer the following questions based on the text above! 99 Instrumen Soal Read the text and answer the questions A Young Lady A pretty, well-dressed young lady stopped a taxi in a big square, and said to the driver. “Do you see that young man at the other side of this square?” “yes”, said the taxi-driver. The young man was standing outside a restaurant and looking impatiently at his watch every few seconds.” Take me over there”, said the young lady. There were a lot of cars and buses and trucks in the square, so the taxi-driver asked “Are you afraid to cross the street?”. “oh, no said the young lady. But I have been forty five minutes late!. Said that I would meet it. At young man for lunch at one o’clock and is now quarter to two. If I arrive in a taxi, it will seem as if I have tried not to be too late. (Taken from : L.AHILL.1979. Hong kong: Oxford University Press) A. Please identify the generic structure and find out the opposite meaning of the underline word!. B. Circle T if the statement is True and F if it is False. 1. (...) A pretty, well-dressed young lady stopped a taxi in a big square. 2. (…) The young lady was standing outside a restaurant looking impatiently. 3. (…) There were a lot of cars and buses and trucks in the square. 4. (…) The young lady was afraid to cross the street. 5. (…) The young lady was an hour late to meet the young man. C. Answer the following questions based on the text above. 1. How was the lady in this story? 2. Where did she want to meet? 3. Whom did she want to meet? 100 4. Where was this person? 5. How long had the man been waiting for the lady? 6. What did she meet the man for? 7. What time should the lady meet the young man? 8. Why did she want to arrive in a taxi? ANSWER KEY A. VOCABULARY (KOSA KATA) 1. Pretty (cantik) >< ugly (jelek) 2. Outside (diluar) >< Inside (didalam) 3. Impatiently (dengan tidak sabar) >< patiently (dengan sabar) 4. Afraid (takut) >< brave (berani) 5. Late (terlambat) >< on time (tepat waktu) B. T and F 1. T 2. F 3. T 4. F 5. F C. Essay 1. The lady came late for lunch together with the young man. 2. She went to a restaurant. 3. He was standing outside a restaurant. 4. A young man. 5. The man was waiting about forty five minutes. 6. She met the young man for lunch. 7. The lady should meet the young man at one o’clock. 8. She just want to tried to be not late. 101 III. Pedoman Penilaian NILAI TOTAL = Jumlah Poin A + Jumlah poin B + Jumlah poin C = 7 +5+8 * 5 = 100 16 Februari, 2017 Mengetahui, Guru Mata Pelajaran Guru Praktikum Eny Khusnul Hartati, M.Pd Novi Nur Sofan NIP. 19700518 199702 2001 NPM. 1613500061 102 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMA N 1 KRAMAT Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI.IPA 1 / 2 Alokasi Waktu : 4 x 45 menit ( 4x pertemuan ) Skill/Keterampilan : Writing/ menulis Topik Pembelajaran : Hortatory Exposition Text Pertemuan Ke : 5 dan 6 A. Standar Kompetensi 12. Menulis: Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan seharihari. B. Kompetensi Dasar 12. 2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tertulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: Narrative, Spooft, dan Hortatory Exposition. C. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 1. Mengidentifikasi makna kata di dalam Hortatory exposition teks. 2. Mengidentifikasi kasus yang sedang dibahas. 3. Menghasilkan teks berbentuk Hortatory Exposition. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab. 103 D. Tujuan Pembelajaran : Setelah pembelajaran siswa diharapkan mampu: 1) Mengidentifikasi makna kata dalam teks. 2) Mengidentifikasi kasus yang dibahas. 3) Siswa dapat menulis teks berbentuk hortatory secara sederhana dan benar. E. Materi Pokok Hortatory Exposition Social Function of Hortatory Exposition is to persuade the reader or listener that something should or should not be the case. Generic Structure of Hortatory Exposition are: A. Thesis : The writer introduces the topic which will be discussed and states her/his position in accordance to the topic. B. Argument : Argumentation of the topic are presented to lead and convince the reader to accept the recommendation given. C. Recommendation: This stage is obligatory elements of the text. The writer gives statemen of what ought or ought not to happen. Language Features of Hortatory Exposition 1) The use of emotive words 2) The use of mental process 3) The use of material process 4) The use of words that qualify statements 5) The use of words that link argument 6) The use of present tense 7) The use of modal and adverbs 8) The use of subjective opinion using pronouns I and we The example of Hortatory Exposition text. 104 Why Do We Eat Fruits and Vegetables Thesis Statement Argument There are many kinds of fruits and vegetables in market. They are with different colors and sizes. Eating fruits and vegetables is always good for health. We need to be healthy. For the energy, we need to eat enough food that contains carbohydrate. We need energy to move and do our daily activities. Students can learn better at school if they have enough energy. Therefore, before going to schools, they need to eat breakfast. In addition to the need of energy, in our daily diet, we need to eat fruits and vegetables. Fruits and vegetables contain very much vitamins. Vitamins are useful to maintain our body to be free from any diseases. We eat fruits that contain vitamin C in order that we don’t get the flu or catch a cold. Recommendation Vitamin A is very important to maintain our eyes. Vitamin E is very important to maintain our skin and hair. In order that we are always healthy, free from any diseases, we need to consume fruits and vegetables every day. F. Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-lima) Kegiatan Awal (10’) 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) 2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Guru menyampaikan sebuah berita tentang Narkoba dan Penggunaan Android untuk pelajar. 4. Guru meminta pendapat siswa mengenai berita tersebut. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 105 1. Guru menyimpulkan beberapa pendapat mengenai penggunaan Narkoba dan Android. 2. Guru meminta siswa membuka buku pelajaran yang membahas Hortatory Exposition. 3. Siswa diberikan waktu untuk mempelajari materi secara mandiri 4. Guru mulai membahas materi teks Hortatory Exposition. (Tahapan Penyajian/ Presentation) Elaborasi Dalam kegiatan elaborasi guru: 1. 2. 3. Guru meminta siswa untuk mengidentifikasi text organization, tujuan dan language features secara bersama-sama. Siswa diperbolehkan bertanya dan berdiskusi tentang materi yang belum di pahami. (Tahapan Praktek/ Practice) Guru memberikan tugas individu dengan memberikan soal fill in the blank. (Tahapan Produksi/ Production) Konfirmasi Dalam kegiatan konfirmasi guru: 1. Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. 2. Memberi konfirmasi pada hasil pekerjaan yang sudah dikerjakan oleh siswa. Kegiatan Akhir (10’) 1. Siswa diminta membuat rangkuman dari materi hortatory exposition. 2. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks hortatory exposition. 3. Guru memberikan PR (Pekerjaan Rumah) berupa membuat outline untuk menulis teks Hortatory Exposition. 4. Guru menutup pelajaran dengan salam. Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-Enam) Kegiatan Awal (10’) 106 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) 2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Guru mengulang pelajaran yang telah dipelajari dipertuman sebelumnya secara singkat. 4. Guru meminta siswa membuka PR pembuatan outline yang akan dijadikan bahan menulis teks Hortatory Exposition. