the effectiveness of using scientific animation

THE EFFECTIVENESS OF USING SCIENTIFIC ANIMATIONVIDEO IN TEACHING WRITING EXPLANATION TEXT ATTHE TENTH GRADE OF MAN 1 KUTOWINANGUN IN THE

ACADEMIC YEAR OF 2015/2016

A THESIS

Submitted in Partial Fulfillment of the Requirements to obtain Sarjana Pendidikan

Degree in English Education Program of Teacher Training and Education

Faculty Purworejo Muhammadiyah University

By

Hermanto122120100

ENGLISH EDUCATION PROGRAMTEACHER TRAINING AND EDUCATION FACULTY

PURWOREJO MUHAMMADIYAH UNIVERSITY2016

MOTTOS

Focus pray to Allah SWT and Action Now!

Nothing is Impossible ... ( the researcher)

There is no happiness without effort and prayer

( the researcher)

Everyhing comes to us that belongs to us, if we create that

capacity to receive it”( rabindranath tangore)

Never say NO before try it”

God never change people’s fate, only if they try to change

themselves

(Q.S. Ar Ra’du: 11)

vi

DEDICATION

Proudly, I would like to dedicate this thesis to:

Allah SWT, “my love toward you never can be separated, I love you not

only to hope your heaven, but purely as from an honest devotion, a part

from whatever your rewards”.

My beloved family :

My parents : Darmo and Tumisih thanks for your love, prayer,

support, and sacrifice.

My brother and my sister, thank you for support, and advise.

Juita triana, M.P.d. and Semi Sukarni, M.Pd. for their guidance, precious

lecture in and out of class, and their way of thinking.

All lectures English Department of Muhammadiyah University of

Purworejo

My best friends, Agung septyono, Nurul Istiqomah (waljinah), Retno

Rahma dayu, Puput, Iman, Amoy. Thank for your support, motivation,

care advice and makes my life more colorful.

The Headmaster of MAN 1 Kutowinagun, Drs. H. Moh Dawamudin,

M.Ag. thank you for the permission.

English teacher, Endang Sukmaningtyas, S.Pd. and students at the tenth

grade of MAN 1 Kutowinagun, especially to class MIA I and MIA II who

helped me to get the data. Thanks for your participation.

vii

ACKNOWLADGEMENT

Alhamdullillahi Robbil’alamin is the word that the writer wiil say to

express the gtatitude to Allah SWT who gives the researcher strength, guides,

blessing, and ability to finish this thesis as one requirement in completing the

Sarjana Pendidikan degree in English Educaion Program. This thesis entitled

“The Effectiveness of Using Scientific Animation Video in Teaching Writing

Explanation Text at The Tenth Grade of MAN 1 Kutowinagun in the Academic

Year 2015/2016”.

The researcher also highly appreciates to:

1. Drs. H. Supriyono, M.Pd. as the Rector of Muhammadiyah University of

Purworejo.

2. Yuli widiyono, M.Pd. as the Dean of faculty of Teacher Training and

Education Faculty of MuhammadiyahUniversity of Purworejo.

3. Sri Widodo, M.Hum. as the head of English Education Program of

Teacher Training and Education Faculty of MuhammadiyahUniversity of

Purworejo.

4. Juita Triana, M.Pd. and Semi Sukarni, M.Pd as the consultant, who always

gives their worthy support, valuable advices, patience, and gudance for

improving this thesis. So that this thesis can be finished.

5. All of English Education Program Lectures and Staff Administrations,

who gave the researcher motivation, guuidance and helpfully in giving

fluently administration.

ix

TABLE OF CONTENTS

Tittle ............................................................................................................... i

Approval Sheet.............................................................................................. ii

Ratification Sheet .......................................................................................... iii

Statements ..................................................................................................... iv

Motto .............................................................................................................. v

Dedication ..................................................................................................... vi

Acknowledgement........................................................................................vii

Table of Content............................................................................................ ix

List of Table .................................................................................................. xi

List of chart ..................................................................................................xii

List of Appendies ........................................................................................xiii

Abstract ...................................................................................................... xiv

CHAPTER I. INTRODUCTION................................................................... 1

A. Background of Study ............................................................. 1B. Identification of the Problem ................................................. 5C. Limitation of the Study .......................................................... 7D. Statement of the Problems ..................................................... 7E. Objective of the Study............................................................ 7F. Significant of the Study.......................................................... 8

CHAPTER II. REVIEW OF RELATED LITERATURE ............................ 9

A. Previous Study ....................................................................... 9B. Theoretical Review .............................................................. 10

1. Teaching and Learning................................................... 10a. Definition of Teaching ............................................. 10b. Definition of Learning.............................................. 11

2. General Concept of Writing .......................................... 12

ix

a. Definition of Writing ............................................... 12b. Writing Process ........................................................ 13c. Teaching Writing ..................................................... 15

3. Text ................................................................................ 16a. Definition of Text..................................................... 16b. Type of Text............................................................. 17

4. Genre .............................................................................. 18a. Definition of Genre .................................................. 18b. Kinds of Genre ......................................................... 19

5. Explanation Text ............................................................ 22a. Definition of Explanation text.................................. 22b. Schematic Structure of Explanation Text ................ 22c. Significant Lexicogrammatical Feature of

Explanation Text ...................................................... 23d. Example and Structure of Explanation Text ............ 23

6. Media.............................................................................. 24a. Definition of Media.................................................. 24b. Classification of Media ............................................ 24c. The Role of Using Media in Teaching

Learning Process ...................................................... 257. Scientific Animation video ............................................ 26

a. Definition of Scientific Animation Video................ 26b. Advantages of video................................................. 28c. The Importance of Scientific Animation Video

in Teaching Writing ............................................... 30C. Conceptual Framework ........................................................ 31D. Hypothesis of The Research ................................................ 32

CHAPTER III. RESEARCH METHODS ................................................... 33

A. Research Design .................................................................. 33B. Subject and Setting of The Research ................................... 34C. Research Variable ................................................................ 34D. Popultion, Sample, and Sampling Technique of

The Research........................................................................ 35E. Instrument of the Research .................................................. 39F. Technique of the Collecting Data ........................................ 40G. Scoring Technique ............................................................... 41H. Data Analyzing Technique................................................... 42

ix

CHAPER IV. RESEARCH FINDING AND DISCUSSION ...................... 49

A. Research Finding.................................................................. 49B. Data Analysis ....................................................................... 59C. Discussion ............................................................................ 76

CHAPTER V. CONCLUSION AND SUGGESTION ................................ 79

A. Conclusion............................................................................ 79B. Suggestion ............................................................................ 80

REFERENCE

APPENDICES

xi

LIST OF THE TABLE

Table 3.1 Design of the Research ................................................................ 33

Table 3.2 Sample of the Research................................................................ 36

Table 3.3 Classification of The Students’ Achievement ............................. 41

Table 3.4 Indikator in Scoring Pre-test and Post test ................................... 42

Table 4.1 Classification of The Students’ Writing Mastery ....................... 49

Table 4.2 The Result of Students Score Pre-test and Post-test of

Control Group .............................................................................. 50

Table 4.3 The Result of Students Score Pre-test and Post-test of

Experimental Group.................................................................... 51

Table 4.4 The Comparison of Mean of Experimental Group ...................... 53

Table 4.5 Table of Degree Mastery of Post-test Score Control

Group ........................................................................................... 54

Table 4.6 Table of Degree Mastery of Post-test Score Experimental

Group .......................................................................................... 56

Table 4.7 Writing Ability of Experimental Group and Control Group........ 57

Table 4.8 Standard Daviation and Variance of Control Group.................... 62

Table 4.9 Standard Daviation and Variance of Experimental Group .......... 64

Table 4.10 Homogeneity Test ...................................................................... 68

Table 4.11 Test of Homogeneity of Variance.............................................. 68

Table 4.12 The NormalityTest of Control Group ........................................ 69

Table 4.13 The Normality Test of Experimental Group .............................. 70

Table 4.14 Table of One- Sample Kolomogorov-Semirnov Test ................ 71

xii

LIST OF CHARTS

Table 4.1 The Mean Comparison of Control Group and Experimental

Group ......................................................................................... 53

Table 4.2 Degree Mastery of Control Group ............................................... 55

Table 4.3 Degree Mastery of Experimental Group...................................... 57

Table 4.4 Degree Mastery of Experimental Group and Control

Group .......................................................................................... 58

xiii

LIST OF APPENDICES

Appendices 1. Instrument of The Research

1. Lesson of Plan ( Rencana Pelaksanaan Pembelajaran )2. Syllabus3. Pre-test and Post-test Experimental Group4. Pre-test and Post-test Control Group5. The Sample of The Students6. The Documentations of the Research

Appendices 2. Standard Deviation and Variance

Appendices 3. Table Chi- quadrat

Appendices 4. t-table

Appendices 5. Table of F-Statistics

Appendices 6. Kartu Bimbingan Skripsi

Appendices 7. Surat Izin Penelitian

Appendices 8. Surat Keteranagan Penelitian

ABSTRACT

Hermanto. The Effectiveness of Using Scientific Animation Video in TeachingWriting Explanation Text at The Tenth Grade Students of MAN 1 Kutowinagun inthe Academic Year 2015/2016. Thesis. English Education Program, TeacherTraining and Education Faculty, Muhammadiyah University f Purworejo . 2016.

Writing is a process of discovering and shaping meaning. Writing is a wayof remembering because it makes word permanent and writing also is a good wayto communicate because in writing, the writer really thinks of what he or shewants to be communicated by writing it. In teaching and learning Englishespecially writing ability students can use many kinds of media applied byteacher. One of the media that can be used is scientific animation video.

In this research, the researcher would find out the effectiveness of usingscientific animation video in teaching writing explanation text. Here, theresearcher had one question to be answered : Is the use of using scientificanimation video is effective for teaching writing explanation text when applied atthe tenth grade of MAN 1 Kutowinangun in the academic year 2015/2016? Theobject of the research is the students writing ability at the grade students of MAN1 Kutowinagun in the academic year 2015/2016. The researcher took 63 studentsamong 257 students as sample of the research.

The researcher uses test as the instrument to collect data. Then, theresearcher calculates in order to answer the statement of the problem. The resultof the computations as follow: 1) the mean of the students in post-test of theexperimental group is 73,28 and it is in the category of good and the mean of thestudents in post-test of control group is 62,23 and it is category as sufficient. 2)the value of computation t-test is 1,23. It means that there is a positive andsignificant improvement on students’ writing skill by using scientific animationvideo at the tenth grade of MAN 1 Kutowinagun in the academic year 2015/2016.

From the computation showed that the t-value is higher than t-table is 8.20> 2.040. It means that it is effective of using scientific animation video in teachingwriting explanation text at the tenth grade of MAN 1 Kutowinagun in theacademic year 2015/2106.

Keyword : Scientific Animation Video, Writing Ability, Explanation Text.

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CHAPTER I

INTRODUCTION

A. Background of the Study

English is an international language used as a mean of communication

both oral and written in most countries in the world. People use in English

in order to make international contacts and to cooperate among people in

different countries in the world. Therefore, it is very important to us to learn

English. In addition, we need to learn and practice the language as much as

possible in order to use English correctly. “Language is the system of

sounds and words used by humans to express their thoughts and feelings”

The mean language is an important thing in order to communicate in

the society because through language people can express their wishes,

feelings, and ideas. However, the problem will appear when people from

different countries with different cultures and backgrounds meet and speak

different languages, It do not use English as International language.

Knowing that English is quite significant for Indonesian in the future,

the government always makes efforts to improve the quality of English

teaching learning, such as making a new curriculum. English writing has

many contributions for our life: we can make a habit of English to develop

this skill. However, many students still have difficulties in writing because

of the lack of vocabulary, grammar, and making sentences in a good

arrangement. Recently, many Indonesian people keep trying to develop their

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English by taking either formal or informal course especially in English

writing because it cannot be taught; it takes continual practice. Writing is

very useful in our life, such as writing an English articles, paragraph, or

English text.

Realizing that writing is very important for English learners in

addition to the other skills, it is essential for the students to develop their

writing skills in English. Allah states in the holy Qur’an:

Who has taught (the writing) by the pen, he has taught man that which he

knew not.” (Q.S. Al- Alaq : 4-5).

From the verse above, we know that writing has an important role in human

life. Allah explained in the verse that Allah taught human by pen. By

writing the people will get some information. That is why human being

needs to learn how to write correctly.

In language, the purpose of teaching English is to master four

skills:listening, speaking, reading, and writing. Writing is frequently useful

as preparation for some other activity. It is a process of discovering and

organizing ideas, putting them on paper, and revising them. By writing, we

can express our ideas well: however, to get our meaning strong, interesting,

and clear for the reader, this skill must be improved by practicing a lot.

3

Because writing has many contributions for our life, we can make a habit of

writing to develop this skill.

One scope of English learning at senior high schools is that students

can understand and produce a short functional text and short essays in the

form of certain text types. They are procedure, descriptive, recount,

narrative, report, news item, analytical exposition, hortatory exposition,

spoof, explanation, discussion, and review (Depdiknas, 2006). In this

research, the researcher focused on improving students’ ability in writing an

explanation text because it is one of the texts which should be mastered by

the tenth grade students. The researcher also realized that writing an

explanation text was not an easy thing to do. Through this research, the

students were expected to be able to produce explanation texts appropriately.

According to the previous explanations, the students have to master writing

skill.

Explanation text is one of the texts that students have to master.

Explanation text has purpose to tell each step of the process (the show) and

to give reasons (the why). Explanation text is a piece of text that deals with

the processes involved in understanding and making explicit the show or

and why of particular phenomena, events and concepts occur in scientific

and technical field. Explaining something occur is not easy for students so

teacher must have a technique to make her/his students learn it easily.

In the writing explanation text, teacher should give students

appropriate media in order to make them enjoyable, easy and memorable

4

about the material especially writing. Scientific animation video is one of

the media that can be applied in improving students writing ability.

Scientific animation video is a collection of web-based resourced that

included about animation picture with kinds of characters and giving the

process how or why phenomena occur. That people use for to know more

information, process of phenomena, etc. this study interested in the use

scientific animation video as one the appropriate media. The students will

be motivated and enjoy in writing explanation by using scientific animation

video that can helps to find idea and imaging students in writing.

However, based on the observation and interview conducted in MAN

1 Kutowinagun especially at grade X, the researcher found some problems

related to teaching and learning writing in the field.The problems are the

students do not understand some components of an explanation text such as

the generic structure and the language feature of the text. They inform that

they do not really know how to produce an explanation text. In addition, the

students still found difficulties to develop the idea. They are confused about

what they would write. It happens because usually they are only given an

example of functional text. After that, they should write or produce their

own text with limited guidance. Then they are still confuse with the

grammar rules such as the concepts of subject, object and so on. Their

understanding in writing is not good enought, so they sometimes put subject

or object in a sentence incorrectly. The last is they still make mistakes to

arrange the words into sentences, sentences into paragraphs,correcly. Based

5

on the researcher interview orderly. They still hasmistakes how to organize

the beginnning, the middle and the last into a good text. By looking the

problems above, the researcher applied media as a means to overcome the

obstacles found in the field. According to Harmer (2008) media can

effectively help students to improve their writing skills. One of media that

can be used to improve the students’ writing skill is video. The researcher

chooses video as a media in teaching writing explanation text because

student easily to get the information after learning process. Video allows

students to look at situations for beyond their classroom. This isespecially

useful if students want to see. It is a good media to give students achance to

see something phenomena, like what kinds of how the something occurs, the

process of cyle and others.

