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THE EFFECT OF USING ANIMATION VIDEO IN ENGLISH
TEACHING ON STUDENTS’ LISTENING SKILL AT MTSN 2
KOTA JAMBI
THESIS
By:
Astari Maylani
TE151547
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY OF SULTHAN
THAHA SAIFUDDIN JAMBI
2019
ii
THE EFFECT OF USING ANIMATION VIDEO IN ENGLISH
TEACHING ON STUDENTS’ LISTENING SKILL AT MTSN 2
KOTA JAMBI
THESIS Submitted to Fulfillment one the Requirements to Obtain the Undergraduate
Degree (S1) in English Education Program of Education Faculty the State Islamic
University
Sulthan Thaha Saifuddin Jambi
By:
Astari Maylani
NIM. TE151547
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY OF SULTHAN
THAHA SAIFUDDIN JAMBI
2019
iii
iv
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DEDICATION
Alhamdulillahirabbil’alamin. In the name of Allah SWT, as the creator
of this world and life who still give the change to me to breath until this
moment, for the blessing and merciful, (praise to Allah). Therefore, I can
finish this thesis well. I would like to dedicated to:
My beloved mother and my beloved father who always support and
understand me, who always motivate me and work hard for me and my
beloved sister who always treat me and give me what I want.
And I want to say thank you to my First advisor mrs. Monalisa, M.Pd
and my second advisor mrs. Ayuliamita Abadi, S.Pd.I, M.Pd. because of your
guidance I can finish my final work.
To all my friends in English Department 2015, thank you for our
togetherness and friendship for this four years.
And thank you for all my bestfriend who always make me laugh and
cheer me up and I can’t write your name one by one but your name are
always on my mind .
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MOTTO
Source : https://quran.com/94
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ABSTRAK
Nama : Astari Maylani
Jurusan : Tadris Bahasa Inggris
Judul : Keefektifan Penggunaan Video Animasi dalam Pengajaran
Bahasa Inggris terhadap Kemampuan Menyimak Siswa di MTsN 2
Kota Jambi
Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang
signifikan antara sebelum dan sesudah diberikan perlakuan menggunakan video
animasi dalam pembelajaran menyimak di kelas eksperimen. Penelitian ini
menggunakan desain quasi eksperimental dengan desain pre-test dan post-test.
Populasi penelitian adalah siswa kelas delapan di MTsN 2 Kota Jambi. Sampel
dibagi menjadi dua kelas, yaitu kelas eksperimen dan kelas kontrol. Kelas
eksperimen diajarkan dengan menggunakan video animasi sebagai media,
sedangkan kelas kontrol hanya menggunakan cara konvensional atau hanya
menggunakan audio. Sebelum memberikan perlakuan, para siswa dari kedua
kelas tersebut diberikan tes awal untuk mengetahui kemampuan mereka dalam
pemahaman menyimak. Pertanyaan tes untuk beberapa pertanyaan terdiri dari 25
pertanyaan. Setelah data dikumpulkan, peneliti menggunakan analisis uji-t
dengan tingkat signifikansi α = 0,05 untuk melihat perbedaan yang signifikan
antara dua variabel. Hasil nilai rata-rata post-test adalah 84,7 untuk kelas
eksperimen dan 83,65 untuk kelas kontrol. Dapat disimpulkan bahwa Hipotesis
Penelitian (H1) diterima di mana ada efek signifikan pada keterampilan
menyimak siswa yang diajarkan dengan menggunakan video animasi.
Kata kunci: Video Animasi, Naratif teks, Menyimak, Eksperimental
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ABSTRACK
Name : Astari Maylani
Study Program : Tadris Bahasa Inggris
Tittle : The Effect of Using Animation Video in English
Teaching on Student Listening Skills At MTsN 2 Kota Jambi
This study was aimed to find out whether any significant effect of using
animation video between before and after giving treatment in the experimntal
class. This research used quasi experimental design with pre-test and post-test
design. The population of this research was the eight grade student at MTsN 2
Kota Jambi. The sample of this research divided into two classes, they were
experimental and control class. The experimental class was taught by using
animation video as media, meanwhile control class just using conventional way
or just using audio. Before giving the treatment, the students of both classes were
given a pre-test to know their ability in listening comprehension. The instrument
of this test was multiple choice that consist of 25 questions. After the data were
collected, the researcher used t-test analysis with siginficance level α = 0,05 to
see the significant differences between two variables. The result of post-test mean
score 84,7 for experimental class and 83,65 for control class. It concludes that the
Research Hypothesis (H1) was accepted where there is a significant effect on
students’ listening skills that are taught by using animation videos.
Keyword: Animation Videos, Narrative Text, Listening, Experimental
xi
LIST OF CONTENT
TITTLE PAGE ..................................................................................................... i
LIST OF CONTENT ............................................................................................ ii
OFFICIAL NOTE ................................................................................................ iii
RATIFICATION OF THESIS ............................................................................ iv
DEDICATION ...................................................................................................... v
MOTTO ................................................................................................................ vi
ACKNOWLEDGEMENTS ................................................................................ vii
ABSTRACK ( Indonesia) .................................................................................. viii
ABSTRAK ( English) ........................................................................................... ix
LIST OF CONTENT ............................................................................................ x
LIST OF TABLE ............................................................................................... xiii
LIST OF FIGURE ............................................................................................. xiv
LIST OF APPENDIXES .................................................................................... xv
CHAPTER I INTRODUCTION
A. Background of The Research ..................................................................... 1
B. Research Question ....................................................................................... 3
C. Objective of The Research .......................................................................... 3
D. Limitation of The Research ......................................................................... 3
E. The significane of The Research3
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Nature of Listening .............................................................. ............... 5
B. Teaching Listening in Foreign Language for Junior High School Student
1. Types of Listening Activities ................................................. .............. 5
2. Micro and Macro skill of Listening ........................................ .............. 6
3. Listening Techniques .............................................................. .............. 8
4. Teaching Procedures .............................................................. .............. 9
C. Media ........................................................................................................ 11
1. Overview Media ................................................................... .............. 11
2. Kinds of Media ...................................................................... .............. 13
xii
3. Media In Teaching ............................................................................. 13
D. Animation .............................................................................................. 14
1. Types of Animation ............................................................................ 15
2. The Role of Animation in Teaching ................................................... 16
E. Advantages and Disadvantages using Animation Videos in Teaching ..... 17
1. The Advantages of Using Animation Video ....................................... 17
2. The Disadvantages of Using Animation Video .................................. 17
F. Animation Videos in Teaching Listening Skills ....................................... 18
G. The Effect of Using Animation Video in Teaching Learning process ...... 18
H. Related Studies ..................................................................................... 19
CHAPTER III RESEARCH METHOD
A. Research Setting ....................................................................................... 21
B. Research Design ....................................................................................... 21
C. Population and Sample .............................................................................. 22
D. Technique of Data Colelction ................................................................... 23
1. Pre-test................................................................................................. 23
2. Treatment ............................................................................................ 23
3. Post-test ............................................................................................... 25
4. Procedure of Giving Pre-Test and Post-Test ...................................... 25
E. The Validity and Reliability of the Data .................................................. 25
F. Technique of Data Analysis ..................................................................... 27
G. Statistical Hyphothesis .............................................................................. 29
H. Schedule of Research ............................................................................... 30
CHAPTER IV RESEARCH FINDING AND DISCUSSSION
A. FINDING AND DISCUSSION
1. The Description of Data ..................................................................... 31
a. The Result of Pre-test and Post-test in Experimental Class ............... 32
b. The Result of Pre-test and Post-test in Control Class ......................... 34
2. Statical Analysis of The Test .............................................................. 36
a. Validity ................................................................................................ 36
b. Reliability ............................................................................................ 38
xiii
c. Normality Test .................................................................................... 38
d. Homogenity Test ................................................................................. 38
e. t-test ..................................................................................................... 39
f. Statistycal Hypothesis ......................................................................... 41
B. DISCUSSION .......................................................................................... 41
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION ......................................................................................... 44
B. SUGGESTION .......................................................................................... 44
REFERENCES
APPENDIX
CURRICULLUM VITAE
xiv
LIST OF TABLE
Table 3.1 Total Of Population ............................................................................... 22
Table 3.2 The Level of Reliability ........................................................................ 27
Table 4.1 Score Criteria ....................................................................................... 31
Table 4.2 Score Recapitulation of Experimental Class ........................................ 32
Table 4.3 Interval Distribution for Pre-test ........................................................... 33
Table 4.4 Interval Distribution for Post-test ......................................................... 33
Table 4.5 Score Recapitulation of Control Class .................................................. 34
Table 4.6 Interval Distribution for Pre-test ........................................................... 35
Table 4.7 Interval Distribution for Post-test ......................................................... 35
Table 4.8 Score of Validity test ............................................................................. 37
Table 4.9 Recapitulation of Calculation Results of Post-test Normality Test ...... 38
Table 4.10 Recapitulation Homogenity test of pre-test in Experiment and
Control class .......................................................................................................... 39
Table 4.11 Recapitulation Homogenity test of post-test in Experiment and
Control class .......................................................................................................... 39
xv
LIST OF FIGURE
Figure 4.1 Score of Pre-test and Post-test Experimental Class ............................. 34
Figure 4.2 Score of Pre-test and Post-test Control Class ...................................... 36
xvi
LIST OF APPENDIX
Appendix 1 The Instrument of the test ................................................................ 50
Appendix 2 Answer Key ...................................................................................... 55
Appendix 3 The Score of try out ..................................................................................... 56
Appendix 4 The result of`Validity .................................................................................. 58
Appendix 5 The Validity test calculation .............................................................. 59
Appendix 6 the result of Realibility ...................................................................... 62
Appendix 7 The reliability test calculation ........................................................... 63
Appendix 8 Table Distribution r table .................................................................. 64
Appendix 9 The Result of Pre-test in Experimental class ................................... 66
Appendix 10 The Result of Post-test in Experimental class ................................ 68
Appendix 11 The Result of Pre-test in Control class ........................................... 70
Appendix 12 The Result of Post-test in Control class ......................................... 72
Appendix 13 Normality of Pre-test and Post-test Experimental Class ................. 74
Appendix 14 Normality of Pre-test and Post-test Control Class ........................... 78
Appendix 15 Table distribution x2 ........................................................................ 82
Appendix 16 Homogenity of Pre-test Experimental Class ................................... 83
Appendix 17 Homogenity of Post-test Experimental Class.................................. 85
Appendix 18 Homogenity of Pre-test Control Class ............................................ 87
Appendix 19 Homogenity of Post-test Control Class .......................................... 89
Appendix 20 Homogenity of Pre-test test Experimental and Control Class......... 91
Appendix 21 Homogenity of Post-test test Experimental and Control Class ....... 93
Appendix 22 Table f Distibution .......................................................................... 96
Appendix 23 Lesson Plan for Experimental Class ............................................... 97
Appendix 24 Lesson Plan For Control Class ...................................................... 108
Appendix 25 Documentation .............................................................................. 119
Appendix 26 Consultation Card .......................................................................... 120
Appendix 27 Validity Spesification .................................................................... 123
CHAPTER I
INTRODUCTION
A. Background of The Research
Listening is one of the basic skill from four basic skill in language
learning. Listening is an ability to get and translate the meaning based on what the
speaker says with the right understanding about the topic in the communication.
Listening is not similar with hearing. The term of listening is the key of
communication to each other and has been an important way in our daily life.
According to Brown (2003) listening is fundamental component in language
learning and teaching, because studying in classroom students do more listening
than speaking.
Listening is the key to all effective of communication. Without the ability
to listen effectively, messages are easily misunderstood. Listening is the ability to
accurately receive and interpret messages in the communication process.
Listening is not the same as hearing. Hearing refers to the sounds that enter your
ears. It is a physical process that, provided you do not have any hearing problems,
happens automatically. So listening and hearing are not synonymous. According
to Hamilton (1999) as he quoted “ hearing is with the ears, listening is with the
mind”.
Harmer (2007) suggests that listening is good for our students’
pronunciation too, in that the more they heard and they understand English being
spoken, the more they absorb appropriate pitch and intonation, stress and the
sounds both of individual words and those which blend together in connected
speech. Listening to text is good pronunciation models, in other words, and the
more students listen, the better they get, not only in understanding speech, but also
at speaking themselves. Indeed, it is worth remembering that successful spoken
communication depends not just on our ability to speak, but also on the
effectiveness of the way we listen.
As a non english speaking country, learning EFL (English as a Foreign
Language) has been challenging subject for Indonesian students at school. Most of
2
students are lack of interested with this subject. Some of student are not pay
attention to the teacher. They think that English language too difficult to learn.
In learning second language, students face some problems in learning
listening skill. According to Adam (2016), he said that on his web study one of
the problems that student always face is they cannot hear clearly the pronunciation
of what a native speaker says on the audio. Moreover, they also do not understand
what the speaker is talking about in the audio. Another reason is the way of
teachers in presenting the listening material is boring. Traditionally, teachers only
give an audio of native speaker to the students. In addition, the students will
answer the questions based on the context in the audio. According Mann (2009),
factors why English is a challenge for students is because they are less interested
in learning the language. He said why this is happened, it is because the lack of
variation in the use of instructional media by the teacher. The lack of creativity
and innovative on learning media, makes students feels bored and less motivated
when learning English language. In addition, English learning especially in
learning skills is still considered difficult by students. In listening skills the
teacher still use conventional media. Conventional media reffered to here is verbal
communication trough telling words that are one by the teacher. It is also the
factors that makes students are not interested and motivatied.
