IMPROVING STUDENTS' ACHIEVEMENTTHROUGH ENGLISH DA Y PROGRAM

(A Case Study at the Second Year Students of S:\IF\ 112 ,Iakllrta Bani!)

A Skripsi

Presented to the Faculty of Tarbiyah lind !,'aeh","s' Irllining

In Partial Fulfillment of the l~elJuircment~ For the I)l'grt't' of Sarjana Slrata I

By:ABDUL HOSYIIl

99140 ISW!

THE ENGLISH DEPARTEMENTTIlE FACULTY OF TARBlY,\1I .\\'1> TE·\CIIER'S TRU\I\,(;

STATE JSLAJVllC LJNIVEI~SJTY

SYARJF HIJ)A YATULLAIIJAKARTA

J424 11/2004 ,VI

IMPROVING STUDENTS' ACHmVEMENT

THROUGH ENGLISH DAY PROGRAM

(A Case Study at the Second Yeur Students of SMUN 112 .JalUlrlu Bural)

A Skripsi

Presented to the Fuculty ofTurhiyuh and Teu('hers' Truining

In Purtiul Fulfilhnent of the I~equiremelltsFor the Degn't' of Sa rjll nll Strum I

By:ABDUL ROSY/D

9914015768

Approved ByAdvisor:

Drs. ItA Munir Sonhlldii. ,\I.EdNIP. 1500506112

THE ENGLISH DEPARTEMENTTHE FACULTY OF TARBIYAH ANI> TEACHER'S TRAINING

STATE ISLAMIC UNIVERSITYSYARIF HmAYATULLAH

JAKARTA1424 H / 2004

Legalization of Examination Committee

A "skripsi" lilled " IMPROVING STUDENTS' ACHIEVEMENT

THROUGH ENGLISH DAY PROGRAM" (A Case Study at the Second Year

of Students of SlVIUN 112 Jakarta Barat) was examined at examination session of

the Faculty of Tarbiyah of Syarif I-lielayatullah State Islamic University Jakarta on

Saturelay. February 7. 2004. This "skripsi" has fulfilleel the requirement for the

Degree of Strata-I (S-I) at the English Department.

Jakarta, February 7, 2004

Examination Committee

1'11' ·leac )1' Committee

Pn2,L_Dr. I-l. Salman I· runNIP. ISO 062 568

Examiner I

Drs. Nasrun Mahmuel. M.pel.NIP. ISO 041 70

The Secretary of Committee

Committee

Examiner II

Drs, I-I. A Munir S nhaelji. M.Eel.NIP. ISO 050 682

ACKNOWLEDGEMENT

In the name of Allah, the beneficent and the merciful

All praisebeto Allah for the health and the strength that He has given to the writer

111 completing this skripsi. Peace and blessing be upon the Prophet Muhammad, his

family, his companions and his followers.

The writer is absolutely conscious that he could not carry out this work without

helping of others, either spiritual and material. The writer would like to say his beloved

parents (H. Abdul Rojak Aim. and Mrs. Hj. Zenab). And all family of the writer who

always give motivation, support and moral encouragement to fmish his study and also to

Drs.H.A Munir Sonhadji, M.Ed. as the advisor for his patient and sincerity in guiding the

writer to carty but this skripsi from beginning to the end.

His gratitude also goes to

I. Prof.DR. H. Salman HarLIn as a Dean of The Faculty ofTarbiyah and

Teachers' Training

2 Drs. Nasrun Mahmud, M.Pd. The Head of English Department

3. Drs. Syauki M.Pd .The Secretaly of English Department

4. All teachers of English Department who have taught and educated the writer

during his study at UIN SyarifHidayatullah Jakarta.

5. Mr. Munir S.Pd. The English Teacher of SMUN 112 Jakarta Barat

.6. His Best Friend: Aly FiklY, Alul1ad Nasmlloh, Fida Dzulfahmi, Nina

Rosdiyanah, Udin Syahrudin, Dudi Almunadi, KhoilUnnisa , Nurahmawati, Siti

Chaeroniyah, Aini Ainurohmah and Fitriyah (Ehm). I will never forget you all.

You are my best friend

May Allah the Almighty bless them all, Amien. And finally, The writer realizes

that this skripsi is far from perfect. Therefore, the writer would like to accept any

constructive suggestion to make this skripsi better.

Jakarta, 15 January 2004

The writer

A.H..

TABLE OF CONTENTS

ACKNOWLEDGEMENT

TABLE OF CONTENTS ..

CHAPTER I: INTRODUCTION

. . . . . . . . . . . . . . . . . . . . . . .. ..1

. 111

A. Background of the Study 1

B. The Coverage and Formulation of the Problem........

C. Method of the Study

D. Organization of the Study ...

CHAPTER II: THEORETICAL FRAMEWORK

A. English Day Program .

a. The Meaning of English Day Program

,............ j

.... 3

..3

. 5

... 5

b. The Activities of English Day Program..... . ... 6

a. Reinforcement Material

b. English Discussion ...

B. The Students' Achievements ....

...... 6

. .... 7

. .... 8

a. The Meaning of Students' Achievements .

a. The Teacher. ....

b. The Material .

c. The Method .

... 8

..9

. I 1

.12

d. The Facilities or Aids. • • • • • I • • • • • • ... 12

e. The Environment . ..................... 13

CHAPTER III: RESEACI-I METHODOLOGY

A. Purpose of the Study .

B. Place and Time of Research .

.15

.I5

C. Population and Sample , .

D. The Technique of Data Collecting.

E. The Technique of Data Analysis ...

CHAPTER IV: RESEACI-I FINDING

A. The Description of Data

B. The Analysis of Data .

C. The Test ofI-Iypothesis .

CHAPTER V: CONCLUSION AND SUGGESTION

.. 16

............. . 16

............ ... 17

18

. 18

. 24

A. Conclusion ... ... 26

B. Suggestion ..

BlBLIOGRAPY... ..