From the explanation above, the researcher chooses a research entitled

“The effectiveness of using scientific animation video in teaching writing

explanation text at the tenth grade of MAN 1 Kutowinagun in the academic

year of 2015/2016”.

B. Identification of the Problem

Based on the researcher experience of observation in MAN 1

KUTOWINANGUNand teacher’s explanation about weakness of the

students in writing, it was found that students of that school had some

difficulties in writing an English text. The grade X – students have some

errors in writing an explanation text. The errors happened because they did

6

not understand about the kind of text (genre) the researcher found that the

students’ achievement in English especially in writing is still low. However,

if students understand about the kind of text (genre), it will be easier for

them to write a text correctly in terms of social function (communicative

purpose) of the text, rhetorical structure (organization) of the text, and also

language feature (grammar) of the text.

It is also found that students have difficulties in writing a text,

including an explanation text, because they do not have any idea about a

topic that they will write about. Facing this situation, the researcher tried to

use a media that could help them to get some ideas in writing a explanation

text .Then the student’s are still confuse with the grammar rules such as the

concepts of subject, object and so on. Their understanding in writing is not

good enough. The students think that make sentences is difficult, but they

are not interested in understanding how to make sentences. Writing is very

important for education to make the students think easily. It can also help

the people to think critialy, it make us to feel and enjoy relitionship, to solve

our problem, to arrange our experience and so on. To improve the writing

ability of students by using scientific animation video will not make the

students bored, and they will have great interest in studying English.

7

C. Limitation of the Problem

There are four language skills: listening, speaking, reading and writing.

However, in the limitation of the study, the researcher wants to limit the study

on teaching writing. Moreover, there are some teaching technique that can be

used by the teacher to teach writing such as picture, flashcard, sings, etc. In this

thesis, the researcher chooses scientific animation video as one of interesting

technique for students to increase their writing of explanation text. The

researcher wants to limit explanation about students writing ability of

explanation text at the tenth grade students of MAN 1 Kutowinangun in the

academic year 2015/2016.

D. Statement of the Problem

In this study the researcher would like to discuss the following problems:

Is the use of scientific animationvideo effective for teaching writing

explanation text when applied at the tenth grade of MAN 1 Kutowinangun in

the academic year 2015/2016?

E. Objectives of the Study

The objective of the study is as follows:

To describe whether the use of scientific animationvideo is effective for

teaching explanation text at the tenth grade of MAN 1 Kutowinangun in the


8

F. Significance of the Study

This study is expected to give some positive outcome as follow:

1. For students

This research is hoped to improve student’s ability in writing

explanation text which is helped by scientific animationvideo as teaching

media and hopefully they will learn English more enjoyable.

2. For Teachers

This research is hoped to encourage teacher to increase their

knowledge on how to teach English attractively and it’s effective how to

motivate students to be interested in learning English.

3. For the researcher himself

This research is able to enrich researcher knowledge about how to

teach English particularly writing attractively.

4. For the readers

It gives more information about and contribution to the knowledge.

5. For the school

It can be alternative media to improve teaching and learning process.

9

CHAPTER II

REVIEW OF THE RELATED LITERATURE

A. Previous Study

In composing this thesis, the researcher considers some previous

researches related to this study, those are:

AprilliaIntanPratiwi (2009) writes a thesis entitled“OptimizingThe

Use Of You Tube Videos to Improve Student’s Writing Skill at the Second

Gradeof SMP N 1 Juwiring, Klaten in the Academic Year of 2009/2010”.

The result of the students mean score of post-test 1 (64,0) become (69,31) in

post-test 2. It means that the use of Youtube are very useful and important to

improve students writing skillat the second gradeof SMP N 1 Juwiring,

Klaten in the academic year of 2009/2010.

The second research is entitled “Improving Grade VIII Students’

writing skills through animation videos at SMPN 3 Ngaglik in Academic

Year of 2013/2014” Written by Riaayupebrianti; 2013; student of state

university Yogyakarta.The result of t-test value formula is 9.26. It show

that the t-test value is higher than t-table (0,05).It means that the media used

by Riaayupebrianti is effective in the Improving Grade VIII Students’

writing skills through animation videos at SMPN 3 Ngaglik in academic

year of 2013/2014.

The similarities between her research and the researcher are on the

object of study that is writing and the data analysis that uses writing test,

and calculate the achievement of study. The difference is the previous uses

9

10

action research and the researcher uses the experimental research. The

researcher would like to study one of appropriate media to teach English,

especially writing, the researcher concerning with the use of animation

video for teaching explanation text. The researcher interested in conducting

research “The Effectiveness of Using Scientific Animation Video In

Teaching Writing Explanation Text At The Tenth Grade of MAN 1

Kutowinangunin the Academic Year of 2015/2016”.

B. Theoretical Review

1. Teaching and Learning

a. Definition of teaching

Teaching is always developed in every time, According to

Hornby (2006:15-17) states that teaching is derived from the word

“teach”. It means to show somebody how to do something, so that

they will able to do it themselves no precise definition of teaching

which covers all sides. However, numerous definitions of the term

have been generated from the way people actually teach.

Besides, he adds that teaching is to give information to

somebody about particular subject or help somebody to learn

something. Moreover, he adds that teaching is also defined as the

work of a teacher to give instruction or lesson to the students.

Teaching is guiding and facilitating learning in enabling the

learners to learn, and setting the conditions for learning. Teaching

means showing or helping someone to learn how to do something,

11

providing with knowledge, causing to know or understand (Brown,

2007:8). In this case, teachers may become the facilitators and

motivators for the learners. Teaching is to give someone knowledge

or instruction, or train someone, or to show somebody how to do,

something to do, change somebody’s ideas. Teaching is about

transmission of knowledge from teacher to students, or it is about

creating conditions in which, they learn for themselves. (Harmer,

2001:56).

Based on the explanations above, teaching is an activity or

process to give information from one person to the other person so

that the learners get the materials, instruction, education, evaluation,

and the knowledge to develop the intelligence.

b. Definition of Learning

The definition of learning may be different proposed by the

expert, but the basic essence implies the simmilarity. Knapp and

Watkins (2005: 75) states that learning is conceived as a function of a

child’s

experience, a process that should be fostered by teachers through

encouragement and an enriched learning environment with teacher

intervention discouraged. In fact, in its more extreme forms,

progressivism actively discouraged any sense of teacher intervention

and it was this ideological environment that helped enable the

movements of ‘whole language’ and ‘process writing’.

12

According to Brown (2007: 7), learning is derived from the

word “learn”. Learning is acquiring or getting of knowledge of a

subject or a skill by study, experience, or instruction. (Brown, 2007:

7) states that the components of definition of learning are:

1) Learning is acquisitions or “getting”

2) Learning is retention of information or skills

3) Retention implies storage system, memory,cognitive organization

4) Learning involves actice conscious focus on and acting upon

event outside or inside the organism.

5) Learning is relatively permanent but subject to forgetting

6) Learning involves some form of practice perhaps reinforced

practice

7) Learning is a change in behavior

Based on the definition above, the researcher concludes that

learning is a process of thinking and getting new knowledge.

Learning is processing of finding and looking knowledge by

interaction between individual and environment.

2. General concept of writing

a. Definition of Writing

Writing is a process of expressing the ideas by putting words into

good arrangement in the written form. According to Meyers (2005:3),

writing is a way to produce language which does naturally when

13

someone speaks. Writing also an action – a process of discovering and

organizing the ideas, putting them on a paper and reshaping and revising

them this means that when we first write something down, we have

already been thinking about what we are going to say and we are going to

say it. Then after you have finished writing, we read over what we have

written and make changes and corrections.

Harmer (2004:84) states that writing is a process that what we write is

often heavily influenced by constraints of genres than these elements has

to be presented in learning activities.

Murcia (2001:207) defines that viewing writing as an act of

communication suggests an interactive process which takes place

between the writer and the reader via text.

In conclusion, writingisthe activity of producing words by thinking

and organizing ideas. Writing is an activity that cannot be prepared in

short time because the writer needs to think, organize, and revise before

the writing produced.

b. Writing process

Writing as one of productive skills needs a process. This

processesare the researcher to write in sequence stages. According to

Harmer (2004:4-5) writing process has four main elements, they are:

14

1) Planning

In planning process, the writer has to think about three main issues.

They must decide the purpose of writing. It is important to know the

purpose of writing since it will influence many things related to a

good writing result. By knowing the purpose of our writing, we can

decide the most appropriate style of language; therefore, the result will

be effective to reach the purpose. Then, we also have to think about

audience. The audience here is the readers of our writing. The

audience will influence our language style, diction, paragraph

structure, etc. Next, we must consider the content structure is correct.

The structure content is about how to arrange best squence of the

facts, ideas, or argument which they have decided to include in their

writing.

2) Drafting

Drafting is the first version of piece of writing. Sometimes, there

are a number of drafts in writing process before it reaches the final

process. Some additions may come while writing process happens.

3) Editing

Editing means reflecting and revising. It means that we read

again what we have written as a draft. By doing this, we can

minimize the mistake and make our writing effective. In editing, we

may change what we have written since we find something bad. For

examples, the information is not clear, the grammar is wrong, our

15

sentence have ambiguous meaning, the diction is not appropriate, we

write in bad sequence, etc. If we find these such conditions, we may

change and correct our writing. Our writing will, therefore, become

better. This activity is also possible to be done by other people. They

will play as commentator and advisor. it is better since other people

tend to be able to more objective in commenting the writer’s writing

than the writer himself.

4) Final Version

The last process is final version. After all processes have been

done, the writer makes final version. It is possible that the final

version is much different from both the plan and the draft that have

been made before. It happens since there are many changes in editing

process. Any unimportant information stated in draft can be deleted.

Inappropriate diction is changed.

Based on the theory above, the researcher concludes that writing

process needs a good skill or competency. In writing the researcher

will need long process from the planning, drafting, editing and

revising.

c. Teaching writing

One of the importance issues in teaching writing is the role of

teacher to improve students’ ability in writing. That is to say, the

teacher’s main role is facilitating the learning task and helping students

16

produce well structured compositions by teaching them a step by step

process approach.

Ken Hyland (2003:10) states that the process approach to teaching

writing emphasizes the researcher as an independent producer of texts,

but it goes further to address the issue of what teacher should do to help

the learners perform a writing task. The teacher should have various

strategies in teaching writing to the students. Moreover, the success of

students in learning writing is also determined by the teacher’s

performance in helping them learn writing. In addition, teaching is not

just transferring the knowledge activity but it is aimed at the behavioral

change.

As summary, teachers hold importance roles toward the students’

success in learning writing so they have to be responsible in guiding and

facilitating.

3. Text

a. Definition of text

In general, text is an article we often read. We know that human

beings are different from other creatures. We live in a world of words.

When these words are put together to communicate a meaning, a piece

of text is created. They will think to express their expression. We can

say that human need to express their own in many ways that can be

understood by others. Human can use a text as one of the ways to

express their own.

17

A text is any stretch of language which is held together

cohesively through meaning”.

It means that when we use language to write, we are creating

and constructing a text. When we read, we are interpreting texts.

Moreover, when we talk and listen, we are also creating and

interpreting texts. Knap (2005: 14) said that a text can be any

meaning-producing event, be it a book, a film, an advertisement, a

phone conversation and so on. A text can be seen from two key

perspectives: a thing in itself that can be recorded, analyzed and

discussed; and also a process that is the outcome of a socially

produced occasion.Therefore, if we are a teacher, we must be able to

develop students’ abilities to exchange the meanings in different

points of sentence.

b. Types of Text

There are two main categories of text. They are literary and

factual. Within these are various text types. Each text type has a

common way of using language.

According to Mark Anderson and Kathy Anderson (2003: 1),

type of the text has a two main categories, they are:

1) Literary text

Literary text is a text that appeals to our emotions and

imaginations. Literary text can make laugh or cry, think about our

own life or consider our beliefs. Literary text includes aboriginal

18

dreaming stories, movie scripts, limericks, fairy tales, plays, novels,

song lyrics, mimes and soap operas. Media text such as films,

videos, television shows and CD can fall in this category. There are

three main text types in this category: recount, poetic and dramatic.

2) Factual text

Factual text is a text that presents information or ideas and

aim to show, tell, or persuade the audience. This text includes

advertisement, announcement, internet website, current affairs

shows, debates, recipes, reports, and instructions. The main text

types in this category are recount, response, explanation,

discussion, information report, exposition, and procedure.

In conclusion, the type of the text is very important because

they have a different function. Here the researcher will discuss

explanation text which is onekind of factual text.

4. Genre

a. Definition of genre

According to Hyland (2004: 4)genre is a term for grouping texts

together, representing how writers typically use language to respond to

recurring situations.For many people, it is intuitively attractive concept

that helps to organize the common-sense labels we use to categorize texts

and the situations in which they occur. Based on Knapp (2005: 29),first

genre is an organizing concept for our cultural practices;second, any field

of genres constitutes a network of contrasts according to a variety of

19

parameters; third, genre is place occasion, function,behaviour and

interactional structures: it is very rarely useful to thinkof it as a kind of

‘text’; fourth, cultural competence involves knowing the appropriateness

principle for any genre, knowing the kind ofmargin you have with it,

being able to vary it, knowing how to shiftfrom one to another and how

many factors would be involved in anysuch shift. The term of ‘type’ is

sometime stated as ‘genre’. According to Harmer( 2007: 113), genre is a

type of writing which members of a discourse community would

instantly recognize for what it was.

Based on the explanation above, we can know that genre is type or

kind of text, defined in terms of its social purpose also the level of

context dealing with social purpose. By using genre, we can construct

appropriate texts that can be understood clearly by others. Based on

School-Based Curriculum, there are many texts taught in senior high

school. They are procedure, descriptive, recount, narrative, report, news

item, analytical exposition, hortatory exposition, discussion, review, and

public speaking. Each genre has specific language features. According to

Gerrot and Wignel (1998: 192), there are kinds of genre:

a) Spoof

Spoof is genre which has social function to retell an event with

a humorous twist.

b) Recount

20

Recount is genre which has social function to retell event for

the purpose of informing or entertaining.

c) Report

Report is a genre which has social function to describe the

way things are, with reference to a range of natural, man-made,

and social phenomenon in our environment.

d) Analytical Exposition

Analytical exposition is a genre which has social function to

persuade the reader or listener that something is the case.

e) News Item

News item is a genre which has social function to inform the

readers, listeners, or viewer about events of the day which are

considered newsworthy or important.

f) Anecdote

Anecdote is a genre which has social function to share with

others an account of an unusual or amusing incident.

g) Narrative

Narrative is a genre which has social function to amuse,

entertain and to deal with actual or vicarious experience in

different ways: narrative deal with problematic events which

lead to a crisis or turning point of some kind, which in turn

find a resolution.

21

h) Procedure

Procedure is a genre which has social function to describe how

something is accomplished through a sequence of actions or

steps.

i) Description

Description is a genre which has social function to describe a

particular person, place or thing.

j) Hortatory Exposition

Hortatory exposition is a genre which has social function to

persuade the reader or listener that something should or should

not be the case.

k) Explanation

Explanation is a genre which has social function to explain the

processes involved in the formation or workings of natural or

social cultural phenomenon.

l) Discussion

Discussion is a genre which has social function to present (at

least) two points of view about an issue.

m) Review

Review is a genre which has social function to critique an art

work or event for a public audience. Such works of art include

movies, TV shows, books, plays, operas, recordings,

exhibition, concerts, and ballet.