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 1. Guru menyampaikan cara menyatukan outline tersebut supaya menjadi paragraph teks Hortatory Exposition. (Tahapan penyajian materi /Presentation) 2. Guru memberikan contoh outline yang telah dibuat dan secara bersamasama membuat teks Hortatory Exposition. Elaborasi Dalam kegiatan elaborasi guru: 4. 5. 6. 7. 8. Guru meminta siswa membuat tulisan berdasarkan outline yang sudah dibuat secara mandiri. (Tahapan Praktek /Practice) Siswa diperbolehkan bertanya dan berdiskusi tentang materi yang belum di pahami. Guru meminta siswa mengoreksi silang hasil pekerjaan temannya. Setelah melakukan peer editing (mengoreksi silang) tugas tersebut dikembaliakan pada temannya Guru meminta siswa memperbaiki hasil pekerjaanya yang telah dikoreksi oleh temannya. Konfirmasi Dalam kegiatan konfirmasi guru: 1. Guru memberikan waktu 10 menit untuk memperbaiki tugas mandirinya. memberikan tugas individu dengan memberikan soal fill in the blank. (Tahapan Produsi / Production) 2. Guru meminta siswa mengumpulkan kembali hasil tugas individu dan guru menilainya. 3. Guru Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. 107 Kegiatan Akhir (10’) 1. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi teks hortatory exposition. 2. Guru menyimpulkan pelajaran yang telah dibahas di pertemuan kali ini. 3. Guru menyampaikan materi yang akan dipelajari dipertemuan selanjutnya. 4. Guru menutup pelajaran dan salam penutup. G. Sumber/Bahan/Alat     Leptop dan LCD LKS Tuntas Bahasa Inggris Buku Look Ahead 2 Buku Genre Mastering English through context H. Metode Pembelajaran : PPP Technique I. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh. No. Indikator Teknik Bentuk Contoh 1. Mengidentifikasi makna kata di dalam Hortatory exposition teks. Tes tertulis Puzzle Please write the word which has similar meaning with the words in the box. 2. Mengidentifikasi kasus yang sedang dibahas. Tes Lisan Essay What do you think about the issue? Please complete 108 3. Menggunakan tata bahasa, kosa kata, tanda baca, ejaan dan tata tulis yang benar. Tes Tertulis 4. Menghasilkan Teks Hortatory Exposition Tes Tertulis Fill in blank Essay the the missing words with the words provided in box. Please write a hortatory text by your own word! II. Instrumen Penilaian 1. Please write the word which has similar meaning with the words in the box and say it right!. 1. A L W A Y S Often, frequently, ordinarily 2. Marvelous, skilful, talented 3. Urgency, want 4. Consist of, include 5. Go, stir, walk 6. Pupil, learners 7. Study, understand 8. Crucial, essential Important Always Good Contain Move Learn student Need 109 2. After you read the text above. What do you think about the vegetables and fruits? 3. Please complete the missing words with the words provided in box. One of my friends in my class likes_____ . He never does that at school through. He seems to enjoy that. He sometimes offers his friends some ____. Once he told me that there was nothing wrong for students to smoke. I was very surprised with his statement then. Until nowIam still curious to know why he could say that. As we know smoking means_____more money. The question is: Can we make money? Of course the answer will be not because as students we still _____our parents on many things. Besides, our main job is studying. Smoking means inviting ______There have been many reports and researches informing that smoking can cause many diseases,_____ and _____Maybe some of the dangers. They are very serious and _______diseases. I think nobody will say yes when we ask them whether they want to suffer from suffer from those diseases. I believe you will share my opinion that smoking gives nothing but _____So as students we must stay away from smoking and I think that is the best _____us. Choice lung cancer depend heart attack smoking Cigarettes dangerous diseases lethal spending ANSWER KEY 1) puzzle 1. 2. 3. 4. 5. 6. 7. 8. ALWAYS GOOD NEED CONTAIN MOVE STUDENT LEARN IMPORTANT 110 2) Kebijakan guru 3) Fill in the blank 1. Smoking 2. Cigarettes 3. Spending 4. Depend 5. Diseases 6. Lung cancer 7. Heart attack 8. Danger 9. Lethal 10. Choice III Pedoman Penilaian : SKORE = Jumlah Jawaban poin 1 + jumlahjawaban poin 2 + Total Jumlah Point 3 = 8 + 2 + 10 * 4 = 100 Penilaian Menulis Teks Berbentuk Hortatory Exposition. 111 Scoring Rubic : Essay Criterion Maximum score 5 Format-5 points Title centered, first line of each paragraph indented, margin both sides. Mechanics-5 points 5 Punctuation : periods, commas, semicolons, capitalization, spelling. Content-20 points 20 The essay fulfills the requirements of the assignment, the essay is interesting to read Organization-45 points 45 The essay follow the outline, it has generic structure of hortatory exposition. (Thesis Statement, Argumentation. Recommendation) Grammar-25 points 25 Estimate a grammar and sentences structure score Grand Total 100 Actual score 17 Februari, 2017 Mengetahui, Guru Mata Pelajaran Guru Praktikum Eny Khusnul Hartati, M.Pd Novi Nur Sofan NIP. 19700518 199702 2001 NPM. 1613500061 112 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Nama Sekolah : SMA N 1 KRAMAT Mata Pelajaran : Bahasa Inggris Kelas/Semester : XI.IPA 1 Alokasi Waktu : 4 x 45 menit ( 4x pertemuan ) Skill/Keterampilan : Writing/ menulis Topik Pembelajaran : Active and Passive Voice Pertemuan Ke : 7 dan 8 A. Standar Kompetensi 12. Menulis: Mengungkapkan makna dalam teks fungsional pendek dan esei berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan seharihari. B. Kompetensi Dasar 12. 2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tertulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: Narrative, Spooft, dan Hortatory Exposition. C. Indikator Pencapaian Kompetensi Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi jenis kalimat active dan passive voice 2. Siswa dapat membuat kalimat berbentuk active dan passive voice. 3. Siswa mampu menghafalkan kosa kata irregular verb dengan lancar. Nilai Budaya Dan Karakter Bangsa Religius, jujur, toleransi, disiplin, kerja keras, mandiri, demokratis, rasa ingin tahu, semangat kebangsaan, cinta tanah air, menghargai prestasi, bersahabat, cinta damai, gemar membaca, peduli lingkungan, peduli sosial, tanggung jawab. 113 D. Tujuan Pembelajaran : Setelah pembelajaran siswa diharapkan mampu: 1) Mengidentifikasi kalimat berbentuk active dan passive voice disebuah paragraf. 2) Siswa mampu membuat kalimat dengan menggunakan kalimat active dan passive voice dengan benar. 3) Siswa mampu menghafalkan dengan benar kosa kata irregular verb secara tepat. E. Materi Pokok KINDS OF ACTIVE-PASSIVE VOICE ACTIVE VOICE 1. SIMPLE PRESENT TENSE S + V (s/es) She cleans the floor every day 2. SIMPLE PAST TENSE S + V d/ed (V2) She cleaned the floor yesterday 3. PRESENT CONTINUOS TENSE S + be + Ving She is cleaning the floor at present 4. PAST CONTINUOS TENSE S + be + Ving She was cleaning the floor when I came in 5. PRESENT PERFECT TENSE S + Have/has + P.P She has cleaned the floor 6. PAST PERFECT TENSE S + HAD + P.P She had cleaned the floor when I came in 7. PRESENT PERFECT CONTINUOS TENSE S + HAVE/HAS + Been + V ing She has cleaned the floor for two hours PASSIVE VOICE S + be + P.P (V3) The floor is cleaned (by her) every day S + be + P.P The floor was cleaned yesterday S + be + being + P.P (by her) The floor is being cleaned (by her) at present S + be + being + P.P The floor was being cleaned when I came in S + have/has+ been + P.P The floor has been being cleaned S + Had + been + P.P The floor had came in been cleaned when I S + Have/ Has + been + being + P.P The floor has been being cleaned (by her) for two hours. BentukPassive ini tidak umum 114 8. PAST PERFECT CONTINUOS TENSE S + HAD +Been + V ing She had been cleaned the floor 9. SIMPLE FUTURE TENSE S + WILL + V1 She will clean the floor digunakan. S + had + been + being + cleaned BentukPassive digunakan. ini tidak S + WILL+ Be + P.P The floor will be cleaned by her Berikut tabel Irregular Verb (Please you should memorize it) : Base form Be Begin Break Bring Buy Choose Come Cost Cut Do Draw Drive Eat Feel Find Get Go Have Hear Hold Keep Know Make Pay Say See Take Undestand Win Write Past tense/ V2 Was/were Began Broke Brought Built Chose Came Cost Cut Did Drew Drave Ate Felt Found Gave Went Had Heard Held Kept Knew Made Paid Said Saw Took Understood Won Wrote Past participle/ V3 Been Begun Broken Bought Built Chosen Come Cost Cut Done Drown Driven Eaten Felt Found Given Gone Had Heard Held Kept Known Made Paid Said Seen Taken Understood Won Writen umum 115 Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-Tujuh) Kegiatan Awal (10’) 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) 2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Guru mengulang pelajaran yang telah dipelajari dipertemuan sebelumnya secara singkat. