the effectiveness of using pictures to...
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THE EFFECTIVENESS OF USING PICTURES
TO IMPROVE LISTENING COMPREHENSION SKILL
OF NARRATIVE TEXTS
(An Experimental Research at the Eighth Grade of SMP N 31 Semarang
in the Academic Year of 2011/2012)
A Final Project
Submitted in Partial Fulfillment of the Requirement
For Degree of Bachelor in English Language Education
By:
RINA WAHYUNINGRUM
Student Number : 083411047
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
2012
ii
A THESIS STATEMENT
I am, the student with the following identity:
Name : Rina Wahyuningrum
Student Number : 083411047
Department : English Language Education
certify that this is definitely my own work. I am completely responsible for the
content of this thesis. Other writer’s opinions or findings included in the thesis are
quoted or cited in accordance with ethical standards.
Semarang, May 29th
2012
The Writer,
RINA WAHYUNINGRUM
NIM. 083411047
iii
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO
FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka (Kampus II) Ngaliyan Semarang
Telp. 024-7601295 Fax. 7615387 Semarang
RATIFICATION
Thesis with the following identification:
Title : The Effectiveness of Using Pictures to Improve
Listening Comprehension Skill of Narrative Texts
(An Experimental Research at the Eighth Grade of
SMP N 3I Semarang in the Academic Year of
2011/2012)
Name of Student : Rina Wahyuningrum
Student Number : 083411047
Departement : Tadris
Filed of Study : English Language Education
had been ratified by the board of examiners of Education faculty of Walisongo
State Institute for Islamic Studies and can be received as one of any requirement
for gaining the Bachelor Degree in English Language Education.
Semarang, June 26 th
,2012
THE BOARD OF EXAMINERS
Examiner I, Examiner II,
Drs. Sugeng Ristiyanto, M. Ag. Muhammad Nafi’ Annury, M.Pd.
NIP. 19650819 200302 1 001 NIP. 19780719 200501 1 007
Examiner III, Examiner IV,
Dra. Siti Mariam, M. Pd. Siti Tarwiyah, S.S., M.Hum.
NIP. 19650727 199203 2 002 NIP. 19721108 199903 2 001
Advisor I, Advisor II,
Daviq Rizal, M.Pd. Drs. Ikhrom, M.Ag.
NIP. 19771025 200701 1 015 NIP. 19650329 199403 1 002
iv
ADVISOR NOTE Semarang, May 2012
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : The Effectiveness of Using Pictures to Improve Listening
Comprehension Skill of Narrative Texts
Name of student : Rina Wahyuningrum
Student Number : 083411047
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo
State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum Wr. Wb.
Advisor I,
Daviq Rizal, M.Pd.
NIP. 19771025 200701 1 015
v
ADVISOR NOTE Semarang, May 2012
To
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamu’alaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent
necessary of the following thesis identification:
Title : The Effectiveness of Using Pictures to Improve Listening
Comprehension Skill of Narrative Texts
Name of student : Rina Wahyuningrum
Student Number : 083411047
Department : Tadris
Field of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo
State Institute for Islamic Studies to be examined at Munaqasyah session.
Wassalamu’alaikum Wr. Wb.
Advisor II,
Drs. Ikhrom, M.Ag.
NIP. 19650329 199403 1 002
vi
ABSTRACT
Title : The Effectiveness of Using Pictures to Improve Listening
Comprehension Skill of Narrative Texts (An Experimental
Research at the Eighth Grade of SMPN 31 Semarang in the
Academic Year of 2011/2012)
Writer : Rina Wahyuningrum
NIM : 083411047
The background of the study in this research is based on the phenomena
that students in SMP N 31 Semarang usually get bored to learn listening, because
in the language learning, the teacher still focuses on the old learning model; the
students just listen the cassette and answer the teacher’s question correctly. So the
teacher must make conscientious decision about selecting teaching strategy for
specific purposes.
This study is about the effectiveness of using pictures to improve listening
comprehension skill of narrative texts for the eighth grade of SMPN 31 Semarang
in the academic year of 2011/2012. The statement of the problem in this study is
how is the effectiveness of using pictures to improve listening comprehension
skill of narrative texts for the eighth grade of SMPN 31 Semarang in the academic
year of 2011/ 2012? The objective of this study is to find out the effectiveness of
using pictures to improve listening comprehension skill of narrative texts for the
eighth grade of SMPN 31 Semarang in the academic year of 2011/2012. This
research is quantitative research using experimental method.
The population of this research was the eighth grade students of SMPN 31
Semarang. The research methodology was an experimental research which
conducted in two classes; the experimental class (VIII D) and control class (VIII
F) as sample. The VIII D was taught by using pictures, while the VIII F was
taught without pictures (just conventional teaching). The instruments used to
collect the data were documentation and test. The test had been tried out to find
out the validity, reliability, difficulty level, and discriminating power before it was
used to gather the data. The formula that was used to analyze the data was t-test. It
was used to determine whether there was a significance difference between
students’ scores in experimental class and students’ scores in control class or not.
After the data had been collected by using test, it was found that the pre-
test average of the experimental group was 56.83 and control group was 56.67.
While, the post-test average of the experimental group was 68.00 and control
group was 62.33. The obtained t-test was 2.688, whereas the t-table was 1.67 for
alpha ( ) 5%. The t-test score was higher than t-table (2.688 > 1.67). It was
meant that Ha was accepted while Ho was rejected. Since t-test score was higher
than the t-table, pictures were effective in improving student’s listening
comprehension skill of narrative texts SMPN 31 Semarang in the academic year
of 2011/ 2012. Finally the writer suggests to the teachers that they should use
pictures as one of media in teaching listening of narrative texts.
vii
ACKNOWLEDGMENT
First and foremost, I would like to express gratitude to Allah SWT, the
Almighty God for the blessing, kindness, and inspiration in lending me to
accomplish the final project. Without Him, I couldn’t stay patient and in control in
writing this final project from the first page to the last page.
Second, Shalawat and Salam always dedicated to our beloved prophet
Muhammad SAW, the last prophet and the prophet who had brought us from the
darkness to the brightness.
I realize that I cannot complete this final project without the help of others. Many
people have helped me during the writing this final project and it would be
impossible to mention of all them. I wish, however, to give my sincerest gratitude
and appreciation to all persons until this thesis can be completely finished. The
Effectiveness of Using Pictures to Improve Listening Comprehension Skill of
Narrative Texts (An Experimental Research at the Eighth Grade of SMPN 31
Semarang in the Academic Year of 2011/2012) is a thesis for readers who want
to know the use of pictures to improve the students’ listening comprehension skill.
Therefore, I would like to extend my appreciation to all of them, especially to:
1. DR. Suja’i, M.Ag. as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, M.Hum. as the Head of English Department
3. Daviq Rizal, M.Pd. as the first thesis advisor and Drs. Ikhrom, M.Ag. as the
second thesis advisor who both had the responsibility for their patience in
providing careful guidance, helpful corrections, very good advice as well as
suggestion and encouragement during the consultation. There is no single
word that I can say except, “Thank you very much for guiding me as good as
my parent. You are nice lecturers.”
4. All lecturers in English Department of Tarbiyah Faculty for valuable
knowledge, and advice during the years of my study.
5. Library official who always gives good service related with the references in
this thesis so that the writer could done this thesis well.
viii
6. Endang Sarwo Sri, S. Pd. as the head of SMPN 31 Semarang who has given
permission for doing the research and Tulus Widodo, S. Pd. as the teacher of
the eighth grade students of SMPN 31 Semarang.
7. The deepest gratitude for lovely parents (Mr. Siswoto, S.Ag and Mrs. Warti),
my sweet sister (Lilik Budiyanti), my younger brother (Aqim Muhaimin Zain)
who always give big inspiration and motivation to me.
8. Dearest friends; Ulin, Nila, Za, Elly, Nita, Mahbub, Ozie, Arip, Ragil, all my
friends in TBI B 2008 (Geng Rowo) and my friends in D’ Painy Girl’s
boarding house. Thanks for sweet moments.
9. Dearest friends Nico and Aby, thanks for your support and sweet moments.
10. Dearest friends of KKN posko 5 Ds. Kaliwenang Tanggungharjo; Septi,
Bachrul, Ummu, Agus, Zahra, Ike, Pak Sumaji, Pak Mahbub, Heni, Dian n
Pak Kordes Munir Cempluxx, thanks for your support and sweet moments for
45 days.
11. All students of Tarbiyah Faculty. Especially, English department of TBI B in
2008 thanks for great inspirations. And whoever helped and supported the
writer in completing this research. Thanks a lot for cooperation.
Finally, the writer realizes that this thesis is still far from being perfect;
therefore, the writer will happily accept constructive criticism in order to make it
better. The writer hopes that this thesis would be beneficial to everyone. Amin
Semarang, May 29th
2012
The writer,
Rina Wahyuningrum
NIM. 083411047
ix
DEDICATION
In the name of Allah the Beneficent and the Merciful, the final project is
dedicated to:
1. My dear parents; Siswoto, S.Ag and Warti love and respect are always for
them. Thank you for the valuable efforts and contributions in making my
education success.
2. My beloved sister Lilik Budiyanti S. Pd and my young brother Aqim
Muhaimin Zain. Thanks for your support and I love you.
3. My beloved family, thank you very much for praying and understanding
during my study. I love you all.
4. Someone who always make me happy. You make me to be confident and
appreciate life. You always accompanying me whether I’m sad or happy.
Thanks for sweet moments (AS).
x
MOTTO
“ There is a will there is a way”
_Don’t say no before try_
xi
TABLE OF CONTENT
PAGE OF TITLE .................................................................................................. i
A THESIS STATEMENT..................................................................................... ii
RATIFICATION NOTE ....................................................................................... iii
APPROVAL .......................................................................................................... iv
ABSTRACT .......................................................................................................... vi
ACKNOWLEDGEMENT .................................................................................... vii
DEDICATION ...................................................................................................... ix
MOTTO................................................................................................................. x
TABLE OF CONTENT ........................................................................................ xi
CHAPTER I : INTRODUCTION
A. Background of the Study ..................................................... 1
B. Research Question ............................................................... 4
C. Scope of the Study .............................................................. 4
D. Objective of the Study .......................................................... 4
E. Pedagogical Significance .................................................... 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Previous Research ................................................................ 6
B. Pictures in Language Learning............................................ 8
a. Types of Pictures . ...................................................... 10
b. Pictures as Media ...................................................... 11
c. Teaching Listening with Pictures ............................. 12
d. The relationship between using Pictures with Listening
Comprehesion skill ................................................... 13
C. Listening Comprehension Skill ............................................ 15
a. Teaching Listening Comprehension ............................ 16
b. Teaching Listening for Junior High School ................ 17
c. Types of Listening ...................................................... 19
d. Skill required to have good listening skill ................... 19
xii
D. Narrative Texts ..................................................................... .. 20
E. Hypothesis ............................................................................ 22
CHAPTER III: RESEARCH METHOD
A. Research Design ................................................................... 24
B. Setting and Time ................................................................... 24
C. Population, Sample and Sampling Technique ...................... 25
D. Reasearch Variable ............................................................... 27
E. Data Collection Technique ................................................... 27
F. Technique of Data Analysis ................................................. 30
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION
A. Description of the Research Findings .................................. 38
B. The Data Analysis and Hypothesis Test ............................... 40
1. Data Analysis………………………………….. ............ 40
2. Hypothesis Test……………………………….. ............. 53
C. Discussions of the Research Finding .................................... 55
D. Limitations of Research ........................................................ 55
CHAPTER V: CONCLUSION AND SUGGESTION
A. Conclusions ........................................................................... 57
B. Suggestion ............................................................................. 58
BIBLIOGRAPHY
LIST OF TABLE
APPENDICES
CURRICULUM VITAE
xiii
LIST OF APPENDICES
1. List of Students’ Name of the Experimental Class
2. List of Students’ Name of the Control Class
3. Score pre test between experimental group and control group
4. Score post test between experimental group and control group
5. The Computation of Item Validity Test
6. The Computation of the Reliability Test
7. The Computation of the Discriminating Power Test
8. The Computation Level of Difficulty Test
9. The Computation of the Validity, Reliability, Difficulty Level and
Discriminating Power of the Try Out Test
10. Normality Test of Pre Test (Experimental Class)
11. Normality Test of Pre Test (Control Class)
12. Normality Test of Post Test (Experimental Class)
13. Normality Test of Post Test (Control Class)
14. Levene’s Test for Equality of Varians Pre test Data Between Experimental
Group and Control Group
15. Levene’s Test for Equality of Varians Post Test Data Between Experimental
Group and Control Group
16. Independent samples Pre test Between Experimental Group and Control
Group
17. Independent samples Post Test Between Experimental Group and Control
Group
18. Lesson Plan for Experimental Class
19. Lesson Plan for Control Class
20. Transcript of the Narrative Text
21. Instrument of Try Out Test
22. Instrument of Pre Test and Post Test
23. Answer Keys of Try Out Test
24. Answer Keys of Pre Test and Post Test
25. The Activities of Experimental Class
26. The Activities of Control Class
xiv
LIST OF TABLES
Table 1 List of Time of The study, 25.
Table 2 List of Population, 25.
Table 3 The Table of Discriminating power of item number, 44.
Table 4 List of Frequency Distribution Score of Pre-Test of The
Experiment Class, 45.
Table 5 List of Frequency Distribution Score of Pre-Test of The Control
Class, 46.
Table 6 List Of Frequency Distribution Score of Post-Test of The
Experimental Class, 46.
Table 7 List Of Frequency Distribution Score of Post-Test of The Control
Class, 47.
Table 8 The Result Average Score of the Pre-test and Post-test of the
Experimental and Control Classes, 48.
Table 9 Score of Pre-test Experimental and Control Classes, 48.
Table 10 The Result of Normality Test of Experimental and Control Classes
Pre-test, 49.
Table 11 The Result of Homogenity Test of Experimental and Control
Classes Pre-test, 50.
Table 12 The Average Similarity Test of Pre-test of Experimental and
Control Classes, 51.
Table 13 The Result of Normality Test of Experimental and Control Classes
Post-test, 52.
Table 14 The Result of Homogenity Test of Experimental and Control
Classes Post-test, 52.
Table 15 The Score of Post-test of Experimental and Control Classes, 54.
Table 16 Result of Computation t-test, 54.
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Listening is assumed as important thing in many language contexts. It
is important in the language classroom because it can provide contribution for
learners. If the learners cannot understand the process of listening at the right
level, the simple learning cannot begin well. In listening, learners were hoped
to interact to achieve understanding with accessing the second language
speakers. Teacher can use the exercise that can draw learner’s attention and
understanding not only in vocabulary but also in grammar, and new
interaction patterns in language to build their ability in listening.1
In teaching listening skill, many teacher just gives the material, the
students listen and write. The teacher does not explain what it means.
Whereas in listening comprehension skill not only theory that being explained
but also it involves practice and understanding. The students must be given a
chance to be active to develop their ability to understand the subject. Because
an important teaching goal is to help students becomes more creative.2
The material that has been taught for students of Junior High School not
only vocabulary and grammar but also genres and supporting competence
such as linguistic competence, sociolinguistic competence, and strategy
competence. Genres are written text that have systemic linguists and
characteristic lexicogrammatical features. One of them is narrative text. It is
taught by teacher in order to amuse/entertaint the readers and to tell a story.3
1Helen Kornblum, New Ways in Teaching Listening, (Washington: Garamond Book and
Tiffany Demi, 1995), P.v.
2John W Santrock, Educational Psychology (Classroom Update: Preparing for PRAXIS
TM
and Practice, (New York: McGraw-Hill Companies, 2006), p. 294
3Gerrot and Wignel, Making Sense of Functional Grammar: An Introductory of Workbook,
(Australia: Gred Stabler AEE, 1998), p. 190.
1
2
In the language learning, basically the teacher still focuses on the old
learning model; the students just listen the cassette and answer the teacher’s
questions correctly. It can make listening uninteresting material and get the
minimum attention from the students. This phenomenon is happened in the
almost country in the world. It is the great duty for the language teacher. The
most important element and fundamental for the interaction is the ability to
understand what the speaker has said. In the daily life, we often meet
listeners who cannot listen well both of their mother tongue and foreign
language, maybe it is caused by the lack of focus or concentration, or
egocentrism. Whereas most of people has been estimated spend many time
for communication for 45% to listen, 30% to speak, 16% to read and just 9%
to wrtite.4
From the reality above, teachers must make conscientious decision
about selecting teaching strategy for specific purposes and about establishing
and maintaining a positive and orderly classroom environment. Using a
variety of activities and teaching aids and assessing students appropriately
will increase student’s participation.5
One of the strategies that can be used by the teacher in teaching
listening to the students is by using media to support the teaching and
learning process. Teacher should be creative to select the teaching media and
techniques to draw students’ interest and motivation in learning listening.
Teaching and learning process become more interesting and interactive
teaching process becomes efficient, increasing students’ output since the
media communicate the element of knowledge.