22

From the definition above, we know that genre is a type or

kind of the text.In this research, the researcher focused on

improving students’ ability in writing an explanation text

because it is one of the texts which should be mastered by the

tenth grade students.

5. Explanation text

a. Definition of explanation text

Anderson (1997: 80) state that the explaining text type tells how

or why something occurs. It looks at the steps rather than the things.

The purpose of an explanation text is to tell each step of the process

(the how) and to give reasons (the why). Explanation is a piece of text

that deals with the processes involved in understanding and making

explicit the how and or why of particular phenomena, events, and

concepts occur in scientific and technical fields. Grammatical features

in explanation text include passive voice, simple present tense,

conjunctions of time and cause, noun groups and complex sentences.

b. Schematic Structure of explanation text

There are three steps for constructing a written explanation

according to Anderson and Anderson (1997: 80).

1) General statement

It’s about the event or thing that will be explained.

23

2) Sequence of explanation

In this paragraph, the writer tells the sequence of explanation text. It’s

a series of paragraphs that tell the howsor whys.

3) Closing

The last step is a concluding paragraph as a closing. The writer

concludes what they have explained in this paragraph.

c. Significant Lexicogrammatical feature of explanation text.

Pardiyono state the significance lexicogrammatical features of

explanation text are as follows:

1. Short, telegraphic information about story captured in

headline.

2. Use material process to retell the event.

3. Focusing on the process phenomena.

4. Using conjunction time and cause.

d. Examples and Structures of the text.

How the rainbow happens

General statement

Rainbow or often called as Bianglala is an optical phenomenonin the world of meteorology. Rainbow is a light with a lot ofcolors. These colors are reflected parallel into the droplets. We cansee the rainbow on the heavy and high waterfall.

Sequence of explanation

How does the rainbow work? All the occurring start when thesun light runs through the water droplets. Then, the sun light isdeflected into the center of the water droplets. Before that, thelight has white colors, now they are separate and change intospectrum colors.

24

Closing

The process does not stop until here. The separate colors thenseparated again one by one from on the water droplets. Then, thelight turns into curve and now we can see and called it as rainbow.

6. Media

a. Definition of Media

Media is the plural form of medium. According to Murcia

(2001:207) Media are tools or physical things used by the teacher to

motivate the students by bringing a slice of real life into the classroom

and presenting language in its more complete communication

complex.

The researcher can say that media are important in teaching and

learning English. On the one hand, media help the teacher to deliver

the material being taught easier. On the other hand, the students can

understand the material easily. Moreover, media is a good way to

engage the students in learning English.

b. Classification of Media

According to Arsyad( 2003: 3 ), media can be classified into

three categories. They are:

a. Visual Media

They are media that can be seen. It would captivate visual sense

eyes mostly. It can be formed of picture, moving picture or

animation and flashcard, etc

25

b. Audio Media

They are media that can be listened from audio media. It means

that audio media has sound which is listened by us. And to mean as

thinking that the contents message in audiotape form such as vocal

cord tape recorder and video compact disk which can stimulus

thought feeling, idea and students it happens on teaching and

learning process.

c. Audio visual media

They are media that have sound and picture. Video is an example

from audio visual media in teaching and it has a sound because it is

produced to get to appear the reality picture in the original form it

describes science theory and animated.

In this study, the writer uses audio visual media named

documentary video as the interaction media, because by using

video it can motivate the students to learn and pay attention to the

material given.

c. The Roles of Using Media in Teaching-Learning Process.

Media play important roles in teaching learning process. The

followings are the bridef explanation on the roles of media:

1) To serve as an important motivator in the language teaching

process

26

2) To provide the students with content, meaning

and guidance

3) To lend authenticity to the classroom situation

4) To provide the teacher with a way of addressing the needs of both

visual auditory learners

Based on the statement above, media is needed to helpstudents

in acquiring lessons that are being taught In the researcher

interpretation, this statement means thatmedia are things that

can help students to communicate the material presentation in

the teaching and learning process. The researcher can say that

media is important in teaching and learning English. On the

other hand, the students can understand the material easily.

Moreover, media is a good way to engage the students in

learning English.

7. Scientific Animation Video

a. Definition of Scientific Animation Video

Scientificisa body of knowledge, process and a collection of facts.

It define that scientific is methods to uncover all the events that occur

in nature. In fact science is very important to our life such as it can

give more information, knowledge for human in the world. In addition,

27

science always continues to improve and expand our knowledge of the

universe.

The use of varied and modern media can make students more

enthusiastic in the classroom. One of that modern media is animation.

According to Wright (2005: 1), animation is something that can

completely restructure reality by taking drawings, clay, puppets, or

forms on a computer, and making them so real.According to Wells

(2000: 10), Animation derives from the Latin verb, animate, which

means “to give life to” and within the context of the animated film, this

largely means the artificial creation of the illusion of movement in

inanimate lines forms.

Video is defined as the technology of electronically capturing,

recording, processing, storing, transmitting, and reconstructing a

sequence of still images representing scenes in motion. Mc Donald, et

al. (2003: 323) state the schools that are equipped with compressed

video systems can bring live, fully interactive instruction from one

location to the next or have distant guest speakers visit the classroom

without having travel. The only requirement is to have the appropriate

equipment at both locations. Video have more than one purpose,

depending on objective of lesson.

In conclusion that scientific animation video is a collection of

web-based resource that included about animation picture with kind

of characters and giving the process how or why phenomena occur. It

28

is important to make the students active whenever they watch video

material.

b. Advantages of video

Using video as media in teaching learning process has

advantages and disadvantages. They are:

a. Advantages using video

Based on Harmer (2001: 284), there are atleast three good

reasons for using video in the classroom:

1) When using video students do not just hearing language, they

see it too. This greatly aids comprehension, for example; general

meaning and moods are often convoyed through expression,

gestures, and other visual clues. Students can imitate some

expressions or gesture in spoken language.

2) Video uniquely allows students beyond their classroom. This is

especially useful if they want to see, for example, typical British

‘body language’ when inviting someone out, or how American

speaks to waiters. Video is also of great value in giving students a

chance to see such thing as what of food people eat in other

countries, and what they wear. They not only learn about language,

but also they can learn about culture of another country.

29

3) When students use video themselves they are given potential to

create something memorable and enjoyable. In addition students

will be enjoyable in learning activity. Video can help them to

achieve in understanding the material. Based on the explanation

above that most students show an increased level of interest when

they have a chance to see language in use as well as hear it. It can

motivate students in process teaching learning.

b. Teaching Writing Using Videos

The use of multimedia in the learning process is very important.

Multimedia is the use of computers to present and combine text,

sound, image, animation audio, and video ( WahanaKomputer, 2014:

87). A major function of animation is to focus on students’ attention by

employing special effects either to highlight the importance of a topic

or to demonstrate the beginning or ending of a section. Animation also

has the ability to provide feedback in various forms that may be both

entertaining and motivating the students’ effort for a correct response.

Teachers can use animation video as the teaching and learning media

in their own way. In this research, the researcher used animation

videos as media of teaching writing in junior high school. Animation

video is closely related to children and teens that contains of

interesting moving pictures with simple interesting story and very

inspiring The researcher taught the writing skill in the English class,

specifically explanation texts and used animation videos as teaching

30

media. The animation videos were taken from the internet (YouTube)

which did not take long duration. They were around two until five

minutes. The students should watch and pay attention well to the

videos and they have to get many kinds of clues and details from those.

After that, they got some instructions from the researcher to do some

activities according what they have watched before.

c. The Importance of Scientific Animation video in Teaching Writing

From http://en.wikipedia.org/wiki/Video, video is defined as

thetechnology of electronically capturing, recording, processing,

storing,transmitting, and reconstructing a sequence of still images

representingscenes in motion.In the writing activity, video can be

used in building the creativity of the students in composing or

summarizing the sequence. Scientific Animation Video is used in

teaching learning as a means to convey the instructional materials

to reach the objectives more easily. Scientific Animation video

helps students call up existing schemata and therefore maximize

their use of prior background knowledge in the language learning

process. Scientific Animation video in teaching writing skill makes

students easy to understand the content and most contain a wealth

of cultural material which can be exploited with little preparation.

Scientific Animation videos make particularly powerful

contribution to both the content and the process of language

learning, especially to interest and motivation. They also make the

31

class active because use of media also allows the students to be

involved in teaching and learning process. It gives the researcher

and students opportunity to do activity together. Then, the

researcher has to know the appropriate media for the students.

From explanation above, the researcher concludes that Scientific

Animation Video can increase motivation of the students. Scientific

Animation Video can present language more comprehensively than

any other teaching mediam.

C. Conceptual framework

Expressing ideas on writing is not something easy for stdents

especially to describe something occur. It is a proble in teaching writing.

Language teacher need to use appropriate media in teaching writing so that

the problem can be solved. One of the ways to solve the problem is the use

of using scientific animation video inn teaching writing.

The researcher uses animation video to solve the problem in teaching

writing explanation text. Using animation video, students can be helped in

describing a particular step or process about the phenomenon (the how) and

to give reasons (why) something happens. Therefore, it can be applied in

teaching students at senior high school.

In conclusion, using scientific animation video can make the teaching

explanation text more effective and interesting. It giveposistive effect in

teaching explanation text towards the students’ achievement in their writing

skill.

32

D. Hypothesis

Hypothesis is temporary answer about statement of the problem

(Sugiyono, 2012: 96). Hypothesis that will be tested is named work

alternative hypothesis (Ha) whereas the opposite is null hypothesis

(Ho).Hypothesis is a formal statement about an expected relationship

between two or more variables which can be tasted through on experiment

(Arikunto,2010:110). Hypothesis that can be proposed, in this research

are:

Ho :“Scientific animation video is not effective for teaching writing

explanation text at the tenth grade students of MAN 1 Kutowinangun in

the Academic year 2015/2016”.

Ha : “Scientific animation video is effective for teaching writing

explanation text at the tenth grade students of MAN 1 Kutowinangun in

the Academic year 2015/2016”.

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CHAPTER III

RESEARCH METHOD

This chapter discusses research design, place and time of research,

research variable, procedures of experimentation, instruments, technique

collecting data, scoring technique, and data analysis.

A. Research Design

In this study the writer uses an experimental research. An experimental

research involved two groups: experimental group and control group. An

experimental group received a new treatment while control group received a

ordinary treatment. According to Sugiyono (2011 :79), the design which is

used in this research is nonequivalen control group design. The research

design can be illustrated in the table below:

Sugiyono (2011: 79), the drawing of design is as follows:

Table 3.1

Table of design of the research

Group Pre- test Treatment Post-test

Experimental Group10 1X 20

Control Group10 2X 20

33

34

Where:

10 = Pre-test

20 = Post-test

1X = Treatment using scientific animation video

2X = Treatment without scientific animation vi

B. Place and Time of The Research

This study was conducted in MAN 1 Kutowinangun located at Jalan

pencil no.47 kutowinagun- kebumen. The subjects of this study are the tenth

grade students of MAN 1 Kutowinangunin the academic year of 2015/2016.

This study was conducted in the second semester. Due to limitation of time,

the researcher did not take all students as the subjects of the study, but he did

sampling.

C. Research Variable

According to Arikunto(2013: 159), that variables are the subject of a

research, or things that become point of attention of a research. Variable can be

defined as an attribute of a person to person or object to object. In this research,

the researcher employed two kinds of variable. They are:

1. The independent variable

35

Independent variable is the major variable, which is used by the

researcher to investigate. Independent variable is the factor that makes

something changes (Sugiyono, 2011:39). In this research, the independent

variable is the use of scientific animation video which is symbolized by “X”.

2. The dependent variable

Dependent variable is the variable which is influenced by the independent

variable (Sugiyono, 2011:39). Dependent variable is the variable that the

researcher observes and measures to determine the effect of the independent

variable. In this research, dependent variable is students’ writing ability in

explanation text which is symbolized by “Y”.

D. Population, Sample, and Sampling Technique of The Research

1. Population

According to Sugiyono (2011: 80) population is the general area

which consist of object or subject that has certain quality and

characteristic which is determined by the researcher in order to be learnt

and to be concluded. Arikunto (2013: 173) states that population is the

whole of subject in a research. The population of this research is the tenth

grade students of MAN 1 Kutowinangun in the academic year of

2015/2016 with the students total number is 257.

36

2. Sample

According to Arikunto (2013: 174) states that sample is the part of

population. Sample must be representative and can be done if the subject in

the population is homogeneous. In this research, the researcher takes one class

as the sample. They are X MIA I as control group and X MIA 2 as

experimental group students of MAN 1 Kutowinangun that consist of 63

students.

Table 3.2

Table of sample of the research

Experiment group 32

Control group 31

Total 63

3. Sampling Technique

According to Arikunto (2013:177) stated that sampling is the way

drawing a sample of research. There are many sampling techniques which

can be chosen to draw a sample accurately in the research such as:

37

a. Random Sampling

Random sampling is a sampling technique in which the researcher

shuffles the subject of population, so all subject have a chance to be

chosen.

b. Stratified Sampling

Stratified sampling is a sampling technique in which the researcher

assumed that the population is devided into stratification. The sample

takes based on strata.

c. Area Probability Sampling

Area probability sampling is a sampling technique in which the sample

is drawn from every area, so the sample will represent the different

area in the population.

d. Proportional Sampling

Proportional sample is a sampling technique which used to complete

the use of probability sampling, because sometimes each area has

different number of subject. Therefore, to get the representative

sampling, the subject which taken of each area must be equal with the

number of subject of each area.

38

e. Purposive Sampling

Purposive sampling is a sampling technique in which the drawing of

the sampling is based on the thespeccific purpose by considering the

time, effort, and other factors.

f. Quota Sampling

Quota sampling is a sampling technique which based on the quota and

criteria that the researcher needs. The samples have drawn random at

area and stratification.

g. Cluster Sampling

Cluster sampling is a sampling technique which based on the cluster.

h. Double Sampling

Double sampling is a sampling technique in which the researcher takes

two samples. The number of the first sample is bigger than the second

sample. The second sample is useful to check the truth of data of the

first sample or to complete the number on the first sample.

Based o the explanation above, the researcher used purposive

sampling. The researcher took the samples of two class as because the

students’ have the same capablities. The reason why the researcher

chooses this sampling is because of limitation of time so that it cannot

take a large and far sample.

39

E. Instrument of The Research

According to sugiyono (2011:102), research instrument is a tool which is

used to measure the natural or social phenomena that are being observed. In

this study, the researcher used testas the instrument. The form of it is essay

test.The researcher holds the test twice.

In this research, the researcher used pre-test and post-test to take take the

data.

1) Pre-test

Pre-test provides a measure on some attribute or characteristic that

you asses for participant in an eperiment before they receive treatment

(Creswell, 2012:297). It is preliminary test administered to determine

a student’s basic knowledge or preparedness for an educational

experience or course of the study. The researcher conducted a pre-test

in both classes, MIA 1 as control class and MIA 2 as experimental

class. The researcher gave pre-test to students to write paragraphs.

2) Post-test

Post-test is a measure on some attribute or characteristic that is

assessed for participants in an experiment after a treatment (Creswell,

2012:297). It is given a lesson or a period of instruction to determine

what the students have learned. In teaching, comparison of pre-test and

post-test result measure the amount of the progress a learner has made.

40

The question was different from the pre-test but the prosess and steps

is same.

F. Techniques of Collecting Data

In this research, the writer carried out some steps, they are:

1. Preparing the research instrument of pre-test, treatment, post-test.

The researcher selected many test items suitable with the students’ conditions.