Many Junior High School students have some difficulties in lerning
English, especially in Listening skill. Based on the researcher’s experience in
teacher training program Program Pengalama Lapangan (PPL), in Madrasah
Tsanawiyah 2 Kota Jambi, the researcher found some problem in learning
activities when the teacher explain the subject such as: first, the teacher does not
use media to teaching english in part listening skill. It is the problem that make
students does not interested and feels bored. The teacher does not use any kind of
media. The teacher teaching the students by using conventional way.
In the preliminary study that the researcher did, it was found through the
interview that the teacher’s methode in teaching listening was mainly reading the
text orally. Moreover, the researcher was interview the student, most of the
student said that the teacher do not using a media when teaching and learning
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process, and the effect of that, they can not understand about what the teacher said
and they are not interested with the subject.
In this research, the researcher is interested to choose animation videos.
According to researcher, animation are able to attarct students’ attention.
Moreover, according to Liz Bark, by using animation has many advantages than
the traditional way, using animation can give motivate student in teaching
learning and can make students’ skill improvement.
Based on the explanation above, the researcher is interested in
investigating the study in tittle “The Effect of Using Animation Videos in English
Teaching on Student Listening Skill at MTsN 2 Kota Jambi”
B. Research Question
Based on the background state above, the research question “Is there any
difference of listening achievement between the students who are taught by using
animation video and the students who are not taught by using animation video?”
C. Objective of the Research
The objective of this study is to find out the significant effect of using
animation videos in teaching on students’ listening skills and Is there any
difference of listening achievement between the students who are taught by using
animation video and the students who are not taught by using animation video.
D. Limitation of The Research
In this research, the researcher focused on the effect of Using Animation
Videos in English Teahing on Student Listening Skill at MTsN 2 Kota Jambi
Academic Year 2019. The subject on this research was limited for grade eight
students of MTsN 2 Kota Jambi of. The topic for this research use narrative text.
The research want to know animation videos has an effect or not.
E. The Significance of The Research
The significance of this research is theoritically and practicall.
1. Theoritically
4
a. For teachers, this research can be use to know more information about
animation that can used for teaching.
b. For students, this reserach gives them more information about animation
videos that can useful for them.
2. Practically
a. For the English teacher this reserach can be consideration of using the media
in teaching English in the classroom, especially by using animation videos.
b. For students, because of media is really interesting for them, this research can
help them in learning listening.
c. For the next researcher, as the reference, this research is hopefully useful in
conducting the next research that is related to the use of animation videos in
teaching toward listening skill.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Nature of Listening
There are many definitions to define what is listening. First listening is
anactive, purposeful processing of making sense of what we hear (Helgsen, 2003).
Rost (2002) states that listening is mental process of constructing meaning from
spoken input.
Brown (2001) states that in classroom, students always do more listening
than speaking, listening competence is universally “large”than speaking
competence. It means that llistening consiered as a major component of language
learning and teaching. Listening consumes more time than other facets of
language skill in our daily life .
According to Harmer (2001), he stated that listening as the spoken English
which is taught using taped material and the aims of the listening itself is to make
this students more easily to catch the material that is not only about grammar and
vocabulary but also about pronunciation, rhythm, intonation, pitch, and stress.
Harmer (2001) expresses that listening is a “receptive skill” where people
obtain the main idea according to what they hear. Besides, Helgsen (cited by
Gonzales Moncada, 2003) supports that listening helps learner to be “flexible
listeners”, to know how to listen in order to get the general idea or the specific
information needed to understand videos.
Listening is an ability to get and translate the meaning based on what the
speaker says with the right understanding about the topic in the communication.
Listening is not similar with hearing. The term of listening is the key of
communication to each other and has been an important way in our daily life.
B. Teaching Listening in Foreign Language for Junior High School Student
1. Types of Listening Activities
In creating a successful listening, it is very important to expose a variety of
listening activities to the students. Brown (2000) describes listening aactivities as
follows.
6
a. Reactive: It requires little meaningful processing. The role of listener as
merely a “tape recorder” must be very limited. The only role that reactive
listening can play in an interactive classroom is individual drills that focus on
pronunciation.
b. Intensive: It focuses on components (phonemes, words, intonation, discourse
markers, etc.) in its requirement that students single out certain elements of
spoken language. It includes the bottom-up skills that are important at all
levels of proficiency.
c. Responsive: A significant proportion of classroom listening activity consists
of short stretches of teacher language designed to elicit immediate responses.
d. Selective: Its purpose is not to look for the global or general meanings,
necessarily, but to be able to find important information in a field of
potentially distracting information.
e. Extensive: Its purpose is to develop a top-down, global understanding of
spoken language.
f. Interactive: This listening activity can include all five of the above types as
learners actively participate in discussions, role-plays, and other pair and
group work. It must be integrated with speaking (and perhaps other) skills in
the authentic give and take of communicative interchange.
2. Micro- skill and Macro- skills of Listening
Adapted froms Richards (1983) Brown (2004) offers a simplified list of
micro-skills and macro-skills (for conventional listening).
The micro-skills of listening (Brown: 2004)
a. Discriminate among the distinctive sounds of English.
b. Retain chunks of language of different lengths in short-term memory.
7
c. Recognize English stress patterns, words, in stressed and unstressed
positions, rhythmic structure, intonational contours, and their role in signaling
information.
d. Recognize reduced forms of words.
e. Distinguish word boundaries, recognize a core of words, and interpret word
order patterns and their significance.
f. Process speech containing pauses, errors, corrections, and other performance
variables.
g. Process speech at different rates of delivery.
h. Recognize grammatical word classes (nouns, verbs, etc.), system (e.g., tense,
agreement, and pluralization), patterns, rules, and elliptical forms.
i. Detect sentence constituents and distinguish between major and minor
constituents.
j. Recognize that a particular meaning may be expressed in different
grammatical forms.
k. Recognize cohesive devices in spoken discourse.
The macro skills of listening (Brown, 2004)
a. Recognize the communicative functions of utterances, according to
situations, participants, and goals.
b. Infer situations, participants, goals using real-world knowledge. (pragmatic
competence)
c. From events, ideas, etc., described, predict outcomes, infer links and
connections between new information, given information, generalization, and
exemplification.
d. Distinguish between literal and implied meanings.
e. Use facial, body language, and other nonverbal cues to decipher meanings.
8
f. Develop and use a battery of listening strategies, such as detecting key words,
guessing the meaning of words from context, appealing for help, and
signaling comprehension of lack thereof.
3. Listening Techniques
Techniques for teaching listening comprehension start from beginning and
advanced. There are some techniques for teaching listening they are for
beginning-level llistener, intermediate level listeners and advance level listeners
(Brown, 2000).
Table 1: Techniques for teaching listening comprehension (Peterson in
Brown )
FOR BEGINNING-LEVEL LISTENER
Bottom-Up Exercises
1) Goal: Discriminating Between Intonation Contours in Sentences
Listen to a sequence of sentence patterns with cither rising or
falling intonation. Place a check in column 1 (rising) or column 2
(falling), depending on the pattern you hear.
2) Goal: Discriminating Between Phonemes
Listen to pairs of words. Some pairs differ in their final
consonant, and some pairs are the same. Circle the word "same"
or "different," depending on what you hear.
3) Goal: Selective Listening for Morphological Endings
Listen to a series of sentences. Circle "yes" if the verb has an-ed
ending, and circle "no" if it does not.
Listen to a series of sentence. On your answer sheet, circle the one
(of three) verb forms contained in the sentence that you hear.
4) Goal: Selecting Details from the Text (Word Recognition)
Match a word that your hear with its picture.
Listen to a weather report. Look at a list of word and circle the
words that you hear.
Listen to a sentence that contains clock time. Circle the clock time
the words that you hear, among three choiches (5:30, 5:45, 6:15)
Listen to an advertisment, select the price of item, and write the
amount on a price tag.
Listen to a series of recorded telephone messages from an
answering machine. Fill in a chartwith the following information.
5) Goal: Listening for Normal Sentence Word Order
Listen to a short dialogue and fill in the missing words that have
been deleted in a partial transcript.
9
Top-Down Exericise
6) Goal: Discriminating Between Emotional Reaction
Listen to a sequense of utterances. Place a check in the coloumn
that describes the emotional reaction that you hear: interested,
happy, suprised, or unhappy.
7) Goal: Getting the gist of a Sentence
Listen to a sentence describing a icture and select the correct
picture.
8) Goal: Recognize the Topic
Listen to dialogue and decide where the conversational occured.
Circle the correct location among three multiple-
coice items.
Listen to a conversation and look at the pictured greeting cards.
Decide which of the greeting cards was sent. Write the greeting
under the appropriate card.
Listen to a conversation a decide what the people are talking
about . choose the picture that show the topic.
4. Teaching Procedures
Brown (2001) suggest strategies or procedures in implementing animation
video in teaching listening skill in classroom. The steps are divided into two main
categories as follows.
a. Bottom- up
It is a text based. It means that the listener relies on the langue that comes
from the message such as the combination of sounds, word, or even grammar that
can create the meaning. The bottom-up strategies itself include some activities
such as listening for specific details, recognizing cognates, and recognizing word-
order patterns.
b. Top-down
It is a listener based. It means that the listener start from the background
knowledge of the topic, the situation or the context, type of text, and the language.
The background knowledge activities can help the listener for interpreting what
they hear and anticipating what will be happened for the next section. The top-
down activities include some sub activities such as listening for the main idea,
predicting, drawing inferences, and summarizing.
10
In line with Brown, Richard (2008) also states that a typical lesson in
current teaching materials involves pre-listening, while-listening, and post
listening and contains activities that link bottom-up and top-down listening. In this
case, the pre-listening phase prepares students for both top-down and bottom-up
processing through activities involving activating prior language, making
predictions, and reviewing key vocabulary. The while-listening phase focuses on
comprehension through exercises that require selective listening, gist listening,
sequencing etc. While, the post- listening phase typically involves a response to
comprehension and may require students to give opinions about a topic.
Cakir (2006) clearly suggests in using animation video, teacher should
follow some practical techniques in the classroom as follows:
a. Active viewing
In active viewing activity, the teacher shows the video and let the students
watch it from the beginning to the end. This activity helps the teacher know how
far the students’ understanding of the video shown.
b. Freeze framing and prediction
In this activity, teacher stops the video which showing the pictures of
characters’ body language, facial expression, emotions, reactions, and responses.
This activity helps the students understand about what expression should be
shown when we say something in English especially.
c. Silent viewing
In the silent viewing, the video is played with the sound off and let the
students guess what are the characters are talking about in the video. Through this
activity, students are supposed to remember the dialogues in the video.
d. Sound on and vision off activity
In the sound on and vision off activity, the students only can hear the
dialogue but unable to see the action. This activity helps the students to improve
their listening skill.
Based on the explanation above the researcher will choose some activity to
teach students listening skill for experimental class and control class.
a. Experimental class
11
For the experimental class, there are some step that will use to teach by
using animation video.
1) At the first step the teacher will show the animation video to the students
2) In every animation played, the teacher will explained about the narrative text.
3) The narrative text that will use is a short simple fable, which aims to find out
the linguistics of the fable in kind of narrative text.
4) The teacher will give explained about, the grammatical word, the maning of
word, the topic, ideas and literal and implead meaning, and the last gesture.
5) After the procedure was played, the teacher will play the animation for the
last.
6) And then the teacher will give the students some questionaire
7) The students should answer the question that appropriate with the guidance
instrument that has been made by the teacher according with the macro and
the micro skill.
b. Control Class
Different with the experimental class. The teaching activities in control
class will teach by using an audio. However, the procedure that will use in control
class is the same, but the media for this class is only use sound from the story that
teacher play in front of the class with the speaker. The student in this class will get
same the questionaire as in experimental class.
C. Media
1. Overview Media
In global era, media technology is important since it has been a good way
in doing communication. It can be seen from children until adult had ever used the
media to help them in their daily activity. According to David (2003), this part of
technology took the important role to all of the modern people since the meaning
of the technology itself. Media are the center of everyone needs in their life such
as press, radio, and also advertising.
The role of media have been seen since the use of technology that is used
to help our work in our daily activities. The kinds of media can be found in many
forms in order to some definitions about the using of the media itself. Media in a
12
wide range, the other useful sub media that is always used in our daily life is
called as multimedia which is the term of multimedia itself is the root of media
technology.
Media is one of the main factors that can influence the effectiveness of
teaching and learning activities of listening. Chapelle (2003 in Priajana, 2011)
reviewed some theories and studies about the use of technology on instructed
second language learning. He stated that technology has implications and might
most effectively be used in language teaching. Generally, the use of the
technology as a teaching aid is mainly aimed at increasing teaching process to be
more motivating and appealing for students. It is relevant to Bhavard (2009) who
says that technology might offer a lot of options which can be used not only to
make teaching interesting but also to make teaching more effective and productive
in terms of students’ improvement. In line with the statement, the teacher can use
media such as cassettes, tape recorder, MP3 player, etc that can be categorized as
audio media to teach listening activity and television, animation clips, videos,
films, etc. which can be categorized as audio-visual media.
Technology could be applied in English teaching and learning process, for
example animation videos. Animation video are chosen because they provide
moving pictures and sound. They will be more interesting than audio media which
provide sound only. Multimedia is one of common media that always appears in
our daily life is multimedia technology. According to Usha & Mishra (2003),
multimedia means a mix explanation from a variety of mass media such as print,
audio, and video. Multimedia comes from computer which includes hardware and
software and produces the useful mass scale.
Media is every tool to convey information or messages from one place to
another place. In general, "media" refers to various means of communication. For
example, television, radio, and the newspaper are different types of media. Media
is the plural form of medium, which describes any channel of communication.
This can include anything from printed paper to digital data, and encompasses art,
news, educational content and numerous other forms of information. The meaning
13
of media aimed at something that delivers information (massage) between
message sender and receiver.