Brown states that using a variety of media will increase the probability
that the students will learn more and retain better what they learn in
4Iskandarwassid and Dadang Sunendar, Strategi Pembelajaran Bahasa, (Bandung: PT
Remaja Rosdakarya, 2008), P.229-230.
5Veronica Listyani Diptoadi, et.al., Becoming a Creative Teacher: A Manual for Teaching
English to Indonesia Elementary Students, p. 3
3
improving the performance of skill they are expected to develop.6 There are
many kinds of teaching media that can be used to convey the lesson. One of
media that can be used is picture. By using pictures in teaching listening, it is
expected that this method can give better result and can increase Junior High
School student’s motivation to master listening skill.7
In order to be able to teach well, teachers must have professional
ability which consists of ten teachers' competences. One of the competences
is by identifying, choosing, and using media. Gagne and Briggs, as quoted by
Azhar Arsyad says: “Learning media is including instrument physically, that
is used for conveying the content of learning material, it consists of the book,
tape recorder, cassette, etc.”8
From the explanation above, the writer conclude that uses pictures that
will be used as media in teaching listening comprehension on narrative text.
Pictures can be used as media to present new language through listening
comprehension. It is good for students because they like to learn using visual
aid. By using pictures as a mean for teaching listening comprehension skill,
students will be more interested in the process of teaching learning and more
active in learning. They will feel that they are just not an object of teaching
learning process but also a subject of it. By pictures they will be active as a
participant and they are given a chance for expressing their minds, emotions,
feeling and attitudes. Hopefully, by doing this the students will also improve
their listening skill.
From the description above, the writer is interested in researching
more about the effectiveness of using pictures to improve listening
comprehension skill on narrative texts (an experimental research at the eighth
grade of SMP N 31 Semarang in the Academic Year of 2011/2012)
6Douglas Brown, Teaching by Principle: An Interactive Approach to Language Pedagogy,
(San Francisco: Longman, 2001), 2nd
Ed, p.1
7Jeremy Harmer, How To Teach English, (England: Longman, 2007), p.34
8Azhar Arsyad, Media Pengajaran, (Jakarta: PT Raja Grafindo Persada, 2000), p. 4
4
B. Research Question
The research question of this study is:
How is the effectiveness of using pictures to improve listening
comprehension skill of narrative texts at the eighth grade of SMPN 31
Semarang?
C. Scope of the Study
a. This study is conducted in eighth grade of SMP N 31 Semarang in the
academic year of 2011/2012, because the writer thinks this media is
suitable for them and do not want to disturb teaching and learning process.
b. The focus of this research is to find out the listening comprehension skill
on narrative texts achievement score of the students taught using pictures
and those taught non pictures. Picture is one of the media of teaching
listening that can motivate students. So that, they are interested in learning
English.
D. Objectives of the Study
Based on the statement of problem, the objective of the study is:
To find out the effectiveness of using pictures to improve listening
comprehension skill of narrative texts at the eighth grade of SMPN 31
Semarang.
E. Pedagogical Significance
The writer hopes that the results of this study can be used by the
teacher, students, educational institution, readers and the writer for the
following purposes:
1. For the teacher
The writer expects this research may show the teacher that give
knowledge about pictures as a teaching media to teach listening
comprehension skill for their students. This research can motivate the
teacher to make other teaching media to improve students’ score.
2. For the students
The result of this study may give motivate the students to improve
their interest in listening and students get significant result, so if the
5
result is good they can use this method to improve their score to face
their final practice examination. In addition, the result of using this
method will be better than the students that use traditional method to
improve their listening skill and support their final practice examination.
3. For educational institution
The school will make a right decision to use some techniques or
media for supporting teaching and learning process, especially to use
pictures in listening class.
4. For the readers
The readers can get more information and knowledge from this
research.
5. For the writer
She expects that it will be useful knowledge when the writer start
her profession as a real teacher in the future and improves teaching
technique of listening skill.
6
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Previous Research
In this research, the writer will discuss the previous researcher to
prove the originally of this research. The writer will describe some works
which are relevant to this thesis to make the thesis arrangement easier and to
avoid repeating the same study.
Thesis entitled The Use of Series Pictures as Media in Writing
Procedure Texts (The Case of Tenth Grade Students of SMA N 2 Pemalang
in the Academic Year 2007/2008) written by Turasih (2201403578),
Language and Art Faculty of State University of Semarang, 2008 states that
using series pictures to teach writing is a good innovation it can stimulate the
students‟ interest in writing. Pictures can represent the real situation and the
students can express their ideas more easily. This study is an experimental
research. The research question of this study is how well pictures give
contribution to students in writing procedure texts?. It tries to know how well
picture give contribution to teach writing and to know if there is significant
difference in the achievement between the students who are taught writing
using pictures and the students who are taught writing without pictures as
media. The data were collected through an essay test. Based on the try out
and some revisions, the test was valid and reliable. The result of the research
shows that series pictures can contribute greatly to students in writing
especially procedure text. By looking at the pictures, the students were able to
catch the idea of what had to be written. The writer also expected that it can
be adapted to teach and improve listening skill.1
1Turasih (2201403578), “ The Use of Series Pictures as Media in Writing Procedure Text to
Senior High School Student” (The Case of Tenth Grade Students of SMA N 2 Pemalang in the
Academic Year 2007/2008), (Semarang: UNNES, 2008), Unpublished.
7
Izul Arifia (2201403548), Language and Art Faculty of State
University of Semarang, 2008 in her thesis entitled: The Use of Sequential
Pictures in Teaching Written Narrative Text (A case of the Eight Year
Students of MTs.N Kendal in the Academic Year of 2007/2008). The
background of the study is sequential pictures are chosen here because many
english teachers haven‟t used this media yet. The data were collected through
an essay test. Based on the try out and some revisions, the test was valid and
reliable. The reliability was calculated by using the alpha formula and the
validity was analyzed with Pearson product moment. To obtain the data the
writer carried out three steps: pre test, activities in the experimentation, and
post test. In the pre-test the result of the two groups were nearly the same.
The mean score of the experimental group was 52,25 and the mean score of
control group was 57,43. After receiving the different treatments, the two
groups got the different result. The post test mean score of the experimental
group was 79,90 while the mean score of control group was only 68,45. The
significant differences between the two groups showed that the use of
sequential pictures in teaching written narrative text was effective. The result
showed that the squential pictures give contribution in teaching written
narrative text to the eight year students of MTs or Junior High School. The
picture can motivate the students. They also can guide the students in
compossing a text.2
Abdul Mufid (3104217), Tarbiyah Faculty, State Institute for Islamic
Studies Walisongo Semarang, 2009 in his thesis entitled: The Effectiveness of
Using Pictures in Teaching of Narrative Text Writing to Improve Student‟s
Achivement (An Experimental Study at the Eight Grade Students of MTs
Nurul Huda Banyuputih Batang in Academic Year 2008/2009). The
background of the study is many english teachers face crucial problem to
choose the suitable technique of teaching writing, especially narrative text.
2Izul Arifia (2201403548), “The Use of Sequential Pictures in Teaching Written Narrative
Text (A case of the Eight Year Students of MTs.N Kendal in the Academic Year of 2007/2008)”,
(Semarang: UNNES, 2008), Unpublished
8
Sometimes the teachers still use a conventional technique that is makes the
students bored. Using pictures can be one of media to cope with that problem.
The research question in this research is what is the extent is the use of
pictures in teaching narrative text effective?. This research is quantitative
research using experimental method. The writer collected the data using test
and observation. The data was analyzed by using descriptive statistical
analysis technique and the hypothesis used t test. The result of test score
shows that the experimental class got higher score that is 76,41 compared
with the control class got score 69,95. Based on the t test there is real
difference between result of study of learning using pictures as media and
learning that is not using pictures as media. Consequently, learning writing
narrative text using pictures as media is more effective when it is applied in
the process of learning English than the conventional learning (a class which
is not given the same treatment).3
From the previous research above, the similaritis with this thesis is
using pictures as media but different in skill focus and some differences in
collecting the data. In this research, the writer conducts the research dealing
with the effectiveness of using pictures to improve listening comprehension
skill of narrative texts for the eighth grade of SMP N 31 Semarang. The
researcher also uses colorful and attractive pictures.
B. Pictures in Language Learning
F.L. Billows suggests that visuals can be divided into three main
groups:
a) 2-dimensional aids – include wide variety of pictures and drawings,
such as all kind of pictures, postcards, posters and magazines, maps and
plans, tables, charts, diagrams, graphs, mind maps and time lines,
3Abdul Mufid (3104217), “The Effectiveness of Using Pictures in Teaching Narrative Text
writing to Improve Student’s Achievement (An Experimental Study at the Eight Grade Students of
MTs Nurul Huda Banyuputih Batang in the Academic Year of 2008/2009)”, (Semarang: Faculty of
Tarbiyah, State Institute for Islamic Studies, 2009), Unpublised.
9
picture stories, cartoons and comic strips, film, video, television,
cinema and OHP transparencies and slides.
b) 3-dimensional aids which mean teacher‟s and students‟ body language
(mimes, gestures, facial expression, acting a situation, puppets)
c) other visual aids - almost everything that presents information visually
and is used in teaching process. These are realia such as a calendar, a
clock, a mirror, toys and art: (paintings, albums, sculptures).
As has been already stated, visual aids have many different forms, but
they have something in common – they mean all events of human
communication which transcend spoken or written language. They are used as
a medium of conveying a message in iconic code and play important role in a
communication system.4
Picture is description that gives you an idea in your mind of what
something is like, give somebody the information they need to be able to to
understan a situation.5
Pictures is one of the variety of teaching aids which is used to explain
language meaning construction, engage students in a topic, or as the basis of a
whole activity. In teaching listening, teachers can use pictures whether drawn,
taken fom books, newspaper and magazine, or photographs to facilitate
learning.6
Pictures provide an interesting way to extend textbook activities. Due
to space and cost limitations, a textbook might provide simple line drawings
and three to five instances for learners to practice target language elements.
Picture activities add variety and new ways of interaction in adult ESL
classrooms. Furthermore, pictures provide a vehicle around which students
4F.L.Billows (translated by B.Jasińska, B.Pawłowska), Technika nauczania języków obcych
(Warszawa: Państwowe Zakłady Wydawnictw Szkolnych, 1968), p. 138-163.
5Oxford University, Oxford Learner’s Pocket Dictionary, (New York: Oxford University
press, 2003), 3rd
Ed., p. 322.
6Jeremy Harmer, The Practice English Language Teaching, 3rd ed, (London: Longman,
2001), p.134
10
can jump off into non-scripted, free form conversation as they discuss the
pictures themselves or connections that pictures make to the learners‟ lives.7
According to the explanation above the writer concludes that picture
as media are not new things in instructional world. They help arouse the idea
imagination. The use of picture can give a great help to a teacher in a class.
Picture is very simple; because it can be drawn, printed, or photograpical
processed in any size, and color and also it can be correlated with a lesson
and real life. Picture which is used in formal instruction should be simple,
clean, easily seen by the class and have one main point. Pictures are one
recognized way of representing a real situation. By using pictures in teaching
listening, it is expected that this method can give better result and can
increase Junior High School student‟s motivation to master listening skill.
a. Types of Pictures
According to Jeremy Harmer, pictures can be in form of flashcard
(it is a small card which we can hold up for students to see. Flashcard is
particularly useful for “drilling” grammar items, for cueing different
sentences, or practicing vocabulary), large wall pictures (it is big enough
for everyone to see detail. Sometime teachers use large wall pictures when
pointing to detail of a picture to elicit response), cue cards (it is small card
which students use in pairs or group work. Teachers put students in pair of
groups and give them some cards so that when a student picks up the top
cue card in a pile he or she will say a sentence that the card suggests),
photographs or illustrations (it is a photo or an image that depicts a
situation or people in action. The teacher uses it to make the situation or
the action clear. Photograph can be found in the book, newspaper,
magazine, etc.), and projected slide (in multimedia class, the teacher also
uses it to teach. Sometimes the teacher uses it to show the images in the
big form).8
7Jane C. Miller, Picture-Based Activities for English Language Learning, (East Colfax Ave
Denver: Colorado Departement of Education, 2007), p. 7
8Jeremy Harmer, The Practice English Language Teaching, 1
st Ed., p. 136-137.
11
b. Pictures as Media
Teacher always used pictures or graphics, whether drawn, taken
from books, newspaper and magazine or photograph to facilitate their
teaching and learning process .9
As a teaching media, pictures have important roles to create
students‟ creativity. Teaching media is part of integral in the educational
system. There are many kinds of media that is used during the teaching
learning process. The use of media must be based on most appropriate
choice. Consequently, it can increase meaning and function to support the
effectiveness and efficient in learning process.
ESL best practices support the use of pictures with adult learners.
In their article Beginning to Work with Adult English Language Learners:
Some Considerations MaryAnn Cunningham Florez and Miriam Burt
described instructional approaches that support second language
development in adults. They write:
Use visuals to support your instruction. English language
learners need context in their learning process. Using
gestures, expressions, pictures, and realia makes words and
concepts concrete and connections more obvious and
memorable.
Similarly, Grace Massey Holt, in her article, Teaching Low-Level
Adult ESL Learners, includes “pictures or photographs: personal,
magazine, and others” as the third item in her list of appropriate classroom
materials for beginning level ESL learners.10
From the explanation above, the writer concludes that it is very
important for the teachers to select media in teaching and learning process.
The pictures as a media are going to be used to see the students‟ reactions
espesially in improving their ideas in learning process. Teachers can know
9Jeremy Harmer, How to Teach English,p. 134.
10Jane C. Miller, Picture-Based Activities for English Language Learning, p.4.
12
about how far students can improve their idea, for example in the listening
class, pictures can be used to explore students‟ ability in listening
comprehension of a story, passage or text.
Pictures is one of the media that can be used in language teaching.
It means that pictures also can be used for teaching listening. In this study
the writer use pictures that are appropriate with Junior High school
because those kinds of pictures are colorful, interesting and it can make
students feel corious with the materials.
Pictures are kind of media that can help the teachers draw the
students interest and arise their motivation to learn. If the students are
motivated, they will participate actively and will learn active during the
teaching learning process. Pictures may used for individual study, for
display on bulletin board and flannel board, in exhibits, and for projection
when group of students need to look at some pictures at the same time.
Pictures may tell a story, present an event, describe a scence, reveal
person, or show how to do something. This research is implementation of
pictures that tell a story.
Because of the object of this research is Junior High School
students and the teacher needs something that is interesting and attracting
in teaching them. By showing pictures, students can focus on their
activities or they will be interested in learning or they should be able to try
to understand picture about. It can be used to create situation for English
classroom more freely. Picture can help the students to understand the
material easily and motivate the students in teaching and learning process
also. So the writer using pictures as their media in this research. That is
can make the students interesting and can improve their listening
comprehension.
c. Teaching Listening with Pictures
There are several methods in teaching learning listening. Picture is
one of the ways to explain a real situation. It is very simple visual aids that
can be picked up from the magazine, newspaper, book, calender, etc.
13
Picture can play a key role in motivating students, contextualizing the
language they are used, giving them a reference and in helping to
discipline the activity. Pictures are one kind of media that can help the
teacher draw the students‟ interest and built their motivation. If the
students are motivated, they will participate actively and will learn hard
during the teaching learning process.
According to Gerlack and Elly, there are some advantages of the
pictures as follows: Pictures are inexpensive and widely available, they
provide common experiences for an entire group, pictures can help to
prevent and correct misconceptions, they help to focus attention and to
develop critical judgment, they are easily manipulated. Besides giving
advantages in teaching and learning process, pictures or photography have
also some weakness as follows: Sometimes smaller to show in big class, it
could not show move, the children not always know how to read picture
(interpretation), teacher needs extra time to prepare pictures, teacher
should give handout the photocopied pictures to the students.11
d. The Relationship Between Using Pictures with Listening
Comprehension Skill
Picture is description that gives you an idea in your mind of what
something is like, give somebody the information they need to be able to
to understan a situation.12
Pictures as media that can be used in teaching
learning process. Pictures is one of the media that can be used in language
teaching. It means that pictures also can be used for teaching listening.
Listening comprehension is the process of understanding speech in
a first or second language. The study of listening comprehension in second
language learning focuses on the role of individual linguistic units
(phoneme, words, grammatical stucture) as well as the role of the listener‟s
11
VS. Gerlack and Elly. DP, Teaching and Media a Systematic Approach, Online at
http://www.gerlack_elly.com/teachmeth.htm, accessed on Friday, November 25th, 2011
12Oxford University, Oxford Learner’s Pocket Dictionary, (New York: Oxford University
press, 2003), 3rd
Ed., p. 322.
14
expectations, the situation and context, background knowledge and topic.
Listening is conceived of as an active process in which listeners select and
interpret information which comes from auditory and visual clues in order
to define what is going on and what the speakers are try to express.13
From the explanation above, pictures have relationship with
listening comprehension skill as media in teaching learning process. Using
pictures as a treatment in the learning activities can be applied by
understanding some steps. Firstly, the teacher explains the narrative text
itself, then shows a picture while telling the picture containing the material
especially narrative texts. After that the teacher asks the students to listen
the teacher‟s story telling in order to they understand what the teacher tell.