2. Giving pre-test to the students

The researcher gave pre-test to the experimental and control group. The test is

about write explanation text with some criteria such as at least two

paragraphs, the topic of based on the video that the researcher gave, etc. the

students had to finish it 60 minutes.

3. Giving treatment to the students using scientific animation video.

For the experimental group:

a. The researcher explained about the material explanation text.

b. The researcher introduced the media used in teaching writing.

c. The researcher taught writing explanation text in experimental group using

scientific animation video.

d. The researcher explained about the material explanation text.

For the control group:

a. The researcher explained about the material explanation text.

41

b. The researchers taught writing explanation text in control group without

using scientific animation video.

c. The researcher explained about the material explanation text.

4. Giving the post-test to the students

The researcher gave post-test after pre-test and treatment finished. The test is

about writing explanation text with some criteria such as write minimal two

paragraph, the topic of based on the video that the researcher gave, etc. the

material in this test is different which gave in the treatment. The students have

to finish it in 60 minutes.

G. Scoring Technique

To calculate the achievement test result, the score based on criteria of scoring.

Arikunto (2013: 319) sates that there are criteria on the criteria

referencedscales. They are as follows:

Table 3.3 Classification of the students’ achievement

Value Grade Level of Achievement

80 – 100 A Excellent

66 – 79 B Good

56 – 65 C Sufficeint

40 – 55 D Fairly sufficient

< 39 E Poor

42

The researcher uses the standard of scoring to assess the students’

writing. The scoring criteria of writing assessment below is modified from

Brown and Bailey Cited in Brown (2004: 246):

Table 3.4 Indicator in scoring in scoring pre-test and post-test

No Analysis Score

1 Organization :introduction, body, and conclusion 1 – 20

2 Logical development of ideas 1 – 20

3 Grammar 1 – 20

4 Punctuation, spelling, and mechanic 1 – 20

5 Style vocabulary, and quality of expression 1 – 20

Maximum Score 100

H. Data Analyzing Technique

One of the aims of the research is to find out the data related to problem

statements. So I this section the researcher will process the analyze the data

after getting the data collection which are needed to answer the problems.

1. Descriptive analysis

43

The descriptive analysis is used to describe variable of this research that is

the effectiveness of using scientific animation video in teaching

explanation text towards the students’ achievement in their writing skill.

The statistic used is mean analysis and standard deviation analysis.

a. Mean

Mean is the average of set scores, obtained by adding the scores

together and dividing by the total number of students.

According to (Levine,2006:42) the formula to get mean is as follow :

xX

n

Where :

X = Mean

x = The sum of the score

n = The total of number of students

b. Standard deviation

Standard deviation is a measure of the dispersion of a set at scores

from the mean of the scores. It is calculated by obtaining the square

root of the variance of a set of scores. According to (Levine,2006:42)

the formula to calculate standard deviation is as follows:

44

21( )

1

X XSD

n

In which :

SD = The square of the deviation standard

21( )X X = The square of each score subtracted by

mean score

n-1 = The total number of the students

c. Median

Median is value of a set of scores which has the same number of

observation and it when the observation are ranked from highest to

lowest.

d. Mode

Mode is the value which occurs most frequently in asset of scores.

e. Variance

Variance is a measure of dispersion, calculated for a set of scores by

subtracting each score from mean, squaring the resulting values,

adding these together, and dividing by the reminder of the number of

45

the scores minus 1. According to (Levine,2006 :49) the formula to

calculate variance is as follows :

2

2

( )

1

iX XS

n

Where:

2S = sample variance

2( )iX X= The square of each score subtracted by mean

score

n-1 = number of sample.

2. Inferential analysis.

In this analysis, there is a test of hypothesis. The hypothesis test

utilizes t-test. It will be analyzed using t-test. The t-test is to see the score

difference between variable; the students’ writing before and after getting

treatment of the students of senior high school. The researcher analyzes

the data to the hypothesis. This analysis is done to find out the

46

effectiveness of using scientific animation video in teaching explanation

text towards the students’ achievement in their writing skill.

a. The normality test

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of the

research data. Test is usually carried out by using the test for

normality distribution with the chi square technique(x). as the

formula to test the normality of the data with chi square

(sugiyono,2001: 171) :

22 ( )o h

h

f fX

f

In which:

2X = The chi square value

of = The observed frequency

hf = The expected frequency

The result of the computation is consulted to the table of chi

square. The data are normal if the obtained x2 value is lower

than the critical value of x2 in the table. (sugiyono, 2011: 171)

47

b. The homogeneity

This test aims to determine whether the research is uniformly

drawn from separate groups from one population. Test

homogeneity is conducted on the pre-test and post-test score if

calculate significance values greater than 0.005 significant level

(5%) then the score result of the test do not have differences or

homogeneous variance. According to sugiyono (2011: 197) to test

the homogeneity of the variance, we use F test.

var

var

the highest ianceF

the lowest iance

If the result of valueF < tableF , It meant that the variance of the

two groups are homogeny.

3. Test of hypothesis

This test is used to know whether it is effective of using scientific

animation video in teaching explanation text toward students’

achievement in their writing skill on the tenth grade students’ in MAN 1

Kutowinangun in the academic year of 2015/2016. To decide which

hypothesis that will be accepted or rejected, the t-test formula is used to

48

compare two samples. The t-test formula is based on Sugiyono

(2011:197).

1 2

2 21 1 2 2

1 2 1 2

( 1) ( 1) 1 12

X Xt

n s n s

n n n n

Where:

t = t-test

1X = the mean of experimental group

2X = the mean of control group

21s = variance of experimental group

22s = variance of control group

1n = number of sample of experimental group

2n = number of sample of control group

In this inferential analysis, the testing of hypothesis is done.

To make the result of analysis to be more convincing, the

researcher calculates all of the formula in descriptive analysis by

using two methods. The first method is by calculating then

manually and the second method as a comparisonby using SPSS

16.0. (Andy: 97)

49

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

A. Research finding

This research was conducted on MAN 1 Kutowinangun in the

academic year 2015/2016. In conducting this research, the researcher took

two classes as a sample consisting 63 students. X MIA 1 class consists of

31 students and X MIA 2 class consists of 32 students. So the number of

the sample is 63. By using a test , the researcher collected some data

concerning the test result. To compute the writing test, the score of test

was based on the criteria of scoring. The test result is classified based on

criteria of scoring, they are as follows:

Table 1Classification of the students writing mastery

Score Grade Category80-100 A Exellent70-79 B Good60-69 C Sufficient40-50 D Fairly sufficient<39 E Poor

The level of ability shown in the table is defined based on the criterion

referenced scales (Arikunto, 2009 :245)

The goal of doing writing test is to know the ability of the students in

mastering the material before treatment after treatment. The researcher

used the result of the test from experimental group and control group,

49

50

namely pre-test and post-test to determine that using scientific animation

videos .is effective or not to improve students writing ability of

explanation text. In this section, the explanation of two variables was

presented in details.

1. The result of writing test

Table 2The result of students’ score pre-test and post test of control group

NO Sample Pre-test Post- test1 S1 71 722 S2 60 653 S3 60 654 S4 60 655 S5 60 656 S6 65 537 S7 65 538 S8 65 699 S9 65 6910 S10 65 6511 S11 60 6912 S12 65 6913 S13 50 6114 S14 65 6915 S15 50 6116 S16 55 6117 S17 55 61

18 S18 50 69

19 S19 60 61

20 S20 60 65

21 S21 56 56

22 S22 68 65

23 S23 68 5024 S24 68 5725 S25 68 5726 S26 56 65

51

27 S27 55 5728 S28 55 6729 S29 65 6130 S30 68 6131 S31 65 56

Sum 1898 1929

Class Average SD Mo Me Max Min R V

Pre 61.23 5.92 65 60 71 50 21 35.05

Post 62.23 5.7 65 61 72 50 22 31.65

Based on the table above, the highest score of the pre-test (H) is 71 the

lowest score (L) is 50, the range (R) is 21, the median (Me) is 60, the

mode (Mo) is 65 and the total score of pre-test is 1898.

While the highest score of the post-test (H) is 72, the lowest score (L)

is 50, the range (R) is 22, the median (Me) is 61, the mode (Mo) is 65 and

the total score of post-test is 1929.

Table 3

The result of students’ score pre-test and post test of experimental

group

NO Sample Pre-test Post-test

1 S1 72 80

2 S2 65 75

3 S3 67 75

4 S4 72 82

5 S5 56 70

6 S6 63 75

7 S7 63 75

52

8 S8 64 75

9 S9 64 70

10 S10 64 74

11 S11 67 80

12 S12 50 60

13 S13 50 65

14 S14 55 70

15 S15 63 68

16 S16 64 68

17 S17 60 74

18 S18 60 70

19 S19 60 74

20 S20 58 75

21 S21 60 74

22 S22 60 70

23 S23 64 75

24 S24 63 65

25 S25 65 78

26 S26 58 77

27 S27 58 65

28 S28 58 78

29 S29 58 76

30 S30 55 78

31 S31 55 76

32 S32 55 78

SUM 1946 2345

Class Average SD Mo Me Max Min R V

Pre 60.81 5.29 64 60 72 50 22 27.96

Post 73.28 5.08 75 75 82 60 22 25.76

Based on the table above, the highest score of the pre-test (H) is 72,

the lowest score (L) is 50, the range (R) is 22, the median (Me) is 60, the

mode (Mo) is 64 and the total score of pre-test is 1946.

53

While the highest score of the post-test (H) is 82, the lowest score (L)

is 60, the range (R) is 22, the median (Me) is 75, the mode (Mo) is 75 and

the total score of post-test is 2345.

Table 4

The comparison of mean of experimental group and control group

No TestMean score

Control Group Experimental Group1 Pre- Test 61.23 60.81

2 Post-Test 62.23 73.28

Chart 4.1The mean comparison of control and experimental group

,000

10,000

20,000

30,000

40,000

50,000

60,000

70,000

80,000

Pre test Post test

61 6261

73

Control

Experimental

54

2. Writing Ability of Control Group

Control group was the group which was not given the treatment by

the researcher. In this group, the researcher taught writing without using

animation video. The researcher used traditional method to teach writing.

The criteria of thestudents writing ability were classified table based

Arikunto (2009:245). The result of control group was below:

Table 5Degree mastery of post-test score of control group.

Interval InterpretationPre-test Post-test

F percentage F Percentage80-100 Excellent 0 0.00% 0 0.00%66-79 Good 6 19.35% 9 29.03%56-65 Sufficient 18 58.06% 19 61.29%40-55 Fairy sufficient 7 22.58% 3 9.67%<39 Poor 0 0.00% 0 0.00%

31 100% 31 100%

Based on the table above, the researcher concludes that the result

of the post-test from control group that were 29.03% (9 students)

belonged good category, 61.29% (19 students) belonged sufficient

category, 9.67 % (3 students) belonged fairly sufficient category, and 0%

belonged poor category.

55

Chart 2

Degree Mastery of Control Group

3. Writing Ability of Experimental Group

Experimental group was the group which was given the treatment by

researcher. In this groupthe researcher taught writing by using scientific

animation video. The criteria of the students writing ability were classified

table based on Arikunto (2009:245). The result of experimental group is as

below:

02468

101214161820

Excellent Good Sufficient Fairlysufficient

Poor

0

6

18

7

00

9

19

3

0

Pre-test

Post-test

56

Table 6Degree mastery of post-test score of experimental group.

Interval InterpretationPre-test Post-test

F percentage F Percentage80-100 Excellent 0 0.00% 3 9.37%66-79 Good 4 12.5% 25 78.12%56-65 Sufficient 6 18.75% 4 12.5%40-55 Fairy sufficient 22 68.75% 0 0.00%<39 Poor 0 0.00% 0 0.00%

32 100% 32 100%

Based on the table above, the researcher concludes that the result

of the post test from experimental group that were 9.37% (3 students)

belonged exellent category, 78.12% (25 students) belonged good category,

12.5%(4 students) belonged sufficient category, 0% belonged fairly

sufficient category, and 0 % belonged poor category.

57

Chart 3

Degree mastery of experimental group

4. The Writing Ability of Experimental Group and Control Group

The table below was the summary scores of the experimental and

control group. The analysis was done by taking the score of post-test from

the both groups.

Table 7

Writing ability of experimental group and control group

Group H L Mo Me R T SD

Experimental 82 60 75 75 22 2345 5.08

Control 72 50 65 61 22 1929 5.70

0

5

10

15

20

25


Poor

0

46

22

0

3

25

4

0 0

Pre-test

Post-test

58

Note :

H : the highest score Mo : the modu

L : the lowest score T : the total score of the students

R : the range SD : the deviation standard

Me : the median

The writing ability test result of experimental group and control

group was reported in the chart 4

Chart 4

Degree mastery of experimental and control group

This chart showed the effectiveness of using scientific animation

video. Excellent category was reached by 3 students of experimental

0

5

10

15

20

25


Poor

3

25

4

0 00

9

19

3

0

Experimental

Control

59

group. On the contrary, there are no students of control group who belongs

to excellent category. The chart shows a significant effect between

experimental and control group. In addition, the use of scientific animation

video was effective in teaching writing explanation text ability.

B. Data Analysis

In this part, the researcher presents result of the research presented

result of the research and data analysis. The researcher used both of pre-

test and post-test data. The result found out the effectiveness of using

scientific animation videoin teaching writing explanation text ability at

tenth grade students of MAN 1 Kutowinangun in the academic years of

2015/2016.

Then the researcher divided into two parts; they were descriptive

analysis an inferential analysis.

1. Descriptive statistic analysis

a. Mean

1) Control group

a) The pre-test computation of mean score of control group as

followes:

xiM

n

Note :

M : the mean that will be conculated

n : the total number of students

60

xi : thetotal students score of the pre-test

xiM

n

189861.23

31M

b) The post computation of mean score of control group as

followes:

xiM

n

Note:



xi : the total students score of the post-test

xiM

n

192962.23

31M

2) Experimental group

a) The pre-test computation of mean score ofexperimental

group as follows:

xiM

n

Note:

61



xi : the total students score of the pre-test

xiM

n

194660.81

32M

b) The post-test computation of mean score ofexperimental

group as follows:

Note:



xi : the total students score of the post-test

xiM

n

234573.28

32M

62

b. Median and mode

1) Control group

From the result of pre-test of control group above the median is

60 and the mode is 65. While the result of the post-test control

group above the median is 64, the mode is 60.


From the result of pre-test experimental group above the

median is 60, the mode is 64, and total students’ understanding

writing explanation text before using scientific animation video

as media is 1946. While the result of the post-test experimental

group above the median is 75, the mode is 75 and total

students’ understanding writing after using scientific animation

video is 2345.

c. Standard deviation and variance

1) Control group

After knowing the mean score, the researcher calculates the

variance (S²) and standard deviation (S)

Table 8

Standard deviation and variance of post-test of control group

No. Sample Pre-test iX X 2( )iX X1 s1 71 9,77 95,532 s2 60 -1,23 1,503 s3 60 -1,23 1,504 s4 60 -1,23 1,505 s5 60 -1,23 1,506 s6 65 3,77 14,24

63

7 s7 65 3,77 14,248 s8 65 3,77 14,249 s9 65 3,77 14,24

10 s10 65 3,77 14,2411 s11 60 -1,23 1,5012 s12 65 3,77 14,2413 s13 50 -11,23 126,0214 s14 65 3,77 14,2415 s15 50 -11,23 126,0216 s16 55 -6,23 38,7617 s17 55 -6,23 38,7618 s18 50 -11,23 126,0219 s19 60 -1,23 1,5020 s20 60 -1,23 1,5021 s21 56 -5,23 27,3122 s22 68 6,77 45,8923 s23 68 6,77 45,8924 s24 68 6,77 45,8925 s25 68 6,77 45,8926 s26 56 -5,23 27,3127 s27 55 -6,23 38,7628 s28 55 -6,23 38,7629 s29 65 3,77 14,2430 s30 68 6,77 45,8931 s31 65 3,77 14,24

TOTAL 1051,42

From the table, the researcher needs standard deviation (S) and

variance (S²), the computation of the standard deviation of S and S²

of post-test in control group is :

2( )

1iX X

sN

64

1051.