Based on the definition above, media is a tool that can be used to obtain
and provide information. In the other word media, media is all aids or tool that
give information from another source such us television, computer, newspaper
and also human as mediator who can give information too.
2. Kinds of Media
According to Susanti and Zulfiana (2016), media is divide into 3 kinds
there are visual media, audio media and visual-audio media.
a. Visual Media
Visual media is a tool or learning resource that contains of messages,
information, especially on learning material, which is presented in an interesting
and creative manner and applied using the sense of sight. So this visual media
cannot be used for the public, more precisely this media cannot be used by blind
people. Because this media can only be used with a sense of vision.
b. Audio Media
Media Audio is or hearing media is a type of learning media or learning
resource that contains of messages or subject matter that are presented in an
interesting and creative way and are applied using only the senses of hearing.
Because this media is only sound.
c. Visual-audio Media
Visual-audio media are media that have sound elements and elements
picture. This type of media consists of the first media is silent audiovisual media,
namely media that displays sounds and images such as sound slides, sound frame
films, and sound prints. While the second media is audiovisual media motion,
which is media that can display elements of sound and images that move like
sound films and video cassettes (Djamarah and Zain 2006: 124).
3. Media in Teaching
For this modern age, media have become one of the important and useful
things in helping some activities in our daily life. Multimedia teaching refers to
14
use of any computer software or application such as films, colors, animations, etc.
It is one of the techniques to improving the students’ meets the academic needs
and helps them developing English language skills is providing multimedia during
the process of teaching and learning in the classroom. Multimedia learning
systems offer a potentially venue for improving student understanding about
language.
Teaching is an effort to create an environment that allows the learning to
take place. An environmental system consists of components that influence each
other such as instructional object to be achieved, the material being taught, the
teacher and students in the classroom, teaching methods, and the source of
learning and media. Media can be found in schools, universities, offices, and some
other important fields. Especially for education field, media can be a good way in
teaching learning activities in the classroom.
The use of media in teaching learning process can help teachers to create
learning situation effectively. According to Wright (1976:1) cited in Cakir
(2006:67) said that many media and many styles of visual presentation are useful
to the language learner. That is to say, all audio-visual materials have positive
contributions to language learning as long as they are used at the right time, in the
right place. In this respect, videos provide important learning opportunities to
students working in a second language.
Learning a foreign language is more difficult than learning a national
language or mother tongue, because the foreign language has completely different
aspects and systems, which should be understood by the students or the learners,
such as pronunciation, spelling, and cultural background of the language. So, the
use of media is expected to facilitate the students to learn English language skills,
which consist of listening, speaking, reading and writing skill. The students
should master the four language skills so that they can use English both in active
and passive form.
D. Animation
Animation media is media that can be seen and listened. Animation can
called as audio visual media because animation produce sound and picture
15
moving. The researcher is trying to use this kind of alternative media in listening
activity by using animation video to help the students improve their ability in
listening skill. Animation video is a strategy in helping students to comprehend
and easy to adopt the material. Students are able to comprehend the information
contained from the listening activity. Rost (2002) who stated “the use of videos as
teaching media in teaching listening comprehension can provides learners with
rich-content contexts with the instruction of authentic language, learners can be
motivated and their listening ability is possibly to be improved”. Animation video
is the rapid display of a sequence of images of 2D or 3D artwork or model
positions in order to create an illusion of movement (Taylor 1996).
Animation is a process to show the movement of pictures in the right
arrangement to create a moving illusion. The pictures can be as hand pictures,
computer, and also the object of three dimensions pictures. While according to
David (2003), animation is a part of art that is come from everywhere and
produced by someone who works in a particular studio company or just an
individual project. In addition, we can watch it in the cinema or just in our phone.
All in all, the animation is a process of how the pictures move in creating the
illusion or make the pictures look like moving in two dimensions or three
dimensions form.
1. Types of Animation
Most people call animation as cartoon, beside that some of them only
knows that animation is a part of movies. Here, there are some explanations about
some types of animation itself in order to emphasize what the actual of animation.
As cited from the internet, Student World says that there are three types of
animation, they are traditional animation, stop motion and computer animation.
a. Traditional Animation
Traditional animation which involves drawing for every frame in the film
by using hand. After all of the pictures has been completed and full of color, they
can be taken by camera or scanned to the computer and engaged to be one in film
with the sound. This process really takes a long time because it needs to create 24
pictures per second.
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b. Stop Motion
In this process, the animators try to manipulate and photograph the object
in one motion and frame at the same time. The objects can be everything, start
from the clay, paper cut, and others. Some stop motion films use real people
which take a particular pose in order to fulfill the frame. After take the objects, the
pictures will transfer to film and combine with sound to get the complete result.
c. Computer Animation
Animators can use software from computer to make a film and a model
which is quicker rather than just use the traditional method. The characters and the
objects which they made can be two dimensions or three dimensions and the
processes of both types are totally different.
In this reseacrh the researcher is interested to choose computer animation
as her research. Computer animation according to the researcher will help the
teacher to make process of teaching and learning more interesting. And for the
students, it will help student to be more focus on the learning process.
2. The Role of Animation in Teaching
Videos are applied as media in teaching in the classroom which have been
more and more popular in the teachers' and students’ environment. As the
example of using media which involves videos as the main media are movies,
animation, moving pictures, and so on. The role of animation in teaching learning
activities has been a good way in teaching using media. Animation videos are the
right choice for teachers who need to attract students’ attention when teaching and
learning activities are running in the classroom.
The animation has a power to get the attention from people in some hours
when they work in group without any boredom. In addition, animation is very
useful for them in order to gain their interest in their classroom. Most of people
believe that animation can help the students easier to comprehend the material
since it has been interesting media in the classroom. It also helps the teachers to
explain the material easily to make their students understand the material.
Logi (2014), pointed out the using of animation video can avoid the
students’ boredom during teaching listening. He stated on his research that the
17
students’ will be interested and happy to listen through this media rather than just
listen to the audio.
E. Advantages and Disadvantages using Animation Videos in Teaching
In general, the use of animation videos in teaching is to help students or
teachers in order to explain or to catch the material in the classroom easily. It also
can attract the students’ attention when the material is explained by the teacher
since the animation videos are the interesting media for both of them. Of course,
there are some advantages and disadvantages in using animation videos in
teaching learning activities. It explains more detail on the next section.
1. The Advantages of Using Animation Video
Animation videos are animated moving picture that is very useful in
teaching learning process. According to Harmer (2001), the use of videos in the
classroom looks like listening with the moving picture. He stated that there are
some advantages in using videos in teaching learning activities in the classroom.
One of advantages in using videos is that learners not only hear the sound,
but they can also see the pictures, for example, the general meaning and mood are
delivered through the expression, gesture, and also the other vital clues in the
videos. The use of videos can make the student look the other situation, not only
in the classroom, for example they watch a video about kinds of food in other
countries. When students use a video camera to make a video, they can create
something memorable and enjoyable, and it can stimulate their creativity in using
media and multimedia. The last is motivation. The real advantage by using video
in teaching learning activities is that videos can make students more interest in
learning. It can increase the level of their interest when they watch videos.
2. The Disadvantages of Using Animation Video
There are also some weaknesses or disadvantages in using animation
videos that must be known by teachers. According to Harmer (2001), when
someone want to use videos in the classroom, they have to be aware of some
problems within.
The “nothing new” syndrome is the first problem here. If we just use a
video which is the replication video from television, it makes students not really
18
interesting with the video. We have to provide the video activity which involves
the uniqueness and interesting material to make the student more enthusiast in the
classroom.
The second is called as poor quality tapes and disks. The poor quality
tapes and disk make the students not really engaged in following the study. When
we decide to choose the videos, we have to judge about the quality of tapes and
disk or material in using videos.
The last if the video is quite longer, it causes the students who participate
in the classroom will sleep and get boring or event they will lost concentration in
following the material, especially if the video only contains full of text which is
not interesting media rather than cartoon, moving picture, and so on.
F. Animation Videos in Teaching Listening Skills
According to Harmer (2001) in his book about How to Teach English,
almost for everything he said about listening will be applied into media video, too.
Choose the right video material which is apropriate with the students’ grade and
interest. Do not make them too difficult or too easy, they may not be motivated
when learning English, especially in terms of listening skills. Harmer also states
that video is richer than audio tape, because speakers can be seen, their body
movements give clues as to meaning, and so on. He also argues that some teachers
think that video is not really useful for teaching listening.
The use of animation videos in teaching listening is more useful because it
can attract students’ attention. The use of animation video is more effective rather
than just the audio tape.
G. The Effect of Using Animation Video in Teaching Learning Process
By using animation videos the student can easily get information of the
study that is given by the teacher in the classroom. As an interesting media, the
animation video can create the new ways in learning English in the class.
Animation can stimulate the student to develop the effective skills and practice
interactive activities. In order to get information, the students can get the benefits
from the video easily. The process of getting information itself is supported by the
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appropriate ways or strategies in learning by using animation that is given by the
teacher.
H. Related studies
There are several research that have been done by researchers which
relevant with this study. First, Muzzamir (2016) The Effect of Using Animation
Videos in Teaching Listening Skill: An Experimental Study at SMAN 10
Batanghari Grade x Academic Year 2016/2017. The result of his study is that after
he concucted his study, he found that using animation videos is better rather than
just the using of conventional ways. It can conclude that the research hypothesis is
accepted.
There are some similarities and differences between this research and
Muzzamir. This research use animation videos and Muzammir used the same
media. In this research, the resercearch use Purposive Sampling and in the
Muzzamir he used Cluster Random Sampling. Another differences between this
research and Muzzamir is, this research will be conducted in junior high school
and Muzzamir was conducted his researcher in senior high school.
Second, (Dewi: 2010), the finding of the study shown that the use of video
strategy was effective to improve students’ listening of oral narrative text skill.
The evidence explained by the result of the statistical counting. The conclusion of
her study showed the writer finds that the mean of the scores of the experimental
group is higher than the control group. The mean of the scores of the experimental
group is 6.05, while the mean of the scores of control group is 5.48. The mean
difference between them is 0.57. Thus, the result of the research study implies that
video is effective to be applied in teaching listening of oral narrative text. It was
conclude that using video technique is an effective way in teaching listening to
junior high school, especially for eighth grade of students at SMPN Sawit
Boyolali.
The similarities and the differences between this reseach and Dewi. First
similarities, both of this research conduct this research in Junior high school and
use eight grade students of her research. Second, the differences, this research use
20
animation video as media to improve the listening skill, and Dewi’s used videos
as the media of her study.
Those research used experimental research as the methode for solving the
problems. Those materials are needed to help students in increasing their interest
toward English.
Based on the explanation above, the research is interested in investigating
the study in tittle “ The Effect of Using Animation Video in English Teaching on
Students’ Listening skill as MTsN 2 Kota Jambi”
21
CHAPTER III
RESEARCH METHOD
This chapter discussed about the research method. The research method is
the way how the researcher gets the results of the study. The research method that
was used in conducting this research are research setting, research design,
population and sample, technique of data collection, the validity and reliability of
the data, and technique of data analysis.
A. Research Setting
This research was conducted in Madrasah Tsanawiyah Negeri 2 Kota
Jambi in the academic year 2018/2019. This study was done from April till May.
There were twenty seventh of classes in Madrasah Tsanawiyah Negeri 2 Kota
Jambi. Grade seven has eight class, grade eight has ten class and the nine grade
has nine class. Each classes has thirty until fourty students.
B. Research Design
The design of this research was an experimental research. The important
thing for the experimental research was this research made a change between one
variable to another variable. The method that used in this research was “quasi-
experimental design: pretest-posttest designs” .
The design from Creswell about pre-test and post-test group design is
explained on the table below.
Group
Pre-test Treatment Post test
I Y1 X Y2
J Y1 - Y2
(Adapted from Creswell, 2012)
Notes :
I :Experimental Class
J : Control Clasa
Y1 : Pre-test
22
Y2: Post-test
X : Treatment
C. Population and Sample
1. Population
Population means a group of individual which have a similar
characteristic. The population of this research was the eight grade students of
Madrasah Tsanawiyah Negeri 2 Kota Jambi the academic year of 2018/2019.
There are ten class of theh eight grade student of Madrasah Tsanawiyah Negeri 2
Kota Jambi. Each classes consist of 38-40 students in the class.
Table 3.1 Total of Population
No Classes Number of Students
1 VIII A 40
2 VIII B 40
3 VIII C 40
4 VIII D 39
5 VIII E 40
6 VIII F 40
7 VIII G 40
8 VIII H 39
9 VIII I 40
10 VIII J 40
Total 398
2. Sample
According to Arikunto (2000,109), sample is part of population being
researched. That sample is part of representative population which is investigated
and it should reflect the characteristics of the population. The technique of
sampling in this research is Purposive sampling. According to Arikunto (2006),
this technique of taking sample is not based on random, regional or strata, it
based on the existences of consideration that focus on specific goals. For both this
class the spesification was the same level, both of class was the superior class, or
23
Indonesian called “ Kelas Unggul” The researcher choose class VIII I and VIII J
students of Madrasah Tsanawiyah Negeri 2 Kota Jambi in the academic year of
2018/2019. Class VIII I was experimental class and VIII J was control class.VIII I
has 19 male and 21 female and for class VIII J has 19 male and 21 female, the
total sample of this research were 80 students.
D. Technique of Data Colection
In experimental research, the researcher need to give pre-test and post-test
for students to measure the ability of the students. According to Creswell (2012),
pretest provides a measurement of the same characteristic that will be assessed to
the participant in experiment before they get a treatment, pretest take time and
effort to the students and pretest also has a significance influence to the treatment.
For this research, the data obtained from listening comprehension tests.
