THE EFFECTIVENESS OF USING VIDEO CLIPS IN TEACHING ...

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THE EFFECTIVENESS OF USING VIDEO CLIPS IN TEACHING

WRITING NARRATIVE TEXT AT THE ELEVENTH GRADE

STUDENTS OF SMA N 8 PURWOREJO IN THE

ACADEMIC YEAR 2013/2014

A THESIS

Submitted in Partial Fulfillment of the Requirements to Acquire Sarjana

Pendidikan Degree in English Education Program of Teacher Training and

Education Faculty Muhammadiyah University of Purworejo

BUDI RAHMANTO

102120114

ENGLISH EDUCATION PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2014

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APPROVAL SHEET

TIIE EFFECTIVENESS OF'USING VIDEO CLIPS IN TEACHINGWRITING 1YARRATTVE TEXT AT THE ELEYEI\TII GRADE

STUDENTS OF SMA N 8 PURWOREJO IN THEACADEMIC YEAR 2O13,DA14

A THESIS

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MOTTOS

A successful comes to the one who tries to get it, but not for the one who only

expects it.

Learn from the past, plan for the future by focusing on today.

Actions speak louder than words

Never give up

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DEDICATIONS

This thesis is dedicated with gratitude and love for Allah SWT and a great of

especially dedicated to:

My lovely father and mother, Achmad Sumarno and Siti Zayanah, who

never have hesitation to love me and no space to forget me. Thank for your

love, supporting, advising, and praying for my success.

My brothers, Ahmad Kusmayadi and Teguh Ma’rufi. Thanks for your

praying, supporting and kindness.

All of the members of my big family, all of my neighbors and all of my

friends where you are. Thanks for your support.

My girlfriend, Diyan Pradesti. Thanks for your support.

All of the members of Miscuzi Family. Thanks for kindness.

All of my friends in D’Animals. Thanks for our togetherness. I believe that

our dream will come true.

All of my friends numerous the mentions in Muhammadiyah University of

Purworejo. Thanks for the support.

All my lectures in English Department of Muhammadiyah University of

Purworejo.

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STATEMENTS

The writer who signed below:

Name : Budi Rahmanto

NIM : 102120114

Faculty : Teacher Training and Educational Science

Department of Field : English Department

Title : The Effectiveness of Using Video Clips in Teaching

Writing Narrative Text at The Eleventh Grade Students of

SMA N 8 Purworejo in The Academic Year 2013/2014.

States that this thesis is absolutely done by own work and the content of this thesis

is written by self as requirement in accomplishing the study in this university,

except in few parts which I draw as the reference according to the written rules

and the written ethics of the thesis. If it is proven that is statement is incorrect, this

entirely becomes my responsibility.

Purworejo, July, 2014

Budi Rahmanto

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ACKNOWLEDGEMENTS

Alhamdulillahirabbil ‘alamin, all praise be to Allah the Almighty. Due to

His Mercy, the researcher has been able to complete his thesis entitled “The

Effectiveness of Using Video Clips in Teaching Writing Narrative Text at The

Eleventh Grade Students of SMAN 8 Purworejo in The Academic Year

2013/2014” as the requirement for obtaining the Sarjana Pendidikan Degree of

English Department of Muhammadiyah University of Purworejo.

The researcher would like to express his greatest gratitude to several

people who participated in finishing this thesis. He extends his sincere gratitude

and appreciations to:

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

of Purworejo.

2. Drs. H. Hartono, M. M. as the Dean of Teacher Training and

Educational Faculty of Muhammadiyah University of Purworejo.

3. Semi Sukarni, M.Pd, as the head master of English Education Program

of the Teacher Training and Education Sciences of Muhammadiyah

University of Purworejo.

4. Juita Triana, M.Pd, as my consultant, thanks for giving me continues

guidance as well as motivation and your patience during the writing of

final project.

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5. All the lecturers in English Department of Muhammadiyah University

of Purworejo. Thanks for your dedication to teach me until I graduated.

6. Drs. Suhartono, M.M. the head master of SMAN 8 Purworejo, who has

given permission to conduct the research at his institution and for

giving his contribution while I was carrying out the study there.

7. The big family of SMAN 8 Purworejo, who have given great

assistance to make this research possible to conduct.

Finally, the researcher would welcome comments and criticism for this

thesis, seeing that this thesis is far from being perfect. However, the researcher

still hopes that this writing will be useful for the improvement of the English

teaching and learning, especially in Muhammadiyah University of purworejo.

The Researcher

Budi Rahmanto

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ABSTRACT

Rahmanto,Budi. 102120114. “The Effectiveness of Using Video Clips in

Teaching Writing Narrative Text at The Eleventh Grade Students of SMA N 8

Purworejo in The Academic Year 2013/2014”. A Thesis. English Education

Program, Teacher Training and Education Faculty of Muhammadiyah University

of Purworejo. 2014. Consultant: Juita Triana, M.Pd

Writing skill in English is one of the language skills in learning English

that must be mastered by students. English writing is not easy subject for most of

students in Indonesia because English is their foreign language. Most of foreign

language learners face difficulties in learning English. The background of the

research was based on the phenomenon that many teachers still use conventional

way to teach students. So, it will be difficult for students to achieve teaching and

learning target. The use of video clip can be used as a teaching medium to help

teacher in teaching learning, especially in teaching learning writing narrative text.

The aim of the thesis is to find out the effectiveness of using video clips in

teaching writing narrative text at the eleventh grade students of SMA N 8

Purworejo in the academic year 2013/2014.

The researcher applies quantitative method to discuss and find out the

problem appearing in this study. This study can be categorized as experimental

research. The population of this research is the eleventh grade students of SMA N

8 Purworejo in the academic year 2013/2014. The sample of this research is 60

from two classes, XI IPA 3 consists of 30 students as the experimental group, and

XI IPS 3 consist of 30 students as the control group. The sampling technique

which is used is random sampling. In getting the data, the researcher used written

test as an instrument (pre-test and post-test). The researcher analyzed the data by

using descriptive statistic analysis (mean, median, mode, SD, variance, and the

highest and lowest score) and inferential analysis (normality test, test of

homogeneity and t-test as hypothesis).

After analyzing the data, the researcher concludes that using video clips in

teaching writing narrative text is effective. As the fact, the result of t-test is 2.32.

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

alpha level significance and the degree of freedom is 2.000. The computation

shows that t-value is higher than t-table is 2.32>2.000. It means that using video

clips in teaching writing narrative text at the eleventh grade students of SMA N 8

Purworejo in the academic year 2013/2014 is effective.

Keyword: Effectiveness, teaching, video clips, writing, narrative text.

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TABLE OF CONTENT

Title .............................................................................................................. i

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

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

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

Mottos .......................................................................................................... v

Dedications ................................................................................................... vi

Acknowledgements ....................................................................................... vii

Abstract ........................................................................................................ ix

Table of Contents .......................................................................................... x

List of Tables ................................................................................................ xii

List of Charts ............................................................................................ xiii

List of Appendices ........................................................................................ xiv

CHAPTER I INTRODUCTION

A. Background of the Study ................................................. 1

B. Reason for Choosing the Topic ........................................ 3

C. Limitation of the Study .................................................... 3

D. Statement of the Problem ................................................ 4

E. Objective of the Study ..................................................... 4

F. Significant of the Study.................................................... 4

G. Definition of Key Terms ................................................. 5

H. The Organization of the Thesis ........................................ 6

CHAPTER II REVIEW OF RELATED LITERATURE

A. Previous Study ................................................................ 8

B. Literature Review ............................................................ 9

C. Conceptual Framework.................................................... 27

D. Hypothesis ...................................................................... 28

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CHAPTER III RESEARCH METHOD

A. Time and Place the Research ........................................... 29

B. Research Design .............................................................. 29

C. Population and Sample .................................................... 30

D. Research Variable ........................................................... 31

E. Research Instrument ........................................................ 32

F. Technique of Collecting Data........................................... 34

G. Technique of Data Analysis ............................................ 36

CHAPTER IV RESEARCH FINDING AND DISCUSSION

A. Data Description ............................................................. 40

B. Data Analysis .................................................................. 49

C. Test of Hypothesis ........................................................... 58

C. Summary of the Discussion ............................................. 60

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion ...................................................................... 64

B. Suggestion ....................................................................... 65

BIBLIOGRAPHY

APPENDICES

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LIST OF TABLES

Table 1. Sample of the study ......................................................................... 31

Table 2. Elements and score writing .............................................................. 33

Table 3. The criteria of writing elements ....................................................... 34

Table 4. Classification of students’ achievements .......................................... 40

Table 5. Pre-test and post-test result of experimental group ........................... 41

Table 6. The percentage of test result of experimental group ......................... 42

Table 7. Pre-test and post-test result of control group .................................... 43

Table 8. The percentage of test result of control group .................................. 44

Table 9. Post-test result of experimental group and control group.................. 45

Table 10. Test result of experimental group and control group ...................... 46

Table 11. Homogeneity test........................................................................... 53

Table 12. The calculation of normality score post-test in experimental group 54

Table 13. The calculation of normality score post-test in control group ......... 55

Table 14. Calculation of normality score (SPSS) ........................................... 56

Table 15. Summary of the discussion ............................................................ 60

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LIST OF CHARTS

Chart 1. The chart of frequency range of experimental group ........................ 47

Chart 2. The chart of frequency range of control group ................................. 48

Chart 3. The chart of frequency range of experimental group and control group 49

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LIST OF APPENDICES

Appendix 1: Permission Letters

Appendix 2: Syllabus

Appendix 3: Lesson Plan

Appendix 4: Test Result

Appendix 5: List of students

Appendix 6: Students’ work

Appendix 7: Computation using SPSS

Appendix 8: F-table

Appendix 9: T-table

Appendix 9: Photograph

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CHAPTER I

INTRODUCTION

In this chapter, the researcher will formulate the concept of the introduction

into several items. This chapter is divided into eight parts. They are background of

the study, reason for choosing of the topic, limitation of the study, statement of

the problem, the objective of the study, significance of the study, definition of key

terms and organization of the study.

A. Background of The Study

Language is means of communication that plays important role in

human life. Language and human being are two inseparable components,

because people use language to communicate or interact with two or more

people to get some information. Language is a system of arbitrary vocal

symbols which permits all people in given culture, or other people who have

learned the system of that culture, to communicate or to interact (

Finnochiaro , 1974:3 ).

Based on what stated above, it is clear that language is important for

people to carry out their daily activities. Without language, people cannot

communicate with other people, and it means that we cannot get any

information we need, because the use of language is to express their

communicative need either in speech or writing.

English is one of international languages that is most frequently used.

It is used in many fields of life like in business, politics, education, literature

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and soon. Because of its role in all over affairs, English is mostly learned in

non English-speaking countries, and one of them is Indonesia. In Indonesia

English is learned at school from elementary school to university. English is

even taught from kindergarten in many big cities. In teaching and learning

English process, both students and teachers can develop their four language

skills. The goal of teaching language is the mastery of the four language

skills which include listening, speaking, reading and writing skills.

One of the four language skills is writing skill. Writing is very

important for us because science and knowledge always have transformation

and the experts write and discuss them in a book. Here, writing draws the

kinds of symbols to describe anything recognized by someone and it

conveys the message from the writer through those symbols.

According to the syllabus of SMA N 8 Purworejo, the students are

expected to learn many kinds of text. There are many kinds of text such as

narrative, descriptive, recount, report, procedure, explanation and so on.

Therefore in order to do this research, the researcher chooses narrative text.

Narrative text describes a sequence of real or unreal events to entertain or

inform the reader.

There are many factors that influence someone’s difficulties in

writing, such as in mastering vocabulary, in arranging structure of sentences,

and there is no harmony in writing down the ideas. There are many ways to

avoid those things. One of them is by using more media in teaching-

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learning process. Other thing that has the same importance as media is the

technique of teaching.

The researcher finds that the reason why the writing is difficult to

students’ beacause of the media is very limited. Beside that, media is needed

to support teaching-leraning in the class room. As a good teacher must be

provide interest media to the students’. In this research, the researcher uses

video clips in teaching writing narrative text.

The video clips are chosen here because it could be a good media in

teaching writing to the students. By using video clips, it can help the

students to improve their writing skills. While watching the video clip

students can make a narrative text based on the story.

B. Reason for Choosing The Topic

The researcher chooses the topic “The effectiveness of using video

clips in teaching writing narrative text at the eleventh grade students of SMA

N 8 Purworejo in the academic year 2013/2014”. The researcher considers

that video clip is an interesting and attractive media to be used to teach

writing narrative text of the eleventh grade students of SMA N 8 Purworejo.

C. Limitation of The Study

There are many types of text taught to the students and media applied

in writing class. The researcher limits the scope and the problems of the

study so that the problem will not be wide and would be effective. The

researcher focuses the study on the effectiveness of using video clips in

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teaching writing narrative text at the eleventh grade students of SMA N 8

Purworejo in the academic year 2013/2014.

D. Statement of The Problem

The problem that will be answered through this research is formulated

in the following question: Is there any effectiveness of using video clips in

teaching writing narrative text to the eleventh grade students of SMA N 8

Purworejo in the academic year 2013/2014 ?

E. Objective of The Study

Based on the statement of the problem, the objective of the study is to

find out the effectiveness of using video clips in teaching writing narrative

text to the eleventh grade students of SMA N 8 Purworejo in the academic

year 2013/2014.

F. Significance of The Study

The researcher hopes that this study will be useful for:

1. The English learners

This study is useful for students, especially English learners to motivate

them in writing narrative text.

2. The English teachers

Teachers are expected to enrich the student’s ability in writing narrative text

through media such as video clips.

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3. The writer

It will be a great experience to analyze writing narrative text using video

clips.

4. The next researchers

This research can be used as contribution for further research in improving

the process of teaching narrative text.

G. Definition of Key Terms

1. Effectiveness

Effectiveness is a measure of the strength of one variable’s effect on

another or the relationshipbetween two or more variables. (Richard, 2010:

190)

2. Video clips

A video clip or music video is a short film integrating a song and imagery,

produced for promotional or artistic purposes. Modern music videos are

primarily made and used as a marketing device intended to promote the

sale of music recording (http://en.wikipedia.org/wiki/Video_clip)

3. Teaching

Teaching is give someone knowledge or instructor train someone, or to

show somebody how to do something or change somebody’s ideas.

(Harmer, 2004:56)

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4. Writing

Writing is viewed as the result of complex processes of planning, drafting,

reviewing and revising and some approaches to the teaching offirst and

second language writing teach students to use these processes. (Richard,

2010: 640)

5. Narrative text.

Narrative is kind of text which has function to amuse, entertain and to deal

with actual or various experience in different ways. (Hartono, 2005:6)

H. Organization of The Thesis

In order to make the research well organized, and to gain better

understanding toward the content or the essence, the researcher organizes

the writing of the thesis based on the following.

1. Chapter I is Introduction. This chapter consists of the background of the

study, reason for choosing the topic, limitation of the study, statement of

the problem, objectives of the study, significance of the study, definition

of key terms, and organization of the study.

2. Chapter II is Review of Related Theories. In this chapter the researcher

presents theoretical framework, conceptual framework and hypothesis. It

explains about what will be discussed in this thesis and about definitions

of some terms used.

3. Chapter III is Research Methodology. In this chapter the researcher

presents type of research, population and sample, research instrument,

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technique of collecting data, technique of analyzing data, time and

location of the research.

4. Chapter IV is Research Finding and Discussion. This part tries to explain

the research finding and to discuss it as clearly as possible.

5. Chapter V is Conclusion and Suggestions. This chapter is the last part of

the thesis.

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CHAPTER II

REVIEW OF RELATED THEORY

In this chapter, the researcher explains theoritically the topics that

strengthen this research that can become a basic of the research. The topics will

include the previous study, literature review, conceptual framework and

hypothesis.

