THE EFFECT OF USING ANIMATION VIDEO IN ENGLISH

TEACHING ON STUDENTS’ LISTENING SKILL AT MTSN 2

KOTA JAMBI

THESIS

By:

Astari Maylani

TE151547

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY OF SULTHAN

THAHA SAIFUDDIN JAMBI

2019

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THE EFFECT OF USING ANIMATION VIDEO IN ENGLISH

TEACHING ON STUDENTS’ LISTENING SKILL AT MTSN 2

KOTA JAMBI

THESIS Submitted to Fulfillment one the Requirements to Obtain the Undergraduate

Degree (S1) in English Education Program of Education Faculty the State Islamic

University

Sulthan Thaha Saifuddin Jambi

By:

Astari Maylani

NIM. TE151547

ENGLISH EDUCATION PROGRAM

FACULTY OF EDUCATION AND TEACHER TRAINING

THE STATE ISLAMIC UNIVERSITY OF SULTHAN

THAHA SAIFUDDIN JAMBI

2019

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DEDICATION

Alhamdulillahirabbil’alamin. In the name of Allah SWT, as the creator

of this world and life who still give the change to me to breath until this

moment, for the blessing and merciful, (praise to Allah). Therefore, I can

finish this thesis well. I would like to dedicated to:

My beloved mother and my beloved father who always support and

understand me, who always motivate me and work hard for me and my

beloved sister who always treat me and give me what I want.

And I want to say thank you to my First advisor mrs. Monalisa, M.Pd

and my second advisor mrs. Ayuliamita Abadi, S.Pd.I, M.Pd. because of your

guidance I can finish my final work.

To all my friends in English Department 2015, thank you for our

togetherness and friendship for this four years.

And thank you for all my bestfriend who always make me laugh and

cheer me up and I can’t write your name one by one but your name are

always on my mind .

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MOTTO

Source : https://quran.com/94

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ABSTRAK

Nama : Astari Maylani

Jurusan : Tadris Bahasa Inggris

Judul : Keefektifan Penggunaan Video Animasi dalam Pengajaran

Bahasa Inggris terhadap Kemampuan Menyimak Siswa di MTsN 2

Kota Jambi

Penelitian ini bertujuan untuk menemukan apakah ada perbedaan yang

signifikan antara sebelum dan sesudah diberikan perlakuan menggunakan video

animasi dalam pembelajaran menyimak di kelas eksperimen. Penelitian ini

menggunakan desain quasi eksperimental dengan desain pre-test dan post-test.

Populasi penelitian adalah siswa kelas delapan di MTsN 2 Kota Jambi. Sampel

dibagi menjadi dua kelas, yaitu kelas eksperimen dan kelas kontrol. Kelas

eksperimen diajarkan dengan menggunakan video animasi sebagai media,

sedangkan kelas kontrol hanya menggunakan cara konvensional atau hanya

menggunakan audio. Sebelum memberikan perlakuan, para siswa dari kedua

kelas tersebut diberikan tes awal untuk mengetahui kemampuan mereka dalam

pemahaman menyimak. Pertanyaan tes untuk beberapa pertanyaan terdiri dari 25

pertanyaan. Setelah data dikumpulkan, peneliti menggunakan analisis uji-t

dengan tingkat signifikansi α = 0,05 untuk melihat perbedaan yang signifikan

antara dua variabel. Hasil nilai rata-rata post-test adalah 84,7 untuk kelas

eksperimen dan 83,65 untuk kelas kontrol. Dapat disimpulkan bahwa Hipotesis

Penelitian (H1) diterima di mana ada efek signifikan pada keterampilan

menyimak siswa yang diajarkan dengan menggunakan video animasi.