1. Pre-test
The pretest was given to the participants that aim to know the students’
score before they get the treatment. The score that students got in pre-test aimed to
know about the students’ ability in listening. The test consisted of 25 questions
that they use to complete in term of listening test
2. Treatment
Actually, the materials that were given to both of experimental and control
classes were similar. But, they got different procedure in term of the using of
media in learning listening. The experimental class got the treatment by using
animation video, while the control class learned by using some conventional
ways.
For the first meeting in the experimental class, the teacher begin the study
with pray, greeting, and checking before doing the learning procces. Then the
student learned English by using the animation video that was given by the
researcher, example they learned about narrative text and find new vocabularies
and then the students watched an animation video in term of the legend of “The
ant and the dove” as the listening activities. After the teacher explained the
material, the teacher gave a task for students, the student was ask to do the task,
the task was to differentiate where is the fable, where is the legend where is fairy
24
tale and they had to write some vocabularies that they can hear while the teacher
played the video in front of the class. For the second meeting, the students were
also taught by using animation video. The material that the teacher give was about
the structure of the text. In this meeting students are guided to explore the
information about the materials. The students was asked to identification the
social function of structure of the text such as : main characters, place and the
time. After the teacher explained, students was asked to do a task that accordeance
with the materi of the study. The teacher gave paper that consist of multiple
choice question, after the students got the paper, the teacher explained what
should students do, and then the teacher played the animation video in front of the
class, while the teacher played the video, students were asked to answer the
question that had been given. For the third meeting the student, was taught about
linguistic elements such as: the direct and indirect message of the story , simple
past, past continous tenses, singular and plural, the meaning of , preposition and
conjuction. Same as the first and the sceond meeting, after the techer was
explained the material of the subject the students was ask to to some task that
teacher gave to the students. In the all of the meeting the students was taught by
using strategy from Cakir (2006).
For the control class the student learned English by using audio that
consist of the voice of the narrator. The source of the audio was from youtube, the
duration of the audio more than 3 minutes. In the first meeting they learn about
the narrative text and find new vocabularies. For the second meeting the class
learn about the structure of the text and then the students listen to the audio that
the teacher play infront of the class. In this meeting students are guided to explore
the information about the materials. The students was asked to identification the
social function of structure of the text such as : main characters, place and the
time. For the third meeting the student, was taught about linguistic elements such
as: the direct and indirect message of the story , simple past, past continous tenses,
singular and plural, the meaning of , preposition and conjuction. The process of
the teaching and learning in this class was the same, the students were also given
the same task. The difference was the experimental class used animation video,
25
while the control class used audio. In this class the students was taugh by audio
the tittle is “The ant and the dove” by Pebbles Kids Stories.
3. Post-test
There was a test again and it called as the post-test. Post-test was given
after they finished the learning process. The test was given to know whether the
treatments or learning process has an effect or not to the students’ ability in
listening skills.
4. Procedure of Giving Pre-Test and Post-Test
In this study the researher use “The lion and The mouse” as teaching
material to do the pre-test and the post-test. At the beginning of the study, the
researcher was given pre-test for both of the class. For experimental class and
control class they used some conventional media that is audio media. And in the
end of the study, the research was given post-test for both of the class to find out
the final grade of the students.
For the experimental class they were watch animation video to answer the
paper test based on the story that played. During the animation show to the
students, the researcher was give some guidance to answer the paper test. And for
the control class, the student just learn by the conventional media, such as audio.
The audio that used in this control class is the voice of the narrator that was speak
about the story. During the audio was played for the students, the researcher gave
some guidance for the students to answer the paper test. Both of the class watched
and listen the media twice, for the first time of the media were play , the students
watched and listen the media without pause. And for the second time, the media
was paused part by part as the guidance line.
E. The Validity and Reliability of the Data
Validity is a measurement instrument which shown whether the
instruments are valid or not. By using validity, there should be no irrelevant or
misleading in reflecting the data. To get the validity of the data, the researcher
was used triangulation which collecting the result from different sources such as
the test and observation then the researcher will compare them. According to
Fraenkel and Norman (2009), validity is about the appropriateness, correctness,
26
meaningfulness, and usefulness based on the data that the researcher collects. The
validity that used to analyze the accuracy of this research was content validity.
Every test should be as valid as possible. The content validity was the degree to
which a test measures an intended content area. To examine the validity, the test
items were measured by using Biserial point correlation formula as follows :
rpbi =
√
(Arikunto S, 2006 : 283)
notes :
rpbi = coefficient of correlation biseral point
Mp = Mean score from the subjects that answer correctly
Mt = total mean score
p = The proportion of subject who answered the item correctly
q = 1 - p
SD = Standard Deviation
Reliability is reffering to the consitency of scores obtain by consistent they
are for any other individual. Problem the reliability demonstrated in a sense that
ana instrument is reliable for use as a means of collecting data because the
instrument is good and the coefficient reliability is match In this case the
researcher will calculalated with conventional way. To examine the reliability, the
test items are measured by using Kuder Richardson KR-21 formula as follows :
r11= (
) (
)
(Arikunto S, 2006:184)
Notes :
r11 = the reliability of the test
n = the nummber of the test items
p = the proportion of test takers who pass the items
27
q = the proportion of test takers who fail the items
∑pq =the amount of multiplication between p and q
s² = the variance of the total test scores
To determine reliability of the test item, the researcher use table below :
Table 3.2 The Level of Reliability
Coefficient
(r11) Criteria
R11<0,20 Very low reliability
0,20-0,40 Low reliability
0,40-0,60 Medium reliability
0,60-0,80 Strong reliability
0,80-1,00 Reliability is very strong
(Arikunto S, 2006: 276)
Instrument can be said reliable if the value of the criterion value used in the
instrument reaches 0,6 – 1,00
F. Technique of Data Analysis
In analyzing the data, the researcher was used score of pre-test and post-
test of experimental as weel as and control group. In order to find out whether
there is significant effect of using animation video the data using requirement test
before. It consist of normality test, homogenity test, and t-test.
1. Normality Test
Normality test was used to know whether the data have normal
distribution or not. In order to test the normality, the researcher used Chi Square.
The purpose of normality test was to know whether the instrumenst of the
research that was used had normal distribution or not. The researcher tested
normality of test by using microsofft excel and count it manually. The criteria for
acceptance of the testing as follow:
1) If 2obtained > 2
table is rejected (not normal distribution)
2) If 2obtained ≤ 2
table is accepted ( normal distribution )
The formula of Chi Square as follow
28
2= ∑
( )
Notes ;
=observed
=expected
2. Homogenity test
Homogenity test was done to know the variance in population of research
homogenity or not. Homogenity test was to measure the data of the population
homogenity or not. In this research the researcher was used statistical computation
test by using Microsoft Excel or manual. If probability > 0.05 it means the data is
normally distributed. Conversely if the value is < 0.05 then the data is not
normally distributed. The criteria for acceptance or rejection of homogenity test as
follow:
1) If : fobtained ≥ ftable is rejected
2) If : fobtained < ftable is accepted
The homogenity test is used following formula below :
Fhitung =
With :
S2= ( )
3. t-test
Research analysis data was an activity to process and analyze data that has
been collected. Data from the pre-test and post-test results will analyzed first and
then tabulated, the aimed was to find out the average participant student, standard
deviation, and variance sampled. The data are analysis by using the independent t-
test to see the significant effect of using animation videos on students’ listening
skills. The formula of T-test from Sugiyono (2009) :
√(
) (
)
29
Notes:
t : the value of t-calculated
n1 : the number of the sample in experimental class
n2 : the number of sample in control class
X1 : the mean of post-test experimental class
X2 : the mean of post-test control class
SS1: the variance of experimental class
SS2: the variance of control class
G. Statistical Hypothesis
The researcher founds two hypotheses that had been tested in this
research. They are called as Null Hypothesis (Ho) and Research Hypothesis (H1).
Ho = there is no difference of listening achievement between the students who are
taught by using animation video and the students who are not taught by
using animation video
H1 = there is a difference of listening achievement between the students who are
taught by using animation video and the students who are not taught by
using animation video
H. Schedule of Research
N
O
Activities Month
February March April May June July August Septemb
er
October
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Preparation of proposal
2 Arranging proposal
3 Preparation of seminar
4 Seminar
5 Improvement of seminar
6 Making research permission
7 Collecting data
8 Arranging research list
9 Writing final report
CHAPTER IV
RESERCH FINDING AND DISCUSSION
This chapter describe about the finding of the research that include
description of data, statistical analysis of the test and discussion.
A. Finding of The Study
1. The Description of Data
Here the researcher presents the data had got from the subject of the study.
The subjects of the research were 80 students of the second grade students of
MTsN 2 Kota Jambi.
The data were gotten from students’ score in listening test before and after
being taught by using animation video in experimental class and the listening
score in control class by using conventional way. After the researcher got the data,
the researcher analyzed the data.
The purposes of this research was to find out is there any signifficant
effect of using animation videos in teaching English listening skill and to find out
is there any difference of listening achievement between the students who are
taught by using animation video and the students who are not taught by using
animation video.
In this section the researcher explained the frequencies, percentage and
means score of the test based on the result of the test before and after treatment in
both of the class. The criteria of the score used in the result can be seen in table
below.
Table 4.1 Score Criteria
No. Interval Criteria
1. 91 up to 100 Excellent
2. 81 up to 90 Very Good
3. 71 up to 80 Good
4. 61 up to 70 Enough
5. 51 up to 60 Poor
6. ≥ 50 Very poor
Source : http://checuan.blogspot.co.id/2010/01/listening-test.html
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a. The Result of Pre-test and Post-test in Experimental class
Table 4.2 Score Recapitulation of Experimental Class
Information Pre-test Post-test
Lowest
Score 40 72
Highest
Score 76 96
Mean 57,7 84,7
The experimental class consisted of 40 students. Before conduct the
research, the researcher gave the pre-test for this class. The question of the test
consisted of 25 items. For this pre-test the researcher just used audio as the media.
The score achieved by this class before the treatment were 40 for the lowest score,
76 for the highest score, and 57,7for the mean. The students who got fourty are
three students , fourty-four are four students, fourty-eight are six students, fifty-
two are three students, fift-six are five students, sixty-are four students, sixty-four
are four students, sixty-eight are four students, seventy-two are three students
,seventy-six are four students.
After doing the pre-test, the researcher gave treatment for this class in the
next meeting for three times. Then the researcher gave the student post-test with
the same questions in pre-test. The media that used during treatment and post-test
was animation video. The score achieved by this class was 72 for the lowest score,
96 for the highest score and 84,7 for the mean. The students who got seventy-two
are four students, seventy-six are five students, eighty are seven students, eighty-
four are three students, eighty-six are four students, eighty-eight are six students,
ninety-two are five students, ninety-six are six students.
To find out the interval class for the pre-test and post-test data, the
researcher used formula that is total class = 1+ 3,3 ( log n), which n means the
total of sample in one class. From the calculation it is known that n=40, it means
that 1 + 3,3 (log 40) = 6,28 can be rounded 6. So, the interval distribution of the
pre-test and post-test can be seen below.
33
Table 4.3 Interval Distribution for Pre-test
No Interval Frequency
1 40-45 7
2 46-51 6
3 52-57 8
4 58-63 4
5 64-69 8
6 70-75 3
7 76-81 4
40
Table 4.4 Interval Distribution for Post-test
No Interval Frequency
1 72-75 4
2 76-79 5
3 80-83 7
4 84-87 7
5 88-91 6
6 92-95 5
7 96-99 6
40
To found the interval class the researcher use this formula below
1) Range
R = Highest – Lowest + 1
2) Class Boundaries
K = 1 + 3,3 log (n)
3) Interval
I =
=
=
Based on the table distribution frequency of the pre-test and post-test on
students’ listening skill at MTsN 2 Kota Jambi, the difference score can be seen in
the diagram chart below.
34
Figure 4.1 Score of Pre-test and Post-test Experimental Class
b. The Result of Pre-test and Post-test Control class
Table 4.5 Score Recapitulation of Control Class
Information Pre-test Post-test
Lowest
Score 40 72
Highest
Score 76 96
Mean 56,8 83,65
The control class consisted of 40 students. Before conduct the research,
the researcher gave the pre-test for this class. The question of the test consisted of
25 items. For this pre-test the researcher used audio as the media. The score
achieved by this class before the treatment were 40 for the lowest score, 76 for the
highest score, and the 56,8 for the mean score. The students who got fourty are
five students , fourty-four are three students, fourty-eight are six students, fifty-
two are two students, fifty-six are three students, sixty-are five students, sixty-four
are four students, sixty-eight are three students, seventy-two are two students
,seventy-six are three students.
40
76
57.7
72
96 84.7
Lowest Score Highest Score Mean
Score of Experimental Class
PRE-TEST POST-TEST
35
After doing the pre-test the next day the researcher gave treatment for this
class, and after conducting the treatment for three times the researcher gave the
student post-test with the same questions in pre-test. The media that used during
treatment and post-test was audio. The score achieved after the treatment was
improve. The score achieved by this class was 72 for the lowest score, 96 for the
highest score, and 83,65 for the mean score. seventy-two are six students, seventy-
six are five students, eighty are six students, eighty-four are four students, eighty-
six are three students, eighty-eight are seven students, ninety-two are five
students, ninety-six are four students.
To find out the interval class for the pre-test and post-test data, the
reseacrh used formula that is total class = 1+ 3,3 ( log n), which n means the total
of sample in one class. From the calculation it is known that n=40, it means that 1
+ 3,3 (log 40) = 6,28 can be rounded 6. So, the interval distribution of the pre-test
and post-test can be seen below.