A. Previous Study

Writing is an interesting field for research. Many researchers have

conducted the research about writing skills. Related to this study, the researcher

chooses some literature about previous research which is relevant to teaching

narrative writing.

As source of inspiration in writing this thesis, the researcher presents some

previous studies. The first is Devitasari‟s thesis (2009) entitled The Effectiveness

of Using Pictures in Teaching Narrative Text (An Experimental Study of Eighth

Grade Students of Nusantara Plus Junior High School Ciputat). The aim of this

study is to find out the difference between the mean scores of the experimental

and control group. The average score for the experimental class is 68.7 and 52.6

for the control class. The result of the value of t test is 4.74. The result shows that

pictures have big contribution in developing students‟ writing ability in a narrative

text.

The second is Solikhatun‟s thesis (2011) entitled The Effectiveness of

Using Fable Movies in Writing Narrative Text: The Case of The Eleventh Grade

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Students of SMA Gita Bahari Semarang in The Academic Year 2011/2012. The

thesis mainly aims at determining the effectiveness of using fable movies as a

means to improve the students‟ ability in writing a narrative paragraph. The

average score for the experimental class was 96 and 62 for the control class. The

result of the value of t test is 5.4. The result showed that fable movies could be

one of the effective ways to handle the difficulties in improving students‟ writing

ability especially in narrative paragraph.

B. Literature Review

1. Teaching and Learning

a. Definition of Teaching

The word “teaching” is derived from the word “teach”. According

to Harmer (2004:56) describe that teaching is to give someone

knowledge or instructor train someone, or to show somebody how to do

something or change somebody‟s ideas. Teaching is about transmission

of knowledge from teacher to student, or it is about creating condition in

which, somehow, students learn for themselves.

Teaching is an effort to present the knowledge, which is done by

someone for other people. Chambers and Gregory (2006:40) state that

teaching is means to an end, a complex activities, strategies, mechanisms,

invitation and rhetorical plays designed to help students learn and to

become better learner.

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Hamalik (2007:44-52) states that there are many interpretations

about term of teaching, there are:

a. Teaching is transferring knowledge to the students in school,

b. Teaching is devolving culture to the young generation through

school institution,

c. Teaching is an effort organization environment so that making a

good condition to student‟s learning,

d. Teaching is giving study guidance to the students,

e. Teaching is an activity to prepare the students to be good citizen

suitable with the public ruler,

f. Teaching is helping students to face a society in daily live,

From the definitions of teaching above the researcher

concludes that teaching is to show somebody how to do something so

that they will be able to do it themselves and to give somebody

information about particular subject or help somebody to do

something.

b. Definition of Learning

Learning can be defined in many ways. The act of learning

varies between one from another. The activity of human can be said as

learning since learning is not only related to teacher and students, but

in any aspect of life in the world.

According to Brown (2007:8), learning is:

a. Learning is acquisition or getting something,

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b. Learning is retention of information or skill,

c. Retention implies storage system, memory, cognitive organization,

d. Learning involves active, conscious focus on and acting upon events

outside or inside organism,

e. Learning is relatively permanent but subject of forgetting,

f. Learning involves some forms of practice, perhaps reinforced

practice, and

g. Learning is change in behavior.

The ability to learn is possessed by humans, animals and some

machines. Progress over time tends to follow learning curves. Learning is

not compulsory; it is contextual. It does not happen all at once, but builds

upon and is shaped by what we already know. Learning is based on

experience. Learning produces changes in the organism and the changes

produced are relatively permanent.

According to Hamalik (2007:36), learning is defined as the

modification or strengthening of behavior through experiencing.

Learning is acquiring new or modifying existing knowledge, behaviors,

skills, valves, or preferences and may involve synthesizing different

types of information. Learning is an interactive dialogue. Learning is an

organic process and constructive, not mechanical as well as teaching.

From the definitions the researcher concludes that learning is a

change in knowledge, beliefs, behaviors or attitudes. This change

requires time, particularly when one is dealing with changes to core

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beliefs, behaviors, and attitudes. Don‟t interpret a lack of sea change in

your students‟ beliefs or attitudes immediately following a lesson as a

lack of learning on their part, but instead, consider that such a change

will take time – perhaps a few weeks, perhaps until the end of the term,

or even longer.

2. Writing

a. Definition of Writing

Writing is likely to be the most difficult in the school since the

students have to produce a text by using English. They have to write about

what they think in their mind and state it on a paper by using the correct

procedure. Writing is not the only activities combine words. Writing is a

process repeated, namely process of revising and rewriting.

Meyers (2005:2) states that writing is a way to produce language

you do naturally when you speak. Writing is an action- a process of

discovering and organizing your ideas, putting them on a paper, reshaping

and revising them.

Harmer (2004:86) states that writing is a process and that we write

is often heavily influenced by contains of genres, then these element have

to be present in learning activities. From the definitions above, it can be

concluded that writing is the way of producing language and expressing

ideas, feelings, and opinions in the form of letters, symbols, or words. It is

written on a paper or a computer screen.

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b. Writing Process

Writing process is a framework for writing well and easily.

According to Langan (2008:25-37), the writing process is as follows:

1. Pre-writing

Many people have trouble getting started with writing. A mental

block may develop when we sit down before a blank sheet of paper. These

are the five pre-writing techniques that will help to think about and

develop a topic and get words on paper:

a. Free writing

Free writing means jotting down in rough sentences or phrases

everything that comes to mind about a possible topic. Do not worry

about spelling or punctuating correctly, about erasing mistakes, about

organizing material, or about finding exact words.

b. Questioning

In questioning technique, we generate ideas and details by asking

questions about the subject. Such questions include why, when, where,

who, and how.

c. Making a List

In making a list, also known as brainstorming, collecting the ideas and

details that relate to your subject. Pile these items up, one after another,

without trying to sort out major details from minor ones or trying to

put the details in any special order. The goal is just to make a list of

everything about the subject.

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d. Clustering

Clustering also known as diagramming or mapping is another strategy

that can be used to generate material for an essay. This method is

helpful for people who like to do their thinking in a visual way. In

clustering, uses lines, boxes, arrows, and circles to show relationships

among the ideas and details.

e. Preparing to Scratch Outline

A scratch outline is an excellent sequel to the first four prewriting

techniques. A scratch outline often follows free writing, questioning,

list-making, or diagramming; or it may gradually emerge in the midst

of these strategies. In fact, trying to make a scratch outline is good way

to see if you need to do more prewriting to clarify the main point or its

several kinds of support.

2. Writing a First Draft

When write a first draft, be prepared to put in additional thoughts and

details that did not emerge during prewriting. And don‟t worry about hit a

snag. Also don‟t worry yet about grammar, punctuation and spelling. It

can be removed later.

3. Revising

Revising is as much a stage in the writing process as prewriting,

outlining, and doing the first draft. Revising means rewriting essay,

building on what has already been done, to make it stronger. There are

three stages to the revising process:

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a. Revising content

b. Revising sentences

c. Editing

4. Editing

After revising the text, the next process is editing. Its include edit-

check for and correct-errors in grammar, punctuation, and spelling.

Remember that eliminating sentence-skill mistakes will improve an

average writing and help ensure a strong grade on a good writing. Writing

is the language skill used least by most people. It is also a skill usually

learnt formally at school, and not handled well by many people, even in

their first language. It involves low-level skills (handwriting or typing,

spelling, constructing grammatical sentences, punctuating) and high-level

cognitive skills (gathering ideas, organizing and sequencing, structuring,

drafting, and editing).

3. General Concept of Text

a. Definition of Text

The ability to use a language is manifested through the text

production. The text in this study refers to a boarder sense, not merely a

reading text as we usually use in studying a language. Words are put

together to communicate a meaning, a piece of text is created.

According to Feez and Joyce (2002:4), text is any stretch of

language which is held together cohesively through meaning. A text we

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have suggested is not just a string of sentences. In other word is not simply

a large grammatical unit, something of the same kinds as sentence but

differing from it in size a sort of super sentence.

A text may be spoken and written, prose or verse, dialogue or

monologue, single proverb to a whole play, a momentary cry for help to

all – day discussion on commit. It is clear from the definition that a text

does not depend on form. It may be very short like a scream of help,

warnings, or signs. The form of the text may be very long such as a text of

religious sermon, a book, a whole play etc, reading text, as are usually use

in teaching English is also a text, but a text is not only a reading text. It

may be spoken or written. Every day we produce text as many as the

interaction that we make with other people.

b. Types of Text (Genre)

Gerot and Wignell (1995:193) differentiate the genres of text based

on the story genres into nine types. Below is a description of some

common text types or writing genres stated by Gerot and Wignel:

a. Spoof

Spoof is a kind of genre which has purpose to retells an event with

humorous twist.

b. Recount

Recount is a text which has a purpose to retell events for the

purpose of informing or entertaining.

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c. Report

Report is a kind of genre which has purpose to describe the way

things are, with reference to arrange or natural, man-made and

social phenomena in our environment.

d. Analytical Exposition

Analytical exposition is a text which has a purpose to persuade the

reader or listener that something is the case.

e. News Item

This is factual text that informs the readers about event of the day

which are considered newsworthy or important.

f. Anecdote

The function is to share with others an account of an unusual or

amusing incident.

g. Narrative

Narrative is a text which has a purpose to amuse, entertain, and to

deal with actual or various experience in different ways.

h. Procedure

Procedure is a text which has social function to describe how

something is accomplished through a sequence of actions or steps.

i. Description

Description is a text which has social function to describe a

particular person, place, or thing.

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The students‟ ability to understand and write a particular genre

depends not only on the classroom instruction, but also on their knowledge

and previous experiences of the genre. Therefore, the researcher concluded

that genre is a kind of texts which includes specific structures, features and

communicative purpose.

4. Narrative Text

Narrative text is a text which contains about story and its plot

consists of climax of the story (complication) then followed by the

resolution. A narrative text is a text amuses, entertain and deal with actual or

vicarious experience in different ways. Narrative text deals with problematic

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

finds a resolution.

1. Social Function of Narrative

Narrative used to amuse, entertain and to deal with actual or

various experience in different ways.

2. Generic Structures of Narrative

Generic structure is a system of arranging a written text. Generic

structures of narrative text, as follows:

a. Orientation

The purpose of which is to set the scene, introduce the

characters, and say when and where the narrative is set.

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b. Complication

A crisis or problem arises. The story is pushed along by a series

of events, during which we usually expect some sort of complication

or problem to arise. It just would be no interesting if something

unexpected did not happen. This complication will involve the main

character and often serves to (temporally) toward them from reaching

the goal. Narrative usually has more than one complication.

c. Resolution

The complication may be resolved for better or worse, but it

rarely left completely unresolved, (although this is of course possible

in certain type of narrative which leaves us wondering “how did it

end?”). Narrative usually has more than one resolution.

d. Re-orientation

Optional closure of events, sometimes narratives do not have

re-orientation.

3. Language Features of Narrative

Typical linguistic features common to narratives:

a. Focus on specific and usually individualized participant

E.g.: Po, Aladdin, and Shifu

b. Use of relational processes and mental processes

E.g.: Tigress was unhappy, everything was so weird.

20

c. Use of temporal conjunctions and temporal circumstances

E.g.: A few years ago, sometimes, once upon a time

d. Use of past tense

E.g.: lived, stayed, and was.

e. Use of verbal processes

E.g.: Said, told, and promised.

f. Use of material processes.

E.g.: The bomb exploded

Narratives are more demanding than recounts because they

highlight a complication in the sequence of events. In narrative, the

researcher makes the plot suspense as she/he evaluates the complications.

4. Types of Narrative

There are some of different types or kinds of narrative text include

the follows:

a. Adventure: a story that includes exciting and dangerous events that

characters have to solve; e.g. junior detective stories

b. Horror story: a story which attempts to scare the reader or listener

with frightening events but which usually ends happily; e.g. Dracula

c. Romance: a story which deals with romantic love. There are some

obstacles in the way but true love usually wins out in the end.

21

d. Fairy tale: a well known story from folklore for children which often

involves fairies or other magical characters.

e. Epic: a story which deals with big themes and heroic achievements and

events that are „larger than real life‟; e.g. Iliad, Beowulf.

f. Moral tale: the stories which explicitly attempt to teach people about

the right way to behave; e.g. traditional fables from folklore.

g. Myth or legend: stories which belong to a particular ethic group and

which attempt to explain the way of nature and the universe; e.g.

Aboriginal legends.

Below, the example of narrative text:

Why Do Hawks Hunt Chicks?

Once upon a time, a hawk fell in love with a hen. The hawk flew down from

the sky and asked the hen, “Will you marry me? “ (ORIENTATION).

The hen loved the brave, strong hawk and wished to marry him. But she

said, “I cannot fly as high as you can. If you give me time, I may learn to fly as

high as you. Then we can fly together.” (COMPLICATION)

The hawk agreed. Before he went away, he gave the hen a ring. “This is to

show that you have promised to marry me,” said the hawk. (RESOLUTION)

It so happenend that the hen had already promised to marry a rooster. So,

when the rooster saw the ring. He became very angry. “Throw that ring away at

22

once!” shouted the rooster. The hen was so frightened at the rooster‟s anger that

she threw away the ring immediately. (COMPLICATION)

When the hawk came a few months later, the hen told him the truth. The

hawk was so furious that he cursed the hen, “Why didn‟t you tell me earlier?

Now, you‟ll always be scratching the earth, and I‟ll always be flying above to

catch your children,” said the hawk. (RESOLUTION)

5. Media of Teaching Writing

a. Definition of Media

The word “media” is plural from of medium derived from latin

medius that means midlle or mediator. Media are device that can be

manipulated, seen, listened, read or spoken together with the instruments

used well in the teaching learning process influence the affectivity of

instructional program (Sadiman, 1996:6)

From those definitions, it can be concluded that media is something to

join message and to stimulate mind, feeling and students’ interest to

study. Therefore, it can motivate them in teaching-learning process.

b. Types of Media

In giving the learning materials the teachers need media that convey

the information to the learners. There are six types of media that can be

used in learning-teaching process (Gerlach, 1980:247-248):

23

1. Still pictures.

Photographs of any object or event constitute still pictures. A still

picture is a record or a copy of a real object or event which may be

larger or smaller than the object or event it represents.

2. Audio recordings.

Recordings are made on magnetic tape, on discs, or on motion

picture sound tracks.

3. Motion pictures.

A motion picture or videotape recording is a moving image in color

or black and white produced from live action or from graphic

representations.

4. Television.

This category includes all types of audio-visual electronic

distribution systems which eventually appear on the cathode ray tube

(television monitor).

5. Real things, Simulations and Models.

This category includes people, events, objects, and demonstrations.

Real things, as contrasted with other media, are not substitutes for

the actual object or event. They are in fact, life itself, often in its

natural setting.

6. Programmed and Computer-assisted Instruction.

Programs are sequences of information (verbal, visual, or audio)

which are designed to elicit predetermined responses.

24

c. Advantages of Media in English Teaching

Arsyad in Sudjana and Rivai (2007:2) explain some advantages of

media in students learning process:

a. Teaching process would interest the students‟ attention, so it could

motivate the students.

b. Teaching materials would be meaningful, so it could be understood the

students and it might master and reach the teaching purpose.

c. Teaching method would be various, so the student would not be bored

and the teacher would not be tired.

d. Students not only listen to the teachers‟ explanation but also could do

anything else (for example: observation, demonstration, action, etc).

6. Video Clip

a. Definition of Video Clip

A lot of classroom technology is designed so that teachers and

students can listen to audio and watch film and video. Video is richer

than audio, speakers can be seen, their body movements give clues as to

meaning, so do the clothes they wear, their location, etc. Background

information can be filled in visually. Video describes a moving object

with natural sounds or matching sounds. Video clip or music video is a

short film integrating a song and imagery, produced for promotional or

artistic purposes.