Secondly, the teacher devides the students into several groups and gives
the picture to each group. Then the teacher tells the story for the second
time and the students listen while rearranging the pictures. The last step,
the teacher evaluates the students‟ assignments.14
Based on the explanation above, it can be concluded that pictures
have an important role and advantages in teaching learning process in
order to make the students still focus and understand the material easily.
That is also can make the students interest to learn the material. Picture is
one of the media in teaching learning process to support the presentation of
the material by emphasizing the students‟ visual sense. With the exercise
that is designed to develop particular skills in listening, picture can be used
to provide either the general context or to illustrate particular points. In
addition, picture can be used by the students to help their understanding
non verbally.
Therefore, the writer chooses picture as media. Pictures are more
understandable than words. The responses to pictures are often
considerably faster than words. Picture gives so many advantages in
teaching and learning process for both teacher and students.
13
Marc. Helgesen and Steven Brown, Practical English Language Teaching: Listening, p. 3
14
Helen Kornblum, New Ways in Teaching Listening, p. 24
15
C. Listening Comprehension Skill
Listening comprehension skill can be defined as the ability to recall
and understand information might be presented orally. This information
might be presented through a book , filmstrip, video, or felt board set.
Listening comprehension is an act of information processing in which the
listener is involved in bidirectional communication, or unidirectional
communication, and/or autodirectional communication.15
Listening is the first skill that is learnt since we were born.
Listening is an active purposeful processing of making sense what we hear,
listening is different from hearing.16
Listening and speaking are oral skill
while reading and writing are written skill. On one hand listening skill and
reading are receptive skill because focuses on receiving information from
the outside source.
Listening plays an important role in language acquisition. The
achievement of listening skill will help students to develop the other
language skill. Rost states that progress in listening will provide a basic for
development of other language skill.17
Listening as comprehension is the traditional way of thinking about
the nature of listening. Indeed, in most methodology manuals listening, and
listening comprehension are synonymous. This view of listening is based on
the assumption that the main function of listening in second language
learning is to facilitate understanding of spoken discourse.18
As the
foundation for other skills, listening is being the important skill to teach.
15
Marianne Celse – Murcia, Teaching English as a Second or Foreign Language, 3rd Ed., (
United States : Heinle & Heinle, 2001), p. 76
16Marc Helgenson,.Practical English Language Teaching, p.24.
17Michael Rost, Teaching and Researching Listening, p.76.
18Jack C Richards, Teaching Listening and Speaking from Theory to Practice,(New York:
Cambridge University Press, 2008), p.10
16
Hegelson stated that listening is an active purposeful processing of making
sense what we hear; listening is different from hearing.19
From the explanations above the writer concludes that listening
comprehension is understand information might be presented orally.
Listening is activity of hearing attentively to comprehend sound and words
from the speaker. Listening is the first skill that is learnt by young learners
or students in language learning. Listening comprehension is important for
students, especially in a communicative language environment where
activities often revolve around interactions between English language
learners.
a. Teaching Listening Comprehension
Teachers should encompass the four skills: speaking, listening,
reading and writing. Listening skill as the basic for the development of
speaking, plays an important role in order that communication will take
place. Appropriate responses cannot be given unless listeners understand
what someone else is saying. Progress in listening will provide a basic for
the development of other language skills. By becoming aware of the links
between the listening and other skills and by consistently pointing out
these links to the students, teachers can assist the students in their overall
language development. Listening is a receptive skill. Listening is an
independent skill that must be learned and practiced regularly. Many
people think that listening is passive, but it is not true. Students can be
active in listening activities.20
Listening comprehension is primarily a matter of developing
appropriate, efficient comprehension strategies. A typical lesson
sequence in current teaching materials involve a three part lesson
19
Marc Hegelson, Practical English Language Teaching, p.26.
20M. Helgesen and S Brown, Practical English Language Teaching: Listening, (New York:
Mc Graw Hill, 2007), p.5
17
sequence consisting of pre-listening, while listening and post-listening
and contains activities which link buttom-up and top-down listening.21
When teaching Junior High school students, the teacher should
make the learning process enjoying because children love to play and
learn best when they are enjoying it. By using pictures the writer expect
that students can improve their listening skill with learning by playing.
So, they will enjoy and easy to receive the material.
In every language, listening is important to convey the messages to
the others in communication, so we can express wants, desires, and
feelings. Listening is one of component, which support the speakers in
communication, whenever we want to communicate with others using a
language, we should listen to the speaker. So listening is very crucial to
convey ideas, thoughts, and also feelings.
b. Teaching Listening For Junior High School
Listening as one of the four language skills has always formed part
of the syllabus in the teaching of English. The process of listening itself
is the invisible, inaudible process of internalizing meaning from the
auditory signals being transmitted to the ear and brain. And product of
listening is an spoken or written response from the students that indicates
correct or incorrect auditory processing.22
It is importance to have much practice in listening besides
speaking, reading and writing. Every teacher of language knows that
one‟s oral production ability other than monologues, speeches, reading
aloud, and the like is only as good as one‟s listening comprehension
ability.23
21
Jack C. Richards and Willy A Renandya, Methodology in Language Teaching, (New
York: Cambridge University Press, 1998), p. 242
22H. D Brown, Language Assessment Principles and Classroom Practices, (New
York:Pearson Education, Inc.2004 ),p.118
23H. D Brown, Language Assessment Principles and Classroom Practices , p. 119
18
Teaching listening for Junior High School is not an easy job,
because the range of age of Junior High School students varies between
thirteen to fifteen years old. They can be named teenagers. Teens are in
between childhood and adulthood, so it is the period of transition and
growing. In this period, they will experience the confusion, self-
consciousness, and changing bodies and minds. They will be very
sensitive to how others perceive their changing physical and emotional
selves along with their mental capabilities. One of the most important
concerns of the secondary school teacher is to keep self-esteem high by:
Avoiding embarrassment of students at all costs, affirming each person‟s
talents and strengths, allowing mistakes and other errors to be accepted,
de-emphasizing competition between classmates, encouraging small-
group work where risks can be taken more easily by a teen.24
Based on the statement above, the writer concludes that the
teacher‟s role is very needed to motivate students in teaching learning
process while students in a transition period. Therefore they will have
good discipline and responsibility, if a teacher encourages their students
to learn in writing in the target language.
Therefore, teens are a period of change, new experiences learning,
and instability life. Teacher should provide them with opportunities to
explore and experiment in a stable and supportive atmosphere. Teacher‟s
job is to provoke intellectual activity by helping them be aware of
constructing idea, then let them to resolve it by themselves even though
still with the teacher‟s guidance.
The methods for teaching should maintain the characteristic of
students in the order that the students can learn the target language
optimally. In language learning context, it is believed that children will
learn a foreign language more effectively under certain conditions.
Teaching learning should be fun and natural.
24
H. Douglas Brown, Teaching by Principles an Interactive Approach to Language
Pedagogy, (New York: Pearson Education Company, 2001), 2nd
Ed., p. 92.
19
c. Types of Listening
According to Michael Rost, there are three types of listening:
Intensive listening, refers to listening for precise sounds, words, phrases,
grammatical units and pracmatic units. Although listening intensively is
not often called for in everyday situations, the ability to listen intensively
whenever required is an essential component of listening proficiency.
The prototypical intensive listening activity is dictation, the transcription
of the exact words that a speaker uters. Dictation is often claimed to be
an excellent integrative test because it involves listening, vocabulary,
grammar, and the ability to make inferences from context. Selective
listening, selective listening tasks encourage learners to approach
genuine spoken texts by adopting a strategy of focusing of specific
information rather than trying to understand and recall everything.
Reconstruction of the spoken material based on selective listening tasks
can help students link selective to global listening. Interactive listening,
refers to listening in collaborative conversation. Collaborative
conversation, in which learners interact with each other or with native
speakers, is established as a vital means of language development.25
d. Skill Required to Have Good Listening Skill
In order to have good listening skill, there are some important
things that must be concerned, they are:
1. Considering the context is essential to understanding the message
2. The ability of paraphrasing and use the own words in verbalizing
to understand the message
3. Don‟t respond to just the meaning of the words, look for the
felings or intent beyond the words
4. Know when to quit using active listening.
5. Focus on the speaker‟s said and control your own emotions26
25
Michael Rost, Teaching And Researching Listening, p. 137-144
26Helen Wilkie, Essentials Writing, Speaking, Listening (United Kingdom: How To Books
Ltd, 2001), p. 70
20
D. Narrative Texts
A first attempt at a minimalist definition of narrative might be a
perceived sequence of non randomly connected events. Narrative may have
several definitions according to its context such as in the term of genre or in
the term of sequence of activity. These are several definitions of narrative.
The first definition is narrative from sequence of activity; narrative is a
recounting of things spatiotemporally like the present teller and addressee
which refers to reader or listener. Besides, there is distance between tale and
topic.27
One kind of story text is narrative. It tells a story using spoken or
written language. It can be communicated using radio, television, books,
newspapers or computer files. Pictures, facial expressions, and camera angles
can also be used to help communicate meaning.28
Narrative is kind of genre which has social function to amuse,
entertain and to deal with actual or vicarious experience in different ways:
Narrative deals with problematic events which lead to a crisis or a turning
point of some kind, which in turn finds a resolution. Based on competency-
based curriculum 2004, the aim of narrative is to entertain and amuse the
listeners and readers with the real experience or fancy.29
A narrative tells a story, a series of connected incident, or an action.
Narrative deals with problematic events lead to a crisis which in turn finds a
resolution. Every genre has its own structure depends on the function of the
text. It is because, language exists to fulfill certain functions and that these
functions will determine the structure of the text and the language content.30
27
Michael Toolan, Narrative: A Critical Linguistic Introduction, England: Routledge, 1988),
p.1-6
28Mark Anderson&Kathy Anderson, Text Types in English, (South Yarra: Macmillan
Education, 2003), p. 2.
29Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah
Menengah Pertama dan Madrasah Tsanawiyah, (Jakarta:Depdiknas, 2004), p.50
30David Nunan, Language Teaching Methodology, (UK: Prentice Hall International, 1991), p.
73
21
A narrative is a perceived sequence of non randomly connected
events, typically involving, as the experiencing agonist, humans
or quasi humans. Or other sentient beings, from whose
experience we humans can „learn‟
This definition introduces;one or more foregrounded individuals as
experiencers and the idea of addressees learning for narratives.31
One way in understanding narrative text is by identifying the generic
structure of that text. The simple generic structure that is taught in Junior
High School is devided into the following three elements, namely orientation,
complication, and the last event or resolution. Orientation, in the introduction
or orientation the writer or narrator explains where the story happened. In this
level the writer also used to produce atmosphere so that make the readrs are
persuaded to follow the story. In other words, it also has a function as the
stimulus to the readers the narrator‟s literature. By reading the the
introduction of the text readers will understand first the contents of the text
before they read it. Complication, in this part, the crisis arises. It is the climax
of the narrative. In the middle of the story, generally, the narrator shows the
complication. Complication makes the story more interesting because the
main character is prevented to reach his or her wanted. In this part narrator
brings up the issues occured in the story. Complications are the description of
real life and tell the readers that every issues or problems can be soved. And
the last event or Resolution, after spelling many issues in the climax of the
narrative, the narrator then narrates to the readers the resolution of issues or
the problems.
According to the 2004 curriculum, last event (resolution) is the crisis
which is resolved, for better or worse. A satisfying narration will give the
readers the resolution of the problem or complication. Generally, the
resolution is placed in the end of narration, but sometimes the narrator will
place other issues or complication after he or she presents the resolution of
31
Michael Toolan, Narrative : A Critical Linguistic Introduction, 2nd ed, p. 8
22
the problem. It is used to make the story does not come to the end. In short,
resolution is the ending of the story.
There are also typical linguistic features common to narrative. Based
on curriculum, those features are: They are sequenced in time and are often
signaled by the conjunctions or connectives that are used, like once upon a
time, one day, then, before, soon, and others. They usually use “action” verbs
that describe what people do. It is usually past form, like stayed, climbed,
carried out, and others. They often contain dialogue and saying verbs that
explain how people spoke, said, replied, and others. They use adjectives that
make a noun phrase like long black hair, two red apples, and others. They use
adverbs and adverbial phrases that refer to setting of action like here, in the
mountain, happily ever after, and others. They use nouns like stepsister,
housework, and others.32
Grammar is one of language competences which have an important
role in communication. This is very reasonable since studying grammar is
studying something which tells us how to speak and write correctly.
Narrative text is a story that tells about something in the past.
Consequently, the correct tense to use is past tense. Simple past tense is the
form of time that is used to explain the event at a certain time in the past
simply, and the time has known. And time signals which are often used with
the simple past tense are: yesterday, yesterday morning, the day before
yesterday, last night, last week, last month, last year, last Sunday, last Friday,
Last January, last March, a moment ago, an hour ago, a few minute ago, two
days ago, several days ago, a few days ago, a week ago, a month ago, a year
ago, this morning, this afternoon, just now.
E. Hypothesis
Hypothesis is the assumption that possibly true or possibly wrong.
Hypothesis is the provisional answer to the problem of the research that can
be proven through the data that was collected. It is should be tested and
32
Mark Anderson&Kathy Anderson, Text Types in English, p. 67
23
proven by the researcher.33
Because the hypothesis is the provisional answer,
it must be proven through investigation or analysis of the data to receive
proof whether the hypothesis could be accepted or not received.
In this research, the hypothesis is there is a significant difference in
listening comprehension skill of narrative texts improvement between
students who have been taught using pictures and those who have been taught
without using pictures. In this case the listening comprehension skill
improvement of the students taught by using pictures is higher.
33
Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: PT. Rineka
Cipta,2006), 13th Ed., p. 71.
24
CHAPTER III
RESEARCH METHOD
A. Research Design
Before doing the research, the researcher arranged a research design.
Considering the purposes of the research and the nature of the problems, this
research is quantitative one. In this research, the researcher used true
experimental design (pretest-posttest control group design) to identify the
effectiveness of using pictures to improve listening comprehension skill of
narrative texts at the eighth grade of SMP N 31 Semarang in the academic
year of 2011/2012.
There are two groups in pretest-posttest control group design that are
chosen randomly, and then they are given pretest to know the initial condition
whether there is a difference between experiment group and control group.
The sketch of this design can be seen as follow:1
Explanation:
R : Experimental and control class that are chosen randomly
O1 & O3 : Pre-test of experimental and control class
O2 & O4 : Post-test of experimental and control class
X : Treatment (Teaching listening of narrative texts by using
pictures)
B. Setting and Time
The writer conducted the research at the eighth grade of SMP Negeri
31 Semarang in the second semester of the academic year of 2011/2012. She
conducted this research from 2nd
of April 2012 to 21th
of April 2012.
1Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, (Bandung: Alfabeta, 2009),
p. 76
R O1 X O2
R O3 O4
25
Table 1
List of time of the study
No.
Activity
April
4th
10th
11th
17th
18th
19 th
20th
1. Try out
2. Pre test
3. Treatment 1
4. Treatment 2
5. Post test
C. Population, Sample and Sampling Technique
1. Population
Population is all the subject of the research.2 In other word,
population is the big research group chosen to represent all members
of group. The population of the study was the seventh grade students
of SMP N 31 Semarang in the academic year of 2011/2012. The
eighth grade students of SMP N 31 Semarang is divided into eight
classes. There are class VIII A, VIII B, VIII C, VIII D, VIII E, VIII F,
VIII G, and VIII H. There are 30-32 students in each class. The total
number of the population is 246 students.
Table 2
List of population
Class Male Female Total
VIII A 19 13 32
VIII B 18 14 32
VIII C 18 14 32
VIII D 18 12 30
2Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, (Jakarta : PT.
Rineka Cipta, 2006), 13th Ed, p. 130.
26
VIII E 18 12 30
VIII F 18 12 30
VIII G 20 10 30
VIII H 18 12 30
Total 137 109 246
1. Sample
Sample is representative of population that will be observed.3The
writer took sample in this research because the respondents are more than
100. The respondents are less than 100, it is better to take them all as
sample.4 The important thing in this study is the aim of sampling is to
construct a sample that can represent the entire population. It means that
sample must be able to represent the whole data of population.
Sample in this research is class VIII F as control class, VIII D as
experimental class. VIII F as control class and VIII D as experimental are
selected by random.
2. Sampling technique
In this research, the writer used simple random sampling
technique. It is simple because the way of taking sample from population
is done randomly without considering the strata or level of the population.
Simple random sampling technique is used if the member of population is
homogeny.5 The researcher chooses two classes as sample in this research,
they are class VIII F as the control class and VIII D as the experimental
class.
In getting sample of the research, the writer took some
procedures. Because there are eight classes at eighth grade of SMP N 31
Semarang, the researcher wrote down number 1 to 8 on small piece of
3Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, p. 131.