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 1. Guru menunjukan sebuah gambar berupa seseorang sedang memasak di dapur dan meminta siswa untuk mengungkapkan dengan bahasa inggris yang benar. (Tahapan penyajian materi /Presentation) 2. Guru memberikan contoh kalimat active dan passive voice. 3. Guru menjelaskan materi active dan passive voice. Elaborasi Dalam kegiatan elaborasi guru: 1. 2. 3. 4. 5. Guru meminta siswa membuat kalimat berbentuk active dan passive voice. (Tahapan Praktek /Practice) Siswa diperbolehkan bertanya dan berdiskusi tentang materi yang belum di pahami. Guru meminta siswa menuliskan kalimat yang telah dibuat. Guru memberikan bantuan dalam membuat kalimat active dan passive voice dan membahasnya bersama-sama. Guru memberikan tugas kelompok pada siswa untuk membuat kalimat berbentuk active dan passive voice. Konfirmasi Dalam kegiatan konfirmasi guru: 1. Guru meminta siswa mengumpulkan tugas kelompok tersebut. (Tahapan Produsi / Production) 2. Guru menilai tugas kelompok tersebut. 3. Guru Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. 116 Kegiatan Akhir (10’) 1. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi active dan passive voice. 2. Guru menyimpulkan pelajaran yang telah dibahas di pertemuan kali ini. 3. Guru menyampaikan materi yang akan dipelajari dipertemuan selanjutnya dan meminta siswa untuk menghafal kosa kata irregular verb. 4. Guru menutup pelajaran dan salam penutup. Langkah-langkah Kegiatan Pembelajaran (pertemuan ke-Delapan) Kegiatan Awal (10’) 1. Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas (nilai yang ditanamkan: santun, peduli) 2. Mengecek kehadiran siswa (nilai yang ditanamkan: disiplin, rajin) 3. Guru mengulang pelajaran yang telah dipelajari dipertemuan sebelumnya secara singkat. Kegiatan Inti (70’) Eksplorasi Dalam kegiatan eksplorasi guru: 4. Guru menunjukan sebuah gambar berupa seseorang sedang memasak di dapur, seseorang sedang membaca buku, dan meminta siswa untuk mengungkapkan dengan bahasa inggris yang benar. (Tahapan penyajian materi /Presentation) 5. Guru memberikan contoh kalimat active dan passive voice. 6. Guru meminta siswa untuk menyebutkan 3 irregular verb secara bersamasama Elaborasi Dalam kegiatan elaborasi guru: 6. 7. Guru meminta siswa menghafalkan kosa kata irregular verb bersama teman sebangkunya. (Tahapan Praktek /Practice) Siswa diperbolehkan bertanya mengenai pronunciation atau cara pelafalan kata yang sulit Konfirmasi Dalam kegiatan konfirmasi guru: 117 4. Selesai menghafal bersama teman sebangku, guru meminta siswa menghafalkan kosa kata irregular verb di guru. 5. Guru menilai hafalan tersebut. 6. Guru Memberikan umpan balik pada siswa dengan memberi penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya. Kegiatan Akhir (10’) 5. Guru memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi active dan passive voice.. 6. Guru menyimpulkan pelajaran-pelajaran yang telah di bahas secara bersama-sama selama delapan pertemuan secara singkat. 7. Guru menutup pelajaran dan salam penutup. G. Sumber/Bahan/Alat     Leptop dan LCD LKS Tuntas Bahasa Inggris Buku Look Ahead 2 Buku Genre Mastering English through context H. Metode Pembelajaran : PPP Technique 118 I. Penilaian I. Indikator, Teknik, Bentuk, dan Contoh. No. 1. Indikator Mengidentifikasi jenis kalimat active dan passive voice. 2. Teknik Bentuk Contoh Tes Tertulis Essay Work in group. please identify the sentences which is used passive voice! Tes Tertulis Essay Membuat kalimat berbentuk active dan passive voice. 3. Menghafalkan kosa kata irregular verb dengan lancar Tes Tertulis Orral / Lisan Please make a group and create four sentences used active and passive voice. Please memorize the irregular verb correctly! II. Instrumen Penilaian A. Work in group. please identify the sentences which is used passive voice! Last summer cur house was painted by me. The job took about two weeks. First, the interior was washed using warm water and mild detergent. Then all the chinks and pores in the walls were sealed with putty. After the putty had had a chance to dry, the exterior could be painted. A latex paint was used because it is easy to apply and cleans up with water. A whole week was needed to finish this part of the job. I was very careful to apply the paint ovenly because I did not want to have to apply two coats. A color was used that was very close to the original color. Our house is a two-story house, which meant that a tall ladder was need to do the second story.the paint can had to balanced on the top rung of the ladder while I worked. When the job was 119 finished, a greet deal of satisfaction was felt by me. I had to pat myself on the back. Even my dad said that a good job was done. B. Please make a group and create five sentences used active and passive voice. C. Please memorize the irregular verb correctly! ANSWER KEY A. B. C. 1. Last summer cur house was painted by me. 2. The exterior could be painted. 3. A latex paint was used. 4. A color was used. 5. A greet deal of satisfaction was felt by me. Kebijakan Guru Kebijakan Guru III Pedoman Penilaian : SKORE = Jumlah Jawaban poin 1 + jumlahjawaban poin 2 + Total Jumlah Point 3 = 5 + 5 + 30 * 2 +20 = 100 18 Februari, 2017 Mengetahui, Guru Mata Pelajaran Guru Praktikum Eny Khusnul Hartati, M.Pd Novi Nur Sofan NIP. 19700518 199702 2001 NPM. 1613500061 120 The List of Try-Out Students No. 1 Name Afantia Salsa R Gender Female 2 Azizah Tifani Female 3 Al Khikmatul J Female 4 Alfath Arya P Male 5 Amma W Female 6 Anggun Berliana F Female 7 Asti Asrawati Female 8 Awening Wulan Female 9 Delta Nugi H Male 10 Devi Apriliani Female 11 Dhitha Ayu Female 12 Dian Pancawati Female 13 Dina Rizkiana Female 14 Diyah Ayu Female 15 Dwi Aldi Saputra 16 Ensyela Vaymanaella Female 17 Feby Fitriana Female 18 Hanidar Astika K Female 19 Maulida Millati A Female 20 Maulana Ulfa D Female 21 Meli Kartika S Female 22 Nuranis A Female 23 Paras Dwi F Female 24 Pitti Nur H Female 25 Putri Zaky Alvas S Female 26 Reviana M Female 27 Rezza Dwi Artha M Female 28 Rizki Dwi Safitri Female 29 Siti Nadiroh Female 30 Siti Nurjanah Female 31 Yolanda F Female 32 Yuzak Novindra Male Male 121 The List of Experiment Students XI.IPA.1 class No. 2 3 4 5 Name Aditya Aulia Fadillah Ahmad Faqih Supriyadi Alynda Andra Tri Setiya Andini Dwi Lestari Annisa May Sarah 6 Asma Nur Kholipah 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 Azah Sitatun Istianah Chintami Aji Ningrum Diah Novita Sari Dilla Fitrianah Dina Susanti Edi Tukimin Ega Sumantri Dwi Krisna Egi Sukma Dewi Feri Setiawan Hardiantri Tri L Idzni Syarafina Isnaeni Septiana Latif Adi S Lili Anggi S Linda Setianingrum Listiyana Lutviatun Khasanah 24 Pindia Puspita Sari 25 26 27 28 29 30 31 32 Putri Dani Pungky Ros Paulina Sekartinah