25

Modern music videos are primarily made and used as a marketing

device intended to promote the sale of music recordings. Music videos

use a wide range of styles of making techniques, including animation,

live action filming, documentaries, and non-narrative approaches such

as abstract film. Some music videos blend different styles, such as

animation and live action. Many music videos do not interpret images

from the songs‟ lyrics, making it less literal than expected.

b. Video Clip as Media in Teaching Writing

Writing is one of productive skills that must be learnt in a language

classroom. Learners engaged in a productive task can become very

frustrated when they do not have the word or the grammar they need to

express themselves.

In teaching learning process, teachers are expected to make it more

interesting through the medium used. Video clip is one of the media that can

be used in teaching writing, especially in writing narrative text.

By using video clip, teacher can give new atmosphere in their class

so that the students have a big enthusiasm in teaching learning process,

besides visual aid can help students master the material that the teacher

gives to them.

26

c. Applying Video Clip in Teaching Writing Narrative Text

In the process of teaching, teacher can use stimulate media to

stimulate her/his students‟ interest. In this case, the teacher has to think the

appropriate and effective media that will be applied in the teaching learning

process. In this research, the researcher uses video clip. The main aim of

video clip in teaching of narrative text is to help the students catch and

express their ideas in writing.

Video clip can be used for rewriting or retelling a story. Teacher can

begin the lesson by giving question related to the video clip that would be

watched. After that, lets the students watch it. Before the students watch the

video clip, teacher guides students to make notes related to the video clip

such as setting, character, and others. The teacher gives questions based on

the video clip that will be eased the students to make a narrative text by

arranging the answer of the question.

Teacher should explain that students are not allowed to interrupt

while the video clip is playing because it can disturb students‟

concentration. If students find difficulties in vocabulary, they can ask

teacher after the video clip ends or they can open the dictionary. After they

have done with the text, teacher asks students to discuss together about

overall description of video clip by connecting narrative text material that

consists of the generic structure and linguistic features and asks students, to

analyze the video clip together. It means that the students must share their

idea, feeling, or anything that exist in their mind after they watch the video

27

clip and focus on generating idea, organizing coherently, revising it into

good composition, and editing text for appropriate grammar.

By using video clip, students will be more interested in learning

writing. Besides that, they will practice regularly especially in writing.

C. Conceptual Framework

In doing communication, there are four basic skills that should be

mastered by the students of foreign language learner namely listening, speaking,

reading, and writing. Writing skill is important because the students do not only

listen to the teachers‟ explain, speak up to respond the teachers or read the books,

but also the students should be able to write to balance their skills in learning

English.

In a scientific research, it is necessary to consult any theories to support

the statements. From the various theories, we should know that teaching writing

for the students‟ needs more attention from the teacher to be successful in learning

English. One of factors that affect in learning English is the motivation and

interest.

However, we must have a media that can make the learners interested and

students not bored. One of the use media of teaching writing is using video clips.

28

D. Hypothesis

A hypothesis is a temporary answer of research, until it can be proved by

data collection. Hypothesis taken from hypothesa, which is consist of two words,

hypo mean under and these mean truth (Arikunto, 2006:71). So, the meaning of

hypothesis is a temporary answer of research problem that its truth must be

verified empirically.

By using the hypothesis it will make the researcher easier to focus the

researcher‟s work. Therefore, in this study, the researcher proposed two

hypotheses. There is as follow:

1. Ha : Using Video Clips in Teaching Writing Narrative Text at The Eleventh

Grade Students of SMA N 8 Purworejo in the academic year 2013/2014 is

effective.

2. Ho: Using Video Clips in Teaching Writing Narrative Text at The Eleventh Grade

Students of SMA N 8 Purworejo in the academic year 2013/2014 is not effective.

29

CHAPTER III

RESEARCH METHOD

In this chapter, the researcher will explain how he conducts his research.

In conducting a research, method is important to get and collect the data. In this

chapter, the discussion is mainly divided into seven sections. It covers place and

time of the research, research design, population and sample, research variable,

research instrument, technique of collecting data, and technique of analyzing data.

Those will be presented as the following points.

A. Place and Time of Research

This research was conducted at SMA N 8 Purworejo. In this

research, the researcher divided the process of the research into three

sections. The first is pre-test, the second is treatment, and the last is post-

test.

The subjects of the study are two classes, namely XI IPA 3 as

experimental group and XI IPS 3 as control group. This research was hold

in May 16th until May 24

th 2014.

B. Research Design

According to Arikunto (2006:160) method is the way in which a

researcher collects the data. To make systematic research, the researcher

must decide the type of the research method that it is suitable. There are

many kinds of method that usually used in research. Between one method

30

and others is different, so we must choose one of research method that is

suitable.

In this study, the researcher used an experiment method research

design. Experimental research is the research has a purpose to investigate

whether there is an affect of something that is treated to the subject of

research. The researcher can get data from many sources that are library

research and field research. Library research means that the researcher

selected some reference book related to subject matter, the researcher also

conducted field and the design was chosen because the researcher only

wanted to know is there any significant difference between the student

ability writing narrative text using video clips and without video clips.

C. Population and Sample

1. Population

Population is total member of research subject (Arikunto,

2010:173). In this case, the population is the entire of the eleventh grade

students of SMA N 8 Purworejo in the academic year 2013/2014. The

number of population is 210 students.

2. Sample

Sometimes, the number of population is too big so it is out of

reach. In this case, the research is conducted to a part of the whole

population. This part must have the characteristics that represent the

whole population.

31

Arikunto (2006:131) states that sample is a part of representative

of population of the research. In this study, the researcher takes 60

students. It consists of two classes which are XI IPA 3 and XI IPS 3.

Table 1. Sample of the study

No. Class Group Number of

Students

1. XI IPS 3 Control 30

2. XI IPA 3 Experimental 30

Total 60

D. Research Variable

According to Arikunto (2006:118), variable are the subject of a

research, or the things that become points of attention of a research. While,

Sugiono (2006:60) stated that variable is everything which is in every form

which is settled by the researcher to be learnt as the purpose to get the

information about these, and then get the conclusion. In this research, the

researcher uses two variables, they are:

1. Independent Variable

The independent variable is the major variable which the

researcher hopes to use to investigate. According to Sugiyono (2010:61),

independent variable is variable that influences dependent variable. It is

usually symbolized by “X”. In this research, independent variable is the

use of video clips.

32

2. Dependent Variable

The dependent variable is the variable which the researcher

observes and measures to determine the effect of the independent

variable. Sugiyono (2010:61) stated that dependent variable is the

variable that influenced because of any independent variable. It is

symbolized by “Y”. Dependent Variable in this research is the students’

achievement in the test score.

E. Research Instrument

An instrument is a way to get the data. Research instrument is used to

collect the data and it has important role in a research. According to

Arikunto (2006:151), research instrument is a tool on the research that using

a method. In this study, the researcher used test as the instrument.

According to Brown (2003:3), test is method of measuring person

ability of knowledge or performance in a given domain. Test can be useful

devices, but they are only one among many procedure and tasks that teacher

ultimately use to asses students. In conducting this research, the researcher

applies the following steps:

1. Pre-Test

According to Richards (1990:228), pre-test is the try out phrase

of a newly written but not fully development test. Tests under

development may be revised on the basic of the item analysis obtained

from the result of the pre-test. Pre-test can be called a test before

learning has occurred. In this thesis, the researcher uses written test to

33

measure students’ achievement. In the pre-test, the researcher asks

students to write a narrative text.

2. Post-Test

According to Richards (1990:225), post-test is a test given after

learning has occurred or is supposed to have occurred. In teaching,

comparison of pre-test and post-test result measure the amount of a

progress a learner has made. The post-test is to write a narrative text.

3. Scoring of writing test

The researcher gives 60 minutes to students to write their stories

about narrative text. In giving the score, the researcher uses the elements

of writing such as content, organization, vocabulary, grammar, and

mechanic. According to Brown (2004: 246), score for each element as

follows:

Table 2. Elements and score writing

No. Writing elements Score

1. Content 30

2. Organization 20

3. Grammar 25

4. Vocabulary 20

5. Mechanics 5

Total 100

Brown (2004:246)

34

Table 3. The criteria of writing elements

No The writing elements Score

1. Contents

The substance of writing

The ideas expressed

The arrangement of generic structure

1-30

2. Organizations

The organization of contents

The arrangement of generic structures

1-20

3. Grammar

The employing grammatical forms and

syntactic patterns

The use of past tense

1-25

4. Vocabulary

The choice of words

1-20

5. Mechanics

Capitalizations

Punctuations

Spelling

1-5

Brown (2004:244)

F. Technique of Collecting Data

Data is very important in a research. It is needed to know much

information about the subject of research. In this study, several procedures

35

will be used in order to get the empirical data required. The research will be

conducted in three ways. They are as follows:

1. Conducting pre-test

The researcher conducts pre-test for both classes XI IPA 3 as the

experimental group and class XI IPS 3 as the control group before giving

the treatment to the students. The test is to write narrative text. They have

to finish it in 60 minutes.

2. Conducting treatment

Treatment was conducted to measure the improvement of the students

after the pre-test. The researcher explained how to make a narrative text by

using the video clips in class XI IPA 3 as the experimental group and then

asked the students to practice making a narrative text. The researcher uses

commonly way of teaching to teach narrative text in class XI IPS 3 as the

control group.

3. Conducting post-test

The post-test is done after conducting the pre-test and the treatment.

The test is to write narrative text. The material in this test is different

which gave in the treatment, the rule and the score of the test is the same

as the pre-test.

Both of the tests are to know whether there is significant difference

between the results of them, at last to find the effectiveness of the use of

the media.

36

G. Technique of Data Analysis

This research is quantitative research, so it needs a data analysis. This

analysis is related to the data computation in answering the problem statement

and the hypothesis testing presents. To analyze the data, the researcher

applies an appropriate method to find out whether it is effective or not

teaching writing of narrative text using video clips at the eleventh grade

students of SMA N 8 Purworejo in the academic year 2013/2014.

There are three kinds of techniques of data analysis:

1. Descriptive Analysis

The descriptive analysis is used to describe the variable of this

research that is the effectiveness of using video clips in teaching writing

narrative text. The statistics used are mean analysis and standard deviation

analysis. Additionally, the mean, mode, median, standard deviation, the

lowest score, and the highest score are also used in analyzing the data.

a. Mean

The formula is:

Where:

M = the mean score

= the sum of the scores

N = the total number of students

37

b. Standard deviation

The formula is:

Where:

SD = the square of the deviation standard

= the square of each score subtracted by mean score

N = the total number of the students

c. Determining the highest score.

The highest score is the best score reached by the people or group of

people.

d. Determining the lowest score.

The lowest score is the worst score reached by the people or group of

people.

2. Inferential Analysis

In this analysis, the researcher analyzes the data to the hypothesis.

This analysis is done to find out the effectiveness of using video clips in

teaching writing narrative text.

a. Test of Normality

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of research

data. This study used for normality distribution of initial abilities and

38

accomplishments to learn English the subject. As for the formula test

the normality of the data with Chi square (Sugiyono, 2009:172) is:

In which

x2 = the chi square value

fo = the observed frequency

fh = the expected frequency

df = degree of freedom (the total class interval – 1)

With this technique, the criteria for normal data if the subsisted price

of x2 calculated are less than the price of x

2table.

The researcher analyzed the normality test using SPSS 16.0 with the

kolmograv-sminov testing criteria area as follow:

If probability >0, 05 the normal population variant.

If the probability value < 0, 05 then the variant population is not

normal.

b. Test of Homogeneity

This test aims to determine whether the researcher is uniformly

drawn from the same population, given the research data drawn from

separate groups from one population. According to Sugiyono

(2008:275) to test the homogeneity of variance, we use F test.

F = variancelowestthe

variancehighestthe

fh

fhfo2

2

39

If the price F value> F table, it stated that the variance of the two

groups are homogeneous.

The researcher used SPSS 16.0 to analyze the homogeneity of

variances. The data come from populations with the same variant or a

variant of the same if the probability > 0, 05.

3. Test of Hypothesis

Test of hypothesis in this research is a test used to find out the result

of the research here, the researcher uses T-test analysis. T-test is a

statistical procedure for testing the difference between two or more means.

It is used for estimating the probability that the means have been drawn

from the different population (Nunan, 2007: 232).

The formula is:

Where:

t = Hypothesis

40

CHAPTER IV

RESEARCH FINDING AND DISCUSSION

In this chapter, the researcher presents the effectiveness of using video

clips in teaching writing narrative text at the eleventh grade students of SMA N 8

Purworejo in the academic year of 2013/2014. The purpose of this study is to find

out the effectiveness of using video clips in teaching writing narrative text, the

researcher analyzed the result of the test conducted in experimental group and

control group.

A. Data Description

In this research, the researcher took two classes as sample. They are XI

IPA 3 as experimental group and XI IPS 3 as control group. The researcher

took 30 students in XI IPA 3 and 30 students in XI IPS 3. So the number of

the sample is 60 students.

To compute the test result, the classification of the result based on criteria

of scoring, they are as follows:

Table 4

Classification of students’ achievement

Value Grade Level of achievement

80-100 A Excellent

66-79 B Good

56-65 C Sufficient

40-55 D Fairly sufficient

< 39 E Poor

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

referenced scales (Arikunto, 2006:245).

41

1. The Result of Pre test and Post test

The goal of doing test in this research is to know the ability of the

students’ in mastering the material. This test also shows the effect of using

video clips in teaching writing narrative.

Table 5

Pre-test and post test result of experimental group

No Students pre-test pos-test

1 S.1 62 82

2 S.2 64 76

3 S.3 57 65

4 S.4 54 70

5 S.5 64 86

6 S.6 60 72

7 S.7 62 76

8 S.8 65 80

9 S.9 80 86

10 S.10 55 65

11 S.11 52 60

12 S.12 78 84

13 S.13 70 70

14 S.14 52 58

15 S.15 74 72

16 S.16 52 66

17 S.17 72 76

18 S.18 76 82

19 S.19 56 70

20 S.20 52 76

21 S.21 52 74

22 S.22 55 74

23 S.23 60 82

24 S.24 56 74

25 S.25 62 84

26 S.26 62 70

27 S.27 55 64

28 S.28 68 76

29 S.29 72 82

30 S.30 60 74

42

Σ 1859 2226

Average 61,97 74,2

Mode 52 76

Median 61 74

Highest Score 80 86

Lowest Score 52 58

Range 28 28

SD 8,42 7,54

Variance 70,93 56,86

Based on the table above, the highest score of the pre test ( H ) was

80, the lowest score ( L) was 52, the range ( R) was 28, the median ( Me )

was 61, the Mode ( Mo) was 52 and the total score of pre-test was 1859.

While the highest score ( H ) of the post test was 86, the lowest score ( L)

was 58, the range ( R) was 28, the median ( Me) was 74, the mode ( Mo)

was 76 and the total score of the post test was 2226.

Table 6

The percentage of test result of experimental group

Interval Interpretation Pre-test Post-test

F Precentage F Precentage

80-100 Excellent 1 3% 9 30%

66-79 Good 7 23% 16 53%

56-65 Sufficient 13 43% 5 17%

40-55 Fairly

Sufficient 9

30% 0 0%

<39 Poor 0 0% 0 0%

30 100% 30 100%

Note : f (frequency)

43

Table 7

The result pre-test and post-test of control group

No Students pre-test pos-test

1 S.1 80 84

2 S.2 62 66

3 S.3 60 68

4 S.4 58 66

5 S.5 66 72

6 S.6 58 68

7 S.7 75 75

8 S.8 54 66

9 S.9 72 82

10 S.10 67 70

11 S.11 62 72

12 S.12 64 66

13 S.13 52 56

14 S.14 80 86

15 S.15 52 54

16 S.16 55 60

17 S.17 60 62

18 S.18 67 70

19 S.19 54 56

20 S.20 70 82

21 S.21 67 72

22 S.22 60 62

23 S.23 66 72

24 S.24 54 62

25 S.25 76 80

26 S.26 60 68

27 S.27 70 70

28 S.28 62 72

29 S.29 54 60

30 S.30 76 82

Σ 1913 2081

Average 63,77 69,37

Mode 60 72

Median 62 69

Highest Score 80 86

Lowest Score 52 54

Range 28 32

44

SD 8,32 8,58

Variance 69,22 73,55

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

80, the lowest score ( L) was 52, the range ( R) was 28, the median (

Me ) was 62, the Mode ( Mo) was 60 and the total score of pre-test was

1913. While the highest score ( H ) of the post test was 86, the lowest

score ( L) was 54, the range ( R) was 32, the median ( Me) was 69, the

mode ( Mo) was 72 and the total score of the post test was 2081.