4Suharsimi Arikunto, Prosedur Penelitian : Suatu Pendekatan Praktik, p. 134.
5Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R & D, p. 82.
27
paper. The small piece of paper was placed in a box and well mixed, and a
sample of the required size was selected.
D. Research Variable
Variable is a variation object of the study. There are two types of
variables: dependent variable (y) and independent variable (x). The dependent
variable is the variable of focus or the central variable on which other
variables will act if there is any relationship. The independent variable is
selected by researcher to determine the relationship with the dependent
variable.6 So, the variables in this study are:
1. Independent Variable (x).
Independent variable in this research is the use of pictures to teach
narrative text
2. Dependent Variable (y).
Dependent variable in this study is the listening skill of narrative
text achievement score of students at the eighth grade of SMP Negeri 31
Semarang.
E. Data Collection Technique
The researcher must use instrument to get the better data. The instrument
of the research is a tool or facility that is used by researcher for collecting data
in order to get better result. To get the accurate data, in this study the
researcher chose some instruments for collecting the data, they were:
1. Test
In simple terms, test is as a method which is used to measure
competence, knowledge, intelligence, and ability of talent which is
possessed by individual or group to collect data.7 The instrument of the
test in this research is objective test. By using objective test, it can measure
how students’ mastery on the material.
6Suharsimi Arikunto, Prosedur Penelitian: Suatu Pendekatan Praktik, p. 118-119.
7H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (San
Fransisco: Longman, 2004), p. 3.
28
Objective test is frequently criticized on the grounds that they are
simpler to answer than subjective test. Objective tests are divided into
transformation, completion, combination, addition, rearrangement,
matching, correct and incorrect (true/false) and multiple choice.8 The
researcher used one test type only. It was multiple-choice. It means
students have to choose the right answer among a, b, c, or d.
The researcher used multiple choice forms. The choice of the test
type is based on the consideration that multiple choice test are:9
a. The technique of scoring is easy.
b. It was impossible for students to avoid the grammar point being
evaluated.
c. This is sensitive measure of achievement multiple-choice language
test; it allows teachers to diagnose the students’ problems.
In this research, the researcher conducted pre-test and post test.
Pre-test was given before the teacher taught new material by using
pictures, the teacher asked students to do the test related in the materials
that they was known by them before. Pre-test was given to the
experimental and control classes in same way. This test was given before
the experiment run.
Post-test was given to the experiment class and control class. It was
given in order to know students’ achievement after they were taught
pictures (experimental class) and without pictures (control class). In this
case, students were asked to do the objective test about narrative text.
The score of students’ achievement can be calculated by using this
following formula:10
%100xquestionsofnumberThe
answerrigthofnumberTheScore
8Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, (Bandung: PT.
Remaja Rosda Karya, 2002), 11th Ed., p. 35-36.
9H. Douglas Brown, Language Assessment: Principles and Classroom Practices, p.43
. 10
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p. 235.
29
2. Documentation
Documentation is tool aiming at identifying documents or to the field
of study devoted to the study of documents.11
In this research, the
researcher will get the data from the school. While during the experiment,
the researcher gets the documentation from the teacher’s note. In this
research, the researcher will get the data from the school.
In this research, the researcher got the syllabus, lesson plan of
teaching and learning process, report of students’ development, teachers’
name list, and sketch of SMPN 31 Semarang in the academic year of 2011/
2012. The documentation is used to know data of the students and teachers
in the school. To get the result of documentation easily and systematically,
the data was gained by the help of English teacher of related in school.
The steps of collecting the data by getting documentation are as
follows:
a. The researcher got the resources from the teacher’s note while conduct
the experimental research. The researcher collected the documentation
was gained by the help of the English teacher.
b. The researcher collected the data of students’ development, teachers’
name list, and sketch of SMPN 31 Semarang in the academic year of
2011/ 2012. The data was taken when the researcher conducted the
research. The documentation that help researcher to collect the data is
needed in this research.
In this study, the researcher collected the data of students’ name
list, teachers’ name list from the academic office, sketch of the school and
organization structure of the official SMPN 31 Semarang in the academic
Year of 2011/ 2012.
11
Houghton Mifflin Company, “Documentation”, in
http://en.wikipedia.org/wiki/documentation, accessed on Januari, 12nd
of 2012
30
F. Technique of Data Analysis
1. Try Out-Test
A try out test is the result will be used to make sure that the
measuring instrument has such characteristics as validity and reliability of
instrument test. The instrument to be tried out was the composition test.
The result of test was used to find out the validity and reliability, difficulty
level and also the discrimination power of each item.12
The tryout was given to VIII B of the students of SMPN 31
Semarang. After finishing the test, the answer sheets were collected in
order to be scored. From 25 items test of tryout, some items were chosen
as the instrument of the test. The choosing of the instrument had been done
by considering: validity, reliability, the degree of test difficulty and
discriminating power.
a. Validity
A valid test is one that in fact measures what it claims to be
measuring.13
The result was consulted to critical score for r-product
moment. If the obtained coefficient of correlation was higher than the
critical score for r-product moment, it means that a paragraph was
valid at 5% alpha level significance. The validity is an important
quality of any test. It is a condition in which a test can measure what is
supposed to be measured.
The validity of an item can be known by doing item analysis. It
is counted using product – moment correlation formula:
2222 YYNXXN
YXXYNrxy
rxy : The correlation coefficient between X variable and Y
variable
N : The number of students
12
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p.167.
13
H. Douglas Brown, Language Assessment: Principles and Classroom Practices, p.22.
31
X : The number of each item score
Y : The number of total score
Calculation result of rxy is compared with r table of product
moment by 5% degree of significance. If rxy is higher than r table ,
the item of question is valid.14
b. Reliability
Reliability means “consistent and dependent”.15
Besides
validity, a good test should have reliability as well. Reliability is
necessary characteristic of any good test. The method is used to find
out reliability involved scoring of first and last part of the items
separately by making table. To get the coefficient of correlation, the
researcher applies the product-moment formula and then continued to
the spearman-brown formula. The formula of product moment as
follow:
2222
yyxx
yxxyrXY
In which,
r XY : Coefficient of correlation between the scores of the first
and last part of the items.
N : The number of students / subject participating in the test/
testee.
X
: The score of first part.
Y : The score of last part.16
After finding r XY the computation is continued to the
spearman-brown formula as follow:
14
Suharsimi Arikunto., Prosedur penelitian Suatu Pendekatan Praktik, p. 78.
15
H. Douglas Brown, Language Assessment: Principles and Classroom Practices, p.20
. 16
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p. 181.
32
xy
xy
r
rr
1
211
In which,
11r : The reliability of the instrument.
xyr : Coefficient of the correlation between the first and last part. 17
Calculation result of r11
is compared with r table of product
moment by 5% degree of significance. If r11
is higher than r table ,
the item of question is reliable.
c. Degree of Test Difficulty
A good question is a question that is not really difficult and
not really easy. Formula for degree of test difficulty is: 18
N
RFV
In which,
FV : The index of difficulty.
R : Number of students who answered the item correctly.
N : Number of students.19
The level of difficulty of each item was determined by
using this following categorization:
FV < 0.00 : very difficult.
0.01 - 0.30 : difficult.
0.31 - 0.70 : medium.
0.71 - 1.0 : easy.
FV > 1.0 : very easy.20
d. Discriminating Power
17
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p.180.
18
Ngalim Purwanto, Prinsip-prinsip dan Teknik Evaluasi Pengajaran, p.119.
19
Harold S. Madson, Technique in Testing, (USA: Oxford University Press. Inc., 1983) p.
181. 20
Suharsimi Arikunto, Dasar-Dasar Evaluasi Pendidikan, Revised Ed., (Jakarta: Bumi
Aksara, 2002), 3rd
Ed., p. 207.
33
The discriminating power is a measure of the effectiveness of a
whole test. It is used to know how accurate the question differ higher
subject and lower subject.21
The formula for discriminating power is
Split Half:
N
LCorrectUCorrectD
In which,
D : The discrimination index.
U : The number of the students in the upper group who answered
item correctly.
L : The number of the students in the lower group who answered
item correctly.
N : The number of the students who answered correctly in one
group.
The criteria of discriminating power as follow:
D 0.00 : Very Poor.
0.01 - 0.20 : Poor.
0.21 - 0.40 : Medium.
0.41 - 0.70 : Good.
0.71 - 1.00 : Excellent.22
2. Pre-Test
Pre-test was given before the treatments. The researcher
determined the statistic analysis technique whether groups that have
normal distribution. If the data have normal and homogenity distribution,
the treatment and teaching can be conducted to both classes.
a. Normality Test
It is used to know the normality of the data that is going to be
analyzed whether groups that have normal distribution or not. The
normality test with Chi-square is done to find out the distribution data.
21
Ngalim Purwanto, Prinsip-prinsip dan Teknik Pengajaran, p.120.
22
Harold S. Madson, Technique in Testing, p. 183.
34
Step by step Chi-square test is as follows:
1) Determine the range (R); the largest data reduced the smallest.
2) Determine many interval classes (K) with formula:
K = 1+ (3, 3) log n
3) Determine the length of the class, using the formula:
P = classofnumber
range
4) Make a frequency distribution table.
5) Determines the class boundaries (bc) of each class interval.
6) Calculating the average Xi ( X ), with the formula:
X =
i
ii
f
xf
7) Calculate variants, with the formula:
8) Calculate the value of Z, with the formula:
Z = s
xx
x = limit class
x = Average
S = Standard deviation
9) Define the wide area of each interval
10) Calculate the frequency expository (Ei), with formula:
Ei = n x wide area with the n number of sample
11) Make a list of the frequency of observation (Oi), with the
frequency expository as follows:
class Bc Z P L Ei Oi
Ei
EiOi
1
)( 2
n
xxfS
ii
35
12) Calculate the chi-square ( 2X ), with the formula:
k
i i
ii
E
EOX
1
2
2
13) Determine dk = k-3, where k is the number of class intervals and
= 5%
14) Determining the value of 2X table
15) Determining the distribution normality with test criteria:
If countX 2 > tableX 2 so the data is not normal distribution and
the other way if the countX 2 < tableX 2 so the data is normal
distribution.23
b. Homogeneity Test
It was meant to get the assumption that sample of research
came from a same condition or homogenous. It is used to know
whether experiment class and control class, those are taken from
population that have same variant or not.
The steps as follows:
1) Calculate variants both classes (experimental and control classes),
with the formula:
And
2) Determine Vk
VbF
Where:
Vb : Bigger Varian
Vk : Smaller Varian
Determine dk = ( 11 n ) : ( 12 n )
3) Determine tableF with = 5%
4) Determining the distribution homogeneity with test criteria:
23
Sudjana., Metode Statistika,(Bandung: Tarsito, 2005), p. 272.
1
)(
1
2
2
1
n
xxS
1
)(
2
2
2
2
n
xxS
36
If countF > tableF , the data is not homogeneous and the other way
if the countF < tableF , the data is homogeneous.24
c. Test of the Average
It is used to examine average whether experiment group and
control group have been decided having different average. 25
T-test is used to analyze the data of this research. A t-test
would be the measure you would use to compare the mean scores of
the two groups.26
If 12 = 2
2 (has same variant), the formula is:
21
21
11
nnS
XXt
With
Where:
1X : The mean score of the experimental group
2X : The mean of the control group
n1 : The number of experiment group
n2 : The number of control group
S12 : The standard deviation of experiment group
S22 : The standard deviation of both groups
If = 12 2
2 (has no same variant) the formula is:
24
Sugiyono, Statistika Untuk Penelitian, p. 140.
25
Anas Sudijono, Pengantar Statistik Pendidikan (Jakarta: PT. Raja Grafindo Persada,
1995) 6th
Ed., p. 326-327.
26
H. Douglas Brown, Language Assessment: Principles and Classroom Practices, p. 205.
2
)1()1(
21
2
22
2
11
nn
SnSnS
37
The hypotheses are:
Ho = 1 = 2
Ha = 1 2
1 : average data of experiment group
2 : average data of control group
If countt> tablet
so Ho is rejected and there is no difference of
average value from both of groups. Moreover, the other way if the
countt< tablet
so Ho is accepted and there is significant difference of
average value from both of groups.27
3. Post-Test
Post-test was held after all treatments were conducted. This test
was used to measure students’ achievement after they were given
treatments. The result of test was analyzed statistically.
a. Normality Test
Steps normality second step is the same as the normality test on the
initial data.
b. Homogeneity Test
Steps homogeneity second step is the same as the homogeneity test
on the initial data.
c. Test Average (Right-hand Test)
This test proposed that hypothesis test in average similarity with
the right test as the steps right-hand test the initial data.
27
Anas Sudijono, Pengantar Statistik Pendidikan p.272-273.
2
2
1
1
2
1
21
n
S
n
S
XXt
38
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
A. Descriptions of Research Findings
To find out the effectiveness of using pictures to improve listening
comprehension skill of narrative texts on the students’ achievement in class
VIII SMPN 31 Semarang, the writer did an analysis of quantitative data.
After conducting the research, she got the data of research finding that is
obtained by using the test of experimental class and control class after
conducting different treatment of learning process in both classes.
The implementation of this study was divided in two classes, namely
the experimental class (VIII D) and the control class (VIII F). Before the
activities were conducted, the writer determine the materials and lesson plan
of learning. Learning in the experimental class was conducted by using
pictures as the media, while in control class using the conventional learning
(without using pictures as media).
Test was given before and after the students follow the learning
process that was provided by the writer. After the data were collected, the
writer analyzed them to prove the truth of the hypothesis that had been
formulated. However, before the analysis was done, first the writer scored the
results of the test that had been given to the students.
Before items were given to the students, the researcher gave tryout test
for try-out class on 7th
April 2012 to analyze validity, reliability, difficulty
level and also the discrimination power of each item. The researcher prepared
25 items as the instrument of the test. Test was given to know the validity,
reliability, degree of test difficulty, and discriminating power of test items of
try-out test in control class that was provided by the researcher.
In this research finding of try out test, the researcher used r-product
formula to analyze validity. The researcher applied the spearman-brown
formula which was combined with product- moment formula to analyze
39
reliability instrument. The degree of test difficulty used difficulty level
formula by considered five levels of difficulty. The last analysis of try-out test
was discriminating power by divided into two groups; lower group and upper
group.
The researcher gave pre-test on 24th
April 2012 in control group and
14th
April 2012 in experimental students. The questions consisted of 20 items
were stated valid according to try-out analysis. After giving pre-test, the
researcher determined the materials and lesson plans of learning activities.
Pre-test conducted to both groups to know that two groups were normal and
homogeny.
After knowing the control class and experimental class had same
variant. The researcher conducted treatment in experimental class twice in
week for 40 minutes each meeting. The first treatment conducted on 16th
April
2012 and the second treatment conducted on 22nd
April 2012 by using pictures
to teach listening comprehension skill of narrative texts.
The control class was not taught using pictures; just explaining the
material orally based on the teacher’s lesson plan without gave variation in
learning process. The teacher also asked students just to do the assignment
until they felt bored in the class. The teaching also conducted twice a week on
17th
April 2012 and 20th
April 2012 for 40 minutes for each meeting.
The evaluation of the research found some obstacles in teaching and
learning process in control class. The first was the experimental research
conducted when the English teacher can not present in the class, so the
students felt bad mood to build the better atmosphere because they had not
recognized the researcher yet. Moreover, the students did not concentrate into
the material because they regard that researcher was not their teacher. Students
in experimental class also felt bored in beginning of teaching and learning
atmosphere, but they got a great potential to build creativity and could accept
materials of the lessons easily in warm atmosphere of the classroom using
pictures as the media in teaching and learning process.
40
From the different situation, the researcher evaluated that the
researcher should be humorist to recognize students personally. The teacher
also had to know the names each student and they will do the teacher’s
instruction if the teacher points them. This evaluation was done in the second
meeting of teaching in control class and giving treatment in experimental class
and could be as reference on the other occasion of the future teaching.
After the researcher gave treatments in experimental class and
conventional teaching in control class, the researcher gave post-test which
consisted 20 test items which approximately finished on 30 minutes. Giving
post test on 22th
April 2012 both experimental class and control class.
To analyze the data of test result, the first known the beginning of data
from experimental class and control class that is taken from the pre-test value.
And after the control and experimental conduct the learning process, then both
of the class is given a test to obtain the data that will be analyzed.
B. The Data Analysis and Hypothesis Test
1. The Data Analysis
a. The Data Analysis of Try-out Test
This discussion covered validity, reliability, level of difficulty
and discriminating power.
1. Validity of Instrument
As mentioned in chapter III, validity refers to the precise
measurement of the test. In this study, item validity was used to
know the index validity of the test. To know the validity of
instrument, the researcher used the Pearson product moment
formula to analyze each item.
It was obtained that from 25 test items; there were 20 test
items which were valid and 5 test items which were invalid. They
were on number 5, 6, 17, 22 and 25. They were invalid with the
reason the computation result of their rxy value (the correlation of
score each item) was lower than their rtable value.
41
The following was the example of item validity
computation for item number 1 and for the other items would use
the same formula.