0

42

3

35.05

= 5.9

2 ( )

1iX X

SN

1051.

0

42

3

= 35.05

From the computation above, standard deviation is 5.6 and

variance 31.65.in pre test of control group.


After knowing the mean score, the researcher calculates the

variance (S²) and the standard deviation (S)

Table 9

Standard daviation and variance of experimental group

No. Sample Pre- test iX X 2( )iX X1 s1 72 10,77 116,082 s2 65 4,19 17,543 s3 67 6,19 38,294 s4 72 11,19 125,165 s5 56 -4,81 23,166 s6 63 2,19 4,797 s7 63 2,19 4,79

65

8 s8 64 3,19 10,169 s9 64 3,19 10,16

10 s10 64 3,19 10,1611 s11 67 6,19 38,2912 s12 50 -10,81 116,9113 s13 50 -10,81 116,9114 s14 55 -5,81 33,7915 s15 63 2,19 4,7916 s16 64 3,19 10,1617 s17 60 -0,81 0,6618 s18 60 -0,81 0,6619 s19 60 -0,81 0,6620 s20 58 -2,81 7,9121 s21 60 -0,81 0,6622 s22 60 -0,81 0,6623 s23 64 3,19 10,1624 s24 63 2,19 4,7925 s25 65 4,19 17,5426 s26 58 -2,81 7,9127 s27 58 -2,81 7,9128 s28 58 -2,81 7,9129 s29 58 -2,81 7,9130 s30 55 -5,81 33,7931 s31 55 -5,81 33,7932 s32 55 -5,81 33,79

TOTAL 857,80

From the table, the researcher needs standard deviation (S) and

variance (S²), the computation of the standard deviation of S and S²

of post-test in control group is :

2( )

1iX X

sN

66

857,

1

80

3

27.67

= 5.26

22 ( )

1iX X

SN

857,

1

80

3

=27.67

From the computation above, standard deviation is 5.07 and

variance 25.76 in post test of experiment group.

2. Inferential analysis

Knowing that the objective of this study is to find out whether

there is a significant effect of teaching writing explanation text using

scientific animation video as media at the tenth grade students of MAN

1 Kutowinangun in the academic year of 2015/2016. The researcher

employs the statistical analyze. In this case, t-test is used to analyze the

data. However, before employing the statistical analysis, the researcher

67

mainly applied prerequisite test analysis to test the homogeneity of

variance.

a) Test homogeneity of variance

To determine the t-test formula, the writer apllies the variance

homogeneity test to test the variance of two samples is

homogeneous or not. Then, the writer used F test. The computation

of F test is as follows :

var

var

the highest ianceF

the lowest iance

35.05

27.67

= 1.25

From the computation above, the value of F is 1.25. Then, it is

compared with the value of F table with df of numerator (32-1=31)

and df of denominator (31-1=30). Meanwhile, the value of F table

is 1.84. So, F obtained is lower than the value of F table

(1.25.<1.84). It mean that the variance of two samples is

homogenous.

68

Table 10

Homogeneity test

Homogeneity

A N1 N2 F table F value Result

0.05 30 31 1.84 1.25 Homogenous

Then, the writer also calculates the homogeneity test using SPSS.

The table is presented below :

Table 11

Test of homogeneity of variance

Based on the table above, we know that the result is 0.413. It

means is higher than 0.05(0.413> 0.05). So, the variance is

homogenous.

b) Test normality

1) The normality test of control group

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Nilai Based on Mean .678 1 61 .413

Based on Median .940 1 61 .336

Based on Median and with

adjusted df.940 1 60.051 .336

Based on trimmed mean .803 1 61 .374

69

Normality test was used to see whether the distribution of the

data is normal or not. In testing the normality, the writer used

Chi Square Formula.

Table 12

The normality test of control group

Overall to 4

O

v

e

r

a

Fh is calculated from: 2.7% x 31= 0.70(integrated to 1),

13.53% x 31 = 4.19 ( integrated to 4), 34.13% x 31 = 10.58

(integrated to 11), 34.13% x 31 = 10.58 ( integrated to 11),

13.53% x 31 = 4.19 ( integrated to 4), 2.7% x 31 =0.70

(integrated to 1)

Data Max 72.00Data Min 50.00

Class Length 3.50

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh50-53 3 1 2,27 5,17 7,1254-57 6 4 1,67 2,79 0,6458-61 7 11 -3,92 15,38 1,4162-65 8 11 -2,92 8,54 0,7866-69 6 4 1,67 2,79 0,6470-73 1 1 0,27 0,07 0,10

SUM 31 32 -0,96 34,74 10,70

70

From the table, Chi square value is 10.70. Then it is

compared with the value of Chi square table with df (degree of

freedom) 6-1=5. Based on the value on the Chi square table, it

is on the significant level 0.05 is 11.070. Chi square value is

lower than the value of chi square table ( 10.70<.11.07 ). It

means that the distribution of control group is normal.

2) The normality of experimental group

Table 13

The normality test of experimental group

Data Max 82.00Data Min 60.00

Class Length 3.67> Overall to 4

INTERVAL fo fh fo-fh (fo-fh)2(fo-fh)2/fh

60-63 1 1 0.27 0.07 0.1064-67 3 4 -1.33 1.77 0.4168-71 7 11 -3.92 15.38 1.4172-75 11 11 0.08 0.01 0.0076-79 7 4 2.67 7.13 1.6580-83 3 1 2.27 5.17 7.12

SUM 32 32 0.04 29.53 10.68

Fh is calculated from: 2.7% x 32 = 0.73 ( integrated to 1),

13.53% x 32 = 4.33 ( integrated to 4), 34.13% x 32 = 10.92

(integrated to 11), 34.13% x 32 = 10.92 ( integrated to 11),

71

13.53% x 32 = 4.33 ( integrated to 4), 2.7% x 32 = 0.73

(integrated to 1)

From the table, Chi square value is 10.68. Then it is

compared with the value of Chi square table with df (degree of

freedom) 6-1=5. Based on the value on the Chi square table, it

is on the significant level 0.05 is 11.070. Chi square value is

lower than the value of chi square table ( 10.68< 11.07 ). It

means that the distribution of experimental group is normal

Table 14

Table of one- sample kolomogorov-smirnov test

One-Sample Kolmogorov-Smirnov Test

Post_contrl Post_expritl

N 31 32

Normal Parametersa Mean 62.23 73.28

Std. Deviation 5.626 5.075

Most Extreme

Differences

Absolute .173 .213

Positive .114 .085

Negative -.173 -.213

Kolmogorov-Smirnov Z .963 1.202

Asymp. Sig. (2-tailed) .312 .111

a. Test distribution is Normal.

72

Based on the table of the computation above, it shows that both

post test of experimental group and control group (Asymp.

Sig(2 tailed) are higher than 0,05. They are 0.312 and 0.111. It

means that the data is normal.

3) T- test findings.

The calculation of the mean score of experimental group and

control group are 75 and 64.if we compare the two means, it is

clear that the mean of experimental group is higher than control

group. The difference between two means, experimental group

and control group is 11. It indicates that the treatment is

effective. To make the analysis more reliable, the researcher

analyzes it by using t-test separates variance formula as

follows:

1 2

2 21 1 2 2

1 2 1 2

( 1) ( 1) 1 1( 2)

X Xt

n S n S

n n n n

Note :

t : t value

1X : 73.28

2X : 62.23

1n : 32

2n : 31

73

21S : 25.76

22S : 31.65

73.28 62.23

(32 1)25.76 (31 1)32.51 1 1(31 32 2) 32 31

11.05

798.56 975.3 261 32

11.05

1773.86 261 32

11.05

110.8661

11.05

1.81

11.05

1.34

= 8.20

Considering the computation above, the result of t value

was 8.20 and the t table was 2.040. It can be shown that t value

was higher than t table. Thus, it can be concluded that Ha is

accepted. It means using scientific animation video as media is

74

effective in teaching writing explanation text. Then, the writer

also calculates the T-test findings using SPSS. It can look at

appendices.

c) Test of hypothesis

There are three points involving in testing hypothesis. They

are level of significance, null hypothesis, and test of experimental

significant. The three points above are presented in the following

explanation :

1) Level of significance

In test hypothesis, the researcher uses level of significance

to minimize the false conclusion of the hypothesis. The level of

significance that used the researcher is 5% or 1%. It can be

concluded that 5% is the falseness of the conclusion and % is

the truth of conclusion.

2) Null hypoyhesis

In testing hypothesis, the researcher commonly faces with

the null hypothesis. By using the null hypothesis, the

hypothesis of this research said that the teaching explanation

text using scientific animation video as media is effective. To

prove whether the hypothesis is rejected or accepted, the

researcher changes the research hypothesis into the null

hypothesis. Therefore, the null hypothesis said teaching writing

75

explanation text using scientific animation video as media is

not effective.

3) Test of experimental significant

Based on the result of the computation of t-value in

previous computation, the t value was 8.20. Then, the t-value is

consulted to the t-table at 5% (0,05) significance of level. The

number of sample in experimental group and control group is

same 1 2( )n n that is 32 and 31 students in each class and

variance was homogeneous2

1( )s s . t-table is calculated by

degree of freedom (df) 1 2 2 32 31 2 61n n . With

degree of freedom (df) 61 and the level of significant 0,05, the

t-table is 8.20. After getting the value of the significance, the

researcher compare among t-value and the value of the level

significance. From the previous computation, the value is

8.20and the value of the table at 0.05 significance level is

2.021. It can be concluded that t-value is higher than t-table (

8.20> 2.040)

From the explanation above, the researcher conculated that

null hypothesis is rejected and research hypothesis is accepted.

Therefore, the hypothesis of this research that said “using

scientific animation video as media of is effective in teaching

writing explanation text at the tenth grade students of MAN 1

Kutowinangun in the academic year of 2015/2016 is accepted.

76

C.Discussion

To interpret of this research, the researcher makes some points, as

follows :

1. Descriptive analysis interpretation

The researcher discusses the interpretation of writer ability in

control group and experimental group.

a. The writing descriptive text of control group

In the control group, thehighest score is 72 and the lowest is

50. The mean of control group is 62.23, the standard deviation is

5.7 and the variance is 31.65. The mean is included in the

classification 55 – 65which are as the sufficient category. It means

that the students of control group of the tenth grade students of

MAN 1 Kutowinagun have good result on their writing explanation

text.

b. The writing descriptive text of experimental group

In the experimental group, the highest score is 82 and the

lowest is 60. The mean of control group is 73.28, the standard

deviation is 5.07 and the variance is 25.76. The mean is included in

the classification 66 - 79 which are as the good category. It means

that the students of experimental group of the tenth grade students

of MAN 1 Kutowinagun have good result on their

wridingexplanation text.

77

From 32 students as the samples, it can be concluded that

the students of experimental group of the tenth grade students of

MAN 1 Kutowinangun have good result on their writing

explanation text. From 32 samples, the result of the marks is : there

are 9.37% (3 students) belonged exellent category, 78.12% (25

students) belonged good category, 12.5%(4 students) belonged

sufficient category, 0% belonged fairly sufficient category, and 0

% belonged poor category.

2. Inferential Analysis Interpretation

In this section, the reseacher would interpret the hypothesis testing.

As mentioned above, the hypothesis of this research said “The

effectiveness of using scientific animation video in teaching writing

explanation text at the tenth grade of MAN 1 Kutowinangun in the


From the previous analysis it showed that with the amount of

samples 1( 32)n and 2( 31)n and the level significant is 5% the

result of computitation of t-value is 8.20. Based on the value in t-table

for 1( 32)n and 2( 31)n and the significant level was 5% the value

of t-table is 2.040. thecomputataion showed that the t-value is higher

than t-table is 8.20 > 2.040.

Therefore, the hypothesis was accepted. It means that it is effective

of using scientific animation video as media in teaching writing

78

explanation text at the tenth garde students of MAN 1 Kutowinangun

in the academic year of 2015/2016.

The researcher has interposed the theories related to the research

entitled “The effectiveness of using scientific animation video in

teaching writing explanation text at the tenth grade of MAN 1

Kutowinangun in the academic year 2015/2016. After computing t-test

polled variance and after knowing that the hypothesis is accepted, the

theory meets the fact in this case. Then, from the computation exist in

the previous section; the researcher concluded that using scientific

animation video as media in teaching writing explanation text at the

tenth grade of MAN 1 Kutowinangun in the academic year of

2015/2016.

79

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

In this chapter, the researcher will present the outcomes of the

study involving the conclusion and suggestions. It is useful to present

some information concerning with the study as a lead on to be better

writing explanation text in the conclusion and suggestions.

Based on the result and discussion of the data analysis, the

conclusion of the research can be presented as follows :

1. The mean of experimental group is 73.28, the standard

daviation is 5.07 and the variance is 25.76. The mean is

included in the classification 60-79 which are as the good

category. It means that the students of experimental group of

the tenth grade students of MAN 1 Kutowinangun have good

result on their writing explanation text.

2. From the data analysis, the t-value is 8.20. Then the researher

consulted the critical value on the t-table using 5% (0.05)

significance level and the t-value is higher than t-table (

8.20>2.040). So, the alternative hypothesis is accepted and the

null hypothesis is rejected.

79

80

Using scientific animation video as media also gives a

positive contribution toward the students’ writing explanation

text. It can be seen from the result of the post-test that is higher

than pre-test, and it means that the treatment given to students’

is effective. Most of the students can accept the treatment that

is given by the researcher.So, it can be concluded that using

scientific animation video can give a positive contribution

towards the students writing explanation text.

B. Suggestion

In relation with the conclusion above, the researcher takes some

suggestions as follows:

1. The Teacher

a) The teacher should choose an appropriate learning method

to increase the students’ interest in learning English.

b) The teacher can apply the learning method of using

scientific animation video as media in teaching process as

the way train writing explanation text of the students.

c) The teacher should give more attention to the students

about what they need in teaching- learning process.

2. The Students

a) The students should improve ability in learning optimally.

81

b) The students should train to contribute ideas and active

participant in the cooperative.

c) The students should have motivation in improving the skill

not only in writing but also in other skills like listening,

speaking, and reading.

3. The Educational Institution

It should facilitate the teachers to be successful teachers who

have to achieve the best result of their students learning.

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Hammonds, J, Burns, A, Joice, H, Brosnan, D, and Gerot L. 1992.English for

Social Purpose. Sidney: Marquarie University. p.84.

Harmer, Jeremy, 2001.The Practice of English Language Teaching (3rd

Ed.).England: Longman. p.282

Harmer, Jeremy.2004. How to Teach Writing. England: Longman.

Harmer, Jeremy.2007. How to Teach English, (England: Longman,) p.20

Hornby, A.S.2006.Oxford Advance Learner’s Dictionary (Oxford: Oxford

University Press,)

Hyland, Ken.2003. Second Language Writing. New York: Cambridge

University Press.