Kata kunci: Video Animasi, Naratif teks, Menyimak, Eksperimental

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ABSTRACK

Name : Astari Maylani

Study Program : Tadris Bahasa Inggris

Tittle : The Effect of Using Animation Video in English

Teaching on Student Listening Skills At MTsN 2 Kota Jambi

This study was aimed to find out whether any significant effect of using

animation video between before and after giving treatment in the experimntal

class. This research used quasi experimental design with pre-test and post-test

design. The population of this research was the eight grade student at MTsN 2

Kota Jambi. The sample of this research divided into two classes, they were

experimental and control class. The experimental class was taught by using

animation video as media, meanwhile control class just using conventional way

or just using audio. Before giving the treatment, the students of both classes were

given a pre-test to know their ability in listening comprehension. The instrument

of this test was multiple choice that consist of 25 questions. After the data were

collected, the researcher used t-test analysis with siginficance level α = 0,05 to

see the significant differences between two variables. The result of post-test mean

score 84,7 for experimental class and 83,65 for control class. It concludes that the

Research Hypothesis (H1) was accepted where there is a significant effect on

students’ listening skills that are taught by using animation videos.

Keyword: Animation Videos, Narrative Text, Listening, Experimental

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LIST OF CONTENT

TITTLE PAGE ..................................................................................................... i

LIST OF CONTENT ............................................................................................ ii

OFFICIAL NOTE ................................................................................................ iii

RATIFICATION OF THESIS ............................................................................ iv

DEDICATION ...................................................................................................... v

MOTTO ................................................................................................................ vi

ACKNOWLEDGEMENTS ................................................................................ vii

ABSTRACK ( Indonesia) .................................................................................. viii

ABSTRAK ( English) ........................................................................................... ix

LIST OF CONTENT ............................................................................................ x

LIST OF TABLE ............................................................................................... xiii

LIST OF FIGURE ............................................................................................. xiv

LIST OF APPENDIXES .................................................................................... xv

CHAPTER I INTRODUCTION

A. Background of The Research ..................................................................... 1

B. Research Question ....................................................................................... 3

C. Objective of The Research .......................................................................... 3

D. Limitation of The Research ......................................................................... 3

E. The significane of The Research3

CHAPTER II REVIEW OF RELATED LITERATURE

A. The Nature of Listening .............................................................. ............... 5

B. Teaching Listening in Foreign Language for Junior High School Student

1. Types of Listening Activities ................................................. .............. 5

2. Micro and Macro skill of Listening ........................................ .............. 6

3. Listening Techniques .............................................................. .............. 8

4. Teaching Procedures .............................................................. .............. 9

C. Media ........................................................................................................ 11

1. Overview Media ................................................................... .............. 11

2. Kinds of Media ...................................................................... .............. 13

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3. Media In Teaching ............................................................................. 13

D. Animation .............................................................................................. 14

1. Types of Animation ............................................................................ 15

2. The Role of Animation in Teaching ................................................... 16

E. Advantages and Disadvantages using Animation Videos in Teaching ..... 17

1. The Advantages of Using Animation Video ....................................... 17

2. The Disadvantages of Using Animation Video .................................. 17

F. Animation Videos in Teaching Listening Skills ....................................... 18

G. The Effect of Using Animation Video in Teaching Learning process ...... 18

H. Related Studies ..................................................................................... 19

CHAPTER III RESEARCH METHOD

A. Research Setting ....................................................................................... 21

B. Research Design ....................................................................................... 21

C. Population and Sample .............................................................................. 22

D. Technique of Data Colelction ................................................................... 23

1. Pre-test................................................................................................. 23

2. Treatment ............................................................................................ 23

3. Post-test ............................................................................................... 25

4. Procedure of Giving Pre-Test and Post-Test ...................................... 25

E. The Validity and Reliability of the Data .................................................. 25

F. Technique of Data Analysis ..................................................................... 27

G. Statistical Hyphothesis .............................................................................. 29

H. Schedule of Research ............................................................................... 30

CHAPTER IV RESEARCH FINDING AND DISCUSSSION

A. FINDING AND DISCUSSION

1. The Description of Data ..................................................................... 31

a. The Result of Pre-test and Post-test in Experimental Class ............... 32

b. The Result of Pre-test and Post-test in Control Class ......................... 34

2. Statical Analysis of The Test .............................................................. 36

a. Validity ................................................................................................ 36

b. Reliability ............................................................................................ 38