Table 8

The percentage of test result of control group

Interval Interpretation Pre-test Post-test

F Precentage F Precentage

80-100 Excellent 2 7% 6 20%

66-79 Good 11 37% 16 53%

56-65 Sufficient 10 33% 7 23%

40-55 Fairly

Sufficient 7

23% 1 3%

<39 Poor 0 0% 0 0%

30 100% 30 100%

Note : f (frequency)

2. Result of Post-test of Experimental Group and Control Group

After knowing the test result, the researcher compared the post test

result of experimental group and the post of control group group. It was

shown as the following table:

45

Table 9

Post test result of experiment group and control group

No.

X

(Experimental)

Y

(Control) X y Xy x² y²

1 82 84 7,80 14,63 114,14 60,84 214,13

2 76 66 1,80 -3,37 -6,06 3,24 11,33

3 65 68 -9,20 -1,37 12,57 84,64 1,87

4 70 66 -4,20 -3,37 14,14 17,64 11,33

5 86 72 11,80 2,63 31,07 139,24 6,93

6 72 68 -2,20 -1,37 3,01 4,84 1,87

7 76 75 1,80 5,63 10,14 3,24 31,73

8 80 66 5,80 -3,37 -19,53 33,64 11,33

9 86 82 11,80 12,63 149,07 139,24 159,60

10 65 70 -9,20 0,63 -5,83 84,64 0,40

11 60 72 -14,20 2,63 -37,39 201,64 6,93

12 84 66 9,80 -3,37 -32,99 96,04 11,33

13 70 56 -4,20 -13,37 56,14 17,64 178,67

14 58 86 -16,20 16,63 -269,46 262,44 276,67

15 72 54 -2,20 -15,37 33,81 4,84 236,13

16 66 60 -8,20 -9,37 76,81 67,24 87,73

17 76 62 1,80 -7,37 -13,26 3,24 54,27

18 82 70 7,80 0,63 4,94 60,84 0,40

19 70 56 -4,20 -13,37 56,14 17,64 178,67

20 76 82 1,80 12,63 22,74 3,24 159,60

21 74 72 -0,20 2,63 -0,53 0,04 6,93

22 74 62 -0,20 -7,37 1,47 0,04 54,27

23 82 72 7,80 2,63 20,54 60,84 6,93

24 74 62 -0,20 -7,37 1,47 0,04 54,27

25 84 80 9,80 10,63 104,21 96,04 113,07

26 70 68 -4,20 -1,37 5,74 17,64 1,87

27 64 70 -10,20 0,63 -6,46 104,04 0,40

28 76 72 1,80 2,63 4,74 3,24 6,93

29 82 60 7,80 -9,37 -73,06 60,84 87,73

30 74 82 -0,20 12,63 -2,53 0,04 159,60

Σ 2226 2081 0 0 0 1648,8 2132,97

Based on post-test results had been obtained from the experimental

group and control group, it could be recapitulated in the following table.

46

Table 10

Test result of experimental group and control group

Group H L Mo Me R T SD M

Experimental 86 58 76 74 28 2226 7.54 74.2

Control 86 54 72 69 32 2081 8.58 69.37

Note:

H (Highest) : the highest score of the data

L (Lowest) : the lowest score of the data

Mo (Mode) : the most frequently obtained score of the

data

Me (Median) : the score which is at the centre of the

distribution

R (Range) : the spread of the distribution of score

T (Total) : the total score of the data

SD (Standard deviation) : the average variability of all scores around

the mean

M (Mean) : The average of the data

The writing achievement of experimental group and control group is

reported here in the form of chart. There are three charts describing the

research findings. The first chart describes the frequency range of

experimental group. Then, the second chart explains the frequency range

of control group. Finally, the third chart shows the frequency range of

experimental group and control group.

47

Chart 1 The chart of frequency range of experimental group

From the chart above, it shows the frequency of pre-test and post-

test done by experimental group. In pre-test, there is 1 student belongs to

excellent category, 7 students are good, 13 students are sufficient, 9

students are fairly sufficient, and there is no student belong to poor in

writing. In post-test, there are 9 students belong to excellent category, 16

students are good, 5 students are sufficient, there is 0 student belongs to

fairly sufficient, and poor in writing.

0

2

4

6

8

10

12

14

16

18

Excellent Good Sufficient Fairly Sufficient

Poor

Pre test

Post test

48

Chart 2. The chart of frequency range of control group

From the chart above, it shows the frequency of pre-test and post-

test done by control group. In pre-test, there are 2 students belong to

excellent category and there are 11 students belong to good category, 10

students are sufficient, 7 students are fairly sufficient, and 0 student belong

to poor in writing. In post-test, there are 6 student who an excellent

category, 16 students are good, 7 students are sufficient, 1 student belong

to fairly sufficient, and there is 0 student belong to poor in writing.

0

2

4

6

8

10

12

14

16

18

Excellent Good Sufficient Fairly Sufficient

Poor

Pre test

Post test

49

Chart 3. The chart of frequency range of experimental group and

control group

This chart above shows the effectiveness of using video clips

applied in experimental group. Excellent category reaches by 9 students of

experimental group. On the contrary, there are 6 students of control group

who belongs to excellent category. Another fact that shows the media uses

by the researcher is effective that there is 0 student of experimental group

who belongs to fairly sufficient category. Meanwhile, in control group,

there is 1 student in fairly sufficient category.

B. Data Analysis

a. Descriptive Statistic Analysis

1. The mean score of experiment group and control group

The computation of mean score of experimental group is as followed:

0

2

4

6

8

10

12

14

16

18

experimental

control

50

Where:

M = the mean score



= 74.2

Based on the computation above, the mean of experimental group

was 74.2. It can be categorized as good.

The computation of control group as followed:

Where:

M = the mean score



= 69.37

From the computation above, the mean of control group was 69.37. It

can be categorized as good.

51

2. Standard Deviation of Experiment and control group

After knowing the mean score, the researcher calculated the

standard deviation (S) by using the following formula:

Where:




= 7.54

Based on the computation above, standard deviation was 7.54.

The computation of standard deviation of control group as

followed:

Where:




52

= 8.58

Based on the computation above, standard deviation was 8.58.

b. Inferential Analysis

1. Pre-requisite Analysis Test

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

using video clip is effective or not for teaching writing narrative text at

the eleventh grade of SMA N 8 Purworejo in the academic year of

2013/2014, the researcher employed the statistical analysis, in this case

is t-test, to analyze the data. However, before employing the statistical

analysis, the researcher mainly applied pre-requisite test analysis to test

the homogeneity of variance.

2. Homogeneity of Variance

To determine the t-test formula, the researcher used F test to

testing the variance of two samples. It applied to know whether the

variance of two samples was homogeneous or not. The computation of

F test as followed:

53

= 1.29

From the computation, the value of F is 1.29. Then, it is

compared with the value of F table with df of numerator (30-1=29)

and df of denominator (30-1=29). Based on the table on F table, it is

known that at the F value on the significant level 0.05 is 1.85. Because

F value is lower than F table (1.29<1.85), it means that the variance of

two samples is homogeneous.

Table 11

Homogeneity test

Homogeneity

A N1 N2 F Tabel F Value Result

0,05 30 30 1.85 1.29 Homogeneous

After knowing that the variance of two samples is homogeneous

and the number of sample of experimental group is the same with the

number of sample control group, so the t-test formula which is used

by the researcher is t-test polled variance (Sugiyono,2010:273).

3. Test of Normality

a. Test of Normality using Chi Square (X2)

The result of the calculation of normality score post-test in

experimental group derived from Chi Square (x2) are presented

below:

Class length =

54

=

= 4.67 overall to 5

Table 12

The calculation of normality score post-test in experimental group

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

58-63 2 1 1,19 1,42 1,75

64-69 4 4 -0,06 0,00 0,00

70-75 10 10 -0,24 0,06 0,01

76-81 6 10 -4,24 17,97 1,75

82-87 8 4 3,94 15,53 3,83

88-93 0 1 -0,81 0,66 0,81

SUM 30 30 -0,22 35,63 8,15

From the computation, the value of is 8.15. Then, it is

compared with the value of table with df of numerator (6-

1=5) and the significant 5 % was 11.07. the value was known

that table (8.15 < 11.07), so it can be said that Ho is

received. It means that the post-test score in experimental group

are normally distributed.

The result of the calculation of normality score post-test in

control group derived from Chi Square (x2) are presented below:

Class length =

=

= 5.3 overall to 5

55

Table 13

The calculation of normality score post-test in control group

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

54-59 3 1 2,19 4,80 5,92

60-65 5 4 0,94 0,89 0,22

66-71 10 10 -0,24 0,06 0,01

72-76 6 10 -4,24 17,97 1,75

77-82 4 4 -0,06 0,00 0,00

83-88 2 1 1,19 1,42 1,75

SUM 30 30 -0,22 25,13 9,65

From the computation, the value of is 9.65. Then, it is

compared with the value of table with df of numerator (6-

1=5) and the significant 5 % was 11.07. The value was known

that table (9.65 < 11.07), so it can be said that Ho is

received. It means that the post-test score in experimental group

are normally distributed.

b. Test of Normality using SPSS 17.0

Normality test is performed to determine the distribution of

research data normally distributed or not. In this study, the

normality test performed by the method of distribution of SPSS

17.0 with Kolmogorov Smirnov and obtained the following

results.

56

Table 14

Calculation of normality score posttest of experimental group and

control group

One-Sample Kolmogorov-Smirnov Test

Experimental Control

N 30 30

Normal Parametersa,,b

Mean 74.20 69.37

Std. Deviation 7.540 8.576

Most Extreme Differences Absolute .116 .146

Positive .106 .146

Negative -.116 -.096

Kolmogorov-Smirnov Z .636 .800

Asymp. Sig. (2-tailed) .813 .544

a. Test distribution is Normal.

b. Calculated from data.

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

pretest and posttest of experimental group (Asymp. Sig (2 tailed) are

higher than 0.05. They are 0.813 and 0.544. It means that the data is

normal.

a. T-test findings

The calculations of the mean score of experimental group and

control group are 74.2 and 69.37. If we compared the two means, it

clears that the mean of the experimental group is higher than the mean

of the control group. The difference between the two means is 4.83. It

indicated that the treatment is effective. To make the analysis more

57

reliable, the researcher analyzed it by using t-test polled variance

formula.

2121

2

22

2

11

21

11

2

)1()1(

nnnn

SnSn

xx

Note:

t : t value

: 74.2

: 69.37

: 30

: 30

56.86

: 73.55

2121

2

22

2

11

21

11

2

)1()1(

nnnn

SnSn

xx

=

=

=

58

=

=

=

= 2.32

The result of t-test is 2.32.

C. Test of Hypothesis

There are three points involved in testing hypothesis. There are level of

significance, null hypothesis, and test of experimental significance. The three

points above are presented in the following.

1. Level of significance

In testing hypothesis, the researcher uses the level of significance to

minimize the false conclusion of the research. This is applied to reject the

hypothesis in order to gain the objective conclusion. Generally, the level

used in any research is the 5% or 1% level. In this research, the researcher

uses the level of significance 5%. It means that the falseness of conclusion

is 5% and the truth of conclusion is 95%.

2. Null Hypothesis

The researcher commonly faces with the null hypothesis. By using

the null hypothesis, the hypothesis statement will be easier to be proved.

The hypothesis of this research (Ha) was “Using of Video Clips in

59

Teaching Writing Narrative Text at The Eleventh Grade Students of SMA

N 8 Purworejo in the academic year of 2013/2014 is effective”.

To prove the hypothesis is accepted or rejected, the researcher

changes the hypothesis of this research into the null hypothesis. The null

hypothesis (Ho) of this research was “Using Video Clips in Teaching

Writing Narrative Text at The Eleventh Grade Students of SMA N 8

Purworejo in the academic year of 2013/2014 is not effective”.

3. Test of Experimental Significance

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

computation, the t value was 2.32. Then, the t-value was consulted to the t-

table at 5% (0.05) significance level. The number of sample in

experimental group and control group is same (x1 = x2) that was 30 students

in each class and the variance was homogenity ( . t-table was

calculated by degree of freedom = x1 + x2 – 2 = 30 + 30 – 2 = 58. With

degree of freedom 58 and the level of significant 0.05, the t-table was

2.000. After getting the value of the level significance, the researcher

compared among t-value and the value of the level significance. From the

previous computation, the t-value was 2.32 and the value of the table at

0.05 significance level was 2.000. It could be concluded that t-value was

higher than t-table (2.32>2.000).

Based on the explanation above, the researcher concluded that null

hypothesis was rejected and research hypothesis was accepted. Therefore,

the hypothesis of this research that said “Using Video Clips in Teaching

60

Writing Narrative Text at The Eleventh Grade Students of SMA N 8

Purworejo in the academic year of 2013/2014 is effective” was accepted.

D. Summary of The Discussion

In this section, the researcher is going up to describe the

interpretation of research result about descriptive analysis and inferential

analysis of experimental group and control group. The following are the

details:

1. Descriptive Analysis Interpretation

After describing the analysis in the previous section, the researcher

would discuss more about the interpretation of the explanation text

result of experimental group and control group.

a. The writing result of Experimental group

The highest score of the students of experimental group of

the eleventh grade students at SMA N 8 Purworejo is 86 and the

lowest one is 58. The mean of experimental group is 74.2 and

the standard deviation of it is 7.54. The mean is included in the

interval of 66 to 79. It means that the students of experimental

group of the second grade students at SMA N 8 Purworejo have

good result on their writing. From 30 samples, there are 9

students (30%) are excellent category in writing, 16 students

(53%) are good category in writing, 5 students (17%) are

sufficient category in writing.

61

b. The Writing Result of Control Group

The highest score of the students of control group of the

eleventh grade students at SMA N 8 Purworejo is 86 and the

lowest one is 54. The mean of control group is 69.37 and the

standard deviation of it is 8.58. The mean is included in the

interval of 66 to 79. It means that the students of control group

of the eleventh grade students at SMA N 8 Purworejo have good

result on their writing. From 30 samples, there are 6 student

(20%) are excellent category in writing, 16 students (53%) are

good category in writing, 7 students (23%) are sufficient

category in writing, and 1 students (3%) are fairly sufficient

category in writing.

c. The Summary of Descriptive Analysis

According to the data computation, the result of the

descriptive analysis can be summarized in a table. The table of

research finding summary was written below.

Table 15

Summary of the discussion

Experimental Group Control Group

Pre-Test Post-Test Pre-Test Post-Test

Mean 61.97 74.2 63.77 69.37

Median 61 74 62 69

Mode 52 76 60 72

SD 8.42 7.54 8.32 8.58

62

2. Inferential Analysis Interpretation

In this section, the researcher will interpret the hypothesis

testing. As mentioned above, the hypothesis of this research says

“Using of Video Clips to Teach Writing Narrative Text at The

Eleventh Grade Students of SMA N 8 Purworejo in the academic

year of 2013/2014 is effective”

From the previous analysis, it shows that with the number of

samples (N1 = 30 and N2 = 30) and t he level of significance is 5%,

the result of the computation of t-value is 2.32. Based on the value

in the t-table f or N1 =30 and N2 = 30 and the significance level is

5%, the value of t-table is 2.000. The computation shows that t-

value is higher than t-table that is 2.32>2.000.