The following was the example of item validity
computation for item number 1 and for the other items would use
the same formula.
N = 30 Y = 413
XY = 313 2X = 20
X = 20 2Y = 6449
2222 YYNXXN
YXXYNrxy
22 )413()6449(30)20()20(30
)413(20)313(30
xyr
From the computation above, the result of computing
validity of the item number 1 was 0.3321. After that, the researcher
consulted the result to the table of r Product Moment with the
number of subject (N) =30 and significance level 5% it was 0.361.
Since the result of the computation was higher than r in table, the
index of validity of the item number 1 was considered to be valid.
The list of the validity of each item can be seen in appendix 9.
Before computing the reliability, the researcher had to
compute product moment formula ( xyr ) with the formula below:
N = 30 313XY
Y =413 2X = 20
2Y = 6449 X = 20
42
3321,0xyr
6872,0xyr
2222 YYNXXN
YXXYNrxy
22 )413()6449(30)20()20(30
)413)(20()313(30
xyr
2. Reliability of Instrument
A good test must be valid and reliable. To get the
coefficient of correlation, the researcher applied the product-
moment formula and then continued to the spearman-brown
formula. The formula of product moment as follow:
Before computing the reliability, the researcher had to
compute product moment formula ( xyr ) with the formula below:
N = 30 1611XY
Y =195 2X = 1925
2Y = 1455 X = 227
2222 YYNXXN
YXXYNrxy
22 )195()1455(30)227()1925(30
)195)(227()1611(30
xyr
After finding product moment formula (r XY ) the
computation was continued to the spearman-brown formula as
follow:
xy
xy
r
rr
1
211
69,01
687,0211
xr
43
815,011 r
From the computation above, it was found out that 11r (the
total of reliability test) was 0.815 whereas the number of subjects
was 30 and the critical value for r-table with significance level 5%
was 0.361. Thus, the value resulted from the computation was
higher than its critical value. It could be concluded that the
instrument used in this research was reliable.
3. The level of Difficulty
The following was the computation of the level difficulty
for item number 1 and for the other items would use the same
formula.
R = 13+7
N = 30
N
RFR
30
20FR
67,0FR
It was proper to say that the index difficulty of the item
number 1 above can be said as the medium category, because the
calculation result of the item number 1 was in the interval 0.70
00,1 FR
4. The Discriminating Power
The discrimination power of an item indicated the extent to
which the item discriminated between the tested, separating the
more able tested from the less able. The index of discriminating
power told us whether those students who performed well on the
whole test tended to do well or badly on each item in the test. To
do this analysis, the number of try-out subjects was divided into
two groups, upper and lower groups. They were upper and lower
group.
44
n
LCorrectUCorrectD
15
713D
Table 3
The Table of Discriminating Power of Item Number 1
Upper Group Lower Group
No Code Score No Code Score
1 T-30 1 1 T-20 1
2 T-03 1 2 T-21 0
3 T-09 1 3 T-23 1
4 T-17 1 4 T-26 1
5 T-22 1 5 T- 12 0
6 T-02 0 6 T- 28 1
7 T-05 1 7 T-06 1
8 T-07 1 8 T-27 0
9 T-11 1 9 T-29 0
10 T-14 1 10 T-13 1
11 T-19 1 11 T-08 1
12 T-04 0 12 T-15 1
13 T-18 1 13 T-16 0
14 T-01 1 14 T-25 0
15 T-10 1 15 T-24 0
Jumlah 13 Jumlah 7
T : Try Out Student
The following was the computation of the discriminating
power for item number 1, and for other items would use the same
formula.
This was the analysis of discriminating power for item number 1:
n =15
U=13
L=7
D = 0,40
According to the criteria, the item number 1 above was
medium category, because the calculation result of the item
number 1 was in the interval 0.20 40.0 D .
45
The result of the discriminating power of each item could
be seen in appendix 7.
Based on the analysis of validity, reliability, difficulty level,
and discriminating power, finally 20 items of test.
The data in this study were gotten from the test result, as follow:
a. The data of score pre-test of the experimental class
Based on the result of research in class VIII D before being taught
by using pictures in listening skill of narrative texts the highest score
achieved is 70, the lowest is 45, the range (R) is 25, the number of class
(K) is 6, and the class interval is 4,2 , so the mean x = 56,8 with
standard deviation (S) = 6,2. The result of the calculation above is, then
inputted into the table of frequency distribution as follow:
Table 4
List of Frequency Distribution Score of Pre-test of the
Experiment Class
No. Interval
Absolute
frequency
1 45– 49 1
2 50 – 54 8
3 55 – 59 7
4 60 – 64 8
5 65 – 69 5
6 70 – 74 1
b. The data of score pre-test of the control class
Based on the result of research in class VIII F before being taught
by using conventional learning (without pictures as media) in listening
comprehension skill of narrative text the highest score achieved is 70,
the lowest score is 45, range (R) = 25, the number of class (K) = 6, and
46
the class interval is 4,2, so the mean x = 56,7 with standard deviation
(S) = 7,0. The result of the calculation above is, then inputted into the
table of frequency distribution as follow:
Table 5
List of Frequency Distribution Score of Pre-test of the Control Class
No. Interval
Absolute
frequency
1 45– 49 2
2 50 – 54 8
3 55 – 59 7
4 60 – 64 6
5 65 – 69 5
6 70 – 74 2
c. The data of score post-test of the experimental class
Based on the result of research in class VIII D after being taught by
using pictures as media in teaching listening skill of narrative texts the
highest score achieved is 90, the lowest score is 50, range (R) = 40, the
number of class (K) = 6, and the class interval = 6,7, so the mean x =
68,0 with standard deviation (S) = 9,9. The result of the calculation
above is, then inputted into the table of frequency distribution as
follow:
Table 6
List of Frequency Distribution Score of Post-test of the Experiment
Class
No Interval Absolute
Frequency
1 50 – 56 4
2 57 – 63 5
47
3 64 – 70 11
4 71 – 77 5
5 78 – 84 2
6 85 – 91 3
d. The data of score post-test of the control class.
Based on the result of research in class VIII F after being taught by
using conventional learning (without pictures as media) in listening
comprehension skill of narrative texts the highest score achieved is 75,
the lowest score is 50, range (R)= 25, the number of class (K) = 6, and
the class interval is 4,2, so the mean x = 62,3 with standard deviation
(S) = 6,0. The result of the calculation above is, then inputted into the
table of frequency distribution as follow:
Table 7
List of Frequency Distribution Score of Post-test of the Control Class
No Interval Absolute
Frequency
1 50 – 54 1
2 55 – 59 5
3 60 – 64 10
4 65 – 69 9
5 70 – 74 3
6 75 – 79 2
e. The average score of pre test and post test of the experimental class and
control class.
The data were obtained from the students’ achievement scores of
the listening comprehension skill of narrative texts. They were pre test
and post test scores from the experimental and control classes. The
average score from the experimental class was 56.83 for the pre test and
48
68.00 for the post test. While the average score for the control class was
56.67 for the pre test and 62.33 for the post test. The following was the
simple table for the pre test and post test students’ average scores:
Table 8
The Result Average Score of the Pre-test and Post-test of the
Experimental and Control Class
Class The average score of the
pre test
The average score of
the post test
Experimental 56.83 68.00
Control 56.67 62.33
The more calculation can be seen in appendix 3 dan 4
Based on the table above, it can be seen that there was an
improvement of the students’ achievement in listening comprehension
skill on narrative text. Each class had different achievement. The
achievement of the experimental class was higher than the control class.
1. Analysis Phase First
It was done to know the normality and homogeneity of the initial data
in the experimental class and control class.
Table 9
Score of pre-test experimental and control class
No Source of variance Experimental Control
1
2
3
4
5
6
N
Average
Variance
Standard deviation
Maximal score
Minimal score
30
56.83
38.77
6.23
70
45
30
56.67
48.85
6.99
70
45
The more calculations can be seen in appendix 3 dan 4
49
a) Normality Test of Pre-test
The normality test is used to know whether the data is normally
distributed or not. To find out the distribution data is used normality
test with Chi-square.
Ho : the data of normal distribution
Ha : the data of un normal distribution
With criteria, Ho accepted if countx2 < tablex2 with α = 5% and df =
k-3.
Table 10
The result of normality test of experimental and control class pre-test
No Class Test countx2 tablex2 Criteria
1 Experiment Pre-test 4,617 7.81 Normal
2 Control Pre-test 4,083 7.81 Normal
The more calculations can be seen in appendix 10 dan 11
Based on the analysis above it can be seen that countx2
both of class
is lower than tablex2 ( countx2 < tablex2 ), so Ho accepted. It can be
concluded that the distribution data of experiment and control class are
normal.
b) Homogeneity Test of Pre-test
The homogeneity test is used to know whether the group sample
that was taken from population is homogeneous or not.
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
With criteria, Ho accepted if Fcount < Ftable with = 05.0 and df =
k-1.
50
Table 11
The result of homogeneity test of experimental and control class pre-
test
No Class Variance N Fcount Ftable Criteria
1 Experiment 38.77 30 1.26 2.1 Homogen
2 Control 48.85 30
The more calculation can be seen in appendix 14.
Based on the formula:
Fcount = varianceminimum
variancemaximum
Fcount = 1.26
Based on the computation above it is obtained that Fcount is lower
than Ftable, so Ho accepted. It can be concluded that the data of pre test
from experimental and control class have the same variance or
homogeneous.
c) Testing the similarity of average of the initial data between
experimental and control class.
To test the difference of average, the writer used t-test.
Ho: 21
Ha: 21
Where:
1 : average data of experimental group
2: average data of control group
51
Table 12
The average similarity test of pre-test of experimental and control class
Source of variance Experimental Control Criteria
Sum
N
Average
Variance ( 2S )
Standard deviation (S)
1705
30
56.83
38.76
6.23
1700
30
56.67
48.85
6.99
Same
The more calculations can be seen in appendix 16
2
)1()1(
21
2
22
2
11
nn
snsns
= 6.618
t = 0.098
Ho is accepted if 2)n2α)(n1
21(1
tt2n2n1α)
21(1
t
. Based
on the computation above, by α = 5% and df = 30+30- 2 = 58 is
obtained ttable = 1,67 and tcount = 0.098. Ho is accepted if
tablecounttable ttt . So, it can be concluded that there is not
significant different of the average pre-test between experimental and
control class, because tcount at the reception area of Ho.
2. Analysis Phase End
It is done to answer hypothesis of this research. The data used are the
result of post tests of both classes. The experimental class taught by using
pictures as media and the control class taught without pictures.
5
21
21
11
nn
XXt
52
The final analysis contains the normality test, homogeneity test and
the difference average test of post test.
a. Normality test of the Post-test
Ho : the data of normal distribution
Ha : the data of un normal distribution
With criteria, Ho accepted if countx2 < tablex2 with α = 5% and df =
k-3.
Table 13
The result of normality test of experimental and control class post-test
No Class countx2 tablex2 Criteria
1 Experiment 5.842 7,81 Normal
2 Control 5.263 7,81 Normal
The more calculations can be seen in appendix 12 and 13
Based on the computation above it is obtained that countx2
is
lower than tablex2 by α = 5% with df = 6-3 = 3. So it can be concluded
that the distribution data of post test of experimental and control class
are normal.
b. Homogeneity test of the post-test
Ho = 2
1 = 2
2 (homogeny variance)
Ha = 2
1 2
2 (non homogeny variance)
With criteria, Ho accepted if Fcount< Ftable with = 05.0 and df =
k-1.
Table 14
The result of homogeneity post-test of experiment and control class
No Class Variance n Fcount Ftable Criteria
1 Experiment 97.586 30 2.73 2.1
Non
Homogen 2 Control 35.747 30
The more calculation can be seen in appendix 15.
53
Based on the formula:
Fcount = varianceminimum
variancemaximum
Fcount = 2.73
Based on the computation above it is obtained that Fcount is higher
than Ftable, it means that Ho rejected. It can be concluded that data of
post test of experimental and control classes have not the same
variance or non homogeneous.
2. Hypothesis Test
Hypothesis test is used to know whether there is a difference
average on post test of experimental class and control class. The data
which is used to test the hypothesis is score post test both of class. To test
the difference of average used t-test.
Ho: 21 : it means there is no significant difference between the
listening comprehension skill improvement of students
who were taught by using pictures and who were taught
by lecturing (without using pictures)
Ha: 21 : it means there is significant difference between the
listening comprehension skill improvement of students
who were taught by using pictures and who were taught
by lecturing (without using pictures)
Ha is accepted if 2)n2(n1α)(1tcountt
54
Table 15
The score of experimental and control class post test
No Source of variance Experimental Control
1
2
3
4
5
6
N
Average
Variance
Standard deviation
Maximal score
Minimal score
30
68.00
97.59
9.88
90
50
30
62.33
35.75
5.98
75
50
The more calculations can be seen in appendix 4
Table 16
Result of computation t-test
Class N Average
(_
X )
Variance (
2S )
Standard
dDeviation (s)
tablet countt Criteria
Experiment 30 68.00 97.59 9.88 1.67 2.688 Ha
accepted Control 30 62.33 35.75 5.98
The more calculation can be seen in appendix 17.
Based on the computation above, it is obtained that the average of
post test of the experimental class who are taught by using pictures is
68.00 and standard deviation (s) is 9.88. While the average of post test
of the control class who are taught by lecturing or conventional
learning is 35.75 and standard deviation (s) is 5.98 with df = 30+30-2
= 58 by α = 5%, so obtained ttable = 1.67 from the result of calculation
t-test tcount = 2.688. It means that tcount is higher than ttable (tcount > ttable).
So Ho is rejected and Ha is accepted.
Because tcount > ttable , it can be concluded that there is a significant
difference between experimental and control classes on post test, the
score of the experimental class is higher than the control class.
55
C. Discussion of The Research Findings
1. The score of initial ability ( Pre test)
Based on the calculations of normality and homogeneity test from
class VIII D as the experimental class and class VIII F as the control class,
both of classes are normal distribution and homogeneous.
2. The score of final ability (Post test)
The result of this research is obtained the average score of
experimental class was 68.00 which were higher than the result of control
class 62.33.
The average score of experimental class was 68.00 and standard
deviation (s) was 9.88. Teaching listening in experimental class by using
pictures as media to teach narrative texts can encourage the students to be
more active and motivated. Pictures as a teaching media that can create
situation in teaching listening more interesting and make the students
easier to understand the material. It can be seen on average score of
experimental class which better result than control class.
The average score of control class was 62.33 and standard deviation
(s) was 5.68. Teaching listening in control class by using conventional
learning or lecturing to teach listening of narrative texts make the students
feel bored with the material that is presented because the method too
monotone.
Based on the result of calculation t-test is obtained tcount: 2,688 and
ttable: 1,67 with α = 5 % and 58df . It shows that tcount > ttable (tcount
higher than ttable). So it means that there is a significant difference between
listening skill improvement of students taught by using pictures and taught
by lecturing or conventional learning in listening of narrative texts.
D. Limitation of the Research
The researcher realizes that this research had not been done optimally.
There were constraints and obstacles faced during the research process. Some
limits of this research were:
56
1. Relative short time of research makes this research could not be done
maximum.
2. The research was limited at SMPN 31 Semarang in the academic year of
2011/ 2012. So that when the same research will be gone in other schools,
it was still possible to get different result.
3. The implementation of the research process was less smooth; this was
more due to lack of experience and knowledge of the researcher.
Considering all those limitations, there is a need to do more research
about teaching listening skill on narrative text using the same or different
media. In the hope there will be more optimal result.
57
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
The conclusion of this research is drawn in accordance with the result
of the data analysis in the previous chapter. There are some significant
differences between experimental and control class. The average score for the
experimental class was 56.83 for the pre test and 68.00 for the post test. While
the average score for the control class was 56.67 for the pre test and 62.33 for
the post test. It means that there was an improvement of the students’
achievement in listening comprehension skill of narrative texts. Each class had
different achievement. The achievement of the experimental class was higher
than the control class.
In the result of post test of experimental class was 68.00 which where
higher than the control class 62.33. It means that teaching listening
comprehension skill of narrative texts by using pictures as a media was better
than the teaching listening comprehension skill of narrative texts without
pictures.
The result of the calculation using the t-test showed that tcount: 2.688
and ttable: 1.67 with α = 5 % and 58df . It means that tcount was higher than
ttable {2.688 > 1.67}. It was meant that Ha was accepted while Ho was
rejected. It can be concluded that there is a significant difference in the
students’ listening score of the eighth grade students of SMP N 31 Semarang
in academic year of 2011/ 2012 between students who have been taught
listening skill of narrative texts by using pictures and those who have been
taught by using a conventional learning or lecturing only.
From the explanation above, it concludes that the use of pictures is
effective to improve listening comprehension skill of narrative texts at the
eighth grade of SMP N 31 Semarang.
58
B. Suggestions
One of the constrains that the teacher may face in her duty was how to
make a students interested in her teaching or how to promote the students
interest to join the learning process well. If students have high interest in
following the teacher, it would not be so difficult for the teacher to teach the
lesson.