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c. Normality Test .................................................................................... 38

d. Homogenity Test ................................................................................. 38

e. t-test ..................................................................................................... 39

f. Statistycal Hypothesis ......................................................................... 41

B. DISCUSSION .......................................................................................... 41

CHAPTER V CONCLUSION AND SUGGESTION

A. CONCLUSION ......................................................................................... 44

B. SUGGESTION .......................................................................................... 44

REFERENCES

APPENDIX

CURRICULLUM VITAE

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LIST OF TABLE

Table 3.1 Total Of Population ............................................................................... 22

Table 3.2 The Level of Reliability ........................................................................ 27

Table 4.1 Score Criteria ....................................................................................... 31

Table 4.2 Score Recapitulation of Experimental Class ........................................ 32

Table 4.3 Interval Distribution for Pre-test ........................................................... 33

Table 4.4 Interval Distribution for Post-test ......................................................... 33

Table 4.5 Score Recapitulation of Control Class .................................................. 34

Table 4.6 Interval Distribution for Pre-test ........................................................... 35

Table 4.7 Interval Distribution for Post-test ......................................................... 35

Table 4.8 Score of Validity test ............................................................................. 37

Table 4.9 Recapitulation of Calculation Results of Post-test Normality Test ...... 38

Table 4.10 Recapitulation Homogenity test of pre-test in Experiment and

Control class .......................................................................................................... 39

Table 4.11 Recapitulation Homogenity test of post-test in Experiment and

Control class .......................................................................................................... 39

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LIST OF FIGURE

Figure 4.1 Score of Pre-test and Post-test Experimental Class ............................. 34

Figure 4.2 Score of Pre-test and Post-test Control Class ...................................... 36

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LIST OF APPENDIX

Appendix 1 The Instrument of the test ................................................................ 50

Appendix 2 Answer Key ...................................................................................... 55

Appendix 3 The Score of try out ..................................................................................... 56

Appendix 4 The result of`Validity .................................................................................. 58

Appendix 5 The Validity test calculation .............................................................. 59

Appendix 6 the result of Realibility ...................................................................... 62

Appendix 7 The reliability test calculation ........................................................... 63

Appendix 8 Table Distribution r table .................................................................. 64

Appendix 9 The Result of Pre-test in Experimental class ................................... 66

Appendix 10 The Result of Post-test in Experimental class ................................ 68

Appendix 11 The Result of Pre-test in Control class ........................................... 70

Appendix 12 The Result of Post-test in Control class ......................................... 72

Appendix 13 Normality of Pre-test and Post-test Experimental Class ................. 74

Appendix 14 Normality of Pre-test and Post-test Control Class ........................... 78

Appendix 15 Table distribution x2 ........................................................................ 82

Appendix 16 Homogenity of Pre-test Experimental Class ................................... 83

Appendix 17 Homogenity of Post-test Experimental Class.................................. 85

Appendix 18 Homogenity of Pre-test Control Class ............................................ 87

Appendix 19 Homogenity of Post-test Control Class .......................................... 89

Appendix 20 Homogenity of Pre-test test Experimental and Control Class......... 91

Appendix 21 Homogenity of Post-test test Experimental and Control Class ....... 93

Appendix 22 Table f Distibution .......................................................................... 96

Appendix 23 Lesson Plan for Experimental Class ............................................... 97

Appendix 24 Lesson Plan For Control Class ...................................................... 108

Appendix 25 Documentation .............................................................................. 119

Appendix 26 Consultation Card .......................................................................... 120

Appendix 27 Validity Spesification .................................................................... 123

CHAPTER I

INTRODUCTION

A. Background of The Research

Listening is one of the basic skill from four basic skill in language

learning. Listening is an ability to get and translate the meaning based on what the

speaker says with the right understanding about the topic in the communication.

Listening is not similar with hearing. The term of listening is the key of

communication to each other and has been an important way in our daily life.

According to Brown (2003) listening is fundamental component in language

learning and teaching, because studying in classroom students do more listening

than speaking.