Knapp, P. and Watkins. 2005. Genre, Text, Grammar: Technologies for

Teaching and Assessing Writing. Australia: UNSW press.

Levine, David M. (Lisa,2015). Statistics For Six Sigma Green Belts With

Minitab And JMP. New jersey: Prentice Hall, Person Education, Inc.

Maggs, Andrew.2011.Teaching Video Summary Technique to ESL/EFL

Students.

Meyers, Alan.2005.Gateways to Academic Writing Effective Sentence,

Paragraphs, and Essays, NY:Longman,.

Nunan, David.1992.Research Methods in Language Learning, (Cambridge:

Cambridge University Press,)p.17

Pardiyono, 2007.Teaching Genre-Based Writing.Yogyakarta: C.V. Andi

Offset. p.246

Sugiyono.2011. Metode Penelitian Kuantitatif Kualitatif Dan R&D. Bandung:

Alfabeta.

Weigle, Sara Cushing. (2002). Assessing Writing. Cambridge: Cambridge

University Press.

Wright, Andrew. (1992). Pictures for language Learning. Cambridge:

Cambridge University Press

……..http://www.en.wikipedia.org/wiki/video.accessed on 09 march 2016 at

19:00pm

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

CONTROL CLASS

NamaSekolah : MAN 1 Kutowinangun

Mata Pelajaran : BahasaInggris/Peminatan

Kelas/Semester : X / 2

MateriPokok : Perbedaan dan persamaan teks deskriptif dan teks

explanationAlokasiWaktu: 2 JP (90menit)

KompetensiInti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi,seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

A. KompetensiDasar:

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar

2.1.Menunjukkanperilakusantundanpedulidalammelaksanakankomunikasiantarpribadi

dengan guru danteman

3.1.Menganalisis perbedaan fungsi sosial, struktur teks, dan unsur kebahasaan dariteks deskriptif dan teks explanation, sesuai dengan konteks penggunaannya.

4.1.Menyebutkan perbedaan dan persamaan teks deskriptif dan teks explanation,dilihat dari fungsi sosial, struktur teks, dan unsur kebahasaannya.

B. Indikator :

(Sikap Spiritual)

1.1.1. Menunjukkansemangatmengikutipembelajaran (A5)

1.1.2. Menunjukkankeseriusanmengikutipembelajaran (A5)

(SikapSosial)

2.1.1. Menunjukanperilakusantundalamberkomunikasi interpersonal dengan guru

danteman (A5)

2.1.2. Menunjukkanperilakupedulidalamberkomunikasi interpersonal dengan guru

danteman (A5)

(Pengetahuan)

3.3.1. Mengidentifikasiberbagaimacamteksseperti descriptive danexplqanation text (K1)

3.3.2. Mengidentifikasifungsisosial, strukturteks, danbentukkebahasaanserta format

penyampaianataupenulisannya (K1)

3.3.3. Menirukanpengucapannyateksexplanationberbentukteksbergambar (K1)3.3.4. Membandingkanperbedaan antara berbagai

teksexplanationberbentukteksbergambar dalam bahasa Inggris, perbedaannya

dengan yang ada dalam bahasa Indonesia. (K2)

3.3.5. Mengidentifikasi pengucapan teks explanationberbentukteksbergambar (K2)

3.3.6.Menemukanberbagaimacamteksekplanationberbentukteksbergambardariberbagaisumberdalamkonteks yang berbeda-beda (K3)

3.3.7. Menganalisisteksekplanationberbentukteksbergambardengan mengelompokannya

berdasarkan penggunaan. (K4)

(Penerapan)

4.4.1. Menyusunteksexplanationberbentukteksbergambaruntukmemperhatikanfungsisosial, strukturteks,danunsurkebahasaan yang benardansesuaikonteks (P3)

4.4.2. Membuat teksexplanationberbentukteksbergambaruntukmemperhatikanfungsisosial, strukturteks,danunsurkebahasaan yang benardansesuaikonteks (P4)

C. TujuanPembelajaran :

(Sikap Spiritual)

1.1.3. Siswadapatmenunjukkansemangatmengikutipembelajaran.

1.1.4. Siswadapatmenunjukkan rasa antusiasmengikutipembelajaran.

(SikapSosial)

2.1.1. Siswadapatmenunjukanperilakusantundalamberkomunikasi interpersonal dengan

guru danteman.

2.1.2. Siswadapatmenunjukkanperilakupedulidalamberkomunikasi interpersonal dengan

guru danteman.

D. Materi :

Definition and purposes of Explanation

Explanation is a text which tells processes relating to forming of natural, social,

scientific and cultural phenomena. Explanation text is to say 'why' and 'how' of the

forming of the phenomena. It is often found in science, geography and history text books

Generic structure of Explanation

• General statement; stating the phenomenon issues which are to be explained.

• Sequenced explanation; stating a series of steps which explain the phenomena.

• Closing.

Language Feature

Focusing on generic participant; sun, rain, etc

Using action verbs

Using conjunction time and cause

Using technical terms

Using chronological connection; to begin with, next, etc

Using passive voice pattern

Using simple present tense

Example 1

How the rainhappens

1. What are the characteristics of explanation text?

2. How do you tell the events in the explanation text?

3. Make an explanation text about the rain process at least 10 sentences!

E. Metode :Audio lingual method Teacher uses youtobe video as a media for teaching

writing news item text.

F. Media :

Laptop, computer,LCD,loudspeaker,video, power point presentation.

G. Sumber :

BukuPathway to English for Senior High School Grade XI (PROGRAM

PEMINATAN)

Suara guru

www. dailyenglish.com

http://americanenglish.state.gov/files/ae/resource_files

http://learnenglish.britishcouncil.org/en

H. Langkah-langkahPembelajaran :

Pertemuan 1

1) KegiatanPendahuluan

Guru Siswa Waktu

- Memberisalamkepadasiswa - Membalassalam guru15’

- Mengajaksiswaberdoa - Berdoabersamadengan guru

- Mengecekkehadiransiswa - Menyatakankehadirannyadenganberkata

, “I am here.”

- Memberikanarahantopik

yang akan di pelajari

- Menerimaarahantopik yang akan di

pelajari

2) KegiatanInti

Guru Siswa Waktu

A. Mengamati (observing)

- Memperkenalkanmateritent

ang explanation text

- Memahamimateritentang explanation text

20’

- Menanyakantentang

explanation text

- Merespontentang explanation text

- Memberikancontohdanpenj

elasantentang explanation

text

- Memperhatikancontohdanpenjelasantenta

ng explanation text

B. Mempertanyakan (questioning)

- Memberikankesempatanunt

uksiswaberdiskusi tentang

teks explanation yang

dibaca melalui pertanyaan

yang tersedia, menganalisa

teks,membaca penjelasan

struktur teks

- Berdiskusi tentang teks explanation yang

dibaca melalui pertanyaan yang tersedia,

menganalisa teks,membaca penjelasan

struktur teks

20’

- Memberikankesempatanunt

uksiswamemberitahukan

hasil perbedaan diskusi

yang dilakukan

- Berdiskusi dengan teman dan

memberitahukan hasil diskusi

C. Mengeksplorasi (Exploring)

- Memberi kesempatan pada

siswa untuk membaca teks

- Siswa membaca teks explanationtext.20’

explanationtext.

D. Mengasosiasi (Associating)

- Membagikan explanationtextdanmemintasiswauntukmembacanya.

- Menerimatentang explanation text andsiswamembaca.nya.

20’- Menjelaskanlangkah –

langkahmembuatexplanation text.

- Memperhatikanlangkah-langkahmembuatexplanation text

E. Mengkomunikasikan (Communicating)

- Meminta siswamenjawabpertanyaan –pertanyaansudah disediakan

- Siswamenjawabpertanyaan – pertanyaanyang sudah di sediakan.

20’- Memberimasukanbaikdaria

spekstrukturteks, grammarand vocabulary

- Mencatatsemuamasukan gurubaikdariaspekstrukturteks, , grammar andvocabulary

- MemintasiswamenuliskanpermasalahandalammenggunakanbahasaInggrisdalamlembarrefleksidiri.

- MenuliskanpermasalahandalammenggunakanbahasaInggrisdalamlembarrefleksidiri.

3) KegiatanPenutup

Guru Siswa Waktu

- memberipanduanmenyimp

ulkanhasilpembelajaran

- denganpanduan guru

menyimpulkanhasilpembelajaran

20’

- memintasiswamenyampaik

anpendapatatauperasaanata

spembelajaran yang

dilakukan

- menyampaikanpendapatatauperasaanatas

pembelajaran yang dilakukan

- menyampaikanrencanakegi

atanpertemuanberikutnya;

akan mempelajari

ungkapan menyatakan

pendapat dalam bentuk

tertulis

- mendengarkanpenjelasan guru

tentangrencanakegiatanpertemuanberikut

nya

Lampiran1 :

Lembarpengamatanpenilaiansikap spiritual

No IndikatorNomordaftarhadirsiswakelas XI-1

1 2 3 4 5 6 7 8 9 10 11 12 … 32

1 Siswamenunjukansemangat

dalammengikutipembelajaran

2 Siswamenunjukankeseriusan


Kriteriapenilaiansemangat :

3 = telahmenunjukansemangat (tidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajar) dalammengikutipembelajaran

2 = mulaimenampakansemangat(tidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajar )dalammengikutipembelajaran,

namunbelumsepenuhnya.

1= belummenampakansemangat( tidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajarsamasekalidalammengikuti

pembelajaran

Kriteriapenilaianserius :

3 = telahmenunjukanserius(berkomitmentinggi, sediabekerjakeras, bersungguh-sungguh)


2 = mulaimenampakanseriustidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajardalammengikutipembelajaran,


1= belummenampakanseriustidakmudahmenyerahmenghadapikesulitan, menghargai


pembelajaran

Lembarpengamatanpenilaiansikapsosial

N

oIndikator

Nomordaftarhadirsiswakelas X1 -1

1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

… 3

2

1 Siswamenunjukanperilakusantundalamme

laksanakanKomunikasi interpersonal

dengan guru danteman.




Kriteriapenilaianperilakusantun :

3 = telahmenunjukanperilakusantun (mengatakan ”tolong” dan ” terimakasih” , menghargai

danmenghormati orang lain tanpamembeda-bedakangolongan, memandang orang yang

diajakbicara, menggunakanbahasa yang tidakmenyinggungperasaan orang lain)dalam

dalammelaksanakanKomunikasi interpersonal dengan guru danteman.

2 = mulaimenampakanperilakusantunmengatakan ”tolong” dan ” terimakasih” , menghargai



dalammelaksanakanKomunikasi interpersonal dengan guru danteman, namunbelum

memakaikaidah-kaidahkesantunan (misalnya, please, thank you, Can I…?.)

1= belummenampakanperilakusantunmengatakan ” tolong” dan ” terimakasih” , menghargai


diajakbicara, menggunakanbahasa yang tidakmenyinggungperasaan orang

lain)samasekalidalamdalammelaksanakanKomunikasi interpersonal dengan guru danteman.

Kriteriapenilaianperilakupeduli :

3 = telahmenunjukanperilakupeduli (menawarkanbantuanpadatemandantidakegois) dalam


2 = mulaimenampakanperilakupeduli(menawarkanbantuanpadatemandantidakegois) dalam


1= belummenampakanperilakupeduli(menawarkanbantuanpadatemandantidakegois) sama

sekalidalamdalammelaksanakanKomunikasi interpersonal dengan guru danteman.

Lampiran2 :

WRITING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

No Aspekpenilaian Nilai1 Content 302 Organization 203 Vocabulary 204 Grammar 155 Punctuation 15

Jumlahnilai 100

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

EXPERIMENTAL CLASS

NamaSekolah : MAN 1 Kutowinangun

Mata Pelajaran : BahasaInggris/Peminatan

Kelas/Semester : X / 2

MateriPokok : Perbedaan dan persamaan teks deskriptif dan teks

explanationAlokasiWaktu: 2 JP (90menit)

KompetensiInti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab,

peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan

pro-aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai

permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial

dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam

pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,

prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,

teknologi,seni, budaya, dan humaniora dengan wawasan kemanusiaan,

kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan

kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian

yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan

masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan

A. KompetensiDasar:

1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa

pengantar Komunikasi internasional yang diwujudkan dalam semangat belajar

2.1.Menunjukkanperilakusantundanpedulidalammelaksanakankomunikasiantarpribadi

dengan guru danteman

3.1.Menganalisis perbedaan fungsi sosial, struktur teks, dan unsur kebahasaan dariteks deskriptif dan teks explanation, sesuai dengan konteks penggunaannya.

4.1.Menyebutkan perbedaan dan persamaan teks deskriptif dan teks explanation,dilihat dari fungsi sosial, struktur teks, dan unsur kebahasaannya.

B. Indikator :

(Sikap Spiritual)

1.1.1. Menunjukkansemangatmengikutipembelajaran (A5)

1.1.2. Menunjukkankeseriusanmengikutipembelajaran (A5)

(SikapSosial)

2.1.1. Menunjukanperilakusantundalamberkomunikasi interpersonal dengan guru

danteman (A5)

2.1.2. Menunjukkanperilakupedulidalamberkomunikasi interpersonal dengan guru

danteman (A5)

(Pengetahuan)

3.3.1. Mengidentifikasiberbagaimacamteksseperti descriptive danexplqanation text (K1)

3.3.2. Mengidentifikasifungsisosial, strukturteks, danbentukkebahasaanserta format

penyampaianataupenulisannya (K1)

3.3.3. Menirukanpengucapannyateksexplanationberbentukteksbergambar (K1)3.3.4. Membandingkanperbedaan antara berbagai

teksexplanationberbentukteksbergambar dalam bahasa Inggris, perbedaannya

dengan yang ada dalam bahasa Indonesia. (K2)

3.3.5. Mengidentifikasi pengucapan teks explanationberbentukteksbergambar (K2)

3.3.6.Menemukanberbagaimacamteksekplanationberbentukteksbergambardariberbagaisumberdalamkonteks yang berbeda-beda (K3)

3.3.7. Menganalisisteksekplanationberbentukteksbergambardengan mengelompokannya

berdasarkan penggunaan. (K4)

(Penerapan)

4.4.1. Menyusunteksexplanationberbentukteksbergambaruntukmemperhatikanfungsisosial, strukturteks,danunsurkebahasaan yang benardansesuaikonteks (P3)

4.4.2. Membuat teksexplanationberbentukteksbergambaruntukmemperhatikanfungsisosial, strukturteks,danunsurkebahasaan yang benardansesuaikonteks (P4)

C. TujuanPembelajaran :

(Sikap Spiritual)

1.1.3. Siswadapatmenunjukkansemangatmengikutipembelajaran.

1.1.4. Siswadapatmenunjukkan rasa antusiasmengikutipembelajaran.

(SikapSosial)

2.1.1. Siswadapatmenunjukanperilakusantundalamberkomunikasi interpersonal dengan

guru danteman.

2.1.2. Siswadapatmenunjukkanperilakupedulidalamberkomunikasi interpersonal dengan

guru danteman.

D. Materi :

Definition and purposes of Explanation

Explanation is a text which tells processes relating to forming of natural, social,

scientific and cultural phenomena. Explanation text is to say 'why' and 'how' of the

forming of the phenomena. It is often found in science, geography and history text books

Generic structure of Explanation

• General statement; stating the phenomenon issues which are to be explained.