APPENDICES .

... 26

.. 27

. 29

CHAPTER I

INTRODUCTION

A. Background ofthe Study

English has become an international language. Almost everyone uses English

to communicate with other people, in terms of economics, politic, scientific,

culturefield. As stated by Robert Claiborne, " language as communicative is the

prime mean for organizing the cooperative activities that enable us to accomplish as

groups things we could not possibly do as individual"]

English has become one of the most important aspects to be learned to enrich

our knowledge about technology at international level. Realizing how important

English is, Indonesia government makes English as the first foreign language that

taught in Indonesian. It is stated in the 1996 GBPP: " Bahasa Inggris adalah bahasa

asing pertama yang dianggap penting untuk tujuan penyerapan dan pengembangan

ilmu pengetahuan dan pembinaan hubungan dengan bangsa lain "(English is the first

foreign language considered as an important language to gain and develop science

and technology to make a good relationship with the other nationsiEnglish learned as a subject matter in every school level, beginning at

elementary school up to university. Although English has been taught in every school

1 Robert Claiborne, The life and time of English language, (London: BloomsburyPublishing. Ltd, 1990) p.6

2 Departemen pendidikan dan Kebudayaan, Kurikulum, GBPP Mata PelajaraJl BahasaInggris(Jakarta: depdikbud, 1993) p.l

level, students still have some difficulties in learning and the usage of the language

orally and written. This incapability caused by some weakness such as lack of

vocabulary, difficult to express ideas in English, the cultural difference, and mostly

they reluctant to read English text.

Realizing these problems the school must be carefully managed to solve the

problem of English teaching, because learning English is different from learning

other disciplines of knowledge. In learning English the students have to practice their

English very often. In addition teaching of a language must be combined between

theory and practice, depending on the situation of the classroom, the condition of the

students, and the level of subject matter difficulties. The teacher should use an

appropriate methodology, which is suitable for the situation and condition of the

students

The success of English teaching can be achieved, if it is supported by the

method of teaching, professional teacher, Facility or aids, suitable books, and

conducive environment.

There are many ways to overcome the problem of English teaching and to

improve the quality of school as well as attract the people's interest. The program,

which are provided by the school are not the same, One of the program offered by the

school is English Day Program, this program aimed to increase the students skills

such as: listening speaking, reading, and writing.

B. The Coverage and Formulation ofthe Problem

The Coverage of the problem in this study the writer wants to analyze English

Day Program as a way to improve students' achievement. And the formulation of the

problem Is that English Day Program effective in improving students' achievement?

C. Method of the study

To support the study the writer uses a library and field research, in the library

research the writer goes to some libraries to get some books, magazines, newspapers

and the other source which is related to the subject, and in the field research, the

writer visits a school that apply English Day Program and do some interview to the

English teacher to know more about the English Day Program activities. In addition

the writer will apply some tests to the students to know the students' knowledge and

the test are divided into two parts. At first the students are given pre test then after

two months the writer gives the students post test to know their progress ofEnglish

D. Organization of The Study

This skripsi is divided into five chapters as follows: First chapter is the

introduction consists of five parts, they are: Background of Study, Coverage and

Formulation of the Problem, Method of the Study, and Organization of the Study

Second chapter is discussing about the development of English day program

and the student's achievement, they are: the Meaning of English Day Program,

English Day Program activities, and the Meaning of English learning Achievement,

Third chapter deals with Research Methodology with consists of The Purpose

of the Study, Place and Time of Research, Population and Sample, Technique ofData

Collecting, And The Technique of Data Analysis.

Four chapter will describe on research finding including The Description of

Data the Analysis ofData and the Test ofHypothesis.

The last chapter consists of two parts they are Conclusions and Suggestion.

CHAPTERll

THEORETICAL FRAMEWORK

A. English Day Program

1. The Meaning of English Day Program

English Day Program is an activity, which is established by the SMUN 112.

Not all schools have the special program, and it is as an extracurricular activity. It is

performed on Saturdays and followed by all students from the first year until the third

year. The participants are not only students, but all people in the school must follow

the program.

English Day Program help students ofEnglish to develop their competency to

use English, and gives the nature of communication, act. The assessment should

cover more than one skill at the same time and it should be practiced in their daily

life.

The activity gives an opportunity to practice the lesson that they have learned

in the classroom, in the other hand the student can practice to communicate in

different social context such as: in classroom, cafeteria, office and the others. In

addition it is allowing students to be creative and the aim is to stimulate language

proficiency among individuals and groups. Beside that it has mutual relationship,

which students may find themselves and give them an opportunity to practice

At this program the students are trained to be able to use English well such as:

listening, Speaking, reading, and writing. The four skills can be described as:

When students are listening to the speaker, they can use all contextual clues to

get the meaning of what is being said and how the message is being conveyed.

On speaking practical, the students are able to find what is appropriate to say,

how it should be said, and when it is in different social situation they find themselves.

This understanding brings to a serious implication for curriculum development.

On reading, the students are able to construct the meaning based on the

messages provided by the text and in connection with their own reading purposes,

and it is very Important purpose of communicative language teaching to enable

learners to use the language for real life of communicative purposes, as a part of

being member of a literate culture, our students are expected to read on their own for

the purpose they set for themselves, for the example they might want to update their

knowledge about things they consider important.

Finally in writing activity the students are able to formulate their ideas into an

acceptable written English language in accordance with the writing situation and their

own writing purposes.

2. The Activities of English Day Program

2.1. Reinforcement Material

The purpose of this activity is to deepen or reinforce the material that the

students have been studied, this activity is carried out of the regular class hours. Some

teachers like to use an article of English or publication of reading selection to

understand the grammatical and vocabulary necessity to comprehensive material.