Based on the hold result of the study, the writer had some suggestions for
English teacher, students and next researcher as follow:
1. For the English Teacher
a. Pictures may become alternative media in teaching listening especially
in a narrative text. Using pictures to teach listening is a good innovation.
It can stimulate the students’ interest in materials. By using pictures, the
students easier to master the material.
b. The teacher should match the picture with the suitable material for
Junior High school students, so that the goal of the study can be
fulfilled.
c. The teacher can find the references of the pictures from magazine, book,
newspaper, internet, or make pictures by themselves based on their
creativities in order to get the students interest in listening activities.
d. Before teaching and learning process, the teacher should have prepared
the technique or media well. It means that before using pictures as a
media in teaching listening, it is better if the teacher check whether the
text can be classified as narrative text or not, whether the text is
appropriate to their level or not.
2. For the Students
a. The students should pay attention to the teacher when he or she gives
the English lesson.
b. The students encourage themselves to learn English especially listening
a narrative text.
3. For the next researcher
59
They can make this study as their reference to conduct other
researcher on the same field. They are also expected to be able to cover the
limitation about this, they can conduct a research with the same media but in
different genres. The writer hopes that the next researchers can prepare
everything as good as possible in doing research and can follow up this
research.
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0
1
Appendix 1
The list of the students of the experimental class
No Name Code
1 Ahmad Fai'Q Ilham N J E-1
2 Alan Nur Kusuma E-2
3 Anggi Riski Gustaviana E-3
4 Ardiyan Mahardika E-4
5 Basuki Rahmad E-5
6 Budi Utomo E-6
7 Ega Setya Wibawa E-7
8 Ela Ambartari E-8
9 Galang Edika Pratama E-9
10 Galang Sandigalih E-10
11 Ifan Fadli Pradana E-11
12 Intan Nuraini K E-12
13 Iqbal Tawakal E-13
14 Irfan Yusrizal Hamzah E-14
15 Kalfin Dwi Pramono E-15
16 M. Imam Safi'i E-16
17 Mia Audina Nur C E-17
18 Moh. Rizkinanda R E-18
19 Neny Aliffia Kurniawati E-19
20 Nia Nurunnissa E-20
21 R. Trias Kus Indriyanto E-21
22 Rahmah Meilani E-22
23 Ratri Nugraheni E-23
24 Risky Agus Putra P E-24
25 Siti Novita E-25
26 Syafira Nur Majid E-26
27 Taufiq Hidayat E-27
28 Vira Eldiana Pratiwi E-28
29 Wahyu Hidayat E-29
30 Zaenab Mutmainatul Q E-30
2
Appendix 2
The list of the students of the control class
No Name Code
1 Abdul Rochim C-1
2 Adhitya Romadhan Y P C-2
3 Agus Fatkul Hadi C-3
4 Amalia Choirul Jannah C-4
5 Bagas Galih Anggoro P C-5
6 Bahtiar Nur Sholikin C-6
7 Diah Indah Safitri C-7
8 Dimas Reza Adiputra C-8
9 Dimas Yuliandika R C-9
10 Dita Manggela Saputri C-10
11 Fatkha Safariyani C-11
12 Fauzan Adetiawan C-12
13 Febryan Wahyu N C-13
14 Galang Nuari R C-14
15 Hanissyah Putri W C-15
16 Lutvina Oktaviani C-16
17 Moh. Dwi Prasetya C-17
18 Muh. Makruf Al Bazy C-18
19 Muh. Idh-Har Sidiq C-19
20 Muh. Rizky Hidayatulloh C-20
21 Novita Dwi Lestari C-21
22 Restika Anandita P P C-22
23 Rivany Alfrieda Medya C-23
24 Selvia Ayu Anggiyani C-24
25 Singgih Tio Aprilliyanto C-25
26 Syahrul Fahmi K C-26
27 Tri Wahyuni C-27
28 Vian Tanjung Istianing C-28
29 Wahyuni Choirul Nisa' C-29
30 Yipta Yoga Prastya C-30
3
Appendix 3
SCORE PRE TEST BETWEEN EXPERIMENTAL
GROUP AND CONTROL GROUP
Experimental Control
No Code Score No Code Score
1 E-01 50,00 1 C-01 50,00
2 E-02 60,00 2 C-02 60,00
3 E-03 50,00 3 C-03 60,00
4 E-04 55,00 4 C-04 50,00
5 E-05 50,00 5 C-05 45,00
6 E-06 50,00 6 C-06 55,00
7 E-07 50,00 7 C-07 65,00
8 E-08 50,00 8 C-08 65,00
9 E-09 55,00 9 C-09 50,00
10 E-10 55,00 10 C-10 50,00
11 E-11 50,00 11 C-11 55,00
12 E-12 55,00 12 C-12 55,00
13 E-13 60,00 13 C-13 65,00
14 E-14 70,00 14 C-14 60,00 15 E-15 60,00 15 C-15 70,00
16 E-16 65,00 16 C-16 70,00
17 E-17 55,00 17 C-17 60,00
18 E-18 50,00 18 C-18 55,00
19 E-19 60,00 19 C-19 55,00
20 E-20 65,00 20 C-20 50,00
21 E-21 65,00 21 C-21 55,00
22 E-22 65,00 22 C-22 60,00
23 E-23 55,00 23 C-23 65,00
24 E-24 45,00 24 C-24 65,00
25 E-25 60,00 25 C-25 50,00
26 E-26 65,00 26 C-26 50,00
27 E-27 60,00 27 C-27 60,00
28 E-28 55,00 28 C-28 45,00
29 E-29 60,00 29 C-29 50,00
30 E-30 60,00 30 C-30 55,00
= 1705 = 1700
n1 = 30 n2 = 30
x1
= 56,83
x2
= 56,67
s12 = 38,7644 s2
2 = 48,8506
s1 = 6,226 s2 = 6,989
4
Appendix 4
SCORE POST TEST BETWEEN EXPERIMENTAL
GROUP AND CONTROL GROUP
Experimental Control
No Code Score No Code Score
1 E-01 65,00 1 C-01 55,00
2 E-02 60,00 2 C-02 60,00
3 E-03 55,00 3 C-03 65,00
4 E-04 65,00 4 C-04 65,00
5 E-05 55,00 5 C-05 50,00
6 E-06 50,00 6 C-06 55,00
7 E-07 70,00 7 C-07 65,00
8 E-08 60,00 8 C-08 75,00
9 E-09 65,00 9 C-09 55,00
10 E-10 75,00 10 C-10 65,00
11 E-11 70,00 11 C-11 70,00
12 E-12 75,00 12 C-12 60,00
13 E-13 60,00 13 C-13 60,00
14 E-14 90,00 14 C-14 65,00
15 E-15 80,00 15 C-15 75,00
16 E-16 65,00 16 C-16 70,00
17 E-17 55,00 17 C-17 60,00
18 E-18 65,00 18 C-18 60,00
19 E-19 60,00 19 C-19 55,00
20 E-20 75,00 20 C-20 70,00
21 E-21 85,00 21 C-21 65,00
22 E-22 80,00 22 C-22 65,00
23 E-23 65,00 23 C-23 65,00
24 E-24 65,00 24 C-24 65,00
25 E-25 60,00 25 C-25 60,00
26 E-26 85,00 26 C-26 55,00
27 E-27 75,00 27 C-27 60,00
28 E-28 65,00 28 C-28 60,00
29 E-29 70,00 29 C-29 60,00
30 E-30 75,00 30 C-30 60,00
= 2040,00 = 1870,00
n1 = 30 n2 = 30
x1
= 68,00
x2
= 62,33
s12 = 97,5862 s2
2 = 35,7471
s1 = 9,879 s2 = 5,979
Appendix 5
5
Formula
Criteria
The item test is valid if rxy > rtabel
The following is the example of counting the validity of item number 1, and
for the other items will use the same formula.
No.123456789101112131415161718192021222324252627282930
S
By using that formula, we obtain that :
x xrxy =
x - x -
rxy =
On a = 5% with N= 30 it is obtained = 0,361
Because of rxy > r tabel, so the item number 1 is Valid.
1 7 1
20 413
0000
20
1 9 1 81109
1 10 1 100
0 16 0 2561 13 1 169
161 16 1 2561
289
The Computation of Item Validity Test
X Y X2
Y2
19
1 20
180
XYCode20
1 19 119
1 400361 19
0
169
1 19 1 361
324
28917 0
1 19 1 361
1 18 1
190 18 0 324 01 19 1 361
181 18 1 324 181 18 1 324
181 18 1 324 181 18 1 324
171 17 1 289 171 17 1
16 1 256 16
81
13
013
0 11 0 121 01 13 1
0
01 9 1 81 90 9 0
0 7 0 49
49 70 7 0 49
0 5 0 250 6 0 36
313 20 413
0 4 0 16
6449 313
30
413
0,3321
6449202030 30
T-22T-02T-05T-07
T-30T-03T-09T-17
T-01T-10
T-11T-14T-19T-04T-18
T-12T-28T-06T-27
T-20T-21T-23T-26
T-16T-25T-24
T-29T-13T-08T-15
22
( )( )
( ){ } ( ){ }2222xyr
SU-NSUSC-NSC
SUSC-NSCU=
Appendix 6
6
Formula
Where :
Criteria
The item test is reliabel if r11 > rtabel
No.123456789101112131415161718192021222324252627282930
S
By using that formula, we obtain that :
The Computations of the Reliability Test
Y X2
Y2
XY10X
10 100 100 100
3 2 9 4 6
90
5 1 25 1 54 3 16 9 12
9 10 81 10011 8 121 64 88
104 3 16 9 12
9 100 81
2 5 4 25
90100
5 4 25 206 3 36 9 18
1081
16
908 10
4 5 16 25 20
9 1064 100 80
5 5 25 25 25
9 9 81 81 81
6 5 36 25 30
12 6 144 36 72121 49 77
40
11 7
7 6 49 36 42
10 8 100 64
8 5 64 25
8 64 64
8
64
80
10 6 100 36 60
10 100 64 809 8 81 64 729 8 81 64 72
10 7 100 49 707 9 49 81 63
6 7 36 49 42
227 195 1925
8
1455 1611
22
( )( )
( ){ } ( ){ }2222xyr
SU-NSUSC-NSC
SUSC-NSCU=
21
21
21
21
r1
r2r 11
=
x
Appendix 6
7
7
rxy =
30 x 1611 227 x 195
30 x 1925 - 227 30 x 1455 - 195
rxy = 0,6872
The result of l rxy is applied to the reliability
formula
r11 = 2 x 0,687
1 + 0,69
r11 = 0,815
On = 5% with N= 30 it is obtained rtabel = 0,361
Because of rxy > r tabel, so the item number 1 is reliable
Appendix 7
8
Formula
Keterangan:
: The Discriminating idex
: The number of students in lower group who answered the item correctly
: The number of students in upper group who answered the item correctly
: The number of the students who answered correctly in one group
Criteria
< <
< <
< <
< <
1
Score1 T-30
D
Cu
Cl
n
01 1515 T-10
0,70
Lower Group
No
D
0,00 D
D
D
Statisfactory
Good
Excellent
Code
The Computations of the Discriminating Power Test
The following is the example of the computation of the discriminating
power of item number 1, and for the other items will use the same
formula.
No Code Score
Upper Group
1 1
1,00
Interval
0,20
0,40
Criteria
Poor
0,40
0,70
T-21
0,20
=13 7
1
T-20
T-24
T-26
7
Acording to the criterions, the item number 1 is medium
7Jumlah Jumlah13
= 0,40
DP15
0
3 T-09 1 3 T-23 1
2 T-03 2
4 T-17 1 4
T-28 1
5 T-22 1 5
1
T-12 0
T-06 1
6 T-02
7 T-05 1
0 6
8 T-07 1 8
9 T-11 1 9
10 T-14
T-27 0
T-29 1
T-08 0
T-13 1
11 T-19 1 11
1 10
T-25 0
13 T-18 1 13
14 T-01 1 14
T-16 0
0 1212 T-04 T-15 0
n
Cl-CuD
Appendix 8
9
Rumus
Keterangan:
: The facility value (index of difficulty)
: The number of student who answered correctly
: The total number of the student
Criteria
< <
< <
< <
+
=
T-16 0
14 T-01 1 14
13 T-18 1 13
T-15 012 T-04 0 12
11 T-19 T-08 01 11
1
10 T-14 T-13 1101
8 T-07 1 8 T-27
T-11 1 9 T-29
7 T-05 1
0 16T-02
1
T-12 0
4
0
T-28
T-06 1
13 Sum
15 T-10 1
T-26
9
T-17 1
6
1 3 T-23
5 T-22 1 5
4
T-21
1
Acording to the criterions, the item number 1 is medium
FV =13 7
15
7
T-25
30
0
3 T-09
Easy
7
0
1
2 T-03
0,67
Score
T-20 1
Score
1 2
Sum
0
T-24
Interval FV Criteria
Medium
Upper Group
Difficult
T-30 1 1
0,70 FV 1,00
CodeNoNo Code
The following is the example of the computation of the facility value
of item number 1, and for the other items will use the same formula.
Lower Group
The Computation Level of Difficulty Test
R
N
FV
0,30 FV 0,70
0,00 FV 0,30
N
RFV
Appendix 10
13
Hipothesis
Ho : The data distributed normality
Ha : The data not distributed normality
The Calculation
Formula :
Ho is accepted if c2 < c
2 tabel
Maximum score = Panjang Kelas =
Minimum Score = Mean ( X ) =
Range = S =
Class with = N =
-
-
-
-
-
-
c²
for a = 5%, dk = 6 - 3 = 3, c² table =
Because c² < 7,81 then the post test is said to be normallly distributed.
= 4,617
7,815
4,617 7,81
0,345
74,50 2,84 0,4977 30
5 2,099
70,00 74,00 69,50 2,03 0,4790 0,0187 0,560 1
6,754 8 0,230
65,00 69,00 64,50 1,23 0,3909 0,0881 2,644
60,00 64,00 59,50 0,43 0,1658 0,2251
0,132
55,00 59,00 54,50 -0,37 0,1461 0,3119 9,356 7 0,593
1 1,217
50,00 54,00 49,50 -1,18 0,3806 0,2345 7,035 8
Oi(Oi-Ei)²
Ei
45,00 49,00 44,50 -1,98 0,4762 0,0956 2,869
25,00 6,2
6,0 30
Class Interval x pz p z Ei
NORMALITY TEST FOR PRE TEST OF THE EXPERIMENT
c2
(a)(k-3)
70,00 4,2
45,00 56,8
Ho accepted area
Ho accepted area
( )å=
-=c
k
1i i
2ii2
E
EO
Appendix 11
14
Hipothesis
Ho : The data distributed normality
Ha : The data not distributed normality
The Calculation
Formula :
Ho is accepted if c2 < c
2 tabel
Maximum score = Panjang Kelas =
Minimum Score = Mean ( X ) =
Range = S =
Class with = N =
-
-
-
-
-
-
c²
for a = 5%, dk = 6 - 3 = 3, c² table =
NORMALITY TEST FOR PRE TEST OF THE CONTROL
c2
(a)(k-3)
70,00 4,2
45,00 56,7
25,00 7,0
6,0 30
Class Interval x pz p z Ei Oi(Oi-Ei)²
Ei
45,00 49,00 44,50 -1,74 0,4591 0,1117 3,352 2 0,545
50,00 54,00 49,50 -1,03 0,3474 0,2257 6,771 8 0,223
55,00 59,00 54,50 -0,31 0,1217 0,2791 8,374 7 0,225
60,00 64,00 59,50 0,41 0,1574 0,2114 6,342 6 0,018
65,00 69,00 64,50 1,12 0,3688 0,0980 2,941 5 1,442
70,00 74,00 69,50 1,84 0,4668 0,0278 0,834 2 1,629
74,50 2,55 0,4946 30
Because c² < 7,81 then the post test is said to be normallly distributed.
= 4,083
7,815
4,083 7,81
Ho accepted area
Ho accepted area
( )å=
-=c
k
1i i
2ii2
E
EO
Appendix 12
15
Hipothesis
Ho : The data distributed normality
Ha : The data not distributed normality
The Calculation
Formula :
Ho is accepted if c2 < c
2 tabel
Maximum score = Panjang Kelas =
Minimum Score = Mean ( X ) =
Range = S =
Class with = N =
-
-
-
-
-
-
c²
for a = 5%, dk = 6 - 3 = 3, c² table =
NORMALITY TEST FOR POST TEST OF THE EXPERIMENT
c2
(a)(k-3)
90,00 6,7
50,00 68,0
40,00 9,9
6,0 30
Class Interval x pz p z Ei Oi(Oi-Ei)²
Ei
50,00 56,00 49,50 -1,87 0,4694 0,0916 2,749 4 0,569
57,00 63,00 56,50 -1,16 0,3778 0,2022 6,065 5 0,187
64,00 70,00 63,50 -0,46 0,1756 0,2755 8,266 11 0,904
71,00 77,00 70,50 0,25 0,0999 0,2320 6,960 5 0,552
78,00 84,00 77,50 0,96 0,3319 0,1207 3,620 2 0,725
85,00 91,00 84,50 1,67 0,4526 0,0387 1,162 3 2,905
91,50 2,38 0,4913 30
Because c² < 7,81 then the post test is said to be normallly distributed.