Listening is the key to all effective of communication. Without the ability

to listen effectively, messages are easily misunderstood. Listening is the ability to

accurately receive and interpret messages in the communication process.

Listening is not the same as hearing. Hearing refers to the sounds that enter your

ears. It is a physical process that, provided you do not have any hearing problems,

happens automatically. So listening and hearing are not synonymous. According

to Hamilton (1999) as he quoted “ hearing is with the ears, listening is with the

mind”.

Harmer (2007) suggests that listening is good for our students’

pronunciation too, in that the more they heard and they understand English being

spoken, the more they absorb appropriate pitch and intonation, stress and the

sounds both of individual words and those which blend together in connected

speech. Listening to text is good pronunciation models, in other words, and the

more students listen, the better they get, not only in understanding speech, but also

at speaking themselves. Indeed, it is worth remembering that successful spoken

communication depends not just on our ability to speak, but also on the

effectiveness of the way we listen.

As a non english speaking country, learning EFL (English as a Foreign

Language) has been challenging subject for Indonesian students at school. Most of

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students are lack of interested with this subject. Some of student are not pay

attention to the teacher. They think that English language too difficult to learn.

In learning second language, students face some problems in learning

listening skill. According to Adam (2016), he said that on his web study one of

the problems that student always face is they cannot hear clearly the pronunciation

of what a native speaker says on the audio. Moreover, they also do not understand

what the speaker is talking about in the audio. Another reason is the way of

teachers in presenting the listening material is boring. Traditionally, teachers only

give an audio of native speaker to the students. In addition, the students will

answer the questions based on the context in the audio. According Mann (2009),

factors why English is a challenge for students is because they are less interested

in learning the language. He said why this is happened, it is because the lack of

variation in the use of instructional media by the teacher. The lack of creativity

and innovative on learning media, makes students feels bored and less motivated

when learning English language. In addition, English learning especially in

learning skills is still considered difficult by students. In listening skills the

teacher still use conventional media. Conventional media reffered to here is verbal

communication trough telling words that are one by the teacher. It is also the

factors that makes students are not interested and motivatied.

Many Junior High School students have some difficulties in lerning

English, especially in Listening skill. Based on the researcher’s experience in

teacher training program Program Pengalama Lapangan (PPL), in Madrasah

Tsanawiyah 2 Kota Jambi, the researcher found some problem in learning

activities when the teacher explain the subject such as: first, the teacher does not

use media to teaching english in part listening skill. It is the problem that make

students does not interested and feels bored. The teacher does not use any kind of

media. The teacher teaching the students by using conventional way.

In the preliminary study that the researcher did, it was found through the

interview that the teacher’s methode in teaching listening was mainly reading the

text orally. Moreover, the researcher was interview the student, most of the

student said that the teacher do not using a media when teaching and learning

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process, and the effect of that, they can not understand about what the teacher said

and they are not interested with the subject.

In this research, the researcher is interested to choose animation videos.

According to researcher, animation are able to attarct students’ attention.

Moreover, according to Liz Bark, by using animation has many advantages than

the traditional way, using animation can give motivate student in teaching

learning and can make students’ skill improvement.

Based on the explanation above, the researcher is interested in

investigating the study in tittle “The Effect of Using Animation Videos in English

Teaching on Student Listening Skill at MTsN 2 Kota Jambi”

B. Research Question

Based on the background state above, the research question “Is there any

difference of listening achievement between the students who are taught by using

animation video and the students who are not taught by using animation video?”

C. Objective of the Research

The objective of this study is to find out the significant effect of using

animation videos in teaching on students’ listening skills and Is there any

difference of listening achievement between the students who are taught by using

animation video and the students who are not taught by using animation video.

D. Limitation of The Research

In this research, the researcher focused on the effect of Using Animation

Videos in English Teahing on Student Listening Skill at MTsN 2 Kota Jambi

Academic Year 2019. The subject on this research was limited for grade eight

students of MTsN 2 Kota Jambi of. The topic for this research use narrative text.