Wiji Selviana Putri Sindy Yuanita Susan Amelia Wulan Aristianti Yuyun Ayu Laeli 1 Gender Male Male Female Female Female Female Female Female Female Female Female Male Male Female Male Female Female Female Male Female Female Female Female Female Female Female Female Female Female Female Female Female 122 The List of Control Students XI.IPA.2 class No 1 Name Ade Novit Tri Murti 2 3 4 5 Ajeng Rosse Khasanah Bunga Ayu N Deni Widyanto Desy Adzkiyatun N 6 Dinda Pertiwi S 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Early Aulia K Fatati Nurjanah Feni Ajeng Lestari Idha Ayu W Iqadzul Himam Assalamy Muhammad Rezky D K Murtia Nur F Neli Anissah Nur Azizah Nur Izzah B Nurjannah Nurul Fahmi Fauzan Rahma Kamala Ramadanti Ridlo Afan Ardiyan Rosalinda Sari Sherly Juni A Sindi Novelliyanti Siti Dindan C Sri Wahyu K Talia Nanda S Tri Rachmat Febiarto Tuti Amaliya Tyas Ananda Hidayatul A Yuli Dismayanti Yuliana Affiati Gender Female Female Female Male Female Female Female Female Female Female Female Male Female Female Female Female Female Male Female Female Male Female Female Female Female Female Female Male Female female Female Female 123 TRY OUT Please choose the most suitable words by crossing a, b, c, d or e ! 1. 2. 3. We……..see hi a. ever go to as ue e e da . b. usually c. slowly e. lovely It took…..o e hou to get the post offi e. It is ot to fa !. a. anxiously b. abnormally c. bravely d. only e. angrily “he is ….. e a. never 5. “he speaks ……. to he tea he . a. hardly b. bitterly 7. 8. 9. e. beautifully M fathe is dis ipli ed pe so , he ……. Co e late fo o k. a. only b. unusually c. patiently d. cheerfully 4. 6. d. rapidly f ie dl . “he ua eled ith thei f ie ds este da . b. ever c. before d. almost e. arrogantly c. annually d. afterwards e. softly She has g eat sou d, she sa g…….last ight. a. beautifully b. blindly c. nearly d. anxiously e. accidentally A ha dso e o is sitti g i the oo …… a. slightly b. lonely c. badly d. brightly e. carelessly We …... a i ed the s hool si e t affi ja . a. lately b. on time c. busilyd. clearly It ill …… get o se if e do othi g a out it. a. little b. just c. elegantly e. commonly d. equally e. fortunately d. rarely e. silently 10. We a e …… o ied that e ill get lost o the a . a. quite b. gracefully c. lazily 11. Ea l i the o i g, ou a hea the o ke el o …… a. repeatedly b. every night c. beautifully d. slowly 12. We a ot o k …… fo si hou s ithout a eak. a. hungrily b. actively c. clearly d. hopefully e. differently e. continuously 124 The following text is for question 13 to 22 One of my friends in my class likes (13) .……..He never does that at school through. He seems to enjoy that. He sometimes offers his friend some (14)……. . Once he told me that there was nothing wrong for students to smoke. I was very surprised with his statement then. Until now I am still curious to know why he could say that. As we know smoking means (15)………. more money. The question is : Can we make money? Of course the answer will be not because as students we still depend (16) ……. on many things. Besides, our main job is studying. Smoking means inviting (17) …………. There have been many reports and researches informing that smoking can cause many diseases,(18) …….. and (19) ……. Maybe some of the dangers. They are very serious and dangerous (20) _____. I think nobody will say yes when we ask them whether they want to suffer from suffer from those diseases. I believe you will share my opinion that smoking gives nothing but lethal so as (21) ……. we must stay away from smoking and I think that is the best (22)…….for us. 13. a. hunting b. smoking c. drinking d. dancing e. cheating 14. a. cigarettes b. coffees c. candies d. powders e. chickens 15. a. throwing b. spending c. giving d. getting e. taking 16. a. our parents b. big family c. grandmother d. uncle e. aunty 17. a. viruses b. vitamins c. addition d. benefit e. diseases 18. a. lunch cancer b. skin cancer c. heart attack d. cold e. liver 19. a. heart attack b. cancer c. dizzy d. toothache e. diarrhea 20. a. diseases b. deserts c. destroy d. blood e. case 21. a. teacher b. students c. doctors d. parents e. nurses 22. a. keep b. choice c. capital d. category e. habitation d. water e. honey for item 23 to 24 23. Add so e ….. if the offee is ot s eet e ough. a. salt b. sugar c. milk 125 24. He ought ho e a …….. of f ied oodles fo his fa il . a. plate b. bowl c. packet d. box e. glass Please complete the sentences bellow with suitable words for item 25 to 25. “he……the floo e e da . a. goes b. cleans c. eats d. arranges e. takes 26. A lette as….. a. written c. send d. cut e. gotten 27. A agazi e has ee ….. hi fo fift i utes. a. analyzed b. written c. read d. looked e. found 28. E lita has…..i he oo . a. became b. got c. met d. slept e. thrown 29. Ho e ill e …… a. flown c. caught d. given e. taken he este da . b. made utte fl . b. sent 30. I as e hu g at the ti e e ause ou did t gi e e so e food. If ou had …… e so e food, I ould t ha e ee e hu g a. put b. eaten c. asked d. stolen e. given 31. If Lee i ho…. a. sang e, I ould gi e so e p izes. b. saw d. meant 32. If the ai ….. , I ill go to i e a. a. stops b. burns d. breaks d. lit e. came d. hears e. says 33. I am not a president. If I became a president, I would….. a ou d I do esia. a. traveled b. told c. stayed d. danced e. kept 34. I a le e stude t. If I ….. a s hola ship, I ould sta i Mala sia. a. got b. spent c. stood d. sat e. won c. imports d. receives e. oils. c. chime d. ring e. blow 35. “i gapo e …... a lot of goods to othe ou t ies. a. sends brings b. exports 36. The kettle ill …. Whe the ate a. sing b. clank 126 The following text is for question 31 to 35 1__ 2__ 3__ 4__ 5__ 6__ 7__ 8__ 37. Green, Pink and Yellow One day, an English teacher was explaining about colors to the students. After he had finished the e pla atio , he asked to his stude ts. ho a ake se te e usi g the o ds g ee , a d ello ? . Ja es the s a test students in the class, quickly raise his ha d a d a s e ed, he the ello morning Sun comes, I see a beautiful girl wearing a pink dress walking through the g ee g ass . Ve good! Ja es, ou a e e good stude ts . e, e “i jo the naughty students in the class said while raisi g his ha d. A d the he said, I heard the telephone green, green..green, then I pink up the receiver and I said, ello , ho s speaki g the e? Ja es the smartest stude ts i the lass . 3th li ed . The u de li ed o d is si ila to… a. the most cleaver b. stupid c. bad d. loyal e. famous 38. the word Quickly i the 3th li ed is si ila to …. a. slowly b. fast c. silently 39. I see a beautiful girl (4th li ed a. pretty b. wise 40. What is s o a. excellent a. cruel e. lonely The u de li ed o d is si ila to…. c. bad d. talkative e. handsome of good , i 6th li ed…. b. enough c. delicious 41. What is synonym of d. patiently d. bad e. sweet aught , in 6th lined ? b. patient c. wise d. sweet e. soft please choose the right answers for item 42 to ! 