Table 4.6 Interval Distribution for Pre-test
No Interval Frequency
1 40-45 8
2 46-51 6
3 52-57 7
4 58-63 5
5 64-69 7
6 70-75 4
7 76-81 3
40
Table 4.7 Interval Distribution for Post-test
No Interval Frequency
1 72-75 6
2 76-79 5
3 80-83 6
4 84-87 7
5 88-91 7
6 92-95 5
36
Continue
7 96-99 4
40
Based on the table distribution frequency of the pre-test and post-test on
students’ listening skill at MTsN 2 Kota Jambi , the differennce score can be seen
in the diagram chart below.
Figure 4.2 Score of Pre-test and Post-test Control Class
2. Statistical Analysis of The test
a. Validity
Before conducting the research, the instruments of the research try-out was
done. It aimed to know the validity and reliability of the test. This was a very
important way to do, because the test was used later for pre-test and post-test
which tested the students’ listening skill in control and experimental classes. It
was administered to one class who was not taken as sample of the research; it was
given to VIII G at MTsN 2 Kota Jambi. If robtained> r table, then the instrument or
item question is valid. If robtained <rtable then the instrument or item question is
unvalid. There were 40 students that must follow the test, and also there were 25
items of the test that should be accomplished by the students. The results analysis
of the validity of 25 items can be seen in table below.
40
76
56.8
72
96
83.65
Lowest Score Highest Score mean
Score of Control Class
Pre-Test Post-Test
37
Table 4.8 Score of Validity test
Number
of
Item
Test robtained rtable conclusion
1 0,408 0,32 Valid
2 0,434 0,32 Valid
3 0,429 0,32 Valid
4 0,430 0,32 Valid
5 0,431 0,32 Valid
6 0,400 0,32 Valid
7 0,39 0,32 Valid
8 0,465 0,32 Valid
9 0,439 0,32 Valid
10 0,434 0,32 Valid
11 0,382 0,32 Valid
12 0,391 0,32 Valid
13 0,434 0,32 Valid
14 0,378 0,32 Valid
15 0,433 0,32 Valid
16 0,43 0,32 Valid
17 0,414 0,32 Valid
18 0,425 0,32 Valid
19 0,383 0,32 Valid
20 0,42 0,32 Valid
21 0,439 0,32 Valid
22 0,402 0,32 Valid
23 0,451 0,32 Valid
24 0,437 0,32 Valid
25 0,472 0,32 Valid
Based on calculation of the validity of the questions on 25 items, all the
item was valid. The results of the test analysis validity is in Appendix 4.
38
b. Reliability
If robtained> r table, then the instrument or item question is valid. If robtained
<rtable then the instrument or item question is unvalid. The purpose of reliability
test is to find out the consistency of instruments can be trusted to be used as data
collection . Based on the results of reliability test used Alpha Cronchbach
obtained kr11 = 0,705 and rtable = 0,320, because r11> rtable then the instrument
are reliable and it can be said strong category because 0.700096 is in the
interpretation of 0.60-0.79 which is where the interpretation is high. The
reliability test calculation exist on Appendix 7.
c. Normality Test
The normality test was carried out in the experimental class and the
control class with a total of 40 students. The normality was employed by uing
chi-square test to find out whether or not score that students were obtained
normality distributed. The result of the analysis was presented in table below.
Table 4.9 Recapitulation of Calculation Results of Post-test Normality Test
Class N X X2
obtained X2
table Decisison
Experiment 40 84,7 6,263 7,814
Normal Control 40 83,65 6,978 7,814
Based on the data above, it can be seen that the data of experimental class
X2
obtained = 6,263 and X2
table = 7,814, the level of significant was α = 0,05. This is
shows that X2
obtained ≤ X2
table are normaly distributed. The data post-test from
control class X2
obtained = 6,978 and X2
table = 7,814, the level of significant was α =
0,05. This is shows that X2
obtained ≤ X2table are normaly distributed. The calculation
of normality test can be seen on appendix 13-14.
d. Homogenity Test
Homogenity test is one to see whether the both of samples have a
homogenous variance or not, the assumption of variance is that the variance each
of the data is equal. And to know the data homogeneous or not, we can see the
result of the analysis data below.
39
Table 4.10 Recapitulation Homogenity test of pre-test in Experiment
and Control class
Class Variance (S2)
Fobtained ftable Decision
Experiment 126,26 1,041 4,10 Homogen
Control 131,446 1,041 4,10
According to the table above the variance of pre-test from experimental
class was 126,26, and control class was 131, 446. From the table above Fobtained
1,041 and ftable 4,10. The data above uses significant level α = 0,05, it can be seen
that fobtained < ftable = < 4,10 are Homogenous or has the same variance.
Table 4.11 Recapitulation Homogenity test of post-test in Experiment and
Control class
Class Variance (S2)
Fobtained ftable Decision
Experiment 58,574 1,004 4,10 Homogen
Control 58,848 1,004 4,10
Homogenity test is a test of the similarity of the data variance of this study
comparing the largest variants and the smallest variance. According to the table
above the variance of post-test from experimental class was 58,574, and control
class was 58,848. From the table above Fobtained 1,004 and ftable 4,10. The data
above uses significant level α = 0,05, it can be seen that fobtained < ftable = <
4,10 are Homogenous or has the same variance. The calculation of homogenity
test can be seen on appendix 15-21.
e. t-test
The data were analyzed by using the independent t-test to see the
significant effect of using animation videos on students’ listening skills. This
research compared to both of experimental class and control class by using media
in teaching. The experimental class used some animation videos, while the control
class used the conventional way.
40
√(
) (
)
Known :
= 84,7
= 83,65
n1 = 40
n2 = 40
SS1 = 58,574
SS2 = 58,848
√(
) (
)
√( ) (
)
√(
) ( )
√( )( )
√
tobtained = 5,468
ttable = 1,668
f. Statistycal hyphothesis
Hyphotheses testing in this research “there is a significant effect of using
animation video on students’ listening skills”. It means the used of animation
video is more effective than using audio (conventional) media. For testing
hypothesis, the step taken is to analyze the results of the t-test. Criteria hypothesis
41
will be accepted if the value of tobtained is greater than ttable at a significance level of
5%, and the significance is less than 0.05 . tobtained > ttable = 5,468 > 1,668 then the
hypothesis in this study is acceptable. It means H1 is acceptable .
B. Discussion
This research was done in MTsN 2 Kota Jambi academic year 2018/2019.
The sample were choosen by using purposive sampling, it because the sample has
same ability. The sample of this research were class VIII I as experimental class
and VIII J as a control class.
Based on the analysis, it was found that the class which got the animation
videos as the treatment was better than the class without using animation videos.
It means that as the class with the treatment, the improvement in experimental
class was better than control class. It can be seen from the pre-test and post-test
results that were given to both classes.
The treatment for the experimental class, was used animation video.
Animation video can bring a new experience for this class. They were very
interesting in animation videos that were given in each meeting. At the first
meeting, students were not interesting to the topic of the material that is given that
day. They thought that the way researcher convey the material was so boring, and
the situation of the class became noisy. They were lost concentration to the
material given. But when the researcher said that there was an animation video
that is related to the topic that day, the student got their attention back to the
material. After the animation was showed, they could follow the material and
became focus again. They became more enjoy when they tried to get some
information from the video. This material was about listening activities, so the
animation video was not using any subtitle and the students should take attention
to every single detail words that is pronounced by the speaker on the video. The
result of the first meeting was good enough. It also ran well until the last meeting.
The using of animation video in each meeting could increase the students’ ability
in listening. After the animation videos were given, the students became more
42
interesting in following the material. So, it concluded that the using of animation
itself could improve the students’ ability in listening easily.
For control class, the students still had problems as usual when they learn
in the class. Because of this class was not given the animation video as the
treatment, this class felt there is no a new innovation in learning listening in the
class, and the class became very boring. The researcher just taught the student
with some usual conventional ways such as listen to audio from the speakers. That
was the reason why it made the situation of the class was really boring, so the
students did not take attention to much from what speaker says.
From the explanation above, the research questions in chapter one are
answered. The question in chapter one was “Is there any difference of listening
achievement between the students who are taught by using animation video and
the students who are not taught by using animation video?”. The used of
animation video has an effect in teaching learning procces, before the taught by
animation video they less attention in teaching learning procces, and after they
tought by animation videos the student more interested with the subject and it
makes the score of they subject increased. Based on the computation of the t-test
shows that tobtained = 5,468 > ttable = 1,668. It means that the H1 is acceptable and it
means that there is a difference of listening achievement between the students
who are taught by using animation video and the students who are not taught by
using animation video and there is a significant effect of using animation video on
students’ listening skill.
There was an effect on teaching English listening skill by using animation
videos. The class who taught by animation video got high score more than a class
who taught by using conventional way. It also could be seen from the difference
between the results of pre-test and post-test from both classes. The result of the
experimental class before the treatment was 57,7 for the mean of total score. From
the pre-test results, it could be seen that the lowest score is 40 and the highest
score is 76. After the treatment the mean of total score of post-test 84,7. For the
lowest score 72 and the highest 76.
43
Meanwhile for the control class, the result of the pre-test is 56,8 for the
mean score. From the pre-test results, it could be seen that the lowest score is 40
and the highest score is 76. The mean score for post-test 83,65, with the lowest
score 72 and the highest 76.
To sum up, based on the results of the test, the using of animation video
could give effect for students’ listening skills. It could be seen from the score after
the students were given the animation video. Because of the animation video was
a part of media, it also gave the influence to the students in listening skills.
Because, by using media, it made students more interested and more engage in
learning English.
44
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
After analyzing the data of the research, the researcher get the result of the
analysis. The research question in chapter one, was anwered, it can be seen from
the t-test computation, it shows that tobtained = 5,468 > ttable = 1,668.
For the second research question, the question was also answered. It can
be seen from difference of the mean score from both classes between pre-test and
post-test score. For the experimental class the mean of post-test score was 84,7
and for the mean of control class was 83,65. It can be said that, there is a
difference of listening achievement between students who are taught by using
animation video and the students who are not taught by using animation video.
From the statistic calculation, the data are indicated that the using of animation
videos is better rather than just the using of conventional ways.
B. Suggestion
There are some suggestions that the researcher would like to suggest based
on the result of the study suggested for the school, for the teacher, for students and
for the next researcher.
1) For School
The school is expected to be able to facilitate and support the development
of learning media, given the importance and usefulness of the media in the
teaching and learning process because it can help students receive the subject
matter delivered by the teacher.
2) For Teacher
The teacher is expected to be able to continue the use of animation media
and be able to vary the media that can increase students' interest in the process of
learning English in listening skills according to the conditions of the students.
45
3) For students
Students are advised to be able to improve listening skills based on the
material provided by the school and other learning resources such as books, etc.,
so that learning outcomes can be achieved optimally.
4) For the researcher
This research can be used for the next researchers and as reference
material to continue the research. This needs to be done so that the learning
process in the future can be more innovative and develop in accordance with the
progress of the era that is increasingly modern.hopefully the next researcher can
do the research with normal meeting to teaching in the class as treatment.
46
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50
51
Appendix 1 The Instrument of the test
The lion and The Mouse
Once upon a time there lived a lion who ruled the forest. One day after
eating his meal the lion fell asleep under a tree. A little mouse saw him and
thought it would be fun to play on him. He began running up and down the
sleeping lion. He ran up the tail and slid down the tail.
The lion wake up angrily with a loud roar. He grabbed the mouse with his
huge paw. The mouse struggled but could not escape. The lion opene his big jaws
to swallow him. The mouse was very scared.”Oh king, i’m very scared. Please
don’t eat me. Forgive me this time. Please let me go. I shall never forget it, maybe
one day i can help you.” The lion was so amused by the idea of the mouse being
able to help him. That he lifted up his paw and let him go.”Thank you king, i will
never forget your kindness”. “You are lucky my friend that I've just eaten. Now
go but don't mess with me again! or i will make a meal of you a, roarrr”.
Few days later the lion was roaming the jungle. Hunters set a trap to catch
the line. The hunters hid behind the tree waiting for the lion to approach the trap.
As he did, the hunters pulled the ropes. And caught him in the net. The Lion
started to roar loudly and tried to escape. But the hunters fasten the net. They
went back to the village to bring a cart to transport the lion. The lion was still
roaring loudly. All the animals including the mouse heard the roar.
“The king is in trouble, i must return the favor”. He soon reached the lion
“don't worry my king I will set you free”. He climbed up the trap and used his
sharp little teeth to bite through the ropes. Finally he freed the lion from the trap.
The lion realized that even a little mouse can be a great help. “Thank You mouse I
will never trouble you again, we'll live happily in my forest”. “You saved the
king's life,now you are the prince of this forest”. “ Thank You King, bye see you
soon”. “Ahhh, where are you going don't you want to play on me and slide down
my tail?” “Hahh yeayy” “wuuuu”. The mouse started jumping on his back and
sliding down his tail. After a while the hunters came back with a big cart to carry
the lio. The lion and mouse saw them and started running towards them. The lion
52
have a big roar. “roarrr”. The hunters were terrified, and ran away back to the
village. The lion and the mouse became friends forever.
53
Listening Test
Choose the correct answer by crossing (x) a,b,c, or d!