So, the hypothesis is accepted. It means that Using Video

Clips in Teaching Writing Narrative Text at The Eleventh Grade

Students of SMA N 8 Purworejo in the academic year of

2013/2014 is effective”. After computing t-test separated variance,

and after knowing that the hypothesis is accepted, the theory meets

the fact in this case. Then, from the computation in the previous

section; the researcher concludes that “Using Video Clips in

Range 28 28 28 32

Highest Score 80 86 80 86

Lowest Score 52 58 52 54

63

Teaching Writing Narrative Text at The Eleventh Grade Students

of SMA N 8 Purworejo in the academic year of 2013/2014 is

effective”

64

64

CHAPTER V

CONCLUSION AND SUGGESTION

Chapter V is the last chapter of this thesis. In this chapter, the researcher

gives the conclusion extracted from the research finding and discussion, and the

suggestion for all whom related to this study.

A. Conclusion

The researcher summarizes the result of this research in this part.

The researcher presents the important points of the discussion. Based on the

previous discussion, the researcher makes a conclusion which can be drawn

as follows.

1. Based on the data analysis, the testing hypothesis, and the discussion in

the previous chapter, the researcher concludes that using video clips is

effective in teaching writing narrative text on the students at the

eleventh grade of SMA N 8 Purworejo in the academic year

2013/2014. This has been proved by analyzing data from the distinction

between two means score of the experimental group and control group.

The mean of the posttest score of experimental group is 74.2 and the

mean of the posttest score of control group is 69.37. Based on the

statement above it can be concluded that the treatment using video clips

helps student to improve their writing ability. It is also supported by the

result of t-test formula. It is obtained that the result of t-test is higher

than t-table that is 2.32>2.000.

65

2. Video clip has the benefit for teaching writing narrative text. It can

motivate the students to learn English lesson especially in learning

narrative text. Learning writing narrative text is not easy since the

students did not know what they must write. Using video clip can be a

new atmosphere for the students who have not been taught using video

clip before. Watching video clip can be fun way to learn narrative text

and how to produce or write narrative text. Teaching - learning

understandable with choosing right and fun medium to teach narrative

text can raise the students’ mood to learn deeply about material. After

the students motivate themselves to learn about material, it will raise

their spirit to write something using their answer from the questions of

video clip as guidance in learning writing process so that their writing

ability improved.

B. Suggestion

In the relation with the conclusion above, the researcher gives some

suggestions as follow:

1. To the teachers

a. Writing mostly known as difficult subject. Teacher of English

subject should be able to develop their technique to teach the

students in order to make them interest in learning the subject. The

use of video clip in teaching and learning process is interesting

media because it can attract students’ interest and motivation in

66

teaching and learning process. By watching a video clip, students

will not find difficulties in getting an idea to write.

b. Video clip is one of medium that can be used in teaching- learning

language. The researcher suggests for English teacher to use this

medium in language classroom to teach writing or other skills in

other genres.

c. Teacher should prepare the equipment well. It means that before

using a video clip as a medium in the teaching of writing narrative, it

will be better for teacher to make sure that the qualities of equipment

used are good. The teacher must think that all of the students can

watch the video easily and the students can hear the video clearly.

2. To the students

a. Writing is important subject to be learnt. But, most of students have

difficulties in producing written text. Therefore, students have to be

serious and pay attention to the teacher’s explanation in teaching and

learning process.

b. To improve writing ability, students have to develop their knowledge

and do many exercises in order to get a better achievement in

producing written text.

3. To the readers

The readers can increase their knowledge about writing narrative texts

and get information to use video clips as media in teaching narrative

texts.

67

4. To the other researchers

The researcher hopes that the other researchers who intend to use video

clip in teaching learning process; he or she must prepare the principle of

audio lingual method by having a good preparation.

BIBLIOGRAPHY

Arikunto, Suharsimi . 2006. Prosedur Penelitian; Suatu Pendekatan Praktik.

Jakarta : Rineka Cipta.

. 2010. Prosedur Penelitian: Suatu Pendekatan Praktik.

Jakarta: Rineka Cipta.

Brown, H. Douglas. 2004. Language Assessment;Principles and Classroom

Practices. USA : Pearson Education, Inc.

Chamber and Gregory. 2006. Teaching and Learning English Literature. London:

SAGE Publications.

Feez, Susan & Helen Joyce. 2002. Text Based Syllabus Design.Macquire

University.

Finocchiaro, Mary. 1974. English as A Second Language: From Theory to

Practice. New York. Regents Publishing Company, Inc.

Gerlach, Vernon S. / Donald P. Ely. 1980. Teaching & Media a Systematic

Approach. New Jersey. Prentice Hall, Inc.

Gerot, L and Wignel, P. 1995. Making Sense of Functional Grammar. Sydney:

Antipodeon Educational Enterprises.

Grace, Eudia and Sudarwati, Th. M. 2007 . Look Ahead 2 : An English Course for

Senior High School Students Year XI. Jakarta : Erlangga

Hamalik, Oemar. 2007. Proses Belajar Mengajar. Jakarta: Bumi Aksara.

Harmer, Jeremy. 2004. English Language Teaching. New York: Longman.

. How to Teach Writing. England: Pearson Education

Limited

Hartono, Rudi. 2005. Genres of Text. Semarang: UNNES

Langan, John. 2008. College Writing Skills. New York. The McGraw-Hill

Companies, Inc.

Meyers, Allan. 2005. Gateway to Academic Writing: Effective Sentences

paragraph and Essay.

New York: Longman.

Richard, Jack. C, and Schmidt Richard. 2010. Longman Dictionary of Language

Teaching and Applied Linguistics. London: Pearson education.

Sadiman, S Arief et.al. 1996. Media Pendidikan: pengertian, pengembangan, dan

pemanfaatanya. Jakarta: Ciputat Pers

Sudjana, Nana and Rivai, Ahmad. 2007. Media Pengajaran. Bandung: Sinar Baru

Algesindo

Sugiyono. 2010. Statistika untuk Penelitian. Bandung : Afabeta

http://en.wikipedia.org/wiki/Video_clip Accessed on May, 8 2014 at 04.13 p.m

http://www.youtube.com/watch?v=A7ry4cx6HfY

Accessed on May, 12 2014 at 07.30 p.m

http://www.youtube.com/watch?v=jUkoL9RE72o

Accessed on May, 12 2014 at 07.37 p.m

APPENDICES

UT{IVERSITAS MUHAMMAI}IYAH PURWOREJOFAKULTAS I(EGURUAN DAN ILMU PENDIDIKANAlamat: Jalan K.H.A.Dahlan No.3 Telepon/Fax (0275) 321494

PURWOREJO 54111

Nomor : 13438/B.02/FKIPruMP fiY 12014

Lamp. : -Hal : PermohonanlzinPenelitian

Nama

NIMProgram Studi

Judul Penelitian

Budi Rahmanto

t0 212 0tt4Pendidikan Bahasa hegris

Purworejo, 8 April2014

Kepada Yth.Kepala SMA N 8 Purwore.ioDi Purworeio

Assal amrialaikum wr. wb.

Dengan ini kami beritahukan bahwa berdasarkan kurikulum Fakultas Keguruan dan

Ilmu Pendidikan Universitas Muhammadiyah Purworejo, mahasiswa semester VIIIdapat menyelesaikan Program Studi Strata I dengan mengambil jalur Skripsi.

Sehubungan dengan hal tersebut, kami mohon perkenan Saudara, mengizinkan

mahasiswa kami untuk mengadakan penelitian di sekolah yang Saudara pimpin.

Adapun mahasiswa yang akan melakukan penelitian tersebut adalah :

The Effectiveness of Using

Writing Narrative Text ofSMAN 8 Purworejo in the

Atas bantuan dan kerjasama Saudara, kami ucapkan terima kasih

Wassalamrialaikum wr. wb.

Clips in Teaching

Grade Students in

ear 201312014

105 198103 1

M. M.

PEMERTNTAH KABUPATE}.{ PURWOREJO

DINAS PENDIDIIC{N, KEBUDAYAAN, PEMUDA DAN OLAHRAGA

SEKOLAH MENENGAH ATAS NIGERI SPURWOREJOAlamat:Grabag, Kecamatan Crabag, Kabupaten Purworejo 54265, Telepon (0275) 3310869

Website : sman 8p u rw o rej o. s c h. id,,8-mail : sman8_purworej [email protected]

NSS :301030601044

nama

Tempat Tanggal Lahir

NIM

Program Studi

Fakultas

NPSN:20306170

STIRAT KETERANGANNomor. 045.41L87 12014

NIS:30008

Kepala SMA Negeri 8 Purworejo menerangkan bahwa :

Budi Rahmanto

Kebumen, 31 Desember 1989

t02t20114

Pendidikan Bahasa Inggris

Keguruan dan Ilmu Pengetahuan

Universitas Muhammadiyah Purworei o

telah melaksanakan riset / penelitian di SMA Negeri 8 Purworejo terhitung mulai tanggal

Writing Narrative Text at the Elevent Grade Students of N 8 Purworejo in the

academic year 2Al3 I 2014"

Demikian surat keterangan ini dibuat untuk digunakan sebagaimana mestinya.

ffi.[fl;ffift

ftdF"-9

Purworejo, 13 Juni 2014

SUHARTONO, M.M.

NrP 19621005 198803 7412

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UNTVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDIKAIIAlamat: Jalan K.H.A.DahIan No.3 Telepon/Fax (0275) 321494

PURWOREJO 54111

SI]RAT KEPUTUSAI$ PEIYETAPAIY DOSEN PEMBIMBING SKRIPSINomor: I 3 1 78IA.40/FKIP Nl',ff NY20l4

Berdasarkan usulan Ketira Program Studi Pendidikan Bahasa Inggns tentang Pembimbing Skripsi,

Dekan FKIP Universitas Muhammadiyah Purwoiejo menetapkan:

1. NamaNIP/}IBM/NIDNJabatan AkademikSebagai Pembimbing I,

2. NamaNIP/NTBMAIIDNJabatan AkademikSebagai Pembimbing II,

Juita Triana, M. Pd0622017702AsistenAhli

Semi Sukarni, M. Pd0624057441Lektor

Dalam penyusunan skripsi mahasiswa:

Nama : BudiRahmanto

Nnd ', :102120114Programstudi :

Judul Skripsi , :

Pqrdidikan Bahasa Inggris

The Effectiveness of Using Yi

Narrative Text at the Eleventh

Purworejo in the Academic Year 2013/,.

:

Clips in Teaching Writing

Students of SMA N 8

l4

Purworejo, 4 Jwri20l4Dekan, . r

Hartono, M. M105 198103 1

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PROGRAM STUDT PENDTDTKAN BAHASA INGGRISFAKULTAS KEGURUAN DAN ILMU PENDIDIKANUNIVERSITAS MUHAMMADTYAH PURWOREJO

2013120t4

Name

NIM

Consultant

Tittle

CARI} OF GUIDING THESIS

: BUDI RAHMANTO

: fi2124fl4

: Juita Triana, M.Pd

:*The Effectiveness of Using Video Clips in Teaching

Writing Narrative Text at the Eleventh Grade Students

of SMA N 8 Purworejo in the Academic Year

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1. March,l0'" 2014 Title Accepted) ,-L

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PROGTTAM STUDI PENDIDIKAN tsAHASA II\GGRTSFAKULTAS KEGURUAN DAN TLMU PENDIDIKANUNTVERSTTAS MUHAMMADIYAH PURWOREJO

201312014

Name

NIM

Consultant

Tittle

CARD OF GUIDING THESIS

: BUDI RAHMANTO

:102120114

: Semi Sukarni, M.Pd

:"The Effectiveness of Using Video Clips in Teaching

Writing Narrative Text at the Eleventh Grade Students

of SMA N 8 Purworejo in the Academic Year

201312014".

Purworejo, June 2014

Consultant

NIDN. 0624057001

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1. Marchrl0'" 2014 Title Accepted h 'ltL) Marchrlg'" 2014 Chapter I Revised h ) t3. March,26'" 2014 Chapter I Accepted k b,,.44. April,02''" 2014 'Chapter II Revised a ,l),"L

5. April,l2'n 2014 Chapter II Accepted \, .b PV6. April,l6'" 2014 Instrument Accepted h b ,).7. April,30'" 2014 Chapter III Revised b, ) 'k8. Mayrl,4" 2014 Chapter III Accepted & { t9. May,2l'n 2014 Chapter IV & V Revised h l-lr&r0. Junerll'" 2014 Abstract, Chapter I,

II, III,IV, & V

Revised b Pil,L11. Juner25'" 2014 Finishing Accepted b b ,4^

SILABUS Nama Sekolah : SMA Negeri 8 Purworejo Mata Pelajaran : Bahasa Inggris Kelas : XI Semester : 2

Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit)

Sumber/ Bahan/ Alat

Mendengarkan 7. Memahami makna

dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Berbicara 9. Mengungkapkan

makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

7.1 Merespon makna dalam percakapan

transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih

9.1 Mengungkapkan makna dalam

percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih

o Menyatakan sikap mis. A: I’m against the

idea. B: I can’t agree more. o menyatakan

perasaan - love

mis. A: I love you. B: I love you too.

- sadness mis. A: This is the lowest time in my life. B: Take it easy.

Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyatakan sikap dan perasaan beserta responnya secara berkelompok.

Mendengarkan percakapan interpersona/ transaksional melalui tape secara klasikal

Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

Bermain peran secara berkelompok

Mengidentifikasi hubungan antar pembicara

Mengidentifikasi makna tindak tutur sikap terhadap sesuatu

Merespon tindak tutur menyatakan sikap terhadap sesuatu

Mengidentifikasi makna tindak tutur menyatakan perasaan sedih

Merespon tindak tutur menyatakan perasaan sedih

Mengidentifikasi makna tindak tutur menyatakan perasaan cinta

Merespon tindak tutur menyatakan perasaan cinta

Mengidentifikasi konteks situasi

Menggunakan tindak tutur menyatakan sikap terhadap sesuatu

Merespon tindak tutur menyatakan sikap terhadap sesuatu

Menggunakan tindak tutur menyatakan perasaan cinta

Merespon tindak tutur menyatakan perasaan cinta

Menggunakan tindak tutur menyatakan perasaan sedih

Merespon tindak tutur menyatakan perasaan sedih

Tertulis (PG dan Uraian) quiz tugas Performans

(14 x 45)

1 x 45

1 x 45

4 x 45

6 x 45

English Text in Use

(Aneka Ilmu), Look Ahead (Erlangga) Kaset

CD Look Ahead (Erlangga),LCD, internet


Sumber/ Bahan/ Alat

Mendengarkan 5. Memahami

makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

Berbicara 9. Mengungkapkan

makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari

7.2 Merespon makna dalam

percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel


percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel

- embarassment mis. A: I was so embarrased. B: I don’t think it’s a

big deal. - anger mis. A: There’s

nothing to talk about. Get out of here!

B: If you say so. - annoyance

mis. A: I can’t take this anymore.

B: Sorry about that.

Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyatakan perasaan beserta responnya secara berkelompok.