Students who encouraged by the sight of grammatical form and vocabulary if they

still do not understand. It is directed to the students in order that they can get better

understanding and improvement to the lesson learned in the intracurricular activities.

The students in this activity have many chances to increase their ability in

listening, speaking, reading and writing. The stress of this activity is how the students

could understand the lesson that they have learned in regular class and use it in

conversation with their friends

2.2. English Discussion

At first the students usually feel shy and doubtful to take apart in the

conversation session. When they keep silent, they may develop excellent listening

comprehension but little ability to express themselves clearly, and will find later on

that they can use themselves after a little practice. According to Jane Willis it can be

receptive skill and it will be developed as they listen 3. These students should be

helped to overcome their fears to speak, beside that the teacher must establish good

atmosphere in the classroom.

The statement above IS strengthened by Friederike klippel; He says, "

Learning is more effective if the learners are actively involved in the process. The

degree of learner activity depends among other things, on the type of material they

are working on ,,4 This activity is carried out in individual and group, in this activity

the students have many chance in speaking English they must speak English

whenever and wherever if it's possible and usually done in all activity ofthe students.

In the other hand, the participants of this activity are all people in that school.

When the writer observed the school the writer found out that most of the students

were able to speak English, the motivation of the students in learning English are

3 Jane Willis, Teaching English Thraugh English, (England: Longman Group LTD: 1990)p.30

4 Friederike Klippel, Keep Talking Communicative In Secont! Language Classroom.(Cambridge: Cambridge University Press, USA. 1995)

very high may be' the teachers and other components of the school support this

activity

In this case the medium of instruction is English that is used in learning

process in the classroom, like checking the students attendance, greeting, giving

instruction, explaining lesson material, giving exercises and also discussion, all the

activities are using English as a medium of the instruction. If the teacher uses English

to organize the lesson, the students will become familiar with many common

expressions. Stephen D. Krashen said: "By using English teaching process the teacher

can give a positive influence because there is a tendency that the frequency using the

language studied has a positive influence"s

Chamber also say " .....the need for using the target language as common

language, cannot be avoided and for many students. The teachers is the only one for

the target language source, because of that the teacher must give exposure in target as

many as possible to students" 6

B. The Students' Achievements

1. The Meaning of Students' Achievement

According to Slameto the meaning of learning is a process, which is done by

individuals experience in their interaction with the environment. This is similar to

Jameson Hicks who said that learning might be defined as change in behavior

through interaction between the learner and his environment'

5 Stephen D. Krashen Second Language Acquisition and Second Language Learning,(Oxford: Pergamon Press, 1981), P. 120

6 Gary Chamber, Teaching in The Target Language, (Journal Of The Association ForLanguage Teaching), NO.6

7 Jameson and Hick, Elementary School Curriculum, (New York: American Book Company,1960), PAl

Meanwhile, Oemar Hamalik said that learning is a formal growth or change in

individual shown by a new behavior as a result of an experience and practice8

From all opinions above that they express a similar thing that learning is an

experience as a change of behavior of someone as a result of her/his interaction with

the environment. Learning will be successful when factors of teaching and learning

process can be directed in real situation. The factors that influencing the process of

teaching and learning are:

1.1. The Teacher

The teacher has an important role in the teaching learning process. His/her

role cannot be substituted with modern equipment, such as machine, tape recorder or

even with modern computer.

In the process of learning and teaching, the role of the teacher IS as an

informer, motivator, organizer, director, initiator, facilitator, and evaluator9 He/She

also has to choose the materials, methods, and tools, which are suitable to reach the

goal of teaching.

In relation to the curriculum, the material's task and responsibility are to

operate and transform the potential curriculum through teaching learning process. In

order the teacher can carry out his responsibility, he has to:

8 Oemar Hamalik, Metode Belojor dan Kesulitan Be/ajar di Sekolah, (Surabaya: usabaNasional, 1983), P. 27

9 Sardiman A.M., Interaksi dall Motil'asi Be/ajar Mengajar, (Jakarta: CV. RajawaH , 1986),p.142-143

a. Master the "GBPP" (The General Outline Of Teaching Program) and its guidelines,

which contains the expected goal, the material from each item, who and how the

material must be given, and tools or instruments which are used to reach the goals.

b. Fonnulate the lesson well.

c. Do the teaching-learning well

d. Understand and be ready to carry out the further teaching learning process. 10

Professional teacher has an important role, likewise, the teacher must be

prepared well, and he must have a good professional competence. In relation to this,

Lester and Alice give some requirements to be said a good teacher. The teacher's

competence should include the ability to:

I. Understand the accepted principles of education and how to function within

their framework.

2. Understand the areas for service and demonstrate ability to perfonn those

servIces

3. Understand the value of planning and use those plans in his teaching.

4. Understand the principles of healthy living and how to apply those principles

to his teaching.

5. Understand the children development and how to adapt his teaching

accordingly.

6. Understand differences among individuals and how to meet these individuals'

differences in his teaching.

10 DR. Nana Sudjana, Carn Be/ajar SisIVa Aktip Dalam Proses Belajar Mellgajar, (Bandung:CV. Sinar Baru,1998) p. 18-19

7. Understand the guidance and how to apply its principles in the education of

children.

8. Understand teaching-learning material and how to present this material to his

learner.

9. Understand the function of extracurricular activities and what he can do to

incorporate them into his teaching.

10. Understand the nature and use ofevaluation in the education ofchildren.

II. Understand the interrelating function of the community and the school in the

education ofchildren.

12. Understand the utilization of audio-visual and other aids III the teaching-

learning situation. II

Generally the teacher's competencies above could be classified into three

points: individual competency, professional competency, and social competency.

1.2. The Material

The material is something presented and must be mastered by a teacher. It has

been said above that the teacher has to master the "GBPP" and its guidelines, so the

book, which is used in teaching-learning process, has to be in accordance with

"GBPP".."GBPP" becomes the guideline for the teacher in planning and operating

the teaching- learning process.