= 5,842
7,815
5,842 7,81
Ho accepted area
Ho accepted area
( )å=
-=c
k
1i i
2ii2
E
EO
Appendix 13
16
Hipothesis
Ho : The data distributed normality
Ha : The data not distributed normality
The Calculation
Formula :
Ho is accepted if c2 < c
2 tabel
Maximum score = Panjang Kelas =
Minimum Score = Mean ( X ) =
Range = S =
Class with = N =
-
-
-
-
-
-
c²
for a = 5%, dk = 6 - 3 = 3, c² table =
Because c² < 7,81 then the post test is said to be normallly distributed.
= 5,263
7,815
5,263 7,81
3,627
79,50 2,87 0,4980 30
3 0,010
75,00 79,00 74,50 2,03 0,4791 0,0189 0,567 2
7,296 9 0,398
70,00 74,00 69,50 1,20 0,3847 0,0944 2,832
65,00 69,00 64,50 0,36 0,1415 0,2432
0,423
60,00 64,00 59,50 -0,47 0,1822 0,3237 9,710 10 0,009
1 0,796
55,00 59,00 54,50 -1,31 0,4049 0,2227 6,682 5
Oi(Oi-Ei)²
Ei
50,00 54,00 49,50 -2,15 0,4841 0,0792 2,375
25,00 6,0
6,0 30
Class Interval x pz p z Ei
NORMALITY TEST FOR POST TEST OF THE CONTROLL
c2
(a)(k-3)
75,00 4,2
50,00 62,3
Ho accepted area
Ho accepted area
( )å
=
-=c
k
1i i
2ii2
E
EO
17
Appendix 14
17
Hipothesis
Ho : =
Ha : =
The Calculation
Formula :
Ho is accepted if F < F 1/2a (nb-1):(nk-1)
F 1/2a (nb-1):(nk-1)
For a = 5% with:
= n1 - 1 = 30 - 1 = 29
= n2 - 1 = 30 - 1 = 29
F (0.025)(29:29) =
df2
LEVENE'S TEST FOR EQUALITY OF VARIANS PRE-TEST DATA BETWEEN
EXPERIMENTAL GROUP AND CONTROL GROUP
s12
s12
s22
s22
Experimental Control
Sum
n
x
Variance (s2)
30
1705 1700
30
2,1
2,11,2602
56,67
48,8506
56,83
38,7644
6,23Standart deviation (s) 6,99
df1
Since F value < F table, the experimental and control group have the same variance
= 1,2602F =48,85
38,76
Ho accepted area
Ho accepted area
VK
Vb F
Appendix 15
18
Hipothesis
Ho : =
Ha : =
The Calculation
Formula :
Ho is accepted if F < F 1/2a (nb-1):(nk-1)
F 1/2a (nb-1):(nk-1)
For a = 5% with:
= n1 - 1 = 30 - 1 = 29
= n2 - 1 = 30 - 1 = 29
F (0.025)(29:29) =
Since F value < F table, the experimental and control group have not same variance
= 2,7299F =97,59
35,75
2,1
62,33
35,7471
68,00
97,5862
9,88Standart deviation (s) 5,98
df1
Sum
n
x
Variance (s2)
30
2040 1870
30
2,1
2,7299
df2
LEVENE'S TEST FOR EQUALITY OF VARIANS POST-TEST DATA BETWEEN
EXPERIMENTAL GROUP AND CONTROL GROUP
s12
s12
s22
s22
Experimental Control
Ho accepted area
Ho accepted area
VK
Vb F
Appendix 16
19
Hipothesis
Ho : <
Ha : >
The Calculation
Formula :
Which,
Ho is accepted if t > t(1-a)(n1+n2-2)
1 + 1
+ 2
1 1
30 30
For a = 5% and dk = 30 + 30 - 2 = 58 , t (0.95)(58) =
Since t table < t value, mean there is no significant difference between experimental
and control class on the pre test
0,098
1,67
0,09753
=t =56,83 56,67
6,61872 +
38,76 30
1,67
30
48,85= 6,61872
30s =
30
Variance (s2) 38,7644 48,8506
Standart deviation (s) 6,23 6,99
n 30 30
x 56,83 56,67
m1 m2
m1
Sum 1705 1700
m2
Experimental Control
INDEPENDENT SAMPLES PRE TEST BETWEEN EXPERIMENTAL GROUP AND
CONTROL GROUP
Ho accepted area
Ho accepted area
21 n
1
n
1 s
xx t 21
+
-=
( ) ( )2nn
1n1n s
21
222
211
-+
-+-=
ss
Appendix 17
20
Hipothesis
Ho : <
Ha : >
The Calculation
Formula :
Ho is accepted if t > t(1-a)(n1+n2-2)
For a = 5% and dk = 30 + 30 - 2 = 58 , t(0.95)(58) =
30
68,00 62,33
97,5862 35,7471+
1,70 2,688
Since t value > t table mean there is a significant difference between experimental
and control class on the test the experimental is higher than the control one
2,688
1,70
=t =
30
Variance (s2) 97,5862 35,7471
Standart deviation (s) 9,88 5,98
n 30 30
x 68,00 62,33
m1 m2
m1
Sum 2040 1870
m2
Experimental Control
INDEPENDENT SAMPLES POST TEST BETWEEN EXPERIMENTAL GROUP
AND CONTROL GROUP
Ho accepted area
Ho accepted area
2
2
1
1
2
1
21
n
S
n
S
XXt
Appendix 18
21
LESSON PLAN
FOR EXPERIMENT CLASS
School : SMP N 31 Semarang
Subject : English
Class/Semester : VIII / 2nd
Semester
Text Type : Transactional and Interpersonal
Themes : Narrative
Skill : Listening
AA.. SSttaannddaarrdd CCoommppeetteennccee::
88.. Understanding meaning of short functional text and simple essay in the
form of narrative in daily life context
BB.. BBaassiicc CCoommppeetteennccee::
8.2.Responding accurately, fluently, and appropriately the meanings of
transactional- interpersonal dialogs of narrative text in the daily life
context.
CC.. IInnddiiccaattoorrss
1. Identifying the social function of narrative text.
2. Identifying the generic structure of narrative text.
3. Identifying the language feature of narrative text.
4. Answering the question based on the picture and story
DD.. LLeeaarrnniinngg OObbjjeeccttiivvee((ss))::
By the end of the lesson, students will have been able to identifying narrative
text and answer the questions based on the pictures and the story
22
EE.. LLeeaarrnniinngg mmaatteerriiaallss::
Narrative text is a text that is a story like account of an event from the
past. There are many types of narrative text: fairy tale stories, folktales,
fables, myth etc.
Generic Structure:
Orientation : sets the scene and introduce the participants
Complication : this is part of the story when a crisis arises
Resolution : the complication may be resolved for better or
worse, this is a part of narrative where the complication is
shorted out or the problem is solved.
The purpose of a narrative text is to amuse or entertain the reader and to
deal with actual or vicarious experience in different ways and deal with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
F. TTeeaacchhiinngg Methods:
Communicative Learning Teaching (CLT)
Question and Answer
G. TTeeaacchhiinngg Learning Process:
1. Introduction (10 Minutes)
Greeting
Giving motivation and apperception by asks the students orally
2. Main activities
a) Exploration
Students are guided to explore the information about the materials
Give example of narrative text
Ask the students to answer the questions based on the text.
Dealing with difficult words used in the text
23
Teacher guides the students to pronounce vocabulary
b) Elaboration
Teacher divided the students in to several group
Teacher give sequence picture to each group
Teacher reads the text orally
Ask the students to answer the question based on pictures and the
story
c) Confirmation
Check the students understanding of material by giving some
questions
Answering questions based on the pictures and story
3. Closing (5 Minutes)
Summarizing what has been discussed
Reviews the materials
H. Instruments and Sources
Instrument : Books, laptop, white board, marker, pictures.
Source : - English Revolution 3rd
edition.
- English on sky for Junior High School Students
Year VIII
I. Assessment
Type : Written test
Instrument : Choose the correct answer a, b, c, or d !
J. Aspect to be Assessed
Accuracy in answering the questions.
K. Scoring Guidance
a. Every correct answer scored 1
b. Maximum score 20 x 5 = 100
24
c. Maximum grade = 100
d. The students score = Achievement score x 100
Maximum score
25
LESSON PLAN
FOR EXPERIMENT CLASS
School : SMP N 31 Semarang
Subject : English
Class/Semester : VIII / 2nd
Semester
Text Type : Transactional and Interpersonal
Themes : Narrative
Skill : Listening
AA.. SSttaannddaarrdd CCoommppeetteennccee::
88.. Understanding meaning of short functional text and simple essay in the
form of narrative in daily life context
BB.. BBaassiicc CCoommppeetteennccee::
8.2.Responding accurately, fluently, and appropriately the meanings of
transactional- interpersonal dialogs of narrative text in the daily life
context.
CC.. IInnddiiccaattoorrss
1. Identifying the social function of narrative text.
2. Identifying the generic structure of narrative text.
3. Identifying the language feature of narrative text.
4. Answering the question based on the picture and story
DD.. LLeeaarrnniinngg OObbjjeeccttiivvee((ss))::
By the end of the lesson, students will be able to identifying narrative text and
answer the questions based on the pictures and the story
EE.. LLeeaarrnniinngg mmaatteerriiaallss::
Example of Narrative Text
26
Cinderella
Once upon a time, there was a bautiful girl named Cinderella. She
lived with her step mother and two step sisters. They were very bossy.
They made her do all the homework. One day an invitation to the ball
came to the family. Her stepsisters would not let her go. Cinderella was
sad because she wanted to go to the ball too. Her stepsisters went to the
ball without her.
Fortunately, the fairy Godmother came and helped her to get to the
ball. Magically, the fairy godmother changed a pumpkin into a fine
coach and mice into a coachman and two footmen. Her godmother
tapped Cinderella’s raged dress with her wand, and it became a
beautiful ball gown. Then she gave her a pair of pretty glass slippers.
At the ball, Cinderella was having a wonderfully good time. She
danced again and again with the king’s son.
Finally, The prince fell in love with her then married her. They
lived happily ever after.
Generic Structure:
Orientation : sets the scene and introduce the participants
Complication : this is part of the story when a crisis arises
Resolution : the complication may be resolved for better or
worse, this is a part of narrative where the complication is
shorted out or the problem is solved.
The purpose of a narrative text is to amuse or entertain the reader and to
deal with actual or vicarious experience in different ways and deal with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
F. TTeeaacchhiinngg Methods:
Communicative Learning Teaching (CLT)
Discussion
Questions and Answer
27
G. TTeeaacchhiinngg Learning Process:
1. Introduction (10 Minutes)
Greeting
Giving motivation and apperception by asks the students orally
2. Main activities
a) Exploration
Students are guided to explore the information about the materials
Give example of narrative text
Ask the students to answer the questions based on the text.
Dealing with difficult words used in the text
Teacher guides the students to pronounce vocabulary
b) Elaboration
Teacher divided the students in to several group
Teacher give sequence picture to each group
Teacher reads the text orally
Ask the students to answer the question based on pictures and the
story
c) Confirmation
Check the students understanding of material by giving some
questions
Answering questions based on the pictures and story
3. Closing (5 Minutes)
Summarizing what has been discussed
Reviews the materials
H. Instruments and Sources
Instrument : Books, laptop, white board, marker, pictures.
Source : - English Revolution 3rd
edition.
- English on sky for Junior High School Students
Year VIII
28
I. Assessment
Type : Written test
Instrument : Choose the correct answer a, b, c, or d !
J. Aspect to be Assessed
Accuracy in answering the questions.
K. Scoring Guidance
a. Every correct answer scored 1
b. Maximum score 20 x 5 = 100
c. Maximum grade = 100
d. The students score = Achievement score x 100
Maximum score
Appendix 19
29
LESSON PLAN
FOR CONTROL CLASS
School : SMP N 31 Semarang
Subject : English
Class/Semester : VIII / 2nd
Semester
Text Type : Transactional and Interpersonal
Themes : Narrative
Skill : Listening
AA.. SSttaannddaarrdd CCoommppeetteennccee::
88.. Understanding meaning of short functional text and simple essay in the
form of narrative in daily life context
BB.. BBaassiicc CCoommppeetteennccee::
8.2.Responding accurately, fluently, and appropriately the meanings of
transactional- interpersonal dialogs of narrative text in the daily life
context
CC.. IInnddiiccaattoorrss
1. Identifying the social function of narrative text.
2. Identifying the generic structure of narrative text.
3. Identifying the language feature of narrative text.
4. Answering the question based on the story
DD.. LLeeaarrnniinngg OObbjjeeccttiivvee((ss))::
By the end of the lesson, students will have been able to: identifying
narrative text and answer the questions based on the story
EE.. LLeeaarrnniinngg mmaatteerriiaallss::
Appendix 19
30
Narrative text is a text that is a story like account of an event from the
past. There are many types of narrative text: fairy tale stories, folktales,
fables, myth etc.
Generic Structure:
Orientation : sets the scene and introduce the participants
Complication : this is part of the story when a crisis arises
Resolution : the complication may be resolved for better or
worse, this is a part of narrative where the complication is
shorted out or the problem is solved.
The purpose of a narrative text is to amuse or entertain the reader and to
deal with actual or vicarious experience in different ways and deal with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
F. Teaching Methods:
Communicative Learning Teaching (CLT)
G. Teaching Learning Process:
1. Introduction (10 Minutes)
Teacher greets the students.
Teacher checks the students’ attendance.
Giving motivation and apperception by asks the students orally.
2. Main Activities
a) Exploration
The teacher stimulates students by asking some questions about
narative text.
b) Elaboration
The teacher explains the definition, the purpose, the language
features and the generic structure of narrative text
Appendix 19
31
The teacher and the students discuss it together
Teacher gives example of narrative text
They discuss the example and find the generic structure
c) Confirmation
The teacher gives the positive feedback to the students by asking
some questions orally.
3. Post Activities
The teacher reviews the materials
The teacher close the class
H. Instruments and Sources
Instrument : Books, laptop, white board, marker.
Source : - English Revolution 3rd
edition.
- English on sky for Junior High School Students
Year VIII
I. Assessment
Type : Written test
Instrument : Choose the correct answer a, b, c, or d !
J. Aspect to be Assessed
Accuracy in answering the questions.
K. Scoring Guidance
a. Every correct answer scored 1
b. Maximum score 20 x 5 = 100
c. Maximum grade = 100
d. The students score = Achievement score x 100
Maximum score
33
LESSON PLAN
FOR CONTROL CLASS
School : SMP N 31 Semarang
Subject : English
Class/Semester : VIII / 2nd
Semester
Text Type : Transactional and Interpersonal
Themes : Narrative
Skill : Listening
AA.. SSttaannddaarrdd CCoommppeetteennccee::
88.. Understanding meaning of short functional text and simple essay in the
form of narrative in daily life context
BB.. BBaassiicc CCoommppeetteennccee::
8.2.Responding accurately, fluently, and appropriately the meanings of
transactional- interpersonal dialogs of narrative text in the daily life
context
CC.. IInnddiiccaattoorrss
1. Identifying the social function of narrative text.
2. Identifying the generic structure of narrative text.
3. Identifying the language feature of narrative text.
4. Answering the question based on the story
DD.. LLeeaarrnniinngg OObbjjeeccttiivvee((ss))::
By the end of the lesson, students will have been able to: identifying
narrative text and answer the questions based on the story
EE.. LLeeaarrnniinngg mmaatteerriiaallss::
Example of Narrative text
34
Cinderella
Once upon a time, there was a bautiful girl named Cinderella. She
lived with her step mother and two step sisters. They were very bossy.
They made her do all the homework. One day an invitation to the ball
came to the family. Her stepsisters would not let her go. Cinderella was
sad because she wanted to go to the ball too. Her stepsisters went to the
ball without her.
Fortunately, the fairy Godmother came and helped her to get to the
ball. Magically, the fairy godmother changed a pumpkin into a fine
coach and mice into a coachman and two footmen. Her godmother
tapped Cinderella’s raged dress with her wand, and it became a
beautiful ball gown. Then she gave her a pair of pretty glass slippers.
At the ball, Cinderella was having a wonderfully good time. She
danced again and again with the king’s son.
Finally, The prince fell in love with her then married her. They
lived happily ever after.
Generic Structure:
Orientation : sets the scene and introduce the participants
Complication : this is part of the story when a crisis arises
Resolution : the complication may be resolved for better or
worse, this is a part of narrative where the complication is
shorted out or the problem is solved.
The purpose of a narrative text is to amuse or entertain the reader and to
deal with actual or vicarious experience in different ways and deal with
problematic events which lead to a crisis or turning point of some kind,
which in turn finds a resolution.