Mendengarkan percakapan interpersona/ transaksional melalui tape secara klasikal

Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok

Bermain peran secara berkelompok

Mengidentifikasi makna tindak tutur menyatakan perasaan malu

Merespon tindak tutur menyatakan perasaan malu

Mengidentifikasi makna tindak tutur menyatakan perasaan marah

Merespon tindak tutur menyatakan perasaan marah

Mengidentifikasi makna tindak tutur menyatakan perasaan jengkel

Merespon tindak tutur menyatakan perasaan jengkel

Menggunakan tindak tutur menyatakan perasaan malu Merespon tindak tutur menyatakan perasaan malu Menggunakan tindak tutur menyatakan perasaan marah

Merespon tindak tutur menyatakan perasaan marah

Menggunakan tindak tutur menyatakan perasaan jengkel

Merespon tindak tutur menyatakan perasaan jengkel

Tertulis (PG dan Uraian) quiz tugas Performans

(14 x 45) 2 x 45

2 x 45

4 x 45

4 x 45

English Text in Use (Aneka

Ilmu), Look Ahead (Erlangga) Kaset

CD


Sumber/ Bahan/ Alat

Mendengarkan

8. Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan

Berbicara

10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari

8.1 Merespon makna dalam teks

fungsional resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari


teks lisan fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari

Teks fungsional pendek lisan

Mendengarkan sebuah pengumuman lisan.

Mendiskusikan isi teks yang didengar secara berpasangan.

Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok.

Memberikan sebuah pengumuman lisan secara bergantian

Mengidentifikasi topik sebuah teks fungsional pendek yang didengar

Mengidentifikasi informasi tertentu teks yang didengar

Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar.

Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek

Tertulis (PG dan Uraian) Quiz Tugas Tugas Performans

(8 x 45)

1 x 45

1 x 45

1 x 45

3 x 45

English Text in Use (Aneka Ilmu),

Look Ahead (Erlangga) Kaset

CD


Sumber/ Bahan/ Alat

Mendengarkan

6. Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan sehari-hari

Berbicara

10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari

Merespon makna dalam teks

monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition


teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition

Teks lisan berbentuk narrative

Teks lisan berbentuk spoof

Teks lisan berbentuk hortatory exposition

Mendengarkan sebuah narrative/ spoof/hortatory exposition secara klasikal.

Mendiskusikan isi teks yang didengar secara berpasangan.

Melakukan case building berdasarkan kelompok pro dan kontra.

Mendongeng

Melakukan debat secara berkelompok

Mengidentifikasi main idea dari teks hortatory exposition yang didengar

Mengidentifikasi tokoh dari cerita yang didengar

Mengidentifikasi kejadian dalam teks yang didengar

Mengientifikasi bagian cerita yang lucu

Mengientifikasi solusi dalam sebuah cerita yang didengar

Mengidentifikasi kasus yang didengar

Mengidentifikasi argumen yang didengar

Menggunakan kalimat past continuous dalam menyampaikan spoof

Melakukan monolog berbentuk narrative

Melakukan monolog berbentuk hortatory exposition

Menggunakan modal “should” untuk menyampaikan saran

Melakukan debat

Tertulis (PG dan Uraian) Tugas Quiz Tugas Performans

(14 x 45)

1 x 45

2 x 45

1 x 45

4 x 45

4 x 45

English Text in Use (Aneka

Ilmu), Look Ahead (Erlangga) Kaset

CD


Sumber/ Bahan/ Alat

Membaca

10. Memahami makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

11 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari

11.1 Merespon makna dalam teks

fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari

12.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks

banner, poster, pamphlet

Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu

Mendiskusikan isi teks yang dibaca secara berpasangan.

Mendiskusikan ciri-ciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok.

Menuliskan sebuah banner, poster, pamphlet secara berkelompok dan mempublikasikanny di lingkungan sekolah

Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar

Mengidentifikasi topic dari teks yang dibaca

Mengidentifikasi informasi tertentu dari banner, poster, pamphlet

Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat

Menulis gagasan utama

Mengelaborasi gagasan utama

Membuat draft, merevisi, menyunting

Menghasilkan banner, poster, atau pamphlet

Performans Tertulis (PG dan Uraian) Quiz Tugas Tugas unjuk kerja

(8 x 45)

1 x 45

1 x 45

2 x 45

2 x 45

English Text in Use (Aneka Ilmu), Look

Ahead (Erlangga) Kaset

CD


Sumber/ Bahan/ Alat

Membaca

11. Memahami makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan

Menulis

12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari

11.2 Merespon makna dan

langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition

12.2 Mengungkapkan makna dan

langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition

Teks tulis berbentuk narrative

Teks tulis berbentuk spoof

Teks tulis berbentuk hortatory exposition

Complex sentenses

Modals

Membaca nyaring bermakna teks exposition secara individu

Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok.

Berlatih menggunakan kalimat yang menyatakan argumen dan saran

Membuat draft teks exposition dengan melakukan chain writing.

Melakukan koreksi teman sejawat untuk menyempurnakan draft.

Menyempurnakan draft berdasarkan hasil koreksi teman.

Mengidentifikasi makna kata dalam teks yang dibaca

Mengidentifikasi makna kalimat dalam teks yang dibaca

Mengidentifikasi setting dalam sebuah cerita narasi

Mengidentifikasi komplikasi dalam sebuah cerita narasi

Mengidentifikasi kejadian dalam teks yang dibaca

Mengidentifikasi kasus yang dibahas dalam teks

Mengidentifikasi argumen yang diberikan

Mengidentifikasi saran yang diberikan

Mengidentifikasi langkah-langkah retorika dari teks

Mengidentifikasi tujuan komunikasi teks dibaca

Menggunakan kalimat past continuous dalam menulis spoof

Menggunakan kalimat kompleks dalam membuat sebuah cerita

Menggunakan modal “should” untuk menulis saran pada teks hortatory exposition

Menghasilkan teks berbentuk spoof

Menghasilkan teks berbentuk narrative

Menghasilkan teks berbentuk hortatory exposition

Performans Tertulis (PG dan Uraian) Tugas Quiz Tugas unjuk kerja

(14 x 45)

2 x 45

4 x 45

2 x 45

2 x 45

2 x 45

2 x 45

English Text in Use (Aneka Ilmu), Look Ahead (Erlangga) Kaset

CD

LESSON PLAN

(Experimental Group)

School : SMAN 8 PURWOREJO

Subject : English

Class/ Semester : XI/2

Time allotment : 90 minutes

Skill focus : Writing

Competence standard: Writing

Expressing the meaning in functional text and

simple short essay especially in narrative to interact

with environment.

Basic competence :

Expressing the meaning and rhetoric step in simple

short essay using kind of written language,

narrative text, accurately, fluently, and acceptable to

interact with environment.

Indicator

- Students are able to identify the generic structures and language features of

narrative text

- Students are able to write a narrative text

I. LEARNING AIMS

By the end of the lesson, students will have been able to:

1. Explain the generic structures and language features of narrative text.

2. Write a narrative text.

II. MATERIAL OF THE STUDY

NARRATIVE


Once upon a time, a hawk fell in love with a hen. The hawk flew

down from the sky and asked the hen, “Will you marry me?”

The hen loved the brave, strong hawk and wished to marry him.

But she said, “I cannot fly as high as you can. If you give me time, I may

learn to fly as high as you. Then we can fly together.”

The hawk agreed. Before he went away, he gave the hen a ring.

“This is to show that you have promised to marry me.” said the hawk.

It so happened that the hen had already promised to marry a

roaster. So, when the roaster saw the ring, he became very angry. “Throw

that ring away at once!” shouted the roaster. The hen was so frightened at

the roaster’s anger that the she threw away the ring immediately.

When the hawk came a few months later, the hen told him the

truth. The hawk was so furious that he cursed the hen, “Why didn’t you

tell me earlier? Now, you’ll always be scratching the earth and I’ll always

be flying above to catch your children.” said the hawk

1. Social function

To amuse, entertain, and to deal with actual or vicarious experience in

different ways: narrative deals with problematic events which lead to a

crisis or turning point of some kind, which in turn finds a resolution.

2. The generic structures

- Orientation : Set the scene and introduce the participant

- Complication : a crisis arises

- Resolution : The crisis is resolved, for better or for worse.

3. Language features

a. Focus on specific and usually individualized participant.

b. The use of noun phrases

(A beautiful princess, a huge temple)

c. The use of connectives

(First, before that, then, finally)

d. The use of adverbial phrases of time and place

(In the garden, two days ago)

e. The use of saying verbs

(Say, tell, ask)

f. The use of past tense.

III. LEARNING ACTIVITIES

• BKOF (Building Knowledge of The Field)

- Teacher opens the lesson by greeting and praying.

- Teacher asks about students’ condition.

- Teacher asks the students about Indonesian folklore or legend that

they have heard.

• MOT (Modeling of Text)

- Teacher explains about narrative text and the generic structures.

- Teacher plays a video clip. The title of the video clip is “So Far Away”

- Teacher asks students about story in video clip.

• JCOT (Join Construction of Text)

- Teacher asks the students to work in pairs.

- Teacher gives text about story in video clip.

- Teacher asks students to read aloud the narrative text about video clip.

- Teacher and students discuss the generic structure from narrative text.

• ICOT (Independence Construction of Text)

- Teacher plays a video clip. The title of the video clip is “Seize the

Day”

- Teacher asks the students to take note while watching video clip.

- Teacher gives the questions based on video clip.

- Teacher gives key words related to the video clip

- Teacher asks the students to answer the questions and make a narrative

paragraph based on their answer.

- Teacher reviews today’s topic

- Praying

IV. MEDIA AND SOURCES

Media : Paper sheets , LCD , computer

Th. M. Sudarwati and Eudia Grace. Look Ahead 2, an English

Course for Senior High School Students Year XI. Jakarta: Erlangga.

2007

Internet.

V. ASSESSMENT

Form : Written

Technique : Students are assigned to write a narrative text

Aspect to be assessed:

1. Content : the highest score is 30

2. Organization : the highest score is 20

3. Vocabulary : the highest score is 20

4. Grammar : the highest score is 25

5. Mechanic : the highest score is 5

VI. INSTRUMENT

Written test

Write a narrative text based on the following criteria!

1. Write a narrative text in your own words.

2. The text consists of orientation, complication and resolution.

3. The narrative text consists of at least 80 words

Acknowledge by :

English Teacher Researcher

LESSON PLAN

(Control Group)

School : SMAN 8 PURWOREJO

Subject : English

Class/ Semester : XI/2

Time allotment : 90 minutes

Skill focus : Writing

Competence standard: Writing

Expressing the meaning in functional text and

simple short essay especially in narrative to interact

with environment.

Basic competence :

Expressing the meaning and rhetoric step in simple

short essay using kind of written language,

narrative text, accurately, fluently, and acceptable to

interact with environment.

Indicator

- Students are able to identify the generic structures and language features of

narrative text

- Students are able to write a narrative text

I. LEARNING AIMS

By the end of the lesson, students will have been able to:

1. Explain the generic structures and language features of narrative text.

2. Write a narrative text.

II. MATERIAL OF THE STUDY

NARRATIVE


Once upon a time, a hawk fell in love with a hen. The hawk flew

down from the sky and asked the hen, “Will you marry me?”

The hen loved the brave, strong hawk and wished to marry him.

But she said, “I cannot fly as high as you can. If you give me time, I may

learn to fly as high as you. Then we can fly together.”

The hawk agreed. Before he went away, he gave the hen a ring.

“This is to show that you have promised to marry me.” said the hawk.

It so happened that the hen had already promised to marry a

roaster. So, when the roaster saw the ring, he became very angry. “Throw

that ring away at once!” shouted the roaster. The hen was so frightened at

the roaster’s anger that the she threw away the ring immediately.

When the hawk came a few months later, the hen told him the

truth. The hawk was so furious that he cursed the hen, “Why didn’t you

tell me earlier? Now, you’ll always be scratching the earth and I’ll always

be flying above to catch your children.” said the hawk

1. Social function

To amuse, entertain, and to deal with actual or vicarious experience in

different ways: narrative deals with problematic events which lead to a

crisis or turning point of some kind, which in turn finds a resolution.

2. The generic structures

- Orientation : Set the scene and introduce the participant

- Complication : a crisis arises

- Resolution : The crisis is resolved, for better or for worse.

3. Language features

a. Focus on specific and usually individualized participant.

b. The use of noun phrases

(A beautiful princess, a huge temple)

c. The use of connectives

(First, before that, then, finally)

d. The use of adverbial phrases of time and place

(In the garden, two days ago)

e. The use of saying verbs

(Say, tell, ask)

f. The use of past tense.

III. LEARNING ACTIVITIES

• BKOF (Building Knowledge of The Field)

- Teacher opens the lesson by greeting and praying.

- Teacher asks about students’ condition.

- Teacher asks the students about Indonesian folklore or legend that

they have heard.

• MOT (Modeling of Text)

- Teacher explains about narrative text and the generic structures.

- Teacher gives example of narrative story

- Teacher explains the generic structures and language features from the

story.

• JCOT (Join Construction of Text)

- Teacher asks the students to work in pairs.

- Teacher gives narrative text to the students.

- Teacher asks the students to find out the generic structures and

language features from narrative text.

- Teacher and students discuss the students’ answer.

• ICOT (Independence Construction of Text)

- Teacher gives assignment to the students to write narrative text.

- Teacher gives key words related to the story.

- Teacher reviews today’s topic

- Praying

IV. MEDIA AND SOURCES

Media : Paper sheets , LCD , computer

Th. M. Sudarwati and Eudia Grace. Look Ahead 2, an English

Course for Senior High School Students Year XI. Jakarta: Erlangga.

2007

Internet.

V. ASSESSMENT

Form : Written

Technique : Students are assigned to write a narrative text

Aspect to be assessed:

1. Content : the highest score is 30

2. Organization : the highest score is 20

3. Vocabulary : the highest score is 20

4. Grammar : the highest score is 25

5. Mechanic : the highest score is 5

VI. INSTRUMENT

Written test

Write a narrative text based on the following criteria!