II Crow, Lester D Ph.D. and Crow, Alice, Ph.D., The Student Teucher in the ElementurySchool, (New York: David McKay Company, Inc, 1965), p.34.

1.3. The Method

Method has an important role in the teaching-learning process. " The method

used has often been said to be the cause of success or failure in language learning; for

it is ultimately the method that determines the what and the how of the language

instruction,,12

" Method IS an overall plan for the orderly presentation of language

material".1J

From the statements above we can say that method is a way that should be

carried out to reach the programmed goal.

1.4. The Facilities 01' Aids

Facilities or aids in language teaching are everything, which can be used by

the teacher and the students to reach the goals that have been arranged. 14

There are various types of aids. Firstly, aids that are solely visual: blackboard,

picture, slide projector, and OHP (over head projector). Secondly, aids that are solely

aural: radio, tape-recorder. Thirdly, aids that are both visual and aural (audio visual):

video and film, Fourthly, games: crossword puzzle

12 William Francis Mackey, Lallguage Teachillg Allalysis, (London: Longman,Green AndCo LTD, 1965), p.B8

13 Allan and Campbell, Teachillg Ellglish as a Secolld Lallguage, (New York: Me. Graw,USA, 1975),p.7.

14 Sri Ulari subiakto, Methodology Pellgajarall Bahasa, (Jakarta: PT. Gramedia, 1994),p.105

1.5. The Environment

Students who have a high interest and who tough by a qualified teacher are

not always guarantee to study or success well. Environment is other factor which can

motivate them to study hard.

Talking about the meaning of environment as quoted by Sartain said that"

lingkungan adalah meliputi semua kondisi-kondisi dalam dunia ini yang dalam cara-

cara tertentu memperoleh tingkah laku kita, pertumbuhan dan perkembangan atau

proses hidup kita ,,15 (environment is all conditions in the world, in a certain way can

influence our behavior, growth and development or the process ofour life)

While Tabrani Rusyat defined " Lingkungan adalah segala sesuatu yang

berada di sekitar kita, yang ada hubungannya dan berpengaruh terhadap diri kital6

(Environment is everything which exist around us, which has a correlation and

influence to ourselves). In this case, the environment can be divided into three kinds,

namely:

1. The family environment

2. The society environment

3. The school environment. 17

A good environment can support the successful of language teaching. Ideally

the good environment for student who studies a foreign language is the environment

like the environment of a child learning his mother tongue, where they can try and

practice the language being studied.

15 M.Ngalim Purwanto, Psik%gi PelUlidikan , (Bandung; PT Remaja Rosakarya, 1990)16 A. Thabrani Rusyat Pendekatan Da/am Prose.• Be/ajar Mengajar, (Bandung PT. Remaja

Rosdakarya, J990)17 DR. Nana Sudjana , Cara Beltyar Siswa Aktif Da/am Proses Be/ajar Mengajar,

(Bandung: CV. Sinar Barn, J988), p: 18

Whereas the meaning of achievement in the book of Psikologi Pendidikan

dan Evaluasi Belajar di sekolah written by Winkel is said that: an evidence of the

action which can be achieved According to Nana Sudjan " hasil belajar adalah

seperangkat nilai-nilai yang diperoleh peserta didik melalui evaluasi yang didapat

yaitu hasil belajar tingkat kognitipnyal8 (achievement is a set of acquired values of

learners through gained evaluation which is a result of their cognitive level)

According to Habyb as written in "Kamus Popular" that learning achievement

IS mastering knowledge or skill that developed by subject, usually indicated with the

score or mark given by the teacher.

The achievement in English learning should be related to the target of

curriculum. To know the students' achievement score in English learning depend on

the technique ofevaluating the students during the learning process.

The teacher must do an evaluation toward the students' learning outcome by

USIng an evaluation instrument, it is usually a test that is made by the teacher

himself/herself. Through the score of the test, the students' achievement will be

known the learning outcome that has been reached.

High or low students ability is seen from their achievement after evaluating.

If they get low score, it means that the students have some obstacle, however, if they

got high score, it mean that the process of teaching and learning are appropriate to the

curriculum.

18 Nana Sudjana, Dasar-tlasar Mengajar, (Bandung; Sinar Barn, 1988), P. SO

CHAPTER III

RESEACH METHODOLOGY

A. The Purpose ofthe Study

The general purpose of this study is to know the process of English Day

Program and to know whether using English Day Program can increase students'

achievement or not

B. Place and Time of Research

The research of this study held at SMUN 112 West Jakarta, Which is located

on JI.Pesanggrahan Raya Meruya Utara Kembangan Jakarta Barat, the writer chooses

it because SMUN 112 uses English Day Program as a technique in teaching English.

The research held over a period of time from July to October 2003

The steps of the research organized as follows:

I. Consult with the principal of SMUN 112

2. Observe the location and population where the research is carried out

3. Interview to the principal and the teacher of SMUN 112 related to the

application ofEnglish Day Program

4. Observe the teaching-learning process and the activity of English Day

Program

5. Give the pre test to the students

6. Give the post test to the students

7. Analyze data

C. Population and Sample

In this research the writer took the population of the second year students of

about 329 students distributed on the 10 classes. And the writer only takes one of

classroom, (II. 7) with the 32 students. Its considered as a representation of all

population.

D. Technique of Data Collecting

In completing this data the writer used some technique ofdata collecting such

as:

a. Observation

Before doing research the writer observed the location and population where

the research is going to conduct in order to know about the process of English Day

Program

b. Interview

The writer has interviewed the English teacher of the second year. The

interview was about general description of the English Day Program and everything

related to its and also about the teaching-learning process in the classroom.

c. Pre-test

The pre-test was done a week after the observation held to know their first

students' capability in mastering lesson.

d. Post-test

Post-test was done two months after the students did the pre-test.