1. What is the kind of the text ?
a. Myth
b. Fable
c. Folk tale
d. Fairy tale
2. What is the type of the text above ?
a. Procedure
b. Narrative
c. Report
d. Recount
3. Who is in the story ?
a. The Lion, the mouse and the hunters
b. Lion and mice, and the hunters
c. Lion and mouse, and the hunter
d. Lion and mouse and the hunters
4. Who is the main characters of the story
a. The hunters
b. The lion and the hunters
c. The monkey
d. The lion and the mouse
5. Who made the lion wake up and angry ?
a. The mouses
b. The mice
c. The mouse
d. The moose
6. When did this story happen ?
a. Last year
b. Too long ago
c. Never happen
54
d. Once upon a time
7. What makes the lion angry ?
a. The mouse ran and played over at his body
b. The mouse run and playing over on his body
c. The mouse run and play over on his body
d. The mouse ran and play over his body
8. Where did the story happen ?
a. In the zoo
b. In the forest
c. In the jungle
d. In the lion house
9. What did the Mouse said when the lion grabbed him ?
a. “ oh king, i’m very afraid ”
b. “ oh king, i’m so scare”
c. “ oh king, i’m very scared”
d. “ oh king, i’m very worried”
10. How did the Mouse avoid a bad plight in the beginning of the fable?
a. He escaped and ran away from the Lion
b. He bit the Lion and the Lion dropped him.
c. He convinced the Lion that he would someday help him.
d. He promise to be friend
Listen to the animation carefully and Choose the correct answer !
11. The mouse . . . . very scared
a. Was
b. Is
c. Has
d. Were
12. Few days later the lion . . . . . roaming the jungle
a. is
b. was
c. has
55
d. had
13. They went back to the village to bring a . . . . to transport the lion.
a. cars
b. card
c. cart
d. car
14. The lion started to roar loudly and . . . . to escape .
a. try
b. tried
c. tries
d. tryies
15. The lion have a . . . . roar.
a. Huge
b. Big
c. wide
d. great
Circle the correct answer with true or false !
16. The lion had a very good lunch True/False
17. The mouse was sleeping peacefully True/False
18. The lion swallowed the mouse immediately True/False
19. One day the mouse caught in a net True/False
20. The mouse was able to help his friend True/False
Matched the meaning of word based on the story !
21. Jaws Gerobak
22. Paw Cakar
23. Cart Mengerikan
24. Terrified Mengikat
25. Fasten Rahang
56
Appendix 2 Answer Key
Answer key
1. b
2. b
3. c
4. d
5. c
6. d
7. c
8. c
9. c
10. c
11. a
12. b
13. c
14. b
15. b
16. true
17. false
18. false
19. false
20. true
21. rahang
22. cakar
23. gerobak
24. mengerikan
25. mengikat
57
APPENDIX 3 The Score of try out
No Name Score
1 Aflah Rio Dzakwan 28
2 Andhini Ramadhanti 64
3 Annisa Fitri Handayani 44
4 Annisa Putri Wulandari 68
5 Anya Zaza Naila 24
6 Azka Fatilla 68
7 Azkiyah Nurul Qolbi 28
8 David Erwanda 64
9 Della Ayu Lestari 36
10 Farhan Habibie 60
11 Ferry Ardiansyah 24
12 Ghefira Nur Raudhah 44
13 Ghozy Fajar Baihaqky 56
14 Gilang Despriyanto 52
15 Gina Septiani 80
16 Ilma Sania Ramadhani 60
17 Inaya Febrianti 52
18 Irfan Riyansah 28
19 Isnawati 48
20 Laras Pratiwi 56
21 M. Abyyu Safiq. F 36
22 M. Andhika Putra Adi. S 44
23 M. Khrisna Saputra 40
24 M. Maulana 48
25 Maezahra Putri Maudia 32
26 Mahabrata Yuda 72
27 Nabil Mahadika 36
28 Nadhif Pandya Supriyadi 28
29 Nur Sukma Fitri 40
30 Radatul Mawardah 64
31 Rafika Edelwis Tambunan 60
32 Rahma Aliyah Azzahrah 76
33 Raihan Juliansah Syafli 28
34 Rezky Rahmadani 52
35 Sandy Pratama 68
36 Syaliho Maimawaroh 32
58
37 Syaqilla Dinata 60
38 Violyta Amara 28
39 Zacky Imam Mahendra 40
40 Zaky Saifullah 60
59
APPENDIX 4 The result of`Validity
soal 1 soal 2 soal 3 soal 4 soal 5 soal 6 soal 7 soal 8 soal 9 soal 10 soal 11 soal 12 soal 13 soal 14 soal 15 soal 16 soal 17 soal 18 soal 19 soal 20 soal 21 soal 22 soal 23 soal 24 soal 25
1 Aflah Rio Dzakwan 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 7 49
2 Andhini Ramadhanti 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 16 256
3 Annisa Fitri Handayani 0 0 1 1 1 0 0 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 0 0 0 11 121
4 Annisa Putri Wulandari 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 17 289
5 Anya Zaza Naila 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 6 36
6 Azka Fatilla 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 17 289
7 Azkiyah Nurul Qolbi 1 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 7 49
8 David Erwanda 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 16 256
9 Della Ayu Lestari 0 0 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 0 0 0 9 81
10 Farhan Habibie 0 0 1 1 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 15 225
11 Ferry Ardiansyah 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 0 6 36
12 Ghefira Nur Raudhah 1 0 0 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 0 1 0 0 0 0 11 121
13 Ghozy Fajar Baihaqky 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 0 14 196
14 Gilang Despriyanto 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 0 0 13 169
15 Gina Septiani 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 20 400
16 Ilma Sania Ramadhani 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 15 225
17 Inaya Febrianti 0 0 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 0 13 169
18 Irfan Riyansah 0 1 0 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 7 49
19 Isnawati 0 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 12 144
20 Laras Pratiwi 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 14 196
21 M. Abyyu Safiq. F 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 9 81
22 M. Andhika Putra Adi. S 1 0 0 1 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 11 121
23 M. Khrisna Saputra 1 0 1 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 1 10 100
24 M. Maulana 1 0 0 0 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 12 144
25 Maezahra Putri Maudia 0 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 8 64
26 Mahabrata Yuda 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 18 324
27 Nabil Mahadika 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 9 81
28 Nadhif Pandya Supriyadi 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 7 49
29 Nur Sukma Fitri 1 0 0 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 10 100
30 Radatul Mawardah 1 0 1 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 0 16 256
31 Rafika Edelwis Tambunan 0 0 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 15 225
32 Rahma Aliyah Azzahrah 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 19 361
33 Raihan Juliansah Syafli 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 7 49
34 Rezky Rahmadani 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 0 13 169
35 Sandy Pratama 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 17 289
36 Syaliho Maimawaroh 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 8 64
37 Syaqilla Dinata 0 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 15 225
38 Violyta Amara 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 7 49
39 Zacky Imam Mahendra 1 1 1 0 0 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 10 100
40 Zaky Saifullah 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 0 15 225
n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8 482 6432
p 0,40 0,25 0,5 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20
q 0,60 0,75 0,5 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80
Mp 13,75 14,5 13,45 13,32 12,81 13,42 13,53 12,56 12,93 14,50 13,85 12,69 14,50 12,86 13,61 13,32 14,75 14,17 13,24 13,00 12,93 13,50 14,78 13,71 15,13
Mt 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05
St 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26
robtained 0,408 0,434 0,429 0,430 0,431 0,400 0,390 0,465 0,439 0,434 0,382 0,391 0,434 0,378 0,433 0,430 0,414 0,425 0,383 0,420 0,439 0,402 0,451 0,437 0,472
rtable 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32
valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid
xt2
VA
LID
ITY
No name
Number of test item
total
60
APPENDIX 5 The Validity test calculation
a. Look for mean
Mt =
=
= 12,05
b. Standar Deviation
SDt = √
(
)
=√
(
)
= √ ( )
=√
=√
= 3,26
c. Df (Degree of freedom)
Df = N-n
= 40 – 2
= 38
Question number 1.
Known :
Mt = 12,05
MP =13,75
p = 0,40
q = 0,60
SDt = 3,26
rpbi =
√
=
√
=
√
61
= 0,53 X 0,77= 0,408
robtained > rtable = 0,408>0,320 = Valid
Question number 2
Known :
Mt = 12,05
MP =14,5
p = 0,25
q = 0,75
SDt = 3,26
rpbi =
√
=
√
=
√
= 0,75 X 0,577= 0,433
robtained > rtable = 0,433>0,320 = Valid
Question number 3
Known :
Mt = 12,05
MP =13,45
p = 0,5
q = 0,5
SDt = 3,26
rpbi =
√
=
√
=
√
= 0,429 X 1 = 0,429
robtained > rtable = 0,429 > 0,320 = Valid
Question number 4
62
Known :
Mt = 12,05
MP =13,32
p = 0,55
q = 0,45
SDt = 3,26
rpbi =
√
=
√
=
√
= 0,389 X 1,104= 0,429
robtained > rtable = 0,429 > 0,320 = Valid
Question number 5
Known :
Mt = 12,05
MP = 12,81
p = 0,78
q = 0,23
SDt = 3,26
rpbi =
√
=
√
=
√
= 0,233 X 1,841= 0,428
robtained > rtable = 0,428 > 0,320 = Valid
63
Appendix 6 the result of Realibility
soal 1 soal 2 soal 3 soal 4 soal 5 soal 6 soal 7 soal 8 soal 9 soal 10 soal 11 soal 12 soal 13 soal 14 soal 15 soal 16 soal 17 soal 18 soal 19 soal 20 soal 21 soal 22 soal 23 soal 24 soal 25
1 Aflah Rio Dzakwan 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 7 49
2 Andhini Ramadhanti 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 16 256
3 Annisa Fitri Handayani 0 0 1 1 1 0 0 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 0 0 0 11 121
4 Annisa Putri Wulandari 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 17 289
5 Anya Zaza Naila 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 6 36
6 Azka Fatilla 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 17 289
7 Azkiyah Nurul Qolbi 1 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 7 49
8 David Erwanda 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 16 256
9 Della Ayu Lestari 0 0 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 0 0 0 9 81
10 Farhan Habibie 0 0 1 1 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 15 225
11 Ferry Ardiansyah 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 0 6 36
12 Ghefira Nur Raudhah 1 0 0 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 0 1 0 0 0 0 11 121
13 Ghozy Fajar Baihaqky 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 0 14 196
14 Gilang Despriyanto 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 0 0 13 169
15 Gina Septiani 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 20 400
16 Ilma Sania Ramadhani 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 15 225
17 Inaya Febrianti 0 0 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 0 13 169
18 Irfan Riyansah 0 1 0 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 7 49
19 Isnawati 0 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 12 144
20 Laras Pratiwi 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 14 196
21 M. Abyyu Safiq. F 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 9 81