42. The grandfather passed away when I was only two years old. The underline word is si ila ea i g to… a. lost b. died c. burn d. vanished e. lie 43. People like him very much because he is generous and always willing to lend a hand. The u de li e o ds has sa e ea i g ith… a. donate b. share c. help d. work e. care 44. Which is closet in meaning to a. beat b. fight o e t ? c. persuade d. join e. discuss 127 45. Which is closet in meaning to deadl ? a. fatal b. death c. alive 46. Which is closet in meaning to opportu it ? a. chance b. entry c. change 47. The word holida is si ila ea i g to… a. vacation b. work-day c. meeting d. hell e. burn d. channel e. work d. Schedule e. ceremony 48. Which is closet in meaning to alwa s ? a. seldom b. every year c. rapid d. hobby e. often 49. Which is the antonym of rapid ? a. hit b. smart c. slow d. jump e. walk 50. The antonym of e tre e is … a. extra b. terrible d. horrific e. holly 51. The opposite meaning of false is…. a. true b. rises c. gentle d. good e. well 52. The opposite meaning of i rease is ….. a. include b. conclude c. reduce d. induce e. stag c. moderate 53. Meilin is the tallest girl in the class. The underline word has opposite mea i g to …. a. smallest b. shortest c. smartest d. more beautiful e. thinnest 54. You said the sto as i te esti g ut I fou d it e … the opposite i teresti g is… a. boring b. amazing c. cool d. nice ea i g of e. fun The following text is for question 55 to 60 Sum Ting Wong Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair. They are really a well-matched couple. One year later, Wong family got a new baby. A nurse brought them a son with curly hair and a black skin. The u se o g atulated a d said, What a e ill ou gi e to this so ? With a o fused fa e, Ja k Wo g g u led, “u Ti g Wo g! 128 55. Which is the antonym of arried ? a. single b. couple c. together 56. The opposite a. brown ea i g of white i fi st pa ag aph is … b. pink c. black d. sweet 57. Which is the antonym of a. mother b. old 59. The antonym of a. assembly e. fun e. orange a e. teen 58. Whi h is the a to of curly ? a. straight b. little c. much 60. The a to a. angry d. same o gratulated is…. b. meet c. great d. grandma e. uncle d. black e. wave d. criticize e. honour of confused i the last pa ag aph is…. b. dizzy c. clear d.sad ****** GOOD LUCK****** e. amazing 129 PRE-TEST AND POST-TEST Please choose the most suitable words by crossing a, b, c, d or e ! 1. We……..see hi a. ever go to as ue e e da . b. usually c. slowly d. rapidly e.beautifully 2. M fathe is dis ipli ed pe so , he ……. Co e late fo o k. a. only b. unusually c. patiently d. cheerfully e. lovely 3. It took…..o e hou to get the post offi e. It is ot to fa !. a. anxiously b. abnormally c. bravely d. only e. angrily 4. “he is ….. e a. never f ie dl . “he ua eled ith thei f ie ds este da . b. ever c. before d. almost e. arrogantly 5. “he speaks ……. to he tea he . a. hardly b. bitterly c. annually d. afterwards e. softly 6. “he has g eat sou d, she sa g…….last ight. a. beautifully b. blindly c. nearly d. anxiously e. accidentally 7. A ha dso e o is sitti g i the oo …… a. slightly b. lonely c. badly d. brightly e. carelessly 8. We …...a i ed the s hool si e t affi ja . a.lately b. on time c. busily d. clearly e. commonly 9. It ill …… get o se if e do othi g a out it. a. little b. just c. elegantly d. equally e. fortunately d. rarely e. silently 10. We a e …… o ied that e ill get lost o the a . a. quite b. gracefully c. lazily 130 The following text is for question 11to 20 One of my friends in my class likes (11) .……..He never does that at school through. He seems to enjoy that. He sometimes offers his friend some (12)……. . Once he told me that there was nothing wrong for students to smoke. I was very surprised with his statement then. Until now I am still curious to know why he could say that. As we know smoking means (13)……….more money. The question is : Can we make money? Of course the answer will be not because as students we stilldepend (14) ……. on many things. Besides, our main job is studying. Smoking means inviting (15) …………. There have been many reports and researches informing that smoking can cause many diseases,(16) …….. and (17)……. Maybe some of the dangers. They are very serious anddangerous(18) _____. I think nobody will say yes when we ask them whether they want to suffer from suffer from those diseases. I believe you will share my opinion that smoking gives nothing butlethal so as (19) ……. we must stay away from smoking and I think that is the best (20)…….for us. 11. a. hunting b. smoking c. drinking d. dancing e. cheating 12. a. cigarettes b. coffees c. candies d. powders e. chickens 13. a. throwing b. spending c. giving d. getting e. taking 14. a. our parents b. big family c. grandmother d. uncle e. aunty 15. a. viruses b. vitamins c. addition e. diseases 16. a. lunch cancer b. skin cancer c. heart attack 17. a. heart attack b. cancer c. dizzy d. toothache e. diarrhea 18. a. diseases b. deserts c. destroy d. blood e. case 19. a. teacher b. students c. doctors d. parents e. nurses 20. a. keep b. choice c. capital d. category e. habitation d. benefit d. cold e. liver Please complete the sentences bellow with suitable words for item 21 to 30 21. “he……the floo e e da . a. goes b. cleans c. eats d. arranges e. takes 131 22. A lette as….. he este da . a. written b. made c. send 23. A agazi e has ee ….. hi fo fift i utes. a. analyzed b. written c. read d. cut e. gotten d. looked e. found 24. E lita has…..i he oo . a. became b. got c. met d. slept e. thrown 25. Ho e ill e …… a. flown c. caught d. given e. taken utte fl . b. sent 26. I as e hu g at the ti e e ause ou did t gi e …… e so e food, I ould t ha e ee e hu g a.put b. eaten c. asked d. stolen e so e food. If ou had 27. If Lee i ho…. e, I ould gi e so e p izes. a. sang b. saw d. meant d. lit 28. If the ai ……, I ill go to i e a. a. stops b. burns 29. I a c. breaks e. given e. came d. hears e. says le e stude t. If I ….. a s hola ship, I ould sta i Mala sia. a. got b. spent c. stood d. sat e. won 30. I am not a preside t. If I e a e a p eside t, I ould ….. a ou d I do esia. a. traveled b. told c. stayed d. danced e. kept The following text is for question 31 to 35 Green, Pink and Yellow 1__ One day, an English teacher was explaining about colors to the students. 2__ Afte he had fi ished the e pla atio , he asked to his stude ts. ho a ake 3__ se te e usi g the o ds g ee , a d ello ? . Ja es the smartest students in 4__ the class, quickly raise his ha d a d a s e ed, he the ello o i g “u 5__ comes, I see a beautiful girl wearing a pink dress walking through the green 6__ g ass . 7__ Ve good! Ja es, ou a e e good stude ts . e, e “i jo the 8__ naughty students in the class said while raising his ha d. A d the he said, I heard the telephone green, green..green, then I pink up the receiver and I said, ello , ho s speaki g the e? . 31. smartest stude ts i the lass . 3th li ed . The u de li ed o d is si ila to… a. the most cleaver b. stupid c. bad d. loyal e. famous 132 32. the word Quicklyi the 3th li ed is si ila to …. a. slowly b. fast c. silently 33. I see a beautiful girl (4th li ed a. pretty b. wise 34. What is s o a. excellent d. patiently e. lonely The u de li ed o d is si ila to…. c. bad d. talkative e. handsome of good , i 6th li ed…. b. enough c. delicious d. bad e. sweet d. sweet e. soft please choose the right answers for item 36 to 44! 