E. The Technique of Data Analysis

The technique used in analyzing of the data is descriptive analysis technique

(percentage) which is described in the table of percentage using fonnula:

Fp= X 100%

N

P = percentage

F = frequency

N = Number of sample

CHAPTER IV

RESEARCH FINDING

A. The Description or Data

As the Writer has explained in the previous chapter, this skripsi discuss on the

activity of English Day Program. The writer conducted both library and field

research. To get the data the writer performs this research by doing Pre-test and Post­

test, the number population of sample is thirty-two students.

To find out whether there is any significant of English day Program in

improving students' achievement, the test is divided into two criteria, namely

speaking and general test. To get total scores from each score (Speaking test and

general test) the data summed up and divided into two.

B. the Analysis of Datil

To know the result of both speaking and general test (Pre-Test and Post -Test)

it can be seen on the following table in data analysis:

Table I

The Score of Pre-test

No Snellldulitest GeIlerliLtest i

1 71 67 692 66 74 703 69 63 664 67 65 665 75 63 696 71 65 687 68 64 668 66 68 679 66 70 6810 74 72 7311 67 53 6012 72 56 6413 65 69 6714 71 77 7415 73 65 6916 65 59 6217 81 89 8518 70 76 7319 69 71 7020 73 71 7221 74 76 7522 67 53 6023 78 56 6724 80 70 7525 71 79 7526 70 64 6727 66 60 6328 79 77 7829 81 69 7530 66 68 6731 75 71 7332 72 70 71

Number of class (C)

C = 1 + (3,32) log n

= 1 + (3,32) log 32

= 1 + (3.32) (1,5)

= 5,95

= 6 Classes

Total range (R) is the highest Score (H) minus the lowest score (L) plus 1

Highest score = 85

Lowest score = 60

Total Range = H - L + 1

= 85 - 60 + 1

=25 + 1

=26

Interval (l)

I=RC

=266

=4,3

Table II

Frequency and percentage of score Pre-Test

...~...., ..', "'I U"U"J' L MidPoint F.Xi

(F) (P)

60-63 4 12,5 % 61,5 246

64-67 9 28,12 % 65,5 589,5

68 -71 8 25% 69,5 556

72-75 9 28,12 % 73,5 661,5

76-79 I 3,12 % 77,5 77,5

80- 83 1 3,12 % 81,5 81,5

Total 32 100% 2212

To find out meant by using the fonnula:

Mean = z: F. XiN

= 221232

= 69,1

Table IIIThe score of Post-Test

No SpeakinliTest GeneralTest Ayerage1 73 69 712 67 67 670 71 87 79.)

4 79 77 785 75 67 716 72 64 687 80 88 848 70 70 709 71 77 7410 74 68 7111 80 64 7212 74 66 7013 67 53 6014 74 80 7715 75 65 7016 67 57 6217 89 93 9118 73 71 7219 72 76 7420 68 70 6921 68 84 7622 73 69 7123 78 64 7124 82 88 8525 73 91 8226 72 72 7227 70 78 7428 79 85 8229 78 84 8130 69 71 7031 78 54 6632 78 64 71

Number of class (C)

C ~ I + (3,32) log n

= I + (3,32) log 32

= I + (3.32) (1,5)

=5,95

= 6 Classes

Total range (R) is the highest Score (H) minus the lowest score (L) plus I

Highest score = 91

Lowest score = 60

Total Range = H- L + I

=91-60+1

= 31 + I

=32

Interval (I)

I=RC

=326

= 5,3

TableN

Frequency and percentage of score Post-Test

60-64 2 6,25 % 62 124

65 -69 4 12,5 % 67 268

70-74 16 50% 72 1152

75-79 4 12,5 % 77 308

80- 84 4 12,5 % 82 328

85 - 89 3,125 % 87 87

90 - 94 3,125 % 92 92

Total 32 100% 2359

To find out meant by using the formula:

Mean = L: F. XiN

=235932

= 73,71

C. The Test of Hypothesis

Before the test of hypothesis the data will be quote the standard score that is

made by Normand E. Grondlund. 19 The standard scores that is called six standards as

followed:

19 Suharsimi, Arikunto, Dasar-tlasar Eva/lias; Pentlitl;tlkan, (Jakarta: Bina Aksara, 1988),p.254

Table V

Standard of Six by Groundlund

Scor~ I

90 Excellent

80 Very Good

70 Good

60 Fair

50 Fail

40 Worst

The test result ofPre-test From 32 nwnber of cases and number ofclasses is 6

are: 69,70,66,69,68,66,67,68, 73,60,64,67, 74,69, 74,69,62,85, 73, 70, 72, 75,

60,67, 75, 75, 67, 63, 78, 75, 67, 73, and 71. and percentage are: 12,5 %, 28,12%,

25%,28,12%,3,12%, and 3,12%, with mid point are: 61,5, 65,5, 69,5, 73,5, 77,5,

and 81,5 and the mean found is 69,125 According to Groundlund it is classified Fair

The test result of Post-test From 32 nwnber of cases and nwnber of classes is

6 are: 71, 67, 79, 78, 71, 68, 84,70,74,71,72,70,60,77,70,62,91,72,74,69,76,

71, 71, 85, 82, 72, 74, 82, 81, 70, 66 and 71. And percentage are: 6,25%, 12,5%,

50%, 12,5%, 12,5%,3,12% and 3,12%, with mid point are: 62, 67, 72, 77, 82, 87 and

92 and the mean found is 73,718 According to Groundlund it is classified into Good

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the result of the table above, it is obtained that the mean score of

Pre-test is 69,12 (Fair) and mean score of Post-test is 73, 71 (Good). From these

results the writer concluded that English Day Program helps the students to improve

their English achievement. Based on the score of Post-test are higher than score Pre­

test.