F. Teaching Methods:
Communicative Learning Teaching (CLT)
Question - Answer
35
G. Teaching Learning Process:
1. Introduction (10 Minutes)
Teacher greets the students.
Teacher checks the students’ attendance.
The students pay attention to the objectives of the lesson that they have
to reach.
2. Main Activities
a) Exploration
The teacher reviews the last meeting material.
b) Elaboration
The teacher explains the definition, the purpose, the language
features and the generic structure of narrative text
The teacher and the students discuss it together
Teacher gives example of narrative text
They discuss the example and find the generic structure
c) Confirmation
The teacher gives the positive feedback to the students by asking
some questions orally.
3. Post Activities
The teacher reviews the materials
The teacher close the class
H. Instruments and Sources
Instrument : Books, laptop, white board, marker.
Source : - English Revolution 3rd
edition.
- English on sky for Junior High School Students
Year VIII
I. Assessment
Type : Written test
36
Instrument : Choose the correct answer a, b, c, or d !
J. Aspect to be Assessed
Accuracy in answering the questions.
K. Scoring Guidance
a. Every correct answer scored 1
b. Maximum score 20 x 5 = 100
c. Maximum grade = 100
d. The students score = Achievement score x 100
Maximum score
Appendix 20
37
Transkips
For number 1 – 8
Cinderella
Once upon a time, there was a bautiful girl named Cinderella. She lived
with her step mother and two step sisters. They were very bossy. They made her
do all the homework. One day an invitation to the ball came to the family. Her
stepsisters would not let her go. Cinderella was sad because she wanted to go to
the ball too. Her stepsisters went to the ball without her.
Fortunately, the fairy Godmother came and helped her to get to the ball.
Magically, the fairy godmother changed a pumpkin into a fine coach and mice
into a coachman and two footmen. Her godmother tapped Cinderella’s raged dress
with her wand, and it became a beautiful ball gown. Then she gave her a pair of
pretty glass slippers.
At the ball, Cinderella was having a wonderfully good time. She danced
again and again with the king’s son.
Finally, The prince fell in love with her then married her. They lived
happily ever after.
For Number 9 - 12
Snow White
Once upon a time, there was a prince called Snow White. She was
beautiful. Unfortunately, when she was a child, her mother was death. She lived in
her castle with her step mother, the princess Elfira. She was very mean, she had a
mirror and it could talk. The princess Elfira loved it because it always answered
her question that she was the most beautiful woman in the world.
One day, the princess Elfira asked the mirror, but the mirror answered that
Snow White was the most beautiful woman in the world. She was very angry and
she hated Snow White. She wanted to kill her. Because of her step mother, Snow
White lived in the forest with seven dwarfs. They loved Snow White and she
loved them. The princess Elfira did not stop to catch her. She wanted to kill her.
She came to the forest as a comb seller, then as a match seller, and the last as an
apple seller. Snow White ate the apple and she was dead because the apple was
poisonous.
38
Fortunately, a young and handsome prince came. He wanted to bring
Snow White to his castle. Snow White could vomit up the apple from her mouth,
and she was alive.
At last, Snow White and the handsome prince were happily married. The
princess Elfira was death because she had an accident when she wanted to kill
Snow White.
For number 13 – 15
The Sleeping Beauty
Once upon a time, a beautiful baby was born to king and queen named
Aurora. One day, they invited twelve fairies to the castle to bless the baby
princess. A wicked fairy in the land was not invited. However, this made her very
angry, so she went there and put a course on the princess Aurora. She said, “On
your fifteenth birthday you will cut your finger on a spindle and die”.
The king ordered that all spindles. He pointed parts of spinning wheels
used to collect the thread should be destroyed. However, the twelfth fairy who had
not yet given her blessing stepped forward and promised the princess would not
die on her fifteenth birthday. Instead, she would fall into a deep sleep which
would last for a hundred years. Fifteen years went happily, and on her birthday,
the princess was playing a game with her friend in which she had to find a place to
hide in the castle. She found a tower where she had never been before. She
climbed the stairs and at the top of tower she saw an old lady who was the wicked
fairy sitting by spinning wheel, spinning the thread. The old lady held out the
spindle and the princess touched it and pricked her finger. Suddenly, the princess
and everyone were seen.
One hundreds years later, a handsome prince who had lost his way in the
forest found a small door to the castle. He opened the door and stepped inside. He
found everyone fast a sleep. Then he saw the beautiful sleeping princess and fellin
love with her. He decided to kiss her, and as soon as he kissed her, she woke up.
The princess fell in love with the prince, and they lived happily ever after.
39
For number 16 - 20
Rapunzel
A long time ago, there lived a young couple, a man and his wife. His wife
was expecting their baby. She wanted a plant that only grew in her neighbor’s
garden. She wanted it so much. She even intended to steal it herself, but later on
she sent her husband to steal it. Unfortunately, Mother Gothel, the owner of the
garden discovered him. She was a witch. Then, Mother Gothel forced the couple
to give their first baby to her.
A few months later, the baby was born. It was a girl and named Rapunzel.
Soon, this baby was taken away to live with Mother Gothel. Rapunzel grew to be
beautiful young girl with her long golden hair. At first, she was cared in a normal
way. When she reaches puberty, she was locked in a tower so that she would
never leave Mother Gothel. The tower stood in the forest. It could only be entered
by climbing on Rapunzel’s long hair. To cheer herself up, she loved to sing.
One day, a young prince was out hunting. He stumbled upon the tower. He
heard rapunzel’s beautiful voice. He decided that he must meet her. He spied and
learned the words by Watching mother Gothel. He ordered to Rapunzel to drop
her hair. The prince often visited her, and they fell in love.
Then, Rapunzel made a plan to escape from the tower, she wanted to be
with the prince. So, she asked the prince to bring a skein when he visited her, she
might weave a ladder for her escape. Unfortunately, mother Gothel caught on, and
then she banished Rapunzel to the desert. She threw the prince from the tower into
a thorny bush. The thorns made the prince’s eyes blind and he roamed the earth
searching for his love. Eventually, they found each other and the prince’s eyes
were healed by Rapunzel’s tears of happiness.
Appendix 21
40
TRY OUT TEST
Name : ___________________
Student Number: ___________________
Choose the correct answer by crossing ( x ) a, b, c, or d !
For no. 1-10
1. What is the kind of the text?
a. Fable c. Folk tale
b. Myth d. Fairy tale
2. Where did Cinderella meet the king’s son at the first time?
a. At the market c. At the party
b. On the street d. At the ball
3. The Cinderella’s story is classified as a/an .........................story?
a. Sad ending c. Funny ending
b. Happy ending d. Tragic ending
4. Which statement is not true according to the story?
a. Cinderella lived with her stepsisters
b. Cinderella felt annoyed with her stepsisters
c. Cinderella was helped by her stepsisters to do all the housework
d. Ciderella felt happy with her husband
5. What does the word “bossy” mean?
a. Furious c. Sensitive
b. Arrogant d. Domineering
6. The last paragraph of the text is called.......
a. Orientation c. Complication
b. Evaluation d. Resolution
7. What is the communicative purpose of the text?
a. To describe a particular person, place or thing
b. To retell an event with a humorous twist
c. To entertain the reader and to deal with actual or vicarious experience
in different ways
d. To tell/ to retell past events
8. What kind of tense is used in the text?
a. Simple present tense c. Past perfect
b. Simple past tense d. Simple future
9. What is the organization of the text above?
a. Thesis-argument-reorientation
b. Orientation-complication-resolution
c. Orientation-events-reorientation
d. Orientation-events-twist
10. What did the fairy godmother do to help Cinderella?
a. The godmother help cinderella to do all the housework
41
b. She give a candy to Cinderella
c. The godmother hit the stepsister’s Cinderella
d. The godmother came and helped her to get to the ball
For no. 11-14
11. Who is the main character of the story?
a. The seven dwarfs
b. The handsome prince
c. The princes Elfira
d. Snow White
12. What happened to Snow White after her mother was dead?
a. She married with the handsome prince
b. She lived in a forest with seven dwarfs
c. She lived with her stepmother who was very mean
d. She became an apple seller
13. What finally happened to princess Elfira?
a. She was dead because of eating apple
b. She was dead because an accident
c. She became the most beautiful woman in the world
d. She became an apple seller
14. What is the end of the story?
a. Snow White was dead after eating the poisonous apple
b. The princess Elfira became the most beautiful woman in the world
c. Snow White lived happily with the seven dwarfs
d. Snow White was alive and married with the handsome prince
For no. 15-18
15. The complication of the story is in the ….
a. First paragraph
b. Second paragraph
c. Third paragraph
d. Second and third paragraph
16. What did a wicked fairy do with the queen’s baby?
a. Bless the baby to be a beautiful baby
b. Bring the baby to the forest
c. Course the baby that in her fifteenth birthday she will die
d. Bless her to married with handsome prince
17. What is the purpose of the text?
a. To tell how to do something step by step
b. To entertain the readers
c. To tell past events
d. To describe a person or place
18. What did the king do after the wicked fairy course his baby?
a. Kill the wicked fairy
42
b. All spindles should be destroyed
c. Send the wicked fairy into the jail
d. Ask the other fairy to lose the course
For no. 19-25
19. Who was being witch?
a. Rapunzel
b. Rapunzel’s parents
c. Mother Ghotel
d. The prince
20. What did the young couple want in Mother Ghotel’s house?
a. A baby
b. A gold
c. A tower
d. A plant
21. What is the complication of the second paragraph?
a. Rapunzel was taken away to live with Mither Ghotel
b. Rapunzel grew to be a beautiful young girl
c. Rapunzel loved to sing
d. Rapunzel has long golden hair
22. What happened to Rapunzel when she escaped from the tower?
a. She can escape from the tower
b. Mother Ghotel caught her and banished her to the desert
c. Mother Ghotel threw her from the tower
d. She became blind
23. How did Rapunzel go out from the tower?
a. By droping her long hair and climbing it
b. By climbing the tower
c. By a ladder which is made of silk
d. By poisoning Mother Gothel
24. What finally happened to Rapunzel and the prince?
a. They found each other and the prince was still blind
b. They found each other and the prince can see again
c. They could not live happily together
d. They were cocked back in a tower by Mother Ghotel
25. The complication of the story is in the ….
a. First paragraph
b. Second paragraph
c. Third paragraph
d. Second and third paragraph
Appendix 22
43
SOAL PRE-TEST AND POST-TEST
Name : ___________________
Student Number: ___________________
Choose the correct answer by crossing ( x ) a, b, c, or d !
For no. 1-8
1. What is the kind of the text?
a. Fable c. Folk tale
b. Myth d. Fairy tale
2. Where did Cinderella meet the king’s son at the first time?
a. At the market c. At the party
b. On the street d. At the ball
3. The Cinderella’s story is classified as a .........................story?
a. Sad ending c. Funny ending
b. Happy ending d. Tragic ending
4. Which statement is not true according to the story?
a. Cinderella lived with her stepsisters
b. Cinderella felt annoyed with her stepsisters
c. Cinderella was helped by her stepsisters to do all the housework
d. Ciderella felt happy with her husband
5. What is the communicative purpose of the text?
a. To describe a particular person, place or thing
b. To retell an event with a humorous twist
c. To entertain the reader and to deal with actual or vicarious experience
in different ways
d. To tell/ to retell past events
6. What is the kind of tense used in the text?
a. Simple present tense c. Past perfect
b. Simple past tense d. Simple future
7. What is the organization of the text above?
a. Thesis-argument-reorientation
b. Orientation-complication-resolution
c. Orientation-events-reorientation
d. Orientation-events-twist
8. What did the fairy godmother do to help Cinderella?
a. The godmother help cinderella to do all the housework
b. She give a candy to Cinderella
c. The godmother hit the stepsister’s Cinderella
d. The godmother came and helped her to get to the ball
44
For no. 9-12
9. Who is the main character of the story?
a. The seven dwarfs
b. The handsome prince
c. The princes Elfira
d. Snow White
10. What happened to Snow White after her mother was dead?
a. She married with the handsome prince
b. She lived in a forest with seven dwarfs
c. She lived with her stepmother who was very mean
d. She became an apple seller
11. What is finally happened to princess Elfira?
a. She was dead because of eating apple
b. She was dead because an accident
c. She became the most beautiful woman in the world
d. She became an apple seller
12. What is the end of the story?
a. Snow White was dead after eating the poisonous apple
b. The princess Elfira became the most beautiful woman in the world
c. Snow White lived happily with the seven dwarfs
d. Snow White was alive and married with the handsome prince
For no. 13-15
13. The complication of the story is in the ….
a. First paragraph
b. Second paragraph
c. Third paragraph
d. Second and third paragraph
14. What did a wicked fairy do with the queen’s baby?
a. Bless the baby to be a beautiful baby
b. Bring the baby to the forest
c. Course the baby that in her fifteenth birthday she will die
d. Bless her to married with handsome prince
15. What did the king do after the wicked fairy course his baby?
a. Kill the wicked fairy
b. All spindles should be destroyed
c. Send the wicked fairy into the jail
d. Ask the other fairy to lose the course
For no. 16-20
16. Who was being witch?
a. Rapunzel
b. Rapunzel’s parents
45
c. Mother Ghotel
d. The prince
17. What did the young couple want in Mother Ghotel’s house?
a. A baby
b. A gold
c. A tower
d. A plant
18. What is the complication of the second paragraph?
a. Rapunzel was taken away to live with Mither Ghotel
b. Rapunzel grew to be a beautiful young girl
c. Rapunzel loved to sing
d. Rapunzel has long golden hair
19. How did Rapunzel go out from the tower?
a. By droping her long hair and climbing it
b. By climbing the tower
c. By a ladder which is made of silk
d. By poisoning Mother Gothel
20. What is finally happened to Rapunzel and the prince?
a. They found each other and the prince was still blind
b. They found each other and the prince can see again
c. They could not live happily together
d. They were cocked back in a tower by Mother Ghotel
Appendix 23
46
Answer Key of Try Out Test
1. D 11. D 21. A
2. D 12. C 22. B
3. B 13. B 23. C
4. C 14. D 24. B
5. D 15. B 25. D
6. D 16. C
7. C 17. B
8. B 18. B
9. B 19. C
10. D 20. D
Appendix 24
47
Answer Key Pre Test – Post Test
1. D 11. B
2. D 12. D
3. B 13. B
4. C 14. C
5. C 15. B
6. B 16. C
7. B 17. D
8. D 18. A
9. D 19. C
10. C 20. B
Appendix 25
THE ACTIVITIES OF EXPERIMENTAL CLASS
The teacher explains the material about narrative text
After listening the story, the students arrange the pictures in group
The students do the teacher’s assignment on post-test
Appendix 26
THE ACTIVITIES OF CONTROL CLASS
The teacher explains the material about narrative texts
The students do the teacher’s assignment on pre-test
The students do the teacher’s assignment on post-test
DRAFT OBSERVATION
Name of School : SMP N 31 Semarang
Object of Observation : Using Pictures in Teaching Listening Comprehension
Skill of Narrrative Texts.
Object of Observation Yes No Note
Teaching and learning activities at SMP N 31
Semarang
1. Greeting
2. Opening the learning process
3. Checking the students attendance
4. Giving the stimulus and motivation
5. Explaining the purpose of the basic
learning competence
6. Explaining the materials
7. Using pictures as media
8. Giving assigment to the students
9. Discussing the student’s assigment
10. Involving the students to find the wide
information about the materials
11. Using several learning approaches,
learning media and sources of learning
12. Facilitating the interaction between
students and teacher, environments and
sources of learning
13. Involving the students actively in each
learning activity
14. The students are expected to listen the
materials through students’ assigments
15. Facilitating the students through giving
assigments
16. Giving the opportunity to the students to
think
17. Facilitating the students in cooperative
and collaborative learning
18. Facilitating the students to competence
effectively to improve the students’
achievements
19. Facilitating the students to make
arrangement of pictures as media to create
the correct answer.
20. Facilitating the students to present the
result of study through individual work
and group work.
21. Giving positive feedback to the students
in the result of students’s achievment.
CURRICULUM VITAE
Name : Rina Wahyuningrum
Student’s Number : 083411047
Place and Date of Birth : Grobogan, October 11th
, 1990
Home Address : Ds. Kenteng Rt. 05/Rw. 08 Kec. Toroh Kab. Grobogan
Recent Address : Segaran IV (41) Rt. 01/ Rw. 04 Tambak Aji Ngaliyan
Semarang 58158
Phone : 085647961063
E-mail : [email protected]
Education :
RA Masithoh Kenteng-Toroh-Grobogan graduate in 1996
MI Tarbiyatul Athfal Kenteng- Toroh-Grobogan graduated in 2002
MTs. Negeri Jeketro- Gubug- Grobogan graduated in 2005
MA Negeri Purwodadi- Grobogan graduated in 2008
Tarbiyah Faculty of IAIN Walisongo Semarang
Semarang, 30th
April 2012
Rina Wahyuningrum
NIM. 083411047