The research want to know animation videos has an effect or not.

E. The Significance of The Research

The significance of this research is theoritically and practicall.

1. Theoritically

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a. For teachers, this research can be use to know more information about

animation that can used for teaching.

b. For students, this reserach gives them more information about animation

videos that can useful for them.

2. Practically

a. For the English teacher this reserach can be consideration of using the media

in teaching English in the classroom, especially by using animation videos.

b. For students, because of media is really interesting for them, this research can

help them in learning listening.

c. For the next researcher, as the reference, this research is hopefully useful in

conducting the next research that is related to the use of animation videos in

teaching toward listening skill.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. The Nature of Listening

There are many definitions to define what is listening. First listening is

anactive, purposeful processing of making sense of what we hear (Helgsen, 2003).

Rost (2002) states that listening is mental process of constructing meaning from

spoken input.

Brown (2001) states that in classroom, students always do more listening

than speaking, listening competence is universally “large”than speaking

competence. It means that llistening consiered as a major component of language

learning and teaching. Listening consumes more time than other facets of

language skill in our daily life .

According to Harmer (2001), he stated that listening as the spoken English

which is taught using taped material and the aims of the listening itself is to make

this students more easily to catch the material that is not only about grammar and

vocabulary but also about pronunciation, rhythm, intonation, pitch, and stress.

Harmer (2001) expresses that listening is a “receptive skill” where people

obtain the main idea according to what they hear. Besides, Helgsen (cited by

Gonzales Moncada, 2003) supports that listening helps learner to be “flexible

listeners”, to know how to listen in order to get the general idea or the specific

information needed to understand videos.

Listening is an ability to get and translate the meaning based on what the

speaker says with the right understanding about the topic in the communication.

Listening is not similar with hearing. The term of listening is the key of

communication to each other and has been an important way in our daily life.

B. Teaching Listening in Foreign Language for Junior High School Student

1. Types of Listening Activities

In creating a successful listening, it is very important to expose a variety of

listening activities to the students. Brown (2000) describes listening aactivities as

follows.

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a. Reactive: It requires little meaningful processing. The role of listener as

merely a “tape recorder” must be very limited. The only role that reactive

listening can play in an interactive classroom is individual drills that focus on

pronunciation.

b. Intensive: It focuses on components (phonemes, words, intonation, discourse

markers, etc.) in its requirement that students single out certain elements of

spoken language. It includes the bottom-up skills that are important at all

levels of proficiency.

c. Responsive: A significant proportion of classroom listening activity consists

of short stretches of teacher language designed to elicit immediate responses.

d. Selective: Its purpose is not to look for the global or general meanings,

necessarily, but to be able to find important information in a field of

potentially distracting information.

e. Extensive: Its purpose is to develop a top-down, global understanding of

spoken language.

f. Interactive: This listening activity can include all five of the above types as

learners actively participate in discussions, role-plays, and other pair and

group work. It must be integrated with speaking (and perhaps other) skills in

the authentic give and take of communicative interchange.

2. Micro- skill and Macro- skills of Listening

Adapted froms Richards (1983) Brown (2004) offers a simplified list of

micro-skills and macro-skills (for conventional listening).

The micro-skills of listening (Brown: 2004)

a. Discriminate among the distinctive sounds of English.

b. Retain chunks of language of different lengths in short-term memory.

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c. Recognize English stress patterns, words, in stressed and unstressed

positions, rhythmic structure, intonational contours, and their role in signaling

information.

d. Recognize reduced forms of words.

e. Distinguish word boundaries, recognize a core of words, and interpret word

order patterns and their significance.

f. Process speech containing pauses, errors, corrections, and other performance

variables.

g. Process speech at different rates of delivery.

h. Recognize grammatical word classes (nouns, verbs, etc.), system (e.g., tense,

agreement, and pluralization), patterns, rules, and elliptical forms.

i. Detect sentence constituents and distinguish between major and minor

constituents.

j. Recognize that a particular meaning may be expressed in different

grammatical forms.

k. Recognize cohesive devices in spoken discourse.