But in reality, there are some students who are not able to improve their

English achievement although they have followed this program. It is probably they do

not serious to follow this program. In the other hand there are some students who

have a low score but after following this program they have a high score. Its may be

that they follow the program seriously and they feel comfortable and their

environment encouraged them to improve their English.

B. Suggestion

Actually everybody has the same opportunity to develop and improve their

ability of Language, but there are a lot of obstacles influenced their ability, whether

from internal or external factor. This matter depended on their willingness if they

would take the opportunity or not. School as a basic for development of science has

to handle this program smartly. English Day Program is one of breakthrough program

conducted by SMUN 112 Jakarta Barat in order to socialization of English language.

The writer hopes that this program can be continued for developing and as a central

research of language.

BIBLIOGRAPY

Arikunto, Suharsimi, , Dasar-dasar Evaluasi Pendididkan, Jakarta: Bina Aksara,1999

Campbell and Allan, Teaching English as a Second Language, New York: Mc.Graw, USA, 1975.

Celce, Murcia, Mariane, Teaching English As a Second or Foreign Language,(second edition), Editor Heinle and heinIe publisher, Boston,Massachussets 1991

Chamber, Gary, Teaching in The Target Language, Journal of The Association ForLanguage Teaching

Claiborne, Robert, The life and time ofEnglish language, London: BloomsburyPublishing. Ltd, 1990

Departemen Pendidikan dan Kebudayaan , Kurikulum Sekolah Menengah UmumSMU,GBPP Mata Pe1ajaran Bahasa Inggris, Jakarta, 1995

Echols, M. Jhon, An English Indonesian Dictionary, Jakarta, PT. Gramedia PustakaUtama, 1996

Hamalik, Oemar, Media Pendidikan, Bandung P.T. Citra Aditya Bakti, 1989

Hamalik, Oemar, Metode Belajar dan Kesulitan Belajar di Sekolah, Surabaya:usaha Nasional, 1983

Hornby, A,S. Oxford Advanced Learners Dictionery of Curren English, Oxford:Oxford University Press, 1995

Jameson and Hick, Elementary School Curriculum, New York: American BookCompany, 1960

Jhonson, Karen. E, Understanding Communication in Second LanguageClassroom, Cambridge; Cambridge University Press, USA. 1995

Klippel, Friederike, Keep Talking Communicative In Second Language Classroom.Cambridge:Cambridge University Press, USA. 1995

Little Wood, William, Foreign and Second Language Learning: Languageacquisition Research And Its Implication For the Classroom, New York:Cambridge University Press, 1984

Lester D, Crow, Ph.D. and Crow, Alice, Ph.D., The Student Teacher in theElementary School, New York: David McKay Company, Inc, 1965

Pearsall, Judy, The New Oxford Dictionary ofEnglish, London, Oxford UniversityPress, 1999

Pedoman Penulisan Skripsi, tesis, dan desertasi, UIN Jakarta Press 2002

Purwanto, M. Ngalim, Psikologi Pendidikan, Bandung; PT Remaja Rosakarya, 1990

Rusyat, A. Thabrani Pendekatan Dalam Proses Belajar Mengajar, Bandung PT.Remaja Rosdakarya, 1990

Sardiman A.M Interaksi dan Motivasi Belajar Mengajar, Jakarta: CV. Rajawali1986

Stephen D. Krashen, Second Language Acquisition and Second LanguageLearning, Oxford: Pergamon Press, 1981

Subiakto, Sri Utari, Methodology Pengajaran Bahasa, Jakarta: PT. Gramedia, 1994

Sudjana, Nana, DR. Cara Belajar Siswa Aktif Dalam Proses Belajar Mengajar,Bandung: CV. SinarBaru, 1988

Sudjana, Nana, Dasar-dasar Mengajar, Bandung; Sinar Baru, 1988

Willis, Jane, Teaching English Through English, England: Longman Group LTD:1990

DEPARTEMEN AGAMAUNIVERSITAS ISLAM NEGEIU

SVARIF HIDAVATULLAH JAKARTA

FAKULTAS ILMU TARBIYAH DAN KEGURUAN

{Juanda Nomor 9~, (.'ir1l1011 1541 1. [nd('ne~ia

NomoI': ETIPP.02.2/ /20O't.Lamp. :Abstraksi / OutlineHal : BIMBINGAN SKRWSI

l.:lp. : (62·21) 7443J.2l!, 7401925. Fax.(62.21) 7402'Jk2

Email: uinjkl/iticabi.ncl.id

. ,.<' .'Jakarta, ... .'!..J.?I,l.lJ.ilr.Y.... ?,9.Q.4.........

Kepada Yth.

2 .Dosen Fak. Ilmu Tarbiyah & KeguruanUIN SyarifHidayatulIah Jakat1a.

Assalamu 'alai"'''wn wr. wh.Deugan mi diharapkan kesediaan Saudara untuk menjadi Pembimbing I!lI

(mated/teknis) penulisan skripsi mahasiswa,

Nama

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.......... ::.6 ..f.e;US.tllS. aoo} .. dengan abstraksV outline'sebagaimana terlampir.

Bimbingan skripsi ini dibal'apkall se1esai dalam waktu 6 (euam) bulan, yakni sampai

dengan tanggal .0.. P.e.p.rlla r.L 2004 ........

Atas perhatian dan ke8ediaan $audara, kanti \lcapkan terima kasib.Wassalamu'alaikum '\vr. wb.

Tembusan:1. Dekan'

An. DekanPembantu Dekan I

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~Dr. Dede ~os;icJa; MANIP. 1502 ;Y56 b

)D[I'AlnEMEN AGAMA

UNIVERSITAS ISLAM NEGERISYARIF II lilA YATliLLAIi .JAI\,\RI'A

I·AI<11I.TAS II.MIJ '!'AI<llIYA/lllAN Kl:CiIJI<lJAN

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di-.'('(J,019.<;\.1; .