36. Which is closet in meaning to o e t ? a. beat b. fight c. persuade d. join e. discuss 37. Which is closet in meaning to deadl ? a. fatal b. death c. alive d. hell e. burn 38. Which is closet in meaning to opportu it ? a. chance b. entry c. change d. channel e. work 35. What is synonym of aught , in 6thlined ? a. cruel b. patient c. wise 39. The word holida is si ila ea i g to… a. vacation b. work-day c. meeting d. Schedule e. ceremony 40. Which is closet in meaning to alwa s ? a. seldom b. every year c. rapid d. hobby e. often 41. Which is the antonym of rapid ? a. hit b. smart c. slow d. jump e. walk 42. The antonym of e tre e is … a. extra b. terrible c. moderate d. horrific e. holly 43. The opposite meaning of false is…. a. true b. rises c. gentle d. good e. well 44. The opposite meaningof i rease is ….. a. include b. conclude c. reduce d. induce e. stag 133 The following text is for question 51 to 60 Sum Ting Wong Jacky Wong got married with Lia Wong. Both of them had a white skin and straight hair. They are really a well-matched couple. One year later, Wong family got a new baby. A nurse brought them a son with curly hair and a black skin. The u se o g atulated a d said, What a e ill ou gi e to this so ? With a o fused fa e, Ja k Wo g g u led, “u Ti g Wo g! 45. Which is the antonym of arried ? a. single b. couple c. together 46. The opposite a. brown d. same ea i g of white i fi st pa ag aph is … b. pink c. black d. sweet e. fun e. orange 47. Which is the antonym of a a. mother b. old e. teen d. grandma e. uncle 48. Whi h is the a to a. straight c. much d. black e. wave d. criticize e. honour 49. The antonym of a. assembly 50. The a to a. angry of curly ? b. little o gratulated is…. b. meet c. great of confused i the last pa ag aph is…. b. dizzy c. clear d.sad ****** GOOD LUCK****** e. amazing 134 Answers Key (TRY-OUT) 1 2 3 4 5 6 7 8 9 10 =B =A =D =A =E =A =B =A =A =A 11 12 13 14 15 16 17 18 19 20 =A =B =B =A =B =A =E =A =A =A 21 = B 22 = B 23 = B 24 = B 25 = B 26 = A 27 = B 28 = D 29 = E 30 = E 31 32 33 34 35 36 37 38 39 40 =B =A =A =A =B =B =A =B =A =A 41 = A 42 = B 43 = C 44 = D 45 = B 46 = A 47 = A 48 = E 49 = C 50 = C 51 = A 52 = C 53 = A 54 = A 55 = A 56 = C 57 = B 58 = A 59 = D 60 = B 135 Answers Key (PRE-TEST AND POST-TEST) 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 =B =B =D =A =E =A =B =A =A =A =B =A =B =A =E =A =A =A =B =B 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 =B =A =C =D =E =E =B =A =A =A =A =B =A =A =A =D =B =A =A =E 41 42 43 44 45 46 47 48 49 50 =C =C =A =C =A =C =B =A =D =B 136 VALIDITY OF INSTRUMENT No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 JUMLAH Students' Name Afantia Salsa R Azizah Tifani Al Khikmatul J Alfath Arya P Amma W Anggun Berliana F Asti Asrawati Awening Wulan Delta Nugi H Devi Apriliani Dhitha Ayu Dian Pancawati Dina Rizkiana Diyah Ayu Dwi Aldi Saputra Ensyela Vaymanaella Feby Fitriana Hanidar Astika K Maulida Millati A Maulana Ulfa D Meli Kartika S Nuranis A Paras Dwi F Pitti Nur H Putri Zaky Alvas S Reviana M Rezza Dwi Artha M Rizki Dwi Safitri Siti Nadiroh Siti Nurjanah Yolanda F Yuzak Novindra X (Nilai Tryout) 20 50 54 48 40 56 40 48 42 50 56 40 58 40 48 40 56 50 70 50 64 50 54 56 50 58 60 20 70 60 50 40 1588 Y (Nilai UTS) 60 70 76 70 80 74 68 76 80 74 70 70 80 70 70 76 76 80 80 70 76 70 80 70 82 80 76 70 86 70 80 70 2380 X² Y² XY 400 2500 2916 2304 1600 3136 1600 2304 1764 2500 3136 1600 3364 1600 2304 1600 3136 2500 4900 2500 4096 2500 2916 3136 2500 3364 3600 400 4900 3600 2500 1600 82776 3600 6084 5776 4900 6400 5476 4624 5776 6400 5476 4900 4900 6400 4900 4900 5776 5776 6400 6400 4900 5776 4900 6400 4900 6724 6400 5776 4900 7396 4900 6400 4900 179136 1200 3500 4104 3360 3200 4144 2720 3648 3360 3700 3920 2800 4640 2800 3360 3040 4256 4000 5600 3500 4864 3500 4320 3920 4100 4640 4560 1400 6020 4200 4000 2800 119176 137 RELIABILITY OF INSTRUMENT 1 2 3 Students' Name Afantia Salsa R Azizah Tifani Al Khikmatul J TOTAL SCORE 20 35 37 X 10 17 19 Y 10 18 18 X² 100 289 361 Y² 100 324 324 XY 100 306 342 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 Alfath Arya P Amma W Anggun Berliana F Asti Asrawati Awening Wulan Delta Nugi H Devi Apriliani Dhitha Ayu Dian Pancawati Dina Rizkiana Diyah Ayu Dwi Aldi Saputra Ensyela Vaymanaella Feby Fitriana Hanidar Astika K Maulida Millati A Maulana Ulfa D Meli Kartika S Nuranis A Paras Dwi F Pitti Nur H Putri Zaky Alvas S Reviana M Rezza Dwi Artha M Rizki Dwi Safitri Siti Nadiroh Siti Nurjanah Yolanda F Yuzak Novindra 34 30 38 30 34 31 35 38 30 39 30 34 30 38 35 45 35 42 35 37 38 38 39 40 20 45 40 35 30 21 18 20 16 20 16 19 18 15 20 15 18 15 18 19 20 18 20 20 21 18 18 18 20 10 22 25 20 20 13 12 18 14 14 15 16 20 15 19 15 16 15 20 16 25 17 22 15 17 20 20 21 20 10 23 22 15 10 441 324 400 256 400 256 361 324 225 400 225 324 225 324 361 400 324 400 400 441 324 324 324 400 100 484 625 400 400 169 144 324 169 196 225 256 400 225 361 225 256 225 400 256 625 289 484 225 289 400 400 441 400 100 529 484 225 100 273 216 360 224 280 240 304 360 225 380 225 288 225 360 304 500 306 440 300 357 360 360 378 400 100 506 550 300 300 584 541 10942 9570 10169 No. JUMLAH 138 TRELLY TABLE OF INSTRUMENT TRYOUT INSTRUMENT ITEMS NO . 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 1 7 18 19 20 21 22 23 24 25 26 27 2 8 2 9 3 0 SU M 1 1 0 0 1 1 1 0 0 0 1 1 0 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 10 2 1 1 0 1 0 1 1 1 0 1 0 0 1 1 0 1 0 1 1 1 0 1 0 0 0 1 0 1 1 0 17 3 0 1 1 1 1 1 1 1 1 0 0 0 0 1 1 0 0 1 1 1 0 1 1 0 1 1 1 1 0 0 19 4 1 0 0 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 1 1 1 0 1 0 1 1 0 1 1 1 21 5 1 1 0 0 1 1 1 1 0 0 1 0 0 0 0 0 0 1 1 1 1 1 0 0 1 1 1 1 1 1 18 6 1 0 1 0 0 0 0 1 1 1 1 0 1 0 1 1 0 1 0 1 1 1 1 1 0 1 1 1 1 1 20 7 0 0 0 1 0 1 1 0 1 1 0 0 1 1 0 1 1 1 0 1 0 1 0 1 1 0 1 0 0 1 16 8 1 0 1 1 0 0 1 1 1 0 0 0 1 1 1 0 1 0 1 1 1 0 1 1 1 1 1 1 0 1 20 9 1 1 0 0 1 1 1 0 1 1 0 0 0 1 1 0 1 1 0 1 1 1 0 1 1 0 0 0 0 0 16 10 1 1 0 1 1 1 0 1 0 1 0 0 0 1 1 1 0 1 0 1 0 1 1 1 0 1 1 0 1 1 19 11 1 1 1 1 1 1 0 1 0 1 0 0 1 1 0 0 1 1 0 1 1 0 1 1 1 0 0 1 1 0 18 12 0 0 1 1 1 1 0 0 1 1 0 0 0 0 0 1 1 0 0 0 1 1 0 1 0 1 1 1 1 0 15 13 0 0 1 1 1 1 1 1 1 1 0 0 0 1 1 0 1 1 1 0 0 1 1 1 0 1 1 0 1 1 20 14 1 1 1 0 1 1 0 1 1 0 0 0 1 1 1 0 1 1 0 1 0 0 1 0 1 0 0 0 0 0 15 15 0 1 1 1 1 1 1 1 1 1 0 0 1 1 0 1 1 0 1 0 0 1 0 1 0 0 1 0 1 1 18 16 0 0 0 0 0 0 1 1 1 1 0 0 1 1 0 1 0 1 1 1 0 1 0 1 0 1 1 1 0 0 15 17 0 1 1 1 1 1 0 0 1 1 0 0 1 1 0 1 1 1 1 0 0 1 1 1 1 1 0 0 0 0 18 18 1 0 1 1 1 1 1 1 0 1 0 0 0 1 1 1 1 1 0 0 1 0 1 1 0 1 0 1 1 0 19 19 1 1 0 1 1 1 1 1 1 0 0 0 1 0 0 1 1 0 0 1 1 1 1 1 0 1 1 0 1 1 20 20 0 0 0 0 1 1 0 1 1 1 0 0 0 1 1 1 0 1 1 1 0 1 1 1 0 0 1 1 1 1 18 21 0 0 1 1 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 0 1 0 1 1 0 1 1 1 0 0 20 22 0 1 1 1 1 1 1 0 1 0 0 0 1 1 1 0 1 1 1 0 1 0 1 1 1 0 1 1 0 1 20 23 1 0 1 1 1 1 1 1 1 1 0 0 1 1 0 0 1 1 1 1 1 1 0 1 1 1 0 0 0 1 21 24 0 1 1 1 0 0 1 1 1 0 0 0 0 1 1 1 1 1 1 0 1 1 0 1 0 1 0 1 0 1 18 25 0 0 0 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 1 1 0 1 1 0 1 0 1 1 0 18 26 0 0 0 1 1 1 1 1 1 0 0 0 1 1 0 0 1 1 1 0 0 0 1 1 1 1 0 1 1 1 18 27 1 0 1 0 1 1 0 0 1 1 0 0 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 1 1 20 28 0 0 1 1 1 1 1 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 0 1 0 1 10 29 1 1 0 1 1 1 1 1 0 1 0 0 0 1 1 1 1 1 1 1 0 1 1 1 0 1 1 0 1 1 22 30 1 0 1 0 1 1 1 1 1 1 0 0 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 25 31 1 1 1 0 1 1 1 0 1 1 0 0 1 0 1 1 0 1 0 1 0 1 0 1 1 0 1 0 1 1 20 32 1 1 1 1 0 1 1 1 0 1 0 0 0 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 0 1 20 139 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60SUM 0 0 1 0 1 0 1 0 1 0 1 0 0 1 1 0 1 0 0 1 0 0 0 0 0 0 0 0 0 1 1 1 0 0 1 1 1 1 0 0 0 0 0 1 1 1 1 1 1 1 1 0 0 1 1 1 1 0 0 0 1 1 0 1 1 1 1 1 0 0 0 1 0 1 1 1 1 0 1 1 1 0 0 1 1 1 1 0 0 0 0 0 0 0 1 0 0 0 0 0 0 1 0 1 1 1 0 0 1 0 0 1 1 0 1 1 0 1 1 1 0 0 0 0 1 0 0 0 0 0 0 1 1 0 0 0 0 0 1 0 1 1 1 0 1 1 0 1 1 1 0 1 1 1 1 0 1 1 0 1 0 1 0 1 0 1 0 1 0 1 1 0 1 0 1 0 1 0 0 1 1 0 0 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0 1 0 0 1 1 0 0 1 1 0 1 1 1 0 0 0 1 1 0 0 1 0 1 1 0 1 0 0 0 0 1 0 0 1 1 0 0 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 1 1 0 0 1 0 1 1 0 1 0 0 1 0 0 1 1 1 1 1 0 1 1 0 0 1 1 0 0 0 0 0 1 0 1 0 0 1 0 0 1 1 0 1 1 0 1 1 1 1 0 1 0 1 1 0 1 0 1 0 1 0 1 1 1 0 0 1 0 1 1 1 1 1 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 1 1 0 1 1 0 1 0 1 1 1 1 1 1 0 1 1 1 1 0 1 1 1 1 1 1 0 1 0 1 0 1 0 1 0 1 1 0 0 1 0 1 0 1 1 0 0 0 1 0 0 0 0 0 0 1 0 1 0 1 1 1 1 1 1 0 1 0 1 1 1 0 0 1 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 0 0 1 1 0 1 1 0 0 1 0 0 0 0 0 0 0 15 1 1 1 1 1 0 0 1 1 0 1 1 0 1 0 1 1 0 1 1 1 0 1 0 1 1 1 1 0 1 20 0 0 0 0 1 0 0 0 1 1 1 1 0 0 0 1 1 1 0 0 1 1 1 0 1 1 1 0 1 1 16 1 0 0 0 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 25 0 0 1 1 1 1 0 0 0 1 1 1 0 1 0 0 