• Sequenced explanation; stating a series of steps which explain the phenomena.

• Closing.

Language Feature

Focusing on generic participant; sun, rain, etc

Using action verbs

Using conjunction time and cause

Using technical terms

Using chronological connection; to begin with, next, etc

Using passive voice pattern

Using simple present tense

Example 1

How the rain happens

1. What’s the video explain?

2. When the evaporation occur?

3. How many processes the rain work?

E. Metode :Audio lingual method Teacher uses youtobe video as a media for teaching

writing news item text.

F. Media :

Laptop, computer,LCD,loudspeaker,video, power point presentation.

G. Sumber :

BukuPathway to English for Senior High School Grade XI (PROGRAM

PEMINATAN)

Suara guru

www. dailyenglish.com


http://learnenglish.britishcouncil.org/en

H. Langkah-langkahPembelajaran :

Pertemuan 1

1) KegiatanPendahuluan

Guru Siswa Waktu

- Memberisalamkepadasiswa - Membalassalam guru

15’

- Mengajaksiswaberdoa - Berdoabersamadengan guru

- Mengecekkehadiransiswa - Menyatakankehadirannyade

nganberkata, “I am here.”

- Memberikanarahantopik yang akan di

pelajari

- Menerimaarahantopik yang

akan di pelajari

2) KegiatanInti

Guru Siswa Waktu

A. Mengamati (observing)

- Memperkenalkanmateritentang

explanation text

- Memahamimateritentang

explanation text

20’

- Menanyakantentang explanation text - Merespontentang explanation

text

- Memberikancontohdanpenjelasantentan

g explanation text

- Memperhatikancontohdanpe

njelasantentang explanation

text

- Memintasiswamembacakan explanation

text yang di sediakan.

- Siswamembacakan

explanation text yang di

sediakan.

B. Mempertanyakan (questioning)

- Memberikankesempatanuntuksiswaberdi

skusi tentang teks explanation yang

dibaca melalui pertanyaan yang tersedia,

menganalisa teks,membaca penjelasan

struktur teks

- Berdiskusi tentang teks

explanation yang dibaca

melalui pertanyaan yang

tersedia, menganalisa

teks,membaca penjelasan

20’

struktur teks

- Memberikankesempatanuntuksiswame

mberitahukan hasil perbedaan diskusi

yang dilakukan

- Berdiskusi dengan teman

dan memberitahukan hasil

diskusi

c. Mengeksplorasi (Exploring)

- Memberi kesempatan pada siswa untuk

membaca teks explanation dan

mengerjakan latihanya;menjawab

pertanyaan.

- Membaca teks explanation

dan mengerjakan

latihanya;menjawab

pertanyaan.

20’

d. Mengasosiasi (Associating)

- Memintasiswamenonton video yang disediakan

- Siswamenonton video yangdi sediakan

20’- Meminta siswa menuliskanhal- hal yangpentingdalam video

- Siswa menuliskanhal- halyang pentingdalam video

- Memintasiswamerangkumkembalivideo yang telah di putarkan.

- Siswamerangkumkembalivideo yang telah di putarkan.

e. Mengkomunikasikan (Communicating)

- Meminta siswamenuliskan explanationtext tentang video yang telah di putar

- Siswamenuliskanexplanation text tentangvideo yang telah di putar

20’- Memberimasukanbaikdariaspekstrukturteks, grammar and vocabulary

- Mencatatsemuamasukangurubaikdariaspekstrukturteks, ,grammar and vocabulary

- MemintasiswamenuliskanpermasalahandalammenggunakanbahasaInggrisdalamlembarrefleksidiri.

- MenuliskanpermasalahandalammenggunakanbahasaInggrisdalam lembarrefleksidiri.

3) KegiatanPenutup

Guru Siswa Waktu

- Memberi panduan menyimpulkan hasil

pembelajaran

- denganpanduan guru

menyimpulkanhasilpembelaj

aran

20’

Lampiran1 :

Lembarpengamatanpenilaiansikap spiritual

No IndikatorNomordaftarhadirsiswakelas XI-1

1 2 3 4 5 6 7 8 9 10 11 12 … 32

1 Siswamenunjukansemangat


2 Siswamenunjukankeseriusan


Kriteriapenilaiansemangat :

3 = telahmenunjukansemangat (tidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajar) dalammengikutipembelajaran

2 = mulaimenampakansemangat(tidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajar )dalammengikutipembelajaran,


1= belummenampakansemangat( tidakmudahmenyerahmenghadapikesulitan, menghargai


pembelajaran

Kriteriapenilaianserius :

3 = telahmenunjukanserius(berkomitmentinggi, sediabekerjakeras, bersungguh-sungguh)


2 = mulaimenampakanseriustidakmudahmenyerahmenghadapikesulitan, menghargai

waktu, belajardengansepenuhhati/ikhlas, rajinbelajardalammengikutipembelajaran,


1= belummenampakanseriustidakmudahmenyerahmenghadapikesulitan, menghargai


pembelajaran

Lembarpengamatanpenilaiansikapsosial

N

oIndikator

Nomordaftarhadirsiswakelas X1 -1

1 2 3 4 5 6 7 8 9 1

0

1

1

1

2

… 3

2







Kriteriapenilaianperilakusantun :

3 = telahmenunjukanperilakusantun (mengatakan ”tolong” dan ” terimakasih” , menghargai




2 = mulaimenampakanperilakusantunmengatakan ”tolong” dan ” terimakasih” , menghargai



dalammelaksanakanKomunikasi interpersonal dengan guru danteman, namunbelum

memakaikaidah-kaidahkesantunan (misalnya, please, thank you, Can I…?.)

1= belummenampakanperilakusantunmengatakan ” tolong” dan ” terimakasih” , menghargai


diajakbicara, menggunakanbahasa yang tidakmenyinggungperasaan orang

lain)samasekalidalamdalammelaksanakanKomunikasi interpersonal dengan guru danteman.

Kriteriapenilaianperilakupeduli :

3 = telahmenunjukanperilakupeduli (menawarkanbantuanpadatemandantidakegois) dalam


2 = mulaimenampakanperilakupeduli(menawarkanbantuanpadatemandantidakegois) dalam


1= belummenampakanperilakupeduli(menawarkanbantuanpadatemandantidakegois) sama

sekalidalamdalammelaksanakanKomunikasi interpersonal dengan guru danteman.

Lampiran2 :

WRITING RUBRIC ASSESSMENT

Name : ………………………………………… Class/Number : ……../ ……..

No Aspekpenilaian Nilai1 Content 302 Organization 203 Vocabulary 204 Grammar 155 Punctuation 15

Jumlahnilai 100

SILABUS SMA

Mata Pelajaran : BAHASA INGGRIS - PEMINATANKelas : XKompetensi Inti :

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnyaKI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan

menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalammenempatkan diri sebagai cerminan bangsa dalam pergaulan dunia

KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkanpengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, danmampu menggunakan metoda sesuai kaidah keilmuan

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian AlokasiWaktu Sumber Belajar

1.1. Mensyukurikesempatan dapatmempelajaribahasa Inggrissebagai bahasapengantarkomunikasiinternasional yangdiwujudkan dalamsemangat belajar.

2.2. Menunjukanperilaku jujur,disiplin, percayadiri, danbertanggung jawabdalammelaksanakankomunikasi

Teks lisan dan tulis untukmengucapkan dan meresponajakan melakukan suatutindakan.Fungsi sosial

Menjaga hubunganinterpersonal dengan guru,teman dan orang lain

Struktur teksMengucapkan ungkapan ajakanmelakukan suatu tindakan.

Let’s play game! , Why don’tyou join the contest? Shall Ifinish this job? Shall we havedinner tonight?

Mengamati Siswa mendengarkan/menonton interaksi

ungkapan ajakan melakukan suatu tindakan.

Siswa mengikuti interaksi mengucapkanungkapan ajakan melakukan suatu tindakan.

Siswa menirukan model interaksimengucapkan ungkapan ajakan melakukansuatu tindakan.

Dengan bimbingan dan arahan guru, siswamengidentifikasi ciri-ciri interaksimengucapkan ungkapan ajakan melakukansuatu tindakan (fungsi sosial, struktur teks,dan unsur kebahasaan).

Mempertanyakan (questioning)

KRITERIA PENILAIAN: Tingkat ketercapaian fungsi

sosial mengucapkan ungkapanajakan melakukan suatutindakan

Tingkat kelengkapan dankeruntutan struktur teksmengucapkan ungkapan ajakanmelakukan suatu tindakan

Tingkat ketepatan unsurkebahasaan: tata bahasa, kosakata, ucapan, tekanan kata,intonasi

CARA PENILAIAN:Unjuk kerja

1 x 3 JP Audio CD/

SUARA GURU

Koran/ majalah ber

www.dailyenglish.com


http://learnenglish.britishcouncil.org/en/

Kompetensi Dasar Materi Pokok Pembelajaran Penilaian AlokasiWaktu Sumber Belajar

transaksionaldengan guru danteman.

3.1 Menganalisisfungsi sosial,struktur teks, danunsur kebahasaanpada ungkapanajakan melakukansuatu tindakan,serta responnya,sesuai dengankontekspenggunaannya.

4.1 Menyusun tekslisan dan tulisuntukmengucapkan danmerespon ajakanmelakukan suatutindakan, denganmemperhatikanfungsi sosial,struktur teks, danunsur kebahasaan,yang benar dansesuai konteks.

Unsur kebahasaanKosa kata, tata bahasa, ucapan,tekanan kata, dan intonasi.

TopikBerbagai hal terkait denganinteraksi antara guru dan siswaselama proses pembelajaran, didalam maupun di luar kelas.

Dengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaan antarberbagai ungkapan mengucapkan ungkapanajakan melakukan suatu tindakan dalam bahasainggris perbedaan ungkapan dengan yang adadalam bahasa Indonesia, kemungkinanmenggunakan ungkapan lain, dsb.

MengeksplorasiSiswa mengucapkan ungkapan ajakanmelakukan suatu tindakan dengan bahasa Inggrisdalam konteks simulasi, role-play, dan kegiatanlain yang terstruktur.

Mengasosiasi Siswa membandingkan ungkapan ajakan

melakukan suatu tindakan yang telah dipelajaridengan yang ada di berbagai sumber lain.

Siswa membandingkan antara ungkapanajakan melakukan suatu tindakan dalambahasa Inggris dan dalam bahasa siswa.

Mengkomunikasikan Siswa mengucapkan ungkapan ajakan

melakukan suatu tindakan dengan bahasaInggris, di dalam dan di luar kelas.

Siswa menuliskan permasalahan dalammenggunakan bahasa Inggris untukmengucapkan ungkapan ajakan melakukansuatu tindakan dalam jurnal belajar (learningjournal).

Bermain peran (role play) dalambentuk interaksi yang berisipernyataan dan pertanyaantentang ungkapan ajakanmelakukan suatu tindakan.

Ketepatan dan kesesuaianmenggunakan struktur dan unsurkebahasaan dalammenyampaikan ungkapan ajakanmelakukan suatu tindakan sertaresponnya

Pengamatan (observations):Bukan penilaian formal seperti tes,tetapi untuk tujuan memberi balikan.Sasaran penilaian:

Upaya menggunakan bahasaInggris untuk mengajakmelakukan suatu tindakandan responnya ketika munculkesempatan.

Kesungguhan siswa dalamproses pembelajaran di setiaptahapan.

Kesantunan dan kepeduliandalam melaksanakankomunikasi

Perilaku jujur, disiplin, percayadiri, dan bertanggung jawabdalam melaksanakankomunikasi


2.2. Menghargaiperilaku tanggungjawab, peduli,kerjasama, dancinta damai, dalammelaksanakankomunikasifungsional.

3.7. Menganalisisperbedaan fungsisosial, strukturteks, dan unsurkebahasaan dariteks deskriptif danteks explanation,sesuai dengankontekspenggunaannya.

4.9. Menyebutkanperbedaan dan

Perbedaan dan persamaanteks deskriptif dan teksexplanationFungsi SosialMenentukan perbedaan danpersamaan berbagai jenis teksStruktur teks(1) Perbedaan fungsi social,

struktur dan unsurkebahasaan

(2) Persamaan dalam unsurbahasa

Unsur kebahasaan(1) Keterkaitan antara dua

benda/kegiatan(Both…and, Neither…nor)

(2) Kalimat sederhana.(3) Ejaan dan tulisan tangan

dan cetak yang jelas danrapi

Topik kalimatDiri sendiri, orang tua, kakak,adik, famili, tetangga, danorang terdekat lainnya.

Mengamati Siswa membaca/mendengarkan/menonton

berbagai macam teks deskriptif dan teksexplanation dari berbagai sumber.

Siswa memperhatikan fungsi sosial, strukturteks, unsur kebahasaan, maupun formatpenyampaian/penulisannya teks deskriptif.danteks explanation

Mempertanyakan Dengan pertanyaan pengarah dari guru, siswa

mempertanyakan fungsi sosial, struktur, danunsur kebahasaan dari teks deskriptif danteks explanation

Siswa mempertanyakan tentang perbedaandan persamaan teks deskriptif.danexplanation

Mengeksplorasi Siswa membandingkan sebuah teks deskriptif

dengan teks explantion dari berbagai sumber.

Siswa mengelompokan unsur kebahasaanyang yang digunakan

Siswa secara berkelompok menuliskanperbedaan dan persamaan antara teksdeskriptif dan teks explanation denganmemperhatikan fungsi sosial, struktur, danunsur kebahasaan

Kriteria penilaian: Pencapaian fungsi sosial Kelengkapan dan keruntutan

struktur teks Ketepatan unsur kebahasaan: tata

bahasa, kosa kata, ucapan,tekanan kata, intonasi, ejaan, dantulisan tangan

Kesesuaian format penulisan/penyampaian

Pengamatan (observations):Bukan penilaian formal seperti tes,tetapi untuk tujuan memberi balikan.

Perilaku tanggung jawab, peduli,kerjasama, dan cinta damai,dalam melaksanakan komunikasi

Ketepatan dan kesesuaian dalammenyampaikan presentasi

Kesungguhan siswa dalam prosespembelajaran dalam setiaptahapan

Portofolio Kumpulan pekerjaan siswa dan

catatan kemajuan belajar yangmendukung proses belajar

Kumpulan catatan kemajuanbelajar

4 x 3JP Audio CD/ VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris




persamaan teksdeskriptif dan teksexplanation,dilihat dari fungsisosial, strukturteks, dan unsurkebahasaannya.

Mengasosiasi Secara berpasangan siswa saling

menganalisis teks deskriptif dan teksexplanation yang dengan fokus pada fungsisosial, struktur, dan unsur kebahasaan.

Siswa memperoleh balikan (feedback) dariguru dan teman tentang hasil analisis yangdisampaikan dalam kerja kelompok.

Mengkomunikasikan Siswa mempresentasikan hasil analisis

kelompok tentang persamaan dan perbedaandari teks deskripsi dan teks explanation.

Siswa membuat jurnal belajar (learningjournal)

Kumpulan hasil tes dan latihan.

Catatan atau rekaman penilaiandiri dan penilaian sejawat, berupakomentar atau cara penilaianlainnya

Penilaian Diri dan PenilaianSejawat Bentuk: diary, jurnal, format

khusus, komentar, atau bentukpenilaian lain


2.2. Menunjukkanperilaku jujur,disiplin, percayadiri, danbertanggung jawabdalammelaksanakankomunikasitransaksional

Ungkapan Proverb tulis danlisan.Fungsi sosial

Menyatakan kebenaran danmemberi kan nasehat ataupesan moral dan teka teki .