Assalamu'alaikum wr. wh.Dcngon horma! kami sampaikan bahwa,

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NIM

Jurusan

Semester

, Bahasa Inggris..............................................

IX (Sembilan)

Schubungan dengan lugas penyeln,aian skripsi yang bt',tjudul "", .

. , "", ", .. '" .. , ,., , , ,.".,."" " " , ..

kami mahan kcsediaan Saudara untuk mcne-rima dan membantu mahasiswali tersebut.

Alas pcrhatfon tiln banluan Saudara, bmi ucapkan lerima kasilLFVas:ialamu'alaikw.'1 lVI', WO.

A.n. Dekan_P!';~antu Dckan I,":'"... AG....

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'YA PEMERINTAH PROPINSI DAERAII KHUSUS IBUKOTA JAKARTADINAS PENDIDIKAN MENENGAH DAN TINGGI

SMU NEGERI 112 JAKARTA.TI. Sanggrahan No.2, Me..uya Uta.'a, Kembangall, Jalmrta Barnt 11620

~ (021) 5850695

SURAT KETERANGANNo: .o.li?lro.l... ~./$rr}L!!!h/c/olOO;'

ng bertanda tangan di bawah uini Kepala Sekolah SMUN 112 Jakarta Barat

nerangkan bahwa :

rna : ABDUL ROSYID

mpat, Tanggal Lahir : Tangerang,17 Juni 1980

mor Pokok : 9914015768

wltas : Tarbiyah

usan : Pendidikan Bahasa lnggris

mester : IX (sembiIan)

hun Akademik : 2003/2004

amat : JI. H. Mansur RLOI/OS Cipondoh-Tangerang

hwa nama tersebut di atas adalah benar telah mengadakan penelitian dan pengumpulan

la terhadap siswa-siswi kelas II SMUN 112 Jakarta Barat, Terhitung mulai Bulan

ptember sampai Nopember untuk keperluan penulisan skripsi yang berjudul :

mproving Students' Achievement Through English Day Program"

~mikianlah surat keterangan ini kami berikan kepada yang bersangkutan untuk

lergunakan seperlunya.

=_~e"r 2003

UN 112

INSTRUMENT PENELITIAN (PRE-TEST)SMUN 112 JAKARTA BARAT

NamaKelas

SEISMOGRAPHThe instrument used to record earthquake is called seismograph. Seismographic

recorders help the earth scientist to locate an earthquake and also calculate how powerfulthe quake is. This information is a clue to the amount of damage the quake may do.

The power, or magnitude 0 a quake is measured on the Richter scale. It is namedafter Charles F. Richter, the American seismologist who developed it. Very small tremorsare rated up to 2,5 on the scale. Quakes rated up to 5 can cause some minor damage.Those of magnitude 6 and higher are major quakes that can cause widespread damage.For example, one of the greatest magnitudes ever recorded was 8,5 in an earthquake thattook anchorage, Alaska, in 1964

A. Answer the following questions according to the text above!

1. According to the text. Seismograph is .a. an instrument used to record earthquakeb. an instrument used to record The earthc. an instrument used to see the mountainsd. an instrument used to look for natural disaster

2. where was the greatest magnitude ever recorded?a. new York b. Alaska c. Chicago d. Miami

3. Why did the earth scientist use seismographic recorder?a. to calculate how powerful the quake isb. to locate an earthquake and calculate how powerful the quake isc. to locate an earthquake onlyd. to measure how powerful the quake is

4. where the seismologist who found seismograph from?a. Japan b. china c. America d. Dutch

5. The power of quake is measure on the Richter scale. This main idea is found onparagraph.....a. one b. two and one c. one line three d. two line four

6. What cause if quakes rate up to 5 ?a. humid damage b. mirror damage c. mayor damage d.minordamage

7. According to text, which of the following sentence is true?a. Seismograph is an instrument used to record the Richter scaleb. The earth scientist doesn't need seismograph recordsc. The power of a quake is measured on the scaled. Seismologist who developed Richter scale was a European

8. The instrument used to record earthquake is called .a. photograph b. demography c. seismograph d. autograph

9. Richter is taken from the name of scientist?a. Charles F.Richter b. Manuel F. Richter c. Richard F Richter d.George F.Richter

10. Quake rated up to 5 can cause minor damage. Damage means .a. erosion b. shortage c. eruption d. destruction

B. Cross a,b,c or d as the best answer!

1. Money and book are ofvital importance for students "Vital" Meana. good b. needy c. essential d. moderate

2. They should not idle their time. Idle mansa. Use b. take c. spare d. waste

3. Human problem are varied and complicated. Complicated means .a. complex b. awful c. usual d. simple

4. Patra jasa beach resort offers a wide range of fascinating place to be visitedincluding the Anyar lighthouse.The synonym of the underline word is.a. famous b. spacious c. enjoyable d. comfortable

5. Newspaper quickly made use of the never and faster means ofcommunication toimprove the speed and efficiently oftheir own operation. The underline word issimilar toa. ways b. news c. devices d. machine

6. We must for our surroundings, we can not neglect what is happeningaround usa. know b. care c. observe d. think

7. The boy is brilliant, he always every examination with good marksa. solves b. guesses c. thinks d. passes

8. Ifyou buy something in department store you may not The price isfixed.a. sell b. bargain c. change d. cast

9. We can use the to find a book we want in a library it is put in a self.a. catalogue b. encyclopedia c. literature d. dictionary