1. Write a narrative text in your own words.

2. The text consists of orientation, complication and resolution.

3. The narrative text consists of at least 80 words

Acknowledge by :

English Teacher Researcher

THE WRITING TEST RESULT OF EXPERIMENTAL GROUP

(PRE-TEST)

Students Content Organization Grammar Vocabulary Mechanics Value

(30) (20) (25) (20) (5)

S.1 20 15 10 12 5 62

S.2 20 16 12 12 4 64

S.3 18 12 12 11 4 57

S.4 16 14 10 9 5 54

S.5 20 14 12 13 5 64

S.6 16 18 10 12 4 60

S.7 18 18 10 12 4 62

S.8 20 16 14 10 5 65

S.9 24 18 20 13 5 80

S.10 16 14 9 12 4 55

S.11 14 12 10 12 4 52

S.12 22 20 15 16 5 78

S.13 16 20 12 18 4 70

S.14 14 14 10 10 4 52

S.15 20 16 18 16 4 74

S.16 16 12 10 10 4 52

S.17 22 18 14 14 4 72

S.18 22 19 16 14 5 76

S.19 16 12 14 10 4 56

S.20 16 12 10 10 4 52

S.21 16 12 10 10 4 52

S.22 18 14 8 10 5 55

S.23 20 14 10 12 4 60

S.24 16 14 10 12 4 56

S.25 20 16 9 12 5 62

S.26 18 15 10 14 5 62

S.27 16 12 12 10 5 55

S.28 20 16 14 14 4 68

S.29 22 19 12 14 5 72

S.30 18 14 12 12 4 60

(POST-TEST)


(30) (20) (25) (20) (5)

S.1 26 16 19 16 5 82

S.2 24 18 14 15 5 76

S.3 20 14 15 12 4 65

S.4 22 15 14 14 5 70

S.5 25 20 18 18 5 86

S.6 22 16 16 14 4 72

S.7 23 18 16 14 5 76

S.8 23 18 16 18 5 80

S.9 26 20 20 15 5 86

S.10 18 16 13 14 4 65

S.11 18 13 13 12 4 60

S.12 24 20 19 16 5 84

S.13 20 15 18 12 5 70

S.14 16 14 14 10 4 58

S.15 20 16 18 14 4 72

S.16 20 16 14 12 4 66

S.17 22 18 16 15 5 76

S.18 24 20 18 15 5 82

S.19 22 16 16 12 4 70

S.20 22 17 18 14 5 76

S.21 23 16 16 14 5 74

S.22 22 16 17 14 5 74

S.23 25 18 18 16 5 82

S.24 22 16 18 14 4 74

S.25 25 20 20 14 5 84

S.26 22 15 14 14 5 70

S.27 18 15 15 12 4 64

S.28 22 18 17 14 5 76

S.29 23 18 20 16 5 82

S.30 22 18 17 12 5 74

THE WRITING TEST RESULT OF CONTROL GROUP

(PRE-TEST)


(30) (20) (25) (20) (5)

S.1 24 18 18 15 5 80

S.2 18 16 12 12 4 62

S.3 18 12 14 12 4 60

S.4 18 14 9 12 5 58

S.5 20 14 15 12 5 66

S.6 16 18 10 10 4 58

S.7 22 18 18 12 5 75

S.8 18 12 10 10 4 54

S.9 20 18 16 13 5 72

S.10 20 14 16 12 5 67

S.11 18 12 16 12 4 62

S.12 18 16 15 10 5 64

S.13 18 12 10 8 4 52

S.14 24 18 20 13 5 80

S.15 16 10 12 10 4 52

S.16 18 12 10 10 5 55

S.17 16 12 16 12 4 60

S.18 16 20 14 12 5 67

S.19 18 10 14 8 4 54

S.20 22 16 14 13 5 70

S.21 18 14 15 15 5 67

S.22 20 15 10 10 5 60

S.23 20 14 15 12 5 66

S.24 16 12 10 12 4 54

S.25 24 16 18 13 5 76

S.26 17 15 10 14 4 60

S.27 21 14 16 15 4 70

S.28 18 18 12 10 4 62

S.29 16 14 12 8 4 54

S.30 21 16 16 18 5 76

(POST-TEST)


(30) (20) (25) (20) (5)

S.1 26 18 17 18 5 84

S.2 22 15 12 12 5 66

S.3 18 16 14 16 4 68

S.4 23 14 12 12 5 66

S.5 20 16 16 15 5 72

S.6 23 15 12 14 4 68

S.7 22 18 18 12 5 75

S.8 18 15 13 15 5 66

S.9 25 20 18 14 5 82

S.10 22 15 16 12 5 70

S.11 20 15 16 16 5 72

S.12 18 18 15 10 5 66

S.13 17 12 10 12 5 56

S.14 26 19 20 16 5 86

S.15 18 14 10 8 4 54

S.16 20 15 10 10 5 60

S.17 16 16 14 12 4 62

S.18 16 20 14 15 5 70

S.19 18 12 14 8 4 56

S.20 24 18 17 18 5 82

S.21 22 14 15 16 5 72

S.22 20 12 16 10 4 62

S.23 23 15 17 12 5 72

S.24 18 13 14 12 5 62

S.25 25 16 20 14 5 80

S.26 19 15 15 14 5 68

S.27 21 14 16 15 4 70

S.28 21 18 16 12 5 72

S.29 16 14 16 10 4 60

S.30 25 16 20 16 5 82

List of Names Student XI IPA 3 (Experimental Group)

No Students’ Name F/M

1 Aris Andriato M

2 Bayu Anggara Putra M

3 Bayu Ardi Kusuma M

4 Dewi Masitoh Suwandi F

5 Dimas Aditya Sadewa M

6 Dinda Dwi Febriana F

7 Dwi Retianingsih F

8 Dwi Setyani F

9 Elvina F

10 Erna Puspitasari F

11 Esti Musdalifah F

12 Galih Amukti Pahwana M

13 Hana Nur Rochmawati F

14 Haning Pramesti F

15 Heri Isnanto M

16 Ilham Syafi'i M

17 Khusnul Khotimah F

18 Navakhurrohmah F

19 Novia Nur'aina Arifah F

20 Nurlaeny F

21 Putri Yuni Mentari F

22 Rahma Aditia M

23 Rinjani Saputri F

24 Rizky Dwi Rahayu F

25 Slamet Lestari F

26 Sugiyanti F

27 Taufiq Wicaksono M

28 Tri Utami F

29 Yoni Aprilianto M

30 Zulaikha Nur Amalia F

List of Names Student XI IPS 3 (Control Group)

No Students’ Name F/M

1 Aji Santoso M

2 An Nisa Latifa F

3 Arin Kurniasih F

4 Batma Prayoga M

5 Brhanuddin Syuyuti M

6 Dea Angger Wisriyanto M

7 Deni Apriyanto M

8 Desi Asriati F

9 Dwita susilowati F

10 Foltama Juna prasetya M

11 Galih Puja Satrio M

12 Hafizh Arib fauzan M

13 Hamdani Subroto M

14 Kelvin Miranti F

15 Khoirunnisa F

16 Moh Nur Anang M

17 Muhammad Farid Fauzan M

18 Nissa Oktevianna Amalia Dewi F

19 Novi Indriyani Usman F

20 Oktafia Ferina F

21 Pradita Dwi Pamungkas M

22 Praditia Wintono M

23 Ridwan Armadhan M

24 Samsiati F

25 Septiana Tri Andriani F

26 Sofian Istajib M

27 Widya Arga Putri F

28 Yuli Suprastyo F

29 Yunita Lestari F

30 Yunita Puji Rahayu F

Name

Class

, lr)cvathurohrncrh

: xt- \?A g

Theme: romance

lnstruction : write your own narrative based on the theme.

uZP)

ty/0

7

---Jo

Mirdcte

"'We by o. coq?t€ st'eetheorL 'thov atre tr ratg una -rtivs6' they

dor (o \rve .}n 6 fgrp the.r't Are rnegls ctncl cet<'lror brr+C'daU

ldtv,r rp4r i"r*odn ; {r '

hAAen\y com€ A (eoVr€ ttctn ' de rr 91ue d ?rtlt +o tally,

{h prrze rarotr open gqlly r fobVer ex per ience. . jeotdr ' $e "F'rsj'dalc{ '

t" ra llY ".who r 1l e-R Pert ence "' 9stt9 Jqtd" 6oP9 "' rh. g conht irnccrtod haryen For & 0nonleo{ " '

.'pnaffy' -rheq dre i O na Ano ?h?-c hones t

Qi uc qX p 1g s f loo .11) ,ona sdrye ',Ano\ qF tar

uve ^ kqpfU

$nutuo\tg

7

Name : 1.,t\lu'(\,\/'M(tr.fli.l"rydk-

Theme: romance


lt'lv Ill[ 1,ave

Ana dat4 ., ( rner i^l,&r-r, a baq &b LtuB fr,l,urcil . LL war rm,i,{irft hfnp I mpp. l,r.i fi.r . fie r^ra r io wol lrrLd Lwt il-jfir

fit.rmT f { Yo1o Larut Jp f Allin.q fl1 l'rlri& trur'L\t hirvr,

CnB Vrtttq. , l'W \ao1 LoVo urrli'r l'vi.O un.ri l,rp vr:[ifr-t Lr:;

bp r\1q [,0V0,, \ to-rrt.i t.o \t.u\yi4 \nt\;p-t'r tx ic. [ ^)'af

trp.1vr'r'oc{

hrnr Tt'\ ti\'t\4 ['tor:r't I Uro,j vp-[r1 vLttJ l.ovp r"ut[fr kiirvi '

t^jdr

tr.rii'h Lbvit-vorrytI(-ri'Q [,trB wa'r rW c4"twa'LJ[

'*uW'L

Uwt.cAa (Ytq wru Lcl VQ- v,r*ar'' qoat \ t^'r''r \0'* \r'.q4 t9 v tt LV) vv

bo(r;ur@ u)uf i11o.Jl0(40 a qcod Vo^l k'ou' lt'tO "

huq y q to{'ataY

k(,0

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7Zt9tblc1t

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),\\'

x\ \t)A 3

Name ,DEst AgRtAT I

Class : XI l?9 3

Theme: romance


TORY LOVE T FOU SCHOOL

2?(3,9

f

/r

ono u?on abime in gchool bo b2 a man and a u)omen.A man Was varg handgom1..H0 name DeiFan.

\ne dag , ?eipan 9aw a woman narned. i u treL 9 ittinq i na ichozt gqrden . @L7r, Deipan came a julieb and Eat iextbo hin whitz ?covidiog Ftouecs qnd Lheg batks dndertenEuallg deiTan 9og I Lltle You.

bub )utiet watked aaag ffging to cnLch deipanhe haf enterrd inls Lhe cbeeroo(n, jutit-b tolF a?arers and reacts I bue gou bo.

,

buLpiece

Do.ilao aoag wibn 4 sfftit7 and geeetJenLua{ty ?eo?p dho L bue dteo love m

Name 'N . t4 . Anangcrass ,Xl \PS 3

Theme: romance I


?/4lt

r8t3

a")".t

Ovrce u!."Povr q -$rne" in a,

\ved a boq ^nd ^ 4i.1 *Tha- botl Lovdd rp ehor-l t . ^ . lJ-- -.. ^l - r , ) | . i r

yPafu" b" ,:foqe* tt&s' qtfl .

rr1 , but. tfle qrrl vrQt \oued tht( bou.Thq boq0 't q fon +o aSE kck .touo to tHe qTrl b.^the dttt b re.fucp +1ê brg ,ê

qtn & reru0e a-vp_ o*Y ,

.Dvre" d,a4, d\^t!a- U^+ puq [eaUq to ttne sdôo \41-^ bo$.[eok thta- qrl tefu bs.^ tt"g qchOot '

U$tth.0+t^.g1 (s oq . *+turu,oq4--"t Ws'*sLf-ixeRftff- boy,A*iA! bl.tse{\ \^p/r/b

,,Vqn\ - M5 l'*"Jr, -Ltre $oq rea*4' .to .fcrq et

Y: j,1:^t4 v\or:o, *t^te brg hctut_ 'a

'4idt.gner,

fffii, fr %,Tffi Ht*ffi {*#'.iu T,-L,vu\. Ylt I wur(\.4.LY t^71!yt etftrtt*tfl <,VW gwtS]$r. h@t( _

NsvC tt^,e q\r\ tD dnwn-qe- tpuq t-tro b.q , Ndthe, qr11 tp' loerfrryq Ph? becq-utse- Ltâ bot1

Post-Test

Make your own narrative.

Write a story about a robber. Create your own participants.

Name : Dncto Owi fguriana

Class : x\ tPA 5

v.L

2o?D)E

(-

th

/

A Poor fobberq

tn A ilq ct+q, thorg ttued a(tfid M(t' luton' Mrs $utan

catPtg \^lctE hagprtg 'lhetr nomCI 4r0 Mr

was pr0Onant {trat, u thgrr Emdeetl"

duwDul, bra daq Mrl' (u100 prcqnanuJ $to( noor {CI c,oofln0menr'but Mc'

he N(ts rgtotutp toGmv have nfi Inoneq to [atJ the Eoqtngm9ft 'bt0bb0r9d {.hp ru?ormoiket \D qQL tom0 mono{ $11 ,ulhpn hp

Po\tte'

5hg wctr\t0[( r0bh0r80\ , {h0 potrr,u hlu\ Lr,lrns Aod \rp mtr effi$hterl bu 'th(

Mrr lulon so sad ord fnp $ttltpd 'Lnor hul\icrnd t0 olfit[ whr

totcJ hltth hOr hulncrnd th€ h{0s AnqnJ 5o np \{gn[ t0 hoor

grroLrrcnc(ty , lho ngU t0rur ak Lne Odd ond Sho tMf qefhccdpflr . '

UntU*u\\J Mrl .Iutufl ancl thpu *'r\d uoodtcl0tp v{orp dpd So tvrr

ro rud ond rgn$rtouvd A1NL nt( 0OPrtW' AtrJ Nhen he \^lAr tree

m the .Iorrt he 900{\ q0 Lo)&* \tr q$o's qrXvg find fl0trr hB wcrs.

fEc2t9- Ond altuCrt)s rn0hCI cl o)wd bBhOuior

Post-Test



Name , TUflil W'tm6fiqro

Class : "t\ lt* i

z{-2rt2D/qr

3q

:)i

Strzl \hq_ laq

Onq dny ,Ul thsfu* wos mohry 0u( "\\u P\l rn+innq u,r\l\ hu

Pftgnu't uJIk(. }u{&untV. htsr trttnA Mc ' 1fr65o nttqrnrye tr N\ }t'oswn\tncu

thm {ha\ rs \r\ (ht C\nn, \'}r \u wttt },rr1 flW At\tw \k'hnlOhr m,$0 s\un!

hcnu--qt ge urum wrWt {Nm uhl" rarnrrqi o.ro *rtl\ti (oNvt\L{ p qtflt 1u\Q

ttAttor.hrt q\s rqnott{ \U t(t ih{0,,, thrr\ rrnnnnAia{ttq {r\ rr*\r{ F fnb 4ru1

htedlla,l u! (tert nrrini F\nmr\ uJI(h ( r0f

Kourtym- wt\s u+$,mi.\ t(tht urttru o( \\c -5\qi\u;, ts $ru* lo\riu \rNu{ifidq

r, \og \lon \\rt\, \'i,r un\u visn,\ hro 1n Vl\ d\rlu}iir m5q t',,rn "$ut nwurr{rt\i[r \hnlow u\Juylut-. u} Krn UxtL rp$ rstrr\

^rt *art \urnt. ft\0.01\Jar- urhth 11o

SUrflU \omt,his 6iry \Irr .\nlorp nnr tt,r.trtry am.rn \^h[r hilA tst$nU hutt,rurrnl xdd,ur\u 'J[}rrdu- -. witr [,\r,rnatq* .,tr\r*on .nnd dud .

lrtOwtVrt. whf,\ u+$,rf,id t(\l00 uX\t 0t uc _5rrqM ts bi\ct Qo\riu \wu[{ifidu(urnu-qq1p htt un\uilnv,w\tn Mr. ttudo4 rpW\A or.\ rnst\q$,\u rvnrnrdu\t\l^

antftiil W u{flurg 0n4 ,h\oh to ryrrun rtnrrrqrq$(rpi1t \lr tft tnt{ 54v'

hoh4 htr ttomarh , trl\m (u* trrn \uung ot*\*\r.t\hqn r$,J h*rB $ Tr$!n

I

Post-Test



Name : M.f4gi9.idttz+N

Class : xl' /PS j

2-Atg20tbf

Bt

-fl" End 1o''The rn{

Onz d^g M *fip h.t.-si. l1is,e-voas o .yu u^' .k'n,il;k

Ho*o^

l,ri u cuu"t','al cily H. ie uulr f7.o- , *-'dr1n*ly his Jnz*1 cfuraruc1 a

iAah pr rubLtlta thc svf/teruarl,et qvcl ail'tctit af tee esputoa his

|rreracl.

Atk, rrr JL,p SuplrwarFtf 6rhar- ancl hts tv-rcncl ltvu rtbbpr tn tke

Caglnp*'r.vxL \ig ,frtutacr l"t-" o luo f* C.w&rt LvrttPv--rr^t! secunlyCoslrie r. Cog,krur 1gcr.rrvil Nln6+ 'faLu 6t tlun <anc( lnatl t o re a n4tnz'y

*o:ysecq{tc{'ltw.eacafihrcra'lipoitcepke/piAut''tpe.rmarkef.lnnUtt'rcLfu,^.lXe pofi'cf Ccyt rvT awc'l lt

^,4-ar'1 aaqi hry frtvui(',fp /daK

+!1 Tataz fattr(- f{,tu fotlsp tk@-f lt c .frrcu,a oô( fi,r /rtp2.ot

fultrq abol a tM6t* ity o ryJ

Ba"f l" l',0* ( a tuaK aP fu tiltg anct ,rot

ct lmhn brpaE )b " A ma^ dpd buaus'e yn o he,rrl

/-l,X l,atfu CTl,rg brb c lnalt d,e"-l on /hu lacttian

lcaL a (crr onc{o-un /hu Ala.oof .