0 0 0 1 1 1 1 0 1 1 1 0 1 1 17 1 1 1 1 1 1 1 1 0 1 1 1 0 1 0 1 1 1 0 0 1 1 1 0 1 1 1 1 0 1 22 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 0 1 1 1 1 1 0 1 1 0 1 1 1 15 0 0 0 0 1 0 1 1 1 0 1 1 0 0 0 1 0 1 1 0 0 1 1 0 1 1 1 1 1 1 17 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 0 1 0 1 0 1 1 1 0 1 1 20 1 1 0 1 1 1 0 1 1 1 1 1 0 1 0 0 1 1 0 0 1 0 1 0 1 1 1 0 1 1 20 1 1 1 1 1 1 0 1 0 1 1 1 0 1 0 1 1 1 1 0 1 1 1 0 0 0 1 0 1 1 21 0 0 1 1 1 1 1 1 1 1 1 1 0 0 0 0 0 1 1 1 0 1 1 0 1 1 1 0 1 1 20 0 0 0 0 1 0 0 0 0 0 0 1 0 0 0 0 1 1 0 1 1 1 1 0 0 0 0 1 1 0 10 0 1 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 0 0 0 1 0 1 1 1 1 1 1 23 0 0 1 1 1 1 1 1 1 1 1 1 0 1 0 0 1 1 1 0 1 1 1 0 1 1 0 1 1 1 22 0 0 0 0 1 0 0 0 0 1 1 1 0 1 0 0 1 1 0 1 1 1 1 0 1 0 1 1 1 0 15 0 0 0 0 1 0 0 0 0 0 1 1 0 1 0 1 0 1 0 1 1 1 1 0 0 0 0 0 0 0 10 10 18 18 13 12 18 14 14 15 16 20 15 19 15 16 140 HOMOGENEITY TEST (PRE-TEST OF EXPERIMENTAL CLASS) No. Name X X^2 1 S1 60 3600 2 S2 60 3600 3 S3 60 3600 4 S4 60 3600 5 S5 60 3600 6 S6 60 3600 7 S7 60 3600 8 S8 60 3600 9 S9 60 3600 10 S10 60 3600 11 S11 60 3600 12 S12 60 3600 13 S13 60 3600 14 S14 64 4096 15 S15 68 4624 16 S16 64 4096 17 S17 64 4096 18 S18 70 4900 19 S19 70 4900 20 S20 60 3600 21 S21 64 4096 22 S22 76 5776 23 S23 64 4096 24 S24 64 4096 25 S25 64 4096 26 S26 64 4096 27 S27 70 4900 28 S28 70 4900 29 S29 74 5476 30 S30 70 4900 31 S31 70 4900 32 S32 72 5184 ∑ 2062 s^2 24.44758 x 64.4375 141 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 ∑ s^2 x HOMOGENEITY TEST (PRE-TEST OF CONTROL CLASS) Name X X^2 S1 70 4900 S2 62 3844 S3 72 5184 S4 70 4900 S5 60 3600 S6 50 2500 S7 50 2500 S8 60 3600 S9 60 3600 S10 60 3600 S11 60 3600 S12 60 3600 S13 60 3600 S14 64 4096 S15 68 4624 S16 64 4096 S17 64 4096 S18 70 4900 S19 70 4900 S20 60 3600 S21 64 4096 S22 40 1600 S23 64 4096 S24 64 4096 S25 64 4096 S26 64 4096 S27 64 4096 S28 70 4900 S29 70 4900 S30 64 4096 S31 70 4900 S32 72 5184 2024 47.67742 63.25 142 BARTLETT TABLE Sample dk I/dk Experiment Class Control Class ∑ S^2 United Log s^2 United B (B VALUE) X^2 COUNT X^2 CHI KUARAT TABLE RESULT 31 31 62 0.032258 0.032258 24.44758 47.67742 72.125 df. 757.875 1478 2235.875 Log. 1.388235887 1.67831274 3.066548628 (df). log 43.03531251 52.02769495 95.06300746 0.027729636 -1.55705583 -0.025113804 -218.9484905 43,773 HOMOGENEOUS 143 HOMOGENEITY TEST (POST-TEST OF EXPERIMENTAL CLASS) No. Name X X^2 1 S1 86 7396 2 S2 80 6400 3 S3 78 6084 4 S4 68 4624 5 S5 74 5476 6 S6 74 5476 7 S7 80 6400 8 S8 64 4096 9 S9 68 4624 10 S10 70 4900 11 S11 80 6400 12 S12 84 7056 13 S13 70 4900 14 S14 72 5184 15 S15 80 6400 16 S16 80 6400 17 S17 82 6724 18 S18 70 4900 19 S19 86 7396 20 S20 68 4624 21 S21 68 4624 22 S22 80 6400 23 S23 70 4900 24 S24 80 6400 25 S25 86 7396 26 S26 84 7056 27 S27 82 6724 28 S28 80 6400 29 S29 78 6084 30 S30 76 5776 31 S31 80 6400 32 S32 74 5476 ∑ 2452 s^2 39.08065 x 76.625 144 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 ∑ s^2 x HOMOGENEITY TEST (POST-TEST OF CONTROL CLASS) Name X X^2 S1 70 4900 S2 64 4096 S3 70 4900 S4 70 4900 S5 60 3600 S6 64 4096 S7 60 3600 S8 68 4624 S9 74 5476 S10 80 6400 S11 70 4900 S12 62 3844 S13 64 4096 S14 68 4624 S15 70 4900 S16 72 5184 S17 70 4900 S18 70 4900 S19 60 3600 S20 62 3844 S21 68 4624 S22 60 3600 S23 60 3600 S24 68 4624 S25 68 4624 S26 70 4900 S27 60 3600 S28 64 4096 S29 70 4900 S30 68 4624 S31 70 4900 S32 68 4624 2142 23.22177 66.9375 145 BARTLETT TABLE Sample Dk Experiment Class Control Class ∑ S^2 United Log s^2 United B (THE B VALUE) X^2 COUNT X^ 2 CHI KUARAT TABEL RESULT 31 31 62 I/dk dk. log. 0.032258 39.08065 1211.5 1.59196172 0.032258 23.22177 719.875 1.3658954 62.30242 1931.375 2.95785712 (dk) log 49.35081346 42.34275733 91.69357079 0.032101482 -1.493474916 -0.024088305 -5.085818035 43,773 HOMOGENEOUS 146 No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 ∑ x S Name s1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 S20 S14 S16 S17 S21 S23 S24 S25 S22 S15 S18 S19 S27 S28 S30 S31 S32 S29 S22 NORMALITY TEST BY LILIFEOR METHOD (PRE-TEST OF EXPERIMENT CLASS) X Zi F(Zi) S(zi) 60 -4.4375 -0.89747 0.184734 0.03125 60 -4.4375 -0.89747 0.184734 0.0625 60 -4.4375 -0.89747 0.184734 0.09375 60 -4.4375 -0.89747 0.184734 0.125 60 -4.4375 -0.89747 0.184734 0.15625 60 -4.4375 -0.89747 0.184734 0.1875 60 -4.4375 -0.89747 0.184734 0.21875 60 -4.4375 -0.89747 0.184734 0.25 60 -4.4375 -0.89747 0.184734 0.28125 60 -4.4375 -0.89747 0.184734 0.3125 60 -4.4375 -0.89747 0.184734 0.34375 60 -4.4375 -0.89747 0.184734 0.375 60 -4.4375 -0.89747 0.184734 0.40625 60 -4.4375 -0.89747 0.184734 0.4375 64 -0.4375 -0.08848 0.464746 0.46875 64 -0.4375 -0.08848 0.464746 0.5 64 -0.4375 -0.08848 0.464746 0.53125 64 -0.4375 -0.08848 0.464746 0.5625 64 -0.4375 -0.08848 0.464746 0.59375 64 -0.4375 -0.08848 0.464746 0.625 64 -0.4375 -0.08848 0.464746 0.65625 64 -0.4375 -0.08848 0.464746 0.6875 68 3.5625 0.720505 0.764393 0.71875 70 5.5625 1.124999 0.869705 0.75 70 5.5625 1.124999 0.869705 0.78125 70 5.5625 1.124999 0.869705 0.8125 70 5.5625 1.124999 0.869705 0.84375 70 5.5625 1.124999 0.869705 0.875 70 5.5625 1.124999 0.869705 0.90625 72 7.5625 1.529493 0.936929 0.9375 74 9.5625 1.933987 0.973443 0.96875 76 11.5625 2.338481 0.990319 1 2062 L0 64.4375 I Table 4.944449 Lo 0.153484 0.122234 0.090984 0.059734 0.028484 0.002766 0.034016 0.065266 0.096516 0.127766 0.159016 0.190266 0.221516 0.252766 0.004004 0.035254 0.066504 0.097754 0.129004 0.160254 0.191504 0.222754 0.045643 0.119705 0.088455 0.057205 0.025955 0.005295 0.036545 0.000571 0.004693 0.009681 0.252766 0,941 NORMAL 147 No. Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 ∑ x S S22 S6 S7 S5 S8 S9 S10 S11 S12 S13 S20 S2 S14 S16 S17 S21 S23 S24 S25 S26 S27 S30 S15 S1 S4 S18 S19 S28 S29 S31 S3 S32 NORMALITY TEST BY LILIFEOR METHOD (PRE-TEST OF CONTROL CLASS) X Zi F(Zi) S(zi) 40 50 50 60 60 60 60 60 60 60 60 62 64 64 64 64 64 64 64 64 64 64 68 70 70 79 70 70 70 70 72 72 2033 63.53125 7.357175 -23.5313 42.64282 50 60 60 60 60 60 60 60 60 62 64 64 64 64 64 64 64 64 64 64 68 70 70 79 70 70 70 70 72 72 5.436869 6.796087 6.796087 8.155304 8.155304 8.155304 8.155304 8.155304 8.155304 8.155304 8.155304 8.427148 8.698991 8.698991 8.698991 8.698991 8.698991 8.698991 8.698991 8.698991 8.698991 8.698991 9.242678 9.514522 9.514522 10.73782 9.514522 9.514522 9.514522 9.514522 9.786365 9.786365 0.000691 0.032944 0.032944 0.315623 0.315623 0.315623 0.315623 0.315623 0.315623 0.315623 0.315623 0.417564 0.525401 0.525401 0.525401 0.525401 0.525401 0.525401 0.525401 0.525401 0.525401 0.525401 0.728207 0.810365 0.810365 0.982247 0.810365 0.810365 0.810365 0.810365 0.875152 0.875152 0.03125 0.0625 0.09375 0.125 0.15625 0.1875 0.21875 0.25 0.28125 0.3125 0.34375 0.375 0.40625 0.4375 0.46875 0.5 0.53125 0.5625 0.59375 0.625 0.65625 0.6875 0.71875 0.75 0.78125 0.8125 0.84375 0.875 0.90625 0.9375 0.96875 1 L0 I Table Lo 0.030559 0.029556 0.060806 0.190623 0.159373 0.128123 0.096873 0.065623 0.034373 0.003123 0.028127 0.042564 0.119151 0.087901 0.056651 0.025401 0.005849 0.037099 0.068349 0.099599 0.130849 0.162099 0.009457 0.060365 0.029115 0.169747 0.033385 0.064635 0.095885 0.127135 0.093598 0.124848 0.190623 0,941 NORMAL 148 NORMALITY TEST BY LILIFEOR METHOD (POST-TEST OF EXPERIMENT CLASS) No. Name X Zi F(Zi) S(zi) Lo 1 S8 64 12.625 -2.01953 0.021716 0.03125 0.009534 2 S14 68 -8.625 -1.37968 0.083843 0.0625 0.021343 3 S9 68 -8.625 -1.37968 0.083843 0.09375 0.009907 4 S20 68 -8.625 -1.37968 0.083843 0.125 0.041157 5 S21 68 -8.625 -1.37968 0.083843 0.15625 0.072407 6 S10 70 -6.625 -1.05975 0.144628 0.1875 0.042872 7 S13 70 -6.625 -1.05975 0.144628 0.21875 0.074122 8 S18 70 -6.625 -1.05975 0.144628 0.25 0.105372 9 S23 70 -6.625 -1.05975 0.144628 0.28125 0.136622 10 S14 72 -4.625 -0.73983 0.229702 0.3125 0.082798 11 S5 74 -2.625 -0.4199 0.337278 0.34375 0.006472 12 S6 74 -2.625 -0.4199 0.337278 0.375 0.037722 13 S32 74 -2.625 -0.4199 0.337278 0.40625 0.068972 14 S30 76 -0.625 -0.09998 0.460181 0.4375 0.022681 15 S3 78 1.375 0.219949 0.587045 0.46875 0.118295 16 S29 78 1.375 0.219949 0.587045 0.5 0.087045 17 S15 80 3.375 0.539875 0.705358 0.53125 0.174108 18 S7 80 3.375 0.539875 0.705358 0.5625 0.142858 19 S11 80 3.375 0.539875 0.705358 0.59375 0.111608 20 S15 80 3.375 0.539875 0.705358 0.625 0.080358 21 S16 80 3.375 0.539875 0.705358 0.65625 0.049108 22 S22 80 3.375 0.539875 0.705358 0.6875 0.017858 23 S24 80 3.375 0.539875 0.705358 0.71875 0.013392 24 S28 80 3.375 0.539875 0.705358 0.75 0.044642 25 S31 80 3.375 0.539875 0.705358 0.78125 0.075892 26 S17 82 5.375 0.8598 0.80505 0.8125 0.00745 27 S27 82 5.375 0.8598 0.80505 0.84375 0.0387 28 S12 84 7.375 1.179726 0.880945 0.875 0.005945 29 S26 84 7.375 1.179726 0.880945 0.90625 0.025305 30 S1 86 9.375 1.499652 0.933148 0.9375 0.004352 31 S19 86 9.375 1.499652 0.933148 0.96875 0.035602 32 S25 86 9.375 1.499652 0.933148 1 0.066852 ∑ 2452 L0 0.174108 x 76.625 I Table 0,941 S 6.251451 NORMAL 149 No. Name 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 ∑ x S S5 S7 S19 S22 S23 S27 S12 S20 S2 S6 S13 S28 S8 S14 S21 S24 S25 S30 S32 S1 S3 S4 S11 S15 S17 S8 S26 S29 S31 S16 S9 S10 NORMALITY TEST BY LILIFEOR METHOD (POST-TEST OF CONTROL CLASS) X Zi F(Zi) S(zi) 60 60 60 60 60 60 62 62 64 64 64 64 68 68 68 68 68 68 68 70 70 70 70 70 70 70 70 70 70 72 74 80 2142 66.9375 4.818898 -6.9375 -6.9375 -6.9375 -6.9375 -6.9375 -6.9375 -4.9375 -4.9375 -2.9375 -2.9375 -2.9375 -2.9375 1.0625 1.0625 1.0625 1.0625 1.0625 1.0625 1.0625 3.0625 3.0625 3.0625 3.0625 3.0625 3.0625 3.0625 3.0625 3.0625 3.0625 5.0625 7.0625 13.0625 -1.43964 -1.43964 -1.43964 -1.43964 -1.43964 -1.43964 -1.02461 -1.02461 -0.60958 -0.60958 -0.60958 -0.60958 0.220486 0.220486 0.220486 0.220486 0.220486 0.220486 0.220486 0.635519 0.635519 0.635519 0.635519 0.635519 0.635519 0.635519 0.635519 0.635519 0.635519 1.050551 1.465584 2.710682 0.074984 0.074984 0.074984 0.074984 0.074984 0.074984 0.152773 0.152773 0.27107 0.27107 0.27107 0.27107 0.587254 0.587254 0.587254 0.587254 0.587254 0.587254 0.587254 0.737455 0.737455 0.737455 0.737455 0.737455 0.737455 0.737455 0.737455 0.737455 0.737455 0.853268 0.928619 0.996643 0.03125 0.0625 0.09375 0.125 0.15625 0.1875 0.21875 0.25 0.28125 0.3125 0.34375 0.375 0.40625 0.4375 0.46875 0.5 0.53125 0.5625 0.59375 0.625 0.65625 0.6875 0.71875 0.75 0.78125 0.8125 0.84375 0.875 0.90625 0.9375 0.96875 1 L0 I Table Lo 0.043734 0.012484 0.018766 0.050016 0.081266 0.112516 0.065977 0.097227 0.01018 0.04143 0.07268 0.10393 0.181004 0.149754 0.118504 0.087254 0.056004 0.024754 0.006496 0.112455 0.081205 0.049955 0.018705 0.012545 0.043795 0.075045 0.106295 0.137545 0.168795 0.084232 0.040131 0.003357 0.181004 0,941 NORMAL 150 Standard Deviation of Experiment Class No. Respondent 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29 R30 R31 R32 SUM POSTTEST 86 80 78 68 74 74 80 64 68 70 80 84 70 72 80 80 82 70 86 68 68 80 70 80 86 84 82 80 78 76 80 74 2452 ̅ 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 76,6 (x - ̅ 9,4 3,4 1,4 -8,6 -2,6 -2,6 3,4 -12,6 8,6 -6,6 3,4 7,4 -6,6 -4,6 3,4 3,4 5,4 -6,6 9,4 -8,6 -8,6 3,4 -6,6 3,4 9,4 7,4 5,4 3,4 1,4 -0,6 3,4 -2,6 (x- ̅ 88,36 11,56 1,96 73,96 6,76 6,76 11,56 158,76 73,96 43,56 11,56 54,76 43,56 21,16 11,56 11,56 29,16 43,56 88,36 73,96 73,96 11,56 43,56 11,56 88,36 54,76 29,16 11,56 1,96 0,36 11,56 6,76 1211.52 151 Standard Deviation of Control Class No. Respondent 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. R1 R2 R3 R4 R5 R6 R7 R8 R9 R10 R11 R12 R13 R14 R15 R16 R17 R18 R19 R20 R21 R22 R23 R24 R25 R26 R27 R28 R29 R30 R31 R32 SUM POSTTEST 70 64 70 70 60 64 60 68 74 80 70 62 64 68 70 72 70 70 60 62 68 60 60 68 68 70 60 64 70 68 70 68 2142 ̅ 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 66,9 (x- ̅ 3,1 -2,9 3,1 3,1 -6,9 -2,9 -6,9 1,1 7,1 13,1 3,1 -4,9 3,1 1,1 3,1 5,1 3,1 3,1 -6,9 -4,9 1,1 -6,9 -6,9 1,1 1,1 3,1 -6,9 3,1 3,1 1,1 3,1 1,1 ( X2 - ̅ 9,61 8,41 9,61 9,61 47,9 8,41 47,9 1,21 50,41 171,61 9,61 24,01 8,41 1,21 9,61 26,01 9,61 9,61 47,9 24,01 1,21 47,9 47,9 1,21 1,21 9,61 47,9 9,61 9,61 9,61 9,61 1,21 731,26 152 T-Table TINGKAT SIGNIFIKANSI d.f. duasisi 20% 10% 5% 2% 1% 0,2% 0,1% satusisi 10% 5% 2,5% 1% 0,5% 0,1% 0,05% 1 3,078 6,314 12,706 31,821 63,657 318,309 636,619 2 1,886 2,920 4,303 6,965 9,925 22,327 31,599 3 1,638 2,353 3,182 4,541 5,841 10,215 12,924 4 1,533 2,132 2,776 3,747 4,604 7,173 8,610 5 1,476 2,015 2,571 3,365 4,032 5,893 6,869 6 1,440 1,943 2,447 3,143 3,707 5,208 5,959 7 1,415 1,895 2,365 2,998 3,499 4,785 5,408 8 1,397 1,860 2,306 2,896 3,355 4,501 5,041 9 1,383 1,833 2,262 2,821 3,250 4,297 4,781 10 1,372 1,812 2,228 2,764 3,169 4,144 4,587 15 1,341 1,753 2,131 2,602 2,947 3,733 4,073 20 1,325 1,725 2,086 2,528 2,845 3,552 3,850 25 1,316 1,708 2,060 2,485 2,787 3,450 3,725 30 1,310 1,697 2,042 2,457 2,750 3,385 3,646 35 1,306 1,690 2,030 2,438 2,724 3,340 3,591 40 1,303 1,684 2,021 2,423 2,704 3,307 3,551 45 1,301 1,679 2,014 2,412 2,690 3,281 3,520 46 1,300 1,679 2,013 2,410 2,687 3,277 3,515 48 1,299 1,677 2,011 2,407 2,682 3,269 3,505 49 1,299 1,677 2,010 2,405 2,680 3,265 3,500 50 1,299 1,676 2,009 2,403 2,678 3,261 3,496 55 1,297 1,673 2,004 2,396 2,668 3,245 3,476 56 1,297 1,673 2,003 2,395 2,667 3,242 3,473 57 1,297 1,672 2,002 2,394 2,665 3,239 3,470 58 1,296 1,672 2,002 2,392 2,663 3,237 3,466 59 1,296 1,671 2,001 2,391 2,662 3,234 3,463 60 1,296 1,671 2,000 2,390 2,660 3,232 3,460 61 1,296 1,670 2,000 2,389 2,659 3,229 3,457 62 1,295 1,670 1,999 2,388 2,657 3,227 3,454 153 63 1,295 1,669 1,998 2,387 2,656 3,225 3,452 64 1,295 1,669 1,998 2,386 2,655 3,223 3,449 154 R PRODUCT MOMENT TABLE 3 4 5 The Significant Level 5% 1% 0,997 999 0,950 990 0,878 959 6 7 8 9 10 0,811 0,754 0,707 0,666 0,637 917 874 834 798 765 11 12 13 14 15 0,602 0,576 0,553 0,532 0,514 735 708 684 661 641 16 17 18 19 20 0,497 0,482 0,468 0,456 0,444 625 606 590 575 561 N 21 22 23 24 25 0,433 0,423 0,413 0,404 0,395 543 537 526 516 505 N 26 27 28 29 30 The Significant Level 5% 1% 0,388 0,496 0.381 0,487 0,374 0,478 0,367 0,470 0,361 0,463 55 60 65 70 75 The Significant Level 5% 1% 0,266 0,345 0,254 0,330 0,244 0,317 0,235 0,306 0,227 0,296 N 31 32 33 34 35 0,355 0,349 0,344 0,339 0,334 0,450 0,449 0,442 0,436 0,430 80 85 90 95 100 0,220 0,213 0,207 0,202 0,195 0,256 0,278 0,270 0,263 0,256 36 37 38 39 40 0,329 0,325 0,320 0,316 0,312 0,424 0,418 0,413 0,408 0,403 125 150 175 200 300 0,176 0,159 0,148 0,138 0,113 0,230 0,210 0,194 0,184 0,145 41 42 43 44 45 0,308 0,304 0,301 0,297 0,294 0,398 0,393 0,389 0,384 0,380 400 500 0,095 0,088 0,128 0,115 600 700 0,080 0,074 0,105 0,097 46 47 48 49 50 0,291 0,288 0,284 0,281 0,279 0,376 0,372 0,368 0,364 0,361 800 900 0,070 0,065 0,091 0,086 1000 0,062 0,081 155 NILAI KRITIS L UNTUK UJI LILIEFORS Ukuran Taraf Nyata Sampel 0,01 0,05 0,10 0,15 0,20 N= 4 0,417 0,381 0,352 0,319 0,300 5 0,405 0,337 0,315 0,229 0,285 6 0,364 0,319 0,294 0,227 0,265 7 0,348 0,300 0,276 0,258 0,247 8 0,331 0,285 0,261 0,244 0,233 9 0,311 0,271 0,249 0,233 0,223 10 0,294 0,258 0,239 0,224 0,215 11 0,284 0,249 0,230 0,217 0,206 12 0,275 0,242 0,223 0,212 0,199 13 0,268 0,234 0,214 0,202 0,190 14 0,261 0,227 0,207 0,194 0,183 15 0,257 0,220 0,201 0,187 0,177 16 0,250 0,213 0,195 0,182 0,173 17 0,245 0,206 0,289 0,177 0,169 18 0,239 0,200 0,184 0,173 0,166 19 0,235 0,195 0,179 0,169 0,163 20 0,231 0,190 0,174 0,166 0,160 25 0,200 0,173 0,158 0,147 0,142 30 0,187 0,161 0,144 0,136 0,131 N>30 1,031 0,886 0,805 0,768 0,736 √ √ √ √ √ 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172