The macro skills of listening (Brown, 2004)

a. Recognize the communicative functions of utterances, according to

situations, participants, and goals.

b. Infer situations, participants, goals using real-world knowledge. (pragmatic

competence)

c. From events, ideas, etc., described, predict outcomes, infer links and

connections between new information, given information, generalization, and

exemplification.

d. Distinguish between literal and implied meanings.

e. Use facial, body language, and other nonverbal cues to decipher meanings.

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f. Develop and use a battery of listening strategies, such as detecting key words,

guessing the meaning of words from context, appealing for help, and

signaling comprehension of lack thereof.

3. Listening Techniques

Techniques for teaching listening comprehension start from beginning and

advanced. There are some techniques for teaching listening they are for

beginning-level llistener, intermediate level listeners and advance level listeners

(Brown, 2000).

Table 1: Techniques for teaching listening comprehension (Peterson in

Brown )

FOR BEGINNING-LEVEL LISTENER

Bottom-Up Exercises

1) Goal: Discriminating Between Intonation Contours in Sentences

Listen to a sequence of sentence patterns with cither rising or

falling intonation. Place a check in column 1 (rising) or column 2

(falling), depending on the pattern you hear.

2) Goal: Discriminating Between Phonemes

Listen to pairs of words. Some pairs differ in their final

consonant, and some pairs are the same. Circle the word "same"

or "different," depending on what you hear.

3) Goal: Selective Listening for Morphological Endings

Listen to a series of sentences. Circle "yes" if the verb has an-ed

ending, and circle "no" if it does not.

Listen to a series of sentence. On your answer sheet, circle the one

(of three) verb forms contained in the sentence that you hear.

4) Goal: Selecting Details from the Text (Word Recognition)

Match a word that your hear with its picture.

Listen to a weather report. Look at a list of word and circle the

words that you hear.

Listen to a sentence that contains clock time. Circle the clock time

the words that you hear, among three choiches (5:30, 5:45, 6:15)

Listen to an advertisment, select the price of item, and write the

amount on a price tag.

Listen to a series of recorded telephone messages from an

answering machine. Fill in a chartwith the following information.

5) Goal: Listening for Normal Sentence Word Order

Listen to a short dialogue and fill in the missing words that have

been deleted in a partial transcript.

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Top-Down Exericise

6) Goal: Discriminating Between Emotional Reaction

Listen to a sequense of utterances. Place a check in the coloumn

that describes the emotional reaction that you hear: interested,

happy, suprised, or unhappy.

7) Goal: Getting the gist of a Sentence

Listen to a sentence describing a icture and select the correct

picture.

8) Goal: Recognize the Topic

Listen to dialogue and decide where the conversational occured.

Circle the correct location among three multiple-

coice items.

Listen to a conversation and look at the pictured greeting cards.

Decide which of the greeting cards was sent. Write the greeting

under the appropriate card.

Listen to a conversation a decide what the people are talking

about . choose the picture that show the topic.

4. Teaching Procedures

Brown (2001) suggest strategies or procedures in implementing animation

video in teaching listening skill in classroom. The steps are divided into two main

categories as follows.

a. Bottom- up

It is a text based. It means that the listener relies on the langue that comes

from the message such as the combination of sounds, word, or even grammar that

can create the meaning. The bottom-up strategies itself include some activities

such as listening for specific details, recognizing cognates, and recognizing word-

order patterns.

b. Top-down

It is a listener based. It means that the listener start from the background

knowledge of the topic, the situation or the context, type of text, and the language.

The background knowledge activities can help the listener for interpreting what

they hear and anticipating what will be happened for the next section. The top-

down activities include some sub activities such as listening for the main idea,

predicting, drawing inferences, and summarizing.

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In line with Brown, Richard (2008) also states that a typical lesson in

current teaching materials involves pre-listening, while-listening, and post

listening and contains activities that link bottom-up and top-down listening. In this

case, the pre-listening phase prepares students for both top-down and bottom-up

processing through activities involving activating prior language, making

predictions, and reviewing key vocabulary. The