22 M. Andhika Putra Adi. S 1 0 0 1 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 11 121
23 M. Khrisna Saputra 1 0 1 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 1 10 100
24 M. Maulana 1 0 0 0 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 12 144
25 Maezahra Putri Maudia 0 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 8 64
26 Mahabrata Yuda 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 18 324
27 Nabil Mahadika 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 9 81
28 Nadhif Pandya Supriyadi 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 7 49
29 Nur Sukma Fitri 1 0 0 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 10 100
30 Radatul Mawardah 1 0 1 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 0 16 256
31 Rafika Edelwis Tambunan 0 0 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 15 225
32 Rahma Aliyah Azzahrah 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 19 361
33 Raihan Juliansah Syafli 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 7 49
34 Rezky Rahmadani 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 0 13 169
35 Sandy Pratama 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 17 289
36 Syaliho Maimawaroh 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 8 64
37 Syaqilla Dinata 0 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 15 225
38 Violyta Amara 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 7 49
39 Zacky Imam Mahendra 1 1 1 0 0 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 10 100
40 Zaky Saifullah 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 0 15 225
n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8 482 6432
p 0,40 0,25 0,5 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20
q 0,60 0,75 0,5 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80
Mp 13,75 14,5 13,45 13,32 12,81 13,42 13,53 12,56 12,93 14,50 13,85 12,69 14,50 12,86 13,61 13,32 14,75 14,17 13,24 13,00 12,93 13,50 14,78 13,71 15,13
Mt 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05
St 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26
robtained 0,408 0,434 0,429 0,430 0,431 0,400 0,390 0,465 0,439 0,434 0,382 0,391 0,434 0,378 0,433 0,430 0,414 0,425 0,383 0,420 0,439 0,402 0,451 0,437 0,472
rtable 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32
valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid
n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8
p 0,40 0,25 0,50 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20
q 0,60 0,75 0,50 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80
pq 0,24 0,19 0,25 0,25 0,17 0,25 0,24 0,09 0,20 0,19 0,22 0,16 0,19 0,21 0,25 0,25 0,16 0,21 0,25 0,22 0,20 0,25 0,17 0,24 0,16 5,21 16,00 0,703
sum pq variances reliabilityRE
LIA
BIL
ITY
xt2V
AL
IDIT
YNo name
Number of test item
total
64
Appendix 7 The reliability test calculation
a. Looking for varian (S2)
( )
( )
= 15,59 = 16,00
b. Looking for reliability
known :
n = 25
S2 = 16,00
Pq = 5,21
r11 = (
) (
)
=
(
)
=
(
)
= 1,04 x 0,674
= 0,705
65
Appendix 8 Table Distribution r table
Distribusi Nilai rtabel
Signifikansi 5% dan 1%
N The Level of Significance
N The Level of Significance
5% 1% 5% 1%
3 0.997 0.999 38 0.320 0.413
4 0.950 0.990 39 0.316 0.408
5 0.878 0.959 40 0.312 0.403
6 0.811 0.917 41 0.308 0.398
7 0.754 0.874 42 0.304 0.393
8 0.707 0.834 43 0.301 0.389
9 0.666 0.798 44 0.297 0.384
10 0.632 0.765 45 0.294 0.380
11 0.602 0.735 46 0.291 0.376
12 0.576 0.708 47 0.288 0.372
13 0.553 0.684 48 0.284 0.368
14 0.532 0.661 49 0.281 0.364
15 0.514 0.641 50 0.279 0.361
16 0.497 0.623 55 0.266 0.345
17 0.482 0.606 60 0.254 0.330
18 0.468 0.590 65 0.244 0.317
19 0.456 0.575 70 0.235 0.306
20 0.444 0.561 75 0.227 0.296
21 0.433 0.549 80 0.220 0.286
22 0.432 0.537 85 0.213 0.278
23 0.413 0.526 90 0.207 0.267
24 0.404 0.515 95 0.202 0.263
66
25 0.396 0.505 100 0.195 0.256
26 0.388 0.496 125 0.176 0.230
27 0.381 0.487 150 0.159 0.210
28 0.374 0.478 175 0.148 0.194
29 0.367 0.470 200 0.138 0.181
30 0.361 0.463 300 0.113 0.148
31 0.355 0.456 400 0.098 0.128
32 0.349 0.449 500 0.088 0.115
33 0.344 0.442 600 0.080 0.105
34 0.339 0.436 700 0.074 0.097
35 0.334 0.430 800 0.070 0.091
36 0.329 0.424 900 0.065 0.086
37 0.325 0.418 1000 0.062 0.081
67
Appendix 9 The Result of Pre-test in Experimental class
Nama Nilai
Afifatuzzahra 68
Ahmad Aidil Irham 48
Aktavia Putri Irena 72
Alfin Deviyanto Nugraha 40
Alsha Parawansha 48
Alya Nabila 48
Alya Syaqir Putri Yenti 52
Amanda Rosadila Saditri 64
Arif Sadewa 44
Chello Herpin Alfairuz 44
Cut Nazma Zahira 76
Daffa Alfareza 48
Danovan Al Rafli 56
Dina Ashara 56
Diva Cahya Julita 60
Dwi Artanti 44
Elsa Tiara Nabila 64
Fadila Triana lestari 56
Falahiya Rahman Witarsa 40
Fatimah 60
Febriza Evan Nugraha 68
Khalilullah 76
M.Farhan Afif 64
Muhammad Adib Mubaraq 72
Muhammad Qibri Hamdallah 76
Muhammad Rafly Pasya 48
Muhammad Ridwan Firmansyah 72
Muhammad Sabil Al Fattah 40
Muhammad Zidan Al Farizzi 60
Nadira Aulia Az-Zahra 76
Nailah Suci Indah Ramadhani 52
Natasya Rizki 56
Naura Juwita Saari 56
Raden Adikara Wicakssana 44
Sarifah Aini 64
Satria Romadon 52
Syahdan Rafi'i 68
68
Zelda Ramaddani Siregar 60
Zulfa Jauzaa 68
Zulma Rizki Putri 48
69
Appendix 10 The Result of Post-test in Experimental class
No Nama Nilai
1 Afifatuzzahra 76
2 Ahmad Aidil Irham 72
3 Aktavia Putri Irena 92
4 Alfin Deviyanto Nugraha 72
5 Alsha Parawansha 88
6 Alya Nabila 92
7 Alya Syaqir Putri Yenti 86
8 Amanda Rosadila Saditri 80
9 Arif Sadewa 76
10 Chello Herpin Alfairuz 88
11 Cut Nazma Zahira 96
12 Daffa Alfareza 84
13 Danovan Al Rafli 96
14 Dina Ashara 88
15 Diva Cahya Julita 92
16 Dwi Artanti 76
17 Elsa Tiara Nabila 80
18 Fadila Triana lestari 80
19 Falahiya Rahman Witarsa 76
20 Fatimah 80
21 Febriza Evan Nugraha 80
22 Khalilullah 96
23 M.Farhan Afif 80
24 Muhammad Adib Mubaraq 92
25 Muhammad Qibri Hamdallah 96
26 Muhammad Rafly Pasya 88
27 Muhammad Ridwan Firmansyah 96
28 Muhammad Sabil Al Fattah 72
29 Muhammad Zidan Al Farizzi 80
30 Nadira Aulia Az-Zahra 96
31 Nailah Suci Indah Ramadhani 72
32 Natasya Rizki 84
33 Naura Juwita Saari 86
34 Raden Adikara Wicakssana 76
35 Sarifah Aini 88
36 Satria Romadon 86
37 Syahdan Rafi'i 92
70
38 Zelda Ramaddani Siregar 84
39 Zulfa Jauzaa 86
40 Zulma Rizki Putri 88
71
Appendix 11 The Result of Pre-test in Control class
No Nama Nilai
1 Adam Lutfi Ramadhan 52
2 Aditia Pratama 48
3 Afdal Anwar 72
4 Aisha Naila Rus'an 40
5 Angella 48
6 Annisa Tri Kumala Ramadhani 48
7 Agung Chandra Winata 76
8 Ardian Nugraha 44
9 Auryn Dzakirah 64
10
Bintang Alqistan Caesario
Bazdha 52
11 Choirun Nisa 60
12 Fadhilla Mulky Ghany 60
13 Fajri Aulia Zahran 40
14 Fherdian Saputra Widiyanto 72
15 Khalila Zahiroh 56
16 Ledy Syalaisa Andini 40
17 M. Rizki Dwi Atmaja 40
18 Meisya Andini 60
19 Muhammad Abdi Rahmadhin 68
20 Muhammad Akbar Aulia Suffi 64
21 Muhammad Alif Abduh Fatih 68
22 Muhammad Farhan 64
23 Muhammad Fikri Adrian 44
24 Muhammad Zakky Exsaputra 48
25 Mutiara Ratu Nirmala 76
26 Nashwa Sahfara 56
27 Novarel Dimas Nugraha 40
28 Nurfina 52
29
Nyimas Virna Salsa Lestari
Risqia 44
30 Putri Nabila Nur Zahra 60
31 R. Ikhsan Maulana Safikri 72
32 Raflian Ilham Ramaddan 60
33 Reksa Okta Ramadhan 64
34 Rifat Nerdayansyah 52
35 Rifqoh Trismawati 48
72
36 Sahilatul Labibahulah 68
37 Selvia Damayanti 76
38 Syakirah Dwi Anisa 56
39 Syarifah Naila Assegaff 48
40 Yudistira Sebastian Saftari 72
73
Appendix 12 The Result of Post-test in Control class
No Nama Nilai
1 Adam Lutfi Ramadhan 92
2 Aditia Pratama 86
3 Afdal Anwar 96
4 Aisha Naila Rus'an 76
5 Angella 72
6 Annisa Tri Kumala Ramadhani 72
7 Agung Chandra Winata 96
8 Ardian Nugraha 84
9 Auryn Dzakirah 72
10 Bintang Alqistan Caesario Bazdha 80
11 Choirun Nisa 88
12 Fadhilla Mulky Ghany 80
13 Fajri Aulia Zahran 88
14 Fherdian Saputra Widiyanto 76
15 Khalila Zahiroh 84
16 Ledy Syalaisa Andini 80
17 M. Rizki Dwi Atmaja 88
18 Meisya Andini 88
19 Muhammad Abdi Rahmadhin 92
20 Muhammad Akbar Aulia Suffi 80
21 Muhammad Alif Abduh Fatih 92
22 Muhammad Farhan 76
23 Muhammad Fikri Adrian 88
24 Muhammad Zakky Exsaputra 72
25 Mutiara Ratu Nirmala 92
26 Nashwa Sahfara 80
27 Novarel Dimas Nugraha 76
28 Nurfina 84
29 Nyimas Virna Salsa Lestari Risqia 76
30 Putri Nabila Nur Zahra 72
31 R. Ikhsan Maulana Safikri 96
32 Raflian Ilham Ramaddan 88
33 Reksa Okta Ramadhan 86
34 Rifat Nerdayansyah 80
35 Rifqoh Trismawati 84
36 Sahilatul Labibahulah 86
37 Selvia Damayanti 96
74
38 Syakirah Dwi Anisa 72
39 Syarifah Naila Assegaff 88
40 Yudistira Sebastian Saftari 92
75
Appendix 13 Normality of Pre-test and Post-test Experimental Class
a. Pre-test Experimental class
1) Highest and Lowest Score
Highest = 76
Lowest = 40
2) Range
R = H – L + 1
= 76 – 40 + 1 = 37
3) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
4) Interval
I =
=
= 6,16 I = 6
5) Mean
=
= 57,7
6) Determined the Standar Deviation (SD)
NO X F FX
X(X-
M
e) X² FX²
1 40 3 120 -17,7 313,29 939,87
2 44 4 176 -13,7 187,69 750,76
3 48 6 288 -9,7 94,09 564,54
4 52 3 156 -5,7 32,49 97,47
5 56 5 280 -1,7 2,89 14,45
6 60 4 240 2,3 5,29 21,16
7 64 4 256 6,3 39,69 158,76
8 68 4 272 10,3 106,09 424,36
9 72 3 216 14,3 204,49 613,47
10 76 4 304 18,3 334,89 1339,56
Total 580 40 2308 3 1320,9 4924,4
76
SD = √
SD =√
√ =11,095
7) Find out Chi Square with formula
X2= ∑
( )
X2=
+
+
= 3,785 +0,007 +0,004 + 1,836 + 0,473 + 0,097 + 1,255
= 7,457
8) Comparing X2obtained with X
2table the level of significant α = 0,05
If X2
obtained > X2table is rejected
If X2obtained ≤ X
2table is accepted
Df = k- 1 = 6 – 1 = 5
X2table = 11,070
Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,640 -1,100 0,4495 0,3643 0,0852 3,408 7 3,785
-1,100 -0,559 0,3643 0,2088 0,1555 6,22 6 0,007
-0,559 -0,018 0,2088 0,004 0,2048 8,192 8 0,004
-0,018 0,523 0,004 0,1985 0,1945 7,78 4 1,836
0,523 1,063 0,1985 0,3554 0,1569 6,276 8 0,473
1,063 1,604 0,3554 0,4452 0,0898 3,592 3 0,097
1,604 2,145 0,4452 0,4838 0,0386 1,544 4 1,255
77
The result of X2obtained ≤ X
2table 7,457 ≤ 11,070 are normal
b. Post-test experimental class
1) Highest and Lowest Score
Highest = 96
Lowest = 72
2) Range
R = H – L + 1
= 96 – 72 + 1 = 25
3) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
4) Interval
I =
=
= 4,16 I = 4
5) Mean
=
= 84,7
6) Determined the Standar Deviation (SD)
NO X F FX
X(X-
M
e) X² FX²
1 72 4 288 -12,7 161,29 645,16
2 76 5 380 -8,7 75,69 378,45
3 80 7 560 -4,7 22,09 154,63
4 84 3 252 -0,7 0,49 1,47
5 86 4 344 1,3 1,69 6,76
6 88 6 528 3,3 10,89 65,34
7 92 5 460 7,3 53,29 266,45
8 96 6 576 11,3 127,69 766,14
Total 674 40 3388 -3,6 453,12 2284,4
78
SD = √
SD =√
√ =7,557
7) Find out Chi Square with formula
X2= ∑
( )
X2=
+
+
= 0,428+0,03 +0,06 + 3,85 + 0,108 + 0,131 + 1,656
= 6,263
8) Comparing X2obtained with X
2table the level of significant α = 0,05
If X2obtained > X
2table is rejected
If X2obtained ≤ X
2table is accepted
Df = k-1 = 4-1 =3
X2table = 7,814
The result of X2obtained ≤ X
2table 6,263 ≤ 7,814 are normal
Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,747 -1,217 0,4591 0,3869 0,0722 2,888 4 0,428