Struktur teksUngkapan baku dari sumber-sumber otentik.

Unsur kebahasaan(1) Kata, ungkapan, dan tata

bahasa yang baku dalamproverb

(2) Ejaan dan tulisan tangandan cetak yang jelas danrapi.

Mengamati Siswa mendengarkan penggunaan ungkapan

proverb dari berbagai sumber denganmemperhatikan fungsi sosial, struktur teks,unsur kebahasaan, maupun formatpenyampaian/penulisannya.

Dengan bimbingan dan arahan guru siswamengidentifikasi ciri proverb dan riddle

MempertanyakanDengan bimbingan dan arahan guru, siswamempertanyakan antara lain perbedaan berbagaiproverb dan riddle dalam bahasa Inggris,perbedaan proverb dan riddle dengan yang adadalam bahasa Indonesia, kemungkinanmenggunakan ungkapan lain dsb.

KRITERIA PENILAIAN: Tingkat ketercapaian fungsi sosial

penggunaan teks proverb danriddle

Tingkat kelengkapan dankeruntutan struktur teks proverbdan riddle

Tingkat ketepatan unsurkebahasaan: tata bahasa, kosakata, ucapan, tekanan kata,intonasi, ejaan, dan tulisan tangan

Tingkat kesesuaian formatpenulisan/ penyampaian

CARA PENILAIAN:

3 x 3 JP Audio CD/ VCD/DVD

SUARA GURU

Koran/ majalahberbahasa Inggris





3.8. Menganalisisfungsi sosial,struktur teks, danunsur kebahasaandari proverb danriddle, sesuaidengan kontekspenggunaannya.

4.10. Menangkappesan dalamproverb danriddle.

(3) Ucapan, rujukan kata,tekanan kata, intonasi,ketika mempresentasikansecara lisan

Topik

Keteladanan tentang perilakusantun, peduli, dan disiplin.

MultimediaLayout dan dekorasi yangmembuat tampilan teks lebihmenarik.

Mengeksplorasi Siswa mencari proverb dan riddle dari

berbagai sumber..

Siswa berlatih mengidentifikasi proverb danriddle dengan teman

Siswa membacakan proverb dan riddlekepada teman

Mengasosiasi Siswa menganalisis ungkapan proverb

dengan mengelompokannya berdasarkanpenggunaan.

Siswa membandingkan ungkapan proverbyang digunakan guru dengan yang dipelajaridari berbagai sumber lain.

Secara berkelompok siswa mendiskusikanungkapan proverb yang mereka temukan darisumber lain atau budaya lain.

Siswa memperoleh balikan (feedback) dariguru dan teman tentang fungsi sosial danunsur kebahasaan yang sampaikan dalamkerja kelompok.

Mengkomunikasikan Siswa mempresentasikan beberapa proverb

dan riddle yang mereka sukai

Siswa membuat klipping tentang proverbdalam kerja kelompok

Membuat jurnal belajar (learning journal)

Pengamatan (observations): Bukanpenilaian formal seperti tes, tetapiuntuk tujuan memberi balikan.

Kesantunan dan kepedulian saatmelakukan tindakan

Perilaku jujur, disiplin, percayadiri, dan bertanggung jawabmelaksanakan tugas

Kesungguhan siswa dalam prosespembelajaran dalam setiaptahapan

Portofolio Kumpulan pekerjaan siswa dan

catatan kemajuan belajar yangmendukung proses belajar

Kumpulan hasil tes, ujian, nilai,latihan.

Catatan atau rekaman penilaiandiri dan penilaian sejawat, berupakomentar atau cara penilaianlainnya

Penilaian Diri dan PenilaianSejawatBentuk: diary, jurnal, format khusus,berupa komentar, checklist, penilaian

Pre – test

Instruction

1. Write down your name, student’s number and class on the top left hand side of your sheet!

2. Write an explanation text based on the cultural phenomenon.

3. You work individually, and feel free to create the explanation text.

4. The duration of writing is 45 minutes.

5. You have to write at least 10 sentences.

6. If you need, you can open your dictionary.

Name :

Class :

Student no :

Write an explanation text about how earthquakes happen

General statement

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Closing

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Post – test

Instruction

1. Write down your name, student’s number and class on the top left hand side of your sheet!

2. Write an explanation text based on the cultural phenomena.

3. You work individually, and feel free to create the explanation text.

4. The duration of writing is 45 minutes.

5. You have to write at least 10 sentences.

6. If you need, you can open your dictionary.

Post – test

Name :

Class :

Student no :

Write an explanation text about life cycle of butterfly

General statement

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………


………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Closing

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

NO NAMA SISWAJK

L P1 Aisyah Umami 12 Alvin Zahwa Nur Wachid 13 Amandari Setiyaningrum 14 Annisa Nurbaeti 15 Annisa Ul Jannah 16 Atiyatul Maula 17 Desi Ariyani 18 Desy Hanifah Fitriyani 19 Devi Hendri Astuti 110 Diana Wahyu Pangestuti 111 Dwi Aryani 112 Dwi Retnoningsih 113 Elmi Kurniawati 114 Fitri Nur Utami 115 Imam Jatmiko 116 Irma Afrianti 117 Lilis Febriyanti 118 Ma'Rufatul Mungasaroh 119 Muhamad Arif Ginanjar 120 Muhamad Irfan Nurfuad 121 Nur Jannah 122 Nurmiarsih 123 Pariyatun 124 Rahma Wahyu Hidayah 125 Siska Fadillah Sari 126 Siti Muslihah 127 Wahyu Nur Rizqi 128 Yuliana Catur Indah L. 129 Yuliana Ragil Saputri 130 Dewi Masitoh 131 Zuli Fatma P 1

DAFTAR HADIR SISWA MAN KUTOWINANGUN

TAHUN PELAJARAN 2015/2016

KELAS X.MIA.1

DAFTAR HADIR SISWA MAN 1 KUTOWINAGUN

TAHUN PELAJARAN 2015/2016

KELAS X.MIA. 2

NO NAMA SISWAJK

L P1 Aisah Amini 1

2 Analia Kurniati 1

3 Anggreeni Rosfita Putri 1

4 Azizah Rifqiani 1

5 Badrul Anam 1

6 Chofifah Saputri 1

7 Dewi Istianah 1

8 Eka Wharyanti 1

9 Eksy Rohadatul Aisy 1

10 Fajar Muktisari 1

11 Faqihatussolikhah L.K 1

12 Ikhlakhussaulina 1

13 Ilmi Makhrus 1

14 Luly Khoerunnisa 1

15 Muh. Ikhsan Afifudin 1

16 Muhamad Nurhakim 1

17 Nandani Pra Setiyo Rini 1

18 Neni Oktafiani 1

19 Ngaqidatul Lailiyah 1

20 Nia Aria Ningsih 1

21 Nuni Indah Cachyani 1

22 Nur Ridwan Kaffi 1

23 Purwanti 1

24 Putri Nan Abdiyanti 1

25 Rafika Nur Annisa 1

26 Rizkiani 1

27 Rosidatun 1

28 Siti Nur Samsiyah 1

29 Soimatul Munawaroh 1

30 Tati Sugiarti 1

31Titan SulistyawanWidiyanto

1

32 Wiwin Sunarsih 1

DOCUMENTATION

Group Statistics

Kelas N Mean Std. Deviation Std. Error Mean

Nilai control 31 62.23 5.626 1.010

experiment 32 73.28 5.075 .897

Tabel Nilai t

a untuk uji dua fihak (two tail test)d.f

0.20t 0.10t 0.05t 0.02t 0.01t d.fa untuk uji satu fihak (one tail test)

d.f10.0t 05.0t 025.0t 01.0t 005.0t d.f

1 3,078 6,314 12,706 31,821 63, 657 12 1,886 2,920 4,303 6,965 9,925 23 1,638 2,353 3,182 4,541 5,841 34 1,533 2,132 2,776 3,747 4,604 45 1,476 2,015 2,571 3,365 4,032 56 1,440 1,943 2,447 3,143 3,707 67 1,415 1,895 2,365 2,998 3,499 78 1,397 1,860 2,306 2,896 3,355 89 1,383 1,833 2,262 2,821 3,250 910 1,372 1,812 2,228 2,764 3,169 1011 1,363 1,796 2,201 2,718 3,106 1112 1,356 1,782 2,179 2,681 3,055 1213 1,350 1,771 2,160 2,650 3,012 1314 1,345 1,761 2,145 2,624 2,977 1415 1,341 1,753 2,131 2,602 2,947 1516 1,337 1,746 2,120 2,583 2,921 1617 1,333 1,740 2,110 2,567 2,898 1718 1,330 1,734 2,101 2,552 2,878 1819 1,328 1,729 2,093 2,539 2,861 1920 1,325 1,725 2,086 2,528 2,845 2021 1,323 1,721 2,080 2,518 2,831 2122 1,321 1,717 2,074 2,508 2,819 2223 1,319 1,714 2,069 2,500 2,807 2324 1,318 1,711 2,064 2,492 2,797 2425 1,316 1,708 2,060 2,485 2,787 2526 1,315 1,706 2,056 2,479 2,779 2627 1,314 1,703 2,052 2,473 2,771 2728 1,313 1,701 2,048 2,467 2,763 2829 1,311 1,699 2,045 2,462 2,756 2930 1,310 1,697 2,042 2,457 2,750 3031 1,309 1,696 2,040 2,453 2,744 3132 1,309 1,694 2,037 2,449 2,738 3233 1,308 1,692 2,035 2,445 2,733 3334 1,307 1,691 2,032 2,441 2,728 3435 1,306 1,690 2,030 2,438 2,724 3536 1,306 1,688 2,028 2,434 2,719 3637 1,305 1,687 2,026 2,431 2,715 3738 1,304 1,686 2,024 2,429 2,712 38

Tabel Nilai 05.0F

1 2 3 4 5 6 7 8 9 10 12 15 20 24 30 40 60 1201 161 200 216 225 230 234 237 239 241 242 244 246 248 249 250 251 252 253 2542 18,5 19,0 19,2 19,2 19,3 19,3 19,4 19,4 19,4 19,4 19,4 19,4 19,4 19,5 19,5 19,5 19,5 19,5 19,53 10,1 9,55 9,28 9,12 9,01 8,94 8,89 8,85 8,81 8,79 8,74 8,70 8,66 8,64 8,62 8,59 8,57 8,55 8,534 7,71 6,94 6,59 6,39 6,26 6,16 6,09 6,04 6,00 5,96 5,91 5,86 5,80 5,77 5,75 5,72 5,69 5,66 5,635 6,61 5,79 5,41 5,19 5,05 4,95 4,88 4,82 4,77 4,74 4,68 4,62 4,56 4,53 4,50 4,46 4,43 4,40 4,376 5,99 5,14 4,76 4,53 4,39 4,28 4,21 4,15 4,10 4,06 4,00 3,94 3,87 3,84 3,81 3,77 3,74 3,70 3,677 5,59 4,74 4,35 4,12 3,97 3,87 3,79 3,73 3,68 3,64 3,57 3,51 3,44 3,41 3,38 3,34 3,30 3,27 3,238 5,32 4,46 4,07 3,84 3,69 3,58 3,50 3,44 3,39 3,35 3,28 3,22 3,15 3,12 3,08 3,04 3,01 2,97 2,939 5,12 4,26 3,86 3,63 3,48 3,37 3,29 3,23 3,18 3,14 3,07 3,01 2,94 2,90 2,86 2,83 2,79 2,75 2,7110 4,96 4,10 3,71 3,48 3,33 3,22 3,14 3,07 3,02 2,98 2,91 2,85 2,77 2,74 2,70 2,66 2,62 2,58 2,5411 4,84 3,98 3,59 3,36 3,20 3,09 3,01 2,95 2,90 2,85 2,79 2,72 2,65 2,61 2,57 2,53 2,49 2,45 2,4012 4,75 3,89 3,49 3,26 3,11 3,00 2,91 2,85 2,80 2,75 2,69 2,62 2,54 2,51 2,47 2,43 2,38 2,34 2,3013 4,67 3,81 3,41 3,13 3,03 2,92 2,83 2,77 2,71 2,67 2,60 2,53 2,46 2,42 2,38 2,34 2,30 2,25 2,2114 4,60 3,74 3,34 3,11 2,96 2,85 2,76 2,70 2,65 2,60 2,53 2,46 2,39 2,35 2,31 2,27 2,22 2,18 2,1315 4,54 3,68 3,29 3,06 2,90 2,79 2,71 2,64 2,59 2,54 2,48 2,40 2,33 2,29 2,25 2,20 2,16 2,11 2,0716 4,49 3,63 3,24 3,01 2,85 2,74 2,66 2,59 2,54 2,49 2,42 2,35 2,28 2,24 2,19 2,15 2,11 2,06 2,0117 4,45 3,59 3,20 2,96 2,81 2,70 2,61 2,55 2,49 2,45 2,38 2,31 2,23 2,19 2,15 2,10 2,06 2,01 1,9618 4,41 3,55 3,16 2,93 2,77 2,66 2,58 2,51 2,46 2,41 2,34 2,27 2,19 2,15 2,11 2,06 2,02 1,97 1,9219 4,38 3,52 3,13 2,90 2,74 2,63 2,54 2,48 2,42 2,38 2,31 2,23 2,16 2,11 2,07 2,03 1,98 1,93 1,8820 4,35 3,49 3,10 2,87 2,71 2,60 2,51 2,45 2,39 2,35 2,28 2,20 2,12 2,08 2,04 1,99 1,95 1,90 1,8421 4,32 3,47 3,07 2,84 2,68 2,57 2,49 2,42 2,37 2,32 2,25 2,18 2,10 2,05 2,01 1,96 1,92 1,87 1,8122 4,30 3,44 3,05 2,82 2,66 2,55 2,46 2,40 2,34 2,30 2,23 2,15 2,07 2,03 1,98 1,94 1,89 1,84 1,7823 4,28 3,42 3,03 2,80 2,64 2,53 2,44 2,37 2,32 2,27 2,20 2,13 2,05 2,01 1,96 1,91 1,86 1,81 1,7624 4,26 3,40 3,01 2,78 2,62 2,51 2,42 2,36 2,30 2,25 2,18 2,11 2,03 1,98 1,94 1,89 1,84 1,79 1,7325 4,24 3,39 2,99 2,76 2,60 2,49 2,40 2,34 2,28 2,24 2,16 2,09 2,01 1,96 1,92 1,87 1,82 1,77 1,7130 4,17 3,32 2,92 2,69 2,53 2,42 2,33 2,27 2,21 2,16 2,09 2,01 1,93 1,89 1,84 1,79 1,74 1,68 1,6240 4,08 3,23 2,84 2,61 2,45 2,34 2,25 2,18 2,12 2,08 2,00 1,92 1,84 1,79 1,74 1,69 1,64 1,58 1,5160 4,00 3,15 2,76 2,53 2,37 2,25 2,17 2,10 2,04 1,99 1,92 1,84 1,75 1,70 1,65 1,59 1,53 1,47 1,39

120 3,92 3,07 2,68 2,45 2,29 2,18 2,09 2,02 1,96 1,91 1,83 1,75 1,66 1,61 1,55 1,50 1,43 1,35 1,223,84 3,00 2,60 2,37 2,21 2,10 2,01 1,94 1,88 1,83 1,75 1,67 1,57 1,52 1,46 1,39 1,32 1,22 1,00

Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)

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