* END .*

Post-Test



Name ,y'Ji Sonto3,

Class :Xt IPS 3 /o,

''t r<lo/&t7IBf*Trt

€*" tt'" Al"

onot Wu a lirê', Lhu"u hve& Sowts ,.hfl 1,q*l man*,ur,.Lagp3 They hrql l+o wq wJkir..g t^l;ltn l^;s 1r;e.,n0 ,^l f lro

a*n ["fr oÂ l"odL,"g for g.U 9l'"f fn o Xdld SLp f., o

t*Xd *f f{abbe,.e&

A1tr* l,n lo./b,^1 y* eb? , Tr,eX {;^d' rl ^] ,1\r;t" oL h"-L

f .* tt".J g*e t.r^s ,,zitk *{ lzo,rte Tr*l s{ "f , TVrr^ ol t*lhuy eov* L l, +t* L*^L "*'L do i{ Ik.go- e gte r, be.y*

t._10t'h

l[^.

N{

IlÊ ** polr ,g I AQ ak,,,l { GI - qôl a] \'o@ u da ,\p, a l" e 6vn e

;w{b Xrl& *Ltp , TSl [retraekeA. [t^n woneS +rom vis;{cry' "Â q&o [*t"bof otf'cte. a*a b",q ;f J[ Ll. wroneg , +4 gl*d gohe th on*o

TrÂ tl* Tr"3 gu ,u) qro-. llr,e b+np oi.- d

o,,4o,,.t- **,d {lt.r^f 4.* L^^k 1|r.1 .4 (f"*<L.lVt le a,n-d ,P Jl , y d.s'^) ', Itn- "i v tr T t-.,1 a-.r-e

DrrL o,,,* l- trL.1 lr,.uz- hc- 4 *,{ tAex I w ec}

SPSS 17.0

Frequencies

Statistics


N Valid 30 30

Missing 0 0

Mean 74.20 69.37

Std. Error of Mean 1.377 1.566

Median 74.00 69.00

Mode 76 72


Variance 56.855 73.551

Range 28 32

Minimum 58 54

Maximum 86 86

Sum 2226 2081

Frequency Table

Experimental

Frequency Percent Valid Percent

Cumulative

Percent

Valid 58 1 3.3 3.3 3.3

60 1 3.3 3.3 6.7

64 1 3.3 3.3 10.0

65 2 6.7 6.7 16.7

66 1 3.3 3.3 20.0

70 4 13.3 13.3 33.3

72 2 6.7 6.7 40.0

74 4 13.3 13.3 53.3

76 5 16.7 16.7 70.0

80 1 3.3 3.3 73.3

82 4 13.3 13.3 86.7

84 2 6.7 6.7 93.3

86 2 6.7 6.7 100.0

Total 30 100.0 100.0

Control

Frequency Percent Valid Percent

Cumulative

Percent

Valid 54 1 3.3 3.3 3.3

56 2 6.7 6.7 10.0

60 2 6.7 6.7 16.7

62 3 10.0 10.0 26.7

66 4 13.3 13.3 40.0

68 3 10.0 10.0 50.0

70 3 10.0 10.0 60.0

72 5 16.7 16.7 76.7

75 1 3.3 3.3 80.0

80 1 3.3 3.3 83.3

82 3 10.0 10.0 93.3

84 1 3.3 3.3 96.7

86 1 3.3 3.3 100.0

Total 30 100.0 100.0

One-Sample Kolmogorov-Smirnov Test


N 30 30

Normal Parametersa,,b

Mean 74.20 69.37


Most Extreme Differences Absolute .116 .146

Positive .106 .146

Negative -.116 -.096

Kolmogorov-Smirnov Z .636 .800

Asymp. Sig. (2-tailed) .813 .544

a. Test distribution is Normal.

b. Calculated from data.

T-TEST

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pair 1 Experimental 74.20 30 7.540 1.377

Control 69.37 30 8.576 1.566

Paired Samples Correlations

N Correlation Sig.

Pair 1 Experimental & Control 30 .136 .472

Paired Samples Test

Paired Differences

t df

Sig. (2-

tailed)

Mean

Std.

Deviation

Std. Error

Mean

95% Confidence

Interval of the

Difference

Lower Upper

Pair

1

Experimental –

Control

4.833 10.619 1.939 .868 8.799 2.493 29 .019

Case Processing Summary

Kelas

Cases

Valid Missing Total

N Percent N Percent N Percent

Nilai Control 30 100.0% 0 .0% 30 100.0%

Experime 30 100.0% 0 .0% 30 100.0%

Descriptives

Kelas Statistic Std. Error

Nilai Control Mean 69.37 1.566

95% Confidence Interval for

Mean

Lower Bound 66.16

Upper Bound 72.57

5% Trimmed Mean 69.30

Median 69.00

Variance 73.551

Std. Deviation 8.576

Minimum 54

Maximum 86

Range 32

Interquartile Range 11

Skewness .225 .427

Kurtosis -.536 .833

Experime Mean 74.20 1.377

95% Confidence Interval for

Mean

Lower Bound 71.38

Upper Bound 77.02

5% Trimmed Mean 74.41

Median 74.00

Variance 56.855

Std. Deviation 7.540

Minimum 58

Maximum 86

Range 28

Interquartile Range 12

Skewness -.285 .427

Kurtosis -.533 .833

Tests of Normality

Kelas

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Nilai Control .146 30 .102 .960 30 .307

Experime .116 30 .200* .961 30 .335

a. Lilliefors Significance Correction

*. This is a lower bound of the true significance.

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

Nilai Based on Mean .359 1 58 .551

Based on Median .369 1 58 .546

Based on Median and with

adjusted df

.369 1 56.855 .546

Based on trimmed mean .347 1 58 .558

Table of F-statistics P=0.05

df2/df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70 8.69 8.68 8.67 8.67 8.66 8.65 8.63 8.64 8.61 8.62 8.60 8.59

4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86 5.84 5.83 5.83 5.82 5.80 5.79 5.77 5.76 5.75 5.75 5.73 5.72 5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62 4.60 4.59 4.58 4.57 4.56 4.54 4.53 4.52 4.50 4.50 4.48 4.46 6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94 3.92 3.91 3.90 3.88 3.87 3.86 3.84 3.83 3.82 3.81 3.79 3.77 7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51 3.49 3.48 3.47 3.46 3.44 3.43 3.41 3.40 3.39 3.38 3.36 3.34 8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22 3.20 3.19 3.17 3.16 3.15 3.13 3.12 3.10 3.09 3.08 3.06 3.04 9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01 2.99 2.97 2.96 2.95 2.94 2.92 2.90 2.89 2.87 2.86 2.84 2.83 10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85 2.83 2.81 2.80 2.79 2.77 2.75 2.74 2.72 2.71 2.70 2.68 2.66 11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72 2.70 2.69 2.67 2.66 2.65 2.63 2.61 2.59 2.58 2.57 2.55 2.53 12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62 2.60 2.58 2.57 2.56 2.54 2.52 2.51 2.49 2.48 2.47 2.44 2.43 13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53 2.51 2.50 2.48 2.47 2.46 2.44 2.42 2.41 2.39 2.38 2.36 2.34 14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46 2.44 2.43 2.41 2.40 2.39 2.37 2.35 2.33 2.32 2.31 2.28 2.27 15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40 2.38 2.37 2.35 2.34 2.33 2.31 2.29 2.27 2.26 2.25 2.22 2.20 16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35 2.33 2.32 2.30 2.29 2.28 2.25 2.24 2.22 2.21 2.19 2.17 2.15 17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31 2.29 2.27 2.26 2.24 2.23 2.21 2.19 2.17 2.16 2.15 2.12 2.10 18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27 2.25 2.23 2.22 2.20 2.19 2.17 2.15 2.13 2.12 2.11 2.08 2.06 19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23 2.21 2.20 2.18 2.17 2.16 2.13 2.11 2.10 2.08 2.07 2.05 2.03 20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.23 2.20 2.18 2.17 2.15 2.14 2.12 2.10 2.08 2.07 2.05 2.04 2.01 1.99 22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.96 1.94 24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11 2.09 2.07 2.05 2.04 2.03 2.00 1.98 1.97 1.95 1.94 1.91 1.89 26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07 2.05 2.03 2.02 2.00 1.99 1.97 1.95 1.93 1.91 1.90 1.87 1.85 28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04 2.02 2.00 1.99 1.97 1.96 1.93 1.91 1.90 1.88 1.87 1.84 1.82 30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01 1.99 1.98 1.96 1.95 1.93 1.91 1.89 1.87 1.85 1.84 1.81 1.79

35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.08 2.04 2.01 1.99 1.96 1.94 1.92 1.91 1.89 1.88 1.85 1.83 1.82 1.80 1.79 1.76 1.74 40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.92 1.90 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 169 45 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89 1.87 1.86 1.84 1.82 1.81 1.78 1.76 1.74 1.73 1.71 1.68 1.66 50 4.03 3.18 2.79 2.56 2.40 2.29 2.20 2.13 2.07 2.03 1.99 1.95 1.92 1.89 1.87 1.85 1.83 1.81 1.80 1.78 1.76 1.74 1.72 1.70 1.69 1.66 1.63 60 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.95 1.92 1.89 1.86 1.84 1.82 1.80 1.78 1.76 1.75 1.72 1.70 1.68 1.66 1.65 1.62 1.59 70 3.98 3.13 2.74 2.50 2.35 2.23 2.14 2.07 2.02 1.97 1.93 1.89 1.86 1.84 1.81 1.79 1.77 1.75 1.74 1.72 1.70 1.67 1.65 1.64 1.62 1.59 1.57 80 3.96 3.10 2.72 2.49 2.33 2.21 2.13 2.06 2.00 1.95 1.91 1.88 1.84 1.82 1.79 1.77 1.75 1.73 1.72 1.70 1.68 1.65 1.63 1.62 1.60 1.57 1.54

100 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.97 1.93 1.89 1.85 1.82 1.79 1.77 1.75 1.73 1.71 1.69 1.68 1.65 1.63 1.61 1.59 1.57 1.54 1.52 >1000 1.04 3.00 2.61 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.79 1.75 1.72 1.69 1.67 1.64 1.62 1.61 1.59 1.57 1.54 1.52 1.50 1.48 1.46 1.42 1.40 df2/df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40

T-table

df 0.10 0.05 0.025 0.01

2

3

4

5 6

7

8 9

10

11

12 13

14

15 16

17

18 19

20

21

22 23

24

25 26

27

28

29 30

31

32 33

34

35 36

37

38

39 40

41

42 43

44

45 46

47

48

49 50

2.9200

2.3534

2.1318

2.0150 1.9432

1.8946

1.8595 1.8331

1.8125

1.7959

1.7823 1.7709

1.7613

1.7531 1.7459

1.7396

1.7341 1.7291

1.7247

1.7207

1.7171 1.7139

1.7109

1.7081 1.7056

1.7033

1.7011

1.6991 1.6973

1.6955

1.6939 1.6924

1.6909

1.6896 1.6883

1.6871

1.6860

1.6849 1.6839

1.6829

1.6820 1.6811

1.6802

1.6794 1.6787

1.6779

1.6772

1.6766 1.6759

4.3027

3.1824

2.7765

2.5706 2.4469

2.3646

2.3060 2.2622

2.2281

2.2010

2.1788 2.1604

2.1448

2.1315 2.1199

2.1098

2.1009 2.0930

2.0860

2.0796

2.0739 2.0687

2.0639

2.0595 2.0555

2.0518

2.0484

2.0452 2.0423

2.0395

2.0369 2.0345

2.0322

2.0301 2.0281

2.0262

2.0244

2.0227 2.0211

2.0195

2.0181 2.0167

2.0154

2.0141 2.0129

2.0117

2.0106

2.0096 2.0086

6.2054

4.1765

3.4954

3.1634 2.9687

2.8412

2.7515 2.6850

2.6338

2.5931

2.5600 2.5326

2.5096

2.4899 2.4729

2.4581

2.4450 2.4334

2.4231

2.4138

2.4055 2.3979

2.3910

2.3846 2.3788

2.3734

2.3685

2.3638 2.3596

2.3556

2.3518 2.3483

2.3451

2.3420 2.3391

2.3363

2.3337

2.3313 2.3289

2.3267

2.3246 2.3226

2.3207

2.3189 2.3172

2.3155

2.3139

2.3124 2.3109

9.9250

5.8408

4.6041

4.0321 3.7074

3.4995

3.3554 3.2498

3.1693

3.1058

3.0545 3.0123

2.9768

2.9467 2.9208

2.8982

2.8784 2.8609

2.8453

2.8314

2.8188 2.8073

2.7970

2.7874 2.7787

2.7707

2.7633

2.7564 2.7500

2.7440

2.7385 2.7333

2.7284

2.7238 2.7195

2.7154

2.7116

2.7079 2.7045

2.7012

2.6981 2.6951

2.6923

2.6896 2.6870

2.6846

2.6822

2.6800 2.6778

51

52 53

54

55

56 57

58

59 60

61

62 63

64

65

66 67

68

69 70

71

72

73 74

75

76 77

78

79 80

81

82

83 84

85

86 87

88

89 90

91

92

93 94

95

96 97

98

99

100

1.6753

1.6747 1.6741

1.6736

1.6730

1.6725 1.6720

1.6716

1.6711 1.6706

1.6702

1.6698 1.6694

1.6690

1.6686

1.6683 1.6679

1.6676

1.6672 1.6669

1.6666

1.6663

1.6660 1.6657

1.6654

1.6652 1.6649

1.6646

1.6644 1.6641

1.6639

1.6636

1.6634 1.6632

1.6630

1.6628 1.6626

1.6624

1.6622 1.6620

1.6618

1.6616

1.6614 1.6612

1.6611

1.6609 1.6607

1.6606

1.6604

1.6602

2.0076

2.0066 2.0057

2.0049

2.0040

2.0032 2.0025

2.0017

2.0010 2.0003

1.9996

1.9990 1.9983

1.9977

1.9971

1.9966 1.9960

1.9955

1.9949 1.9944

1.9939

1.9935

1.9930 1.9925

1.9921

1.9917 1.9913

1.9908

1.9905 1.9901

1.9897

1.9893

1.9890 1.9886

1.9883

1.9879 1.9876

1.9873

1.9870 1.9867

1.9864

1.9861

1.9858 1.9855

1.9852

1.9850 1.9847

1.9845

1.9842

1.9840

2.3095

2.3082 2.3069

2.3056

2.3044

2.3033 2.3022

2.3011

2.3000 2.2990

2.2981

2.2971 2.2962

2.2954

2.2945

2.2937 2.2929

2.2921

2.2914 2.2906

2.2899

2.2892

2.2886 2.2879

2.2873

2.2867 2.2861

2.2855

2.2849 2.2844

2.2838

2.2833

2.2828 2.2823

2.2818

2.2813 2.2809

2.2804

2.2800 2.2795

2.2791

2.2787

2.2783 2.2779

2.2775

2.2771 2.2767

2.2764

2.2760

2.2757

2.6757

2.6737 2.6718

2.6700

2.6682

2.6665 2.6649

2.6633

2.6618 2.6603

2.6589

2.6575 2.6561

2.6549

2.6536

2.6524 2.6512

2.6501

2.6490 2.6479

2.6469

2.6458

2.6449 2.6439

2.6430

2.6421 2.6412

2.6403

2.6395 2.6387

2.6379

2.6371

2.6364 2.6356

2.6349

2.6342 2.6335

2.6329

2.6322 2.6316

2.6309

2.6303

2.6297 2.6291

2.6286

2.6280 2.6275

2.6269

2.6264

2.6259

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