-1,217 -0,688 0,3869 0,2517 0,1352 5,408 5 0,03
-0,688 -0,159 0,2517 0,0596 0,1921 7,684 7 0,06
-0,159 0,371 0,0596 0,1443 0,0847 3,388 7 3,85
0,371 0,900 0,1443 0,3159 0,1716 6,864 6 0,108
0,900 1,429 0,3159 0,4222 0,1063 4,252 5 0,131
1,429 1,958 0,4222 0,17 0,2522 10,088 6 1,656
79
Appendix 14 Normality of Pre-test and Post-test Control Class
a. Pre-test Control Class
1) Highest and Lowest Score
Highest = 76
Lowest = 40
2) Range
R = H – L + 1
= 76– 40 + 1 = 37
3) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
4) Interval
I =
=
= 6,16 I = 6
5) Mean
=
= 56,8
6) Determined the Standard Deviation (SD)
NO X F FX
X(X-
M
e) X² FX²
1 40 5 200 -16,7 278,89 1394,45
2 44 3 132 -12,7 161,29 483,87
3 48 6 288 -8,7 75,69 454,14
4 52 4 208 -4,7 22,09 88,36
5 56 3 168 -0,7 0,49 1,47
6 60 5 300 3,3 10,89 54,45
7 64 4 256 7,3 53,29 213,16
8 68 3 204 11,3 127,69 383,07
9 72 4 288 15,3 234,09 936,36
10 76 3 228 19,3 372,49 1117,47
Total 580 40 2272 13 1336,9 5126,8
80
SD = √
SD =
√ =11,321
7) Find out Chi Square with formula
X2= ∑
( )
X2=
+
+
= 4,400+0,033 +0,122 + 1,088 + 0,266 + 0,160 + 1,842
= 7,871
8. Comparing X2obtained with X
2table the level of significant α = 0,05
If X2
obtained > X2table is rejected
If X2obtained ≤ X
2table is accepted
Df = k- 1 = 6 – 1 = 5
X2table = 11,070
The result of X2obtained ≤ X
2table 7,871 ≤ 11,070 are normal
Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,528 -0,998 0,4357 0,3389 0,0968 3,872 8 4,4
-0,998 -0,468 0,3389 0,1772 0,1617 6,468 6 0,033
-0,468 0,062 0,1772 0,0239 0,1533 6,132 7 0,122
0,062 0,592 0,0239 0,2224 0,1985 7,94 5 1,088
0,592 1,122 0,2224 0,3686 0,1462 5,848 7 0,226
1,122 1,652 0,3686 0,4505 0,0819 3,276 4 0,16
1,652 2,182 0,4505 0,4854 0,0349 1,396 3 1,842
81
b. Post-test Control Class
1) Highest and Lowest Score
Highest = 96
Lowest = 72
2) Range
R = H – L + 1
= 96 – 72 + 1 = 25
3) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
4) Interval
I =
=
= 4,16 I = 4
5) Mean
=
= 83,65
6) Determined the Standard Deviation (SD)
NO X F FX X(X-Me) X² FX²
1 72 6 432 -11,55 133,4025 800,415
2 76 5 380 -7,55 57,0025 285,0125
3 80 6 480 -3,55 12,6025 75,615
4 84 4 336 0,45 0,2025 0,81
5 86 3 258 2,45 6,0025 18,0075
6 88 7 616 4,45 19,8025 138,6175
7 92 5 460 8,45 71,4025 357,0125
8 96 4 384 12,45 155,0025 620,01
Total 674 40 3346 5,6 455,42 2295,5
82
SD = √
SD =
√ =7,575
7) Find out Chi Square with formula
X2= ∑
( )
X2=
+
+
= 2,452+0,211+0,132+ 0,003+ 0,135+ 0,508+ 3,537
= 6,978
8) Comparing X2obtained with X
2table the level of significant α = 0,05
If X2
obtained > X2table is rejected
If X2obtained ≤ X
2table is accepted
Df = k-1 = 4-1 =3
X2table = 7,814
The result of X2
obtained ≤ X2table 6,978 ≤ 7,814 are normal
Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,591 -1,063 0,4441 0,3554 0,0887 3,548 6
-1,063 -0,535 0,3554 0,2019 0,1535 6,14 5
-0,535 -0,007 0,2019 0,0279 0,174 6,96 6
-0,007 0,521 0,0279 0,1985 0,1706 6,824 7
0,521 1,049 0,1985 0,3508 0,1523 6,092 7
1,049 1,577 0,3508 0,4418 0,091 3,64 5
1,577 2,105 0,4418 0,4821 0,0403 1,612 4
83
Appendix 15 Table distribution χ²
Table Distribution χ²
84
Appendix 16 Homogenity of Pre-test Experimental Class
Appendix 16 Homogenity of Pre-test Experimental Class
Pre- test experimental class
In this section the homogenity test is used following formula below :
Fhitung =
With :
S2= ( )
1) Table Distribution
68 48 72 40 48 48 52 64 44 44
76 48 56 56 60 44 64 56 40 60
68 76 64 72 76 48 72 40 60 76
52 56 56 44 64 52 68 60 68 48
2) Distribution from lowest number to highest number
40 40 40 40 44 44 44 44 48 48
48 52 52 52 52 52 56 56 56 56
56 60 60 60 60 64 64 64 64 68
68 68 68 72 72 72 76 76 76 76
3) Highest and Lowest Score
Highest = 76
Lowest = 40
4) Range
R = H – L + 1
= 76 – 40 + 1 = 37
5) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
85
6) Interval
I =
=
= 6,16 I = 6
9) Mean
=
= 57,7
7. Modus/ Mode (MO)
Modus = 48
8. Median
N = 2n
40 = 2n
n =
= 20
n =
me = ( ) ( )
9. Standar Deviasi
SDᵡ = √
√
√
10. Find standar error mean variable X
SEmx =
√
√
√
86
Appendix 17 Homogenity of Post-test Experimental Class
Post test experimental class
1) Table distribution
76 72 92 72 88 92 86 80 76 88
96 84 96 88 92 76 80 80 76 80
80 96 80 92 96 88 96 72 80 96
31 84 86 76 88 86 92 84 86 88
2) Distribution from the lowest number to the highest number
72 72 72 72 76 76 76 76 76 80
80 80 80 80 80 80 84 84 84 86
86 86 86 88 88 88 88 88 88 92
92 92 92 92 96 96 96 96 96 96
3) Highest and Lowest Score
Highest = 96
Lowest = 72
4) Range
R = H – L + 1
= 96 – 72 + 1 = 25
5) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
6) Interval
I =
=
= 4,16 I = 4
7) Mean
=
= 84,7
87
8. Modus/ Mode (MO)
Modus = 80
9. Median
N = 2n
40 = 2n
n =
= 20
n =
me = ( ) ( )
10. Standar Deviasi
SDᵡ = √
√
√ =
11. Find standar error mean variable X
SEmx =
√
√
√
88
Appendix 18 Homogenity of Pre-test Control Class
Pre-test Control Class
1) Table Distributions
52 48 72 40 48 48 76 44 64 52
60 60 40 72 56 40 40 60 68 64
68 64 44 48 76 56 40 52 44 60
72 60 64 52 48 68 76 56 48 72
2) Distribution from the lowest number to the highest number
40 40 40 40 40 44 44 44 48 48
48 48 48 48 52 52 52 52 56 56
56 60 60 60 60 60 64 64 64 64
68 68 68 72 72 72 72 76 76 76
3) Highest and Lowest Score
Highest = 76
Lowest = 40
4) Range
R = H – L + 1
= 76– 40 + 1 = 37
5) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
6) Interval
I =
=
= 6,16 I = 6
7) Mean
=
= 56,8
89
8. Modus/ Mode (MO)
Modus = 48
9. Median
N = 2n
40 = 2n
n =
= 20
n =
me = ( ) ( )
10. Standar Deviasi
SDᵡ = √
√
√ 11,320
11. Find standar error mean variable X
SEmx =
√
√
√
90
Appendix 19 Homogenity of Post-test Control Class
Post Test Control Class
1) Table Distribution
92 86 96 76 72 72 96 84 72 80
88 80 88 76 84 80 88 88 92 80
92 76 88 72 92 80 76 84 76 72
96 88 86 80 84 86 96 72 88 92
2) Distribution from the lowest number to the highest number
72 72 72 72 72 72 76 76 76 76
76 80 80 80 80 80 80 84 84 84
84 86 86 86 88 88 88 88 88 88
88 92 92 92 92 92 96 96 96 96
3) Highest and Lowest Score
Highest = 96
Lowest = 72
4) Range
R = H – L + 1
= 96 – 72 + 1 = 25
5) BK
K = 1 + 3,3 log ( n )
K = 1 + 3,3 log ( 40 )
K = 1 + 3,3 ( 1, 602)
K = 1 + 5,286
K = 6,286 K= 6
6) Interval
I =
=
= 4,16 I = 4
7) Mean
=
= 83,65
91
12. Modus/ Mode (MO)
Modus = 88
13. Median
N = 2n
40 = 2n
n =
= 20
n =
me = ( ) ( )
14. Standar Deviasi
SDᵡ = √
√
√ =
15. Find standar error mean variable X
SEmx =
√
√
√
92
Appendix 20 Homogenity of Pre-test test Experimental Class and Control Class
Pre-test Experimental Class and Control Class
S2
= ( )
=
S2
= ( )
=
131,446
a. Fobtained =
b. Comparing the value of fobtainedt and ftable
with this formula
NO NILAI KELAS EXPERIMEN (x-x) (x-x)² NILAI KELAS CONTROL(x-x) (x-x)²
1 68 10,3 106,09 52 -4,8 23,04
2 48 -9,7 94,09 48 -8,8 77,44
3 72 14,3 204,49 72 15,2 231,04
4 40 -17,7 313,29 40 -16,8 282,24
5 48 -9,7 94,09 48 -8,8 77,44
6 48 -9,7 94,09 48 -8,8 77,44
7 52 -5,7 32,49 76 19,2 368,64
8 64 6,3 39,69 44 -12,8 163,84
9 44 -13,7 187,69 64 7,2 51,84
10 44 -13,7 187,69 52 -4,8 23,04
11 76 18,3 334,89 60 3,2 10,24
12 48 -9,7 94,09 60 3,2 10,24
13 56 -1,7 2,89 40 -16,8 282,24
14 56 -1,7 2,89 72 15,2 231,04
15 60 2,3 5,29 56 -0,8 0,64
16 44 -13,7 187,69 40 -16,8 282,24
17 64 6,3 39,69 40 -16,8 282,24
18 56 -1,7 2,89 60 3,2 10,24
19 40 -17,7 313,29 68 11,2 125,44
20 60 2,3 5,29 64 7,2 51,84
21 68 10,3 106,09 68 11,2 125,44
22 76 18,3 334,89 64 7,2 51,84
23 64 6,3 39,69 44 -12,8 163,84
24 72 14,3 204,49 48 -8,8 77,44
25 76 18,3 334,89 76 19,2 368,64
26 48 -9,7 94,09 56 -0,8 0,64
27 72 14,3 204,49 40 -16,8 282,24
28 40 -17,7 313,29 52 -4,8 23,04
29 60 2,3 5,29 44 -12,8 163,84
30 76 18,3 334,89 60 3,2 10,24
31 52 -5,7 32,49 72 15,2 231,04
32 56 -1,7 2,89 60 3,2 10,24
33 56 -1,7 2,89 64 7,2 51,84
34 44 -13,7 187,69 52 -4,8 23,04
35 64 6,3 39,69 48 -8,8 77,44
36 52 -5,7 32,49 68 11,2 125,44
37 68 10,3 106,09 76 19,2 368,64
38 60 2,3 5,29 56 -0,8 0,64
39 68 10,3 106,09 48 -8,8 77,44
40 48 -9,7 94,09 72 15,2 231,04
∑(x-x)² 4924,4 ∑(x-x)² 5126,4
X
93
df (n1) = K – 1 = 2 -1 = 1
df (n2) = n – k = 40- 2 = 38
the significant level (α) = 0,05, then the obtined of ftable = 4,10
c. Testting criteria
If : fobtained ≥ ftable is rejected
If : fobtained < ftable is accepted
The result of the data above fobtained < ftable = < 4,10 are Homogenous
94
Appendix 21 Homogenity of Post-test test Experimental Class and Control
Class
Post-test of Experimental class and Control Class
S2
= ( )
=
S2
= ( )
=
58,848
c. Fobtained =
d. Comparing the value of fobtainedt and ftable
with this formula
NO SCORE OF EXPERIMENT (x-x) (x-x)² SCORE OF CONTROL (x-x) (x-x)²
1 76 -8,7 75,69 92 8,35 69,7225
2 72 -12,7 161,29 86 2,35 5,5225
3 92 7,3 53,29 96 12,35 152,5225
4 72 -12,7 161,29 76 -7,65 58,5225
5 88 3,3 10,89 72 -11,65 135,7225
6 92 7,3 53,29 72 -11,65 135,7225
7 86 1,3 1,69 96 12,35 152,5225
8 80 -4,7 22,09 84 0,35 0,1225
9 76 -8,7 75,69 72 -11,65 135,7225
10 88 3,3 10,89 80 -3,65 13,3225
11 96 11,3 127,69 88 4,35 18,9225
12 84 -0,7 0,49 80 -3,65 13,3225
13 96 11,3 127,69 88 4,35 18,9225
14 88 3,3 10,89 76 -7,65 58,5225
15 92 7,3 53,29 84 0,35 0,1225
16 76 -8,7 75,69 80 -3,65 13,3225
17 80 -4,7 22,09 88 4,35 18,9225
18 80 -4,7 22,09 88 4,35 18,9225
19 76 -8,7 75,69 92 8,35 69,7225
20 80 -4,7 22,09 80 -3,65 13,3225
21 80 -4,7 22,09 92 8,35 69,7225
22 96 11,3 127,69 76 -7,65 58,5225
23 80 -4,7 22,09 88 4,35 18,9225
24 92 7,3 53,29 72 -11,65 135,7225
25 96 11,3 127,69 92 8,35 69,7225
26 88 3,3 10,89 80 -3,65 13,3225
27 96 11,3 127,69 76 -7,65 58,5225
28 72 -12,7 161,29 84 0,35 0,1225
29 80 -4,7 22,09 76 -7,65 58,5225
30 96 11,3 127,69 72 -11,65 135,7225
31 72 -12,7 161,29 96 12,35 152,5225
32 84 -0,7 0,49 88 4,35 18,9225
33 86 1,3 1,69 86 2,35 5,5225
34 76 -8,7 75,69 80 -3,65 13,3225
35 88 3,3 10,89 84 0,35 0,1225
36 86 1,3 1,69 86 2,35 5,5225
37 92 7,3 53,29 96 12,35 152,5225
38 84 -0,7 0,49 72 -11,65 135,7225
39 86 1,3 1,69 88 4,35 18,9225
40 88 3,3 10,89 92 8,35 69,7225
∑(x-x)² 2284,4 ∑(x-x)² 2295,1
95
df (n1) = K – 1 = 2 -1 = 1
df (n2) = n – k = 40- 2 = 38
the significant level (α) = 0,05, then the obtined of ftable = 4,10
d. Testting criteria
If : fobtained ≥ ftable is rejected
If : fobtained < ftable is accepted
The result of the data above fobtained < ftable = < 4,10 are Homogenous
96
Appendix 22 Table f Distibution
Table Distibution f for probability 0,05
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
DAFTAR RIWAYAT HIDUP
(CURRICULUM VITAE)
A. PERSONAL DATA
Name : Astari Maylani
Student ID : TE.151547
Date of Birthday : Tebing Tinggi, 04 Mei 1997
Address : Desa Tebing Tinggi, Kec.Pemayung
Gender : Female
Relilgion : Islam
Nationality : Indonesia
Identity : College Student
Email : [email protected]
Contact Person : 0822-8034-8946
B. EDUCATIONAL BACKGROUND
1. Formal Education
a. SDN 35/I Tebing Tinggi : 2003 - 2009
b. MTsN Muara Bulian : 2009 - 2012
c. SMAN 1 Batanghari : 2012 - 2015
d. UIN Sultan Thaha Saifuddin Jambi : 2015 - 2019