10. Some people to another country because of economic and politicalreasons.a. multiply b. spread c. emigrate d. came

B. Cross a,b,c or d as the best answer!

1. the earth round the suna. go b. gone c. went d. goes

2. our school Language week last weeka. held b. holding c. hold d. holder

3. X: Does She like bread?Y: yes, .a. she do b she does c. she did d. she is

4. he read a lot his skilla. developed b. developing c. to develop d. develop

5. . .is my hobby!a. sing b. song c. to sing d. singing

6. X: do you live?Y : I live on Jl. Sudirmana. what b. where c. who d. when

7. I like swimming .a. better than dancing b. than dance c. better dancing d. to dancing

8. I.. English for one hoursa. would has learned b. will have learnc. will have learned d. will has learning

9. Iwan football nowa. play b. is playing c. plays d. played

10. we are having a party Uncle's birthdaya. to celebrate b. to remind c. to visit d. to hold

Jy

d.lawyer

b. ten years oldd. seven years old

INSTRUMENT PENELITIAN (POST-TEST)SMUN 112 JAKARTA BARAT

NamaKe1as

WAGE RUDOLF SUPRATMAN

He was born on 9th March 1903. When he was seven years old his father sent himtoo Budi Utomo elementary school, where he proved to be the brightest student. In 1912,his mother died. Two years later he joined his sister in Ujung Pandang. His sister addedWage Rudolf to his name, so it became wage RudolfSupratma. She did this to enable hissend him to the Dutch elementary school.

Completing his elementary school, he resigned as a teacher in 1923 and worked ina lawyerls office for a year. Then he went to Bandung, when he worked as ajoumalist.He married in 1926, but ten years later they divorced because they had no children.

Answer the following questions according to the text above!1. How old was W.R. Supratman when his father sent him to Budi Utomo

elementary school?a. nine years oldc. six years old

2. when was his mother died?a. in 1910 b. in 19I1 c. in 1912 d. in 19B

3. why did his sister add Wage Rudolf in front of his name?a. live in Ujung Pandang b. compose more songsc. join the Dutch Elementary school d. join the army

4. His mother dead when he was years olda. eight b. nine c. ten d. eleven

5. Which of the following sentences is not true?a. W.R. Supratman was the only son ofhis farentsb. W.R. Supratman at first worked as a teacherc. W.R. Supratman continued his study in Ujung Pandangd. W.R. Supratman ever in lawyerls office

6. when was W.R. supratman born?a. on 7'h march 1903 b. on 8th march 1903c. on 9th march 1903 d. on 10th march 1903

7. W.R. Supratman's occupation is mentioned in paragraph?a. one b. two c. one and two d. one in line two

8. In 1920 he was became .a. joumalis b. lawyer c. composer d. teacher

9. They divorced because they had no children. Divorced means.....a. united b. separated c. adopted d. excited

10. when he was in bandung he worked as a .a. joumalis b. teacher c. composer

;cB. Cross a,b,c or d as the best answer!

1. There are great numbers of pollutant that contaminate the soil. The wordcontaminated means.a. to support b. to increase c. to influence d. to make dirty

2. His trade expands, the cooperation's dealing with companies. The underline wordmeans.A. discover b. explore c. enlarge d. occupy

3. Even in humid areas, irrigation is needed to grow certain crops the underline wordmeans.a. wet b. dry c. soft d. damp

4. Prince diponegoro hated the Dutch very muchThe opposite of the world hated isa. fought b. liked c. will d. defeated

5. Indonesia has a lot of forests, the synonym forest is .....a. house b. islands c. jungles d. tribe

6. The word "damage" can be similar to .a. destroy b. ensure c. reduce d. provide

7. W.R Supratman was the ofour national anthema. composer c. inventor c. founder d. singer

8. . .is an instrument that send and receives voices messagesa. telegram b. telephone c. telegraph d. telegraphy

9. My mother takes to cure the headachea. vitamin b. capsules c. medicine d. an aspirin

10. He was sick yesterday. The antonym of the underlined word?a. healthy b. health c. ill d. hot

B. Cross a,b,c or d as the best answer!

1. The price of the thing in a department store is we can not bargain them.a. Fixed b. cheap c. expensive d. average

2. have you ever. this film?a. seek b. see c. seen d. show

3. we take a taxi there in timea. taken b. take c. taking d. to take

4. Mr. Munir. to school every Mondaya.go b.goes c.gone d.going

5. the women to radio is my sistera. listening b. listen c. listened d. to listen

6. I prefer collecting stamps .a. than coins b. better than coins c. to coins d. with coins

7. My mother T-shirt for fourteen yearsa. will have sewed b. will sewedc. will sewing d. will has sewing

8. X: How.......... Are you?Y : I am Seventeen years old nowa. do b. bed c. far

9. Dewi will be able the duty in a short timea. to finish b. finishing c. finish

10. Columbus Arnerican continenta. finding b. find c. found

d. old

d. finished

d. fended

l~

kunci jawaban Pre-test

NOMOR SCORE NOMOR SCORE NOMOR SCORE

1. A =3 1. C =3 1. D =42. B =3 2. D =3 2. C =43. B =3 3. A =3 3. B =44. C =3 4. D =3 4. C =45. B =3 5. C =3 5. D =46. D =3 6. B =3 6. B =47. A =3 7. D =3 7. A =48. C =3 8. B =3 8. C =49. A =3 9. A =3 9. B =410.D =3 10. C =3 10. A =4

13kunci jawaban Post-test

NOMOR SCORE NOMOR SCORE NOMOR SCORE

1. 0 =3 1. 0 =3 1. A =42. C =3 2. C =3 2. C =43. C =3 3. A =3 3. 0 =44. B =3 4. B =3 4. B =45. A =3 5. C =3 5. A =46. C =3 6. A =3 6. B =47. B =3 7. A =3 7. A =48. 0 =3 8. B =3 8. 0 =49. B =3 9. 0 =3 9. A =410. A =3 10. B =3 10. C =4

Speaking Pre test

1. Look at the picture tell me about the picture above I

2. What is your favorite sport ?

3. How many times a week do you do sport?

Speaking Post-test

I. Look at the picture tell me about the picture above!

2 How many times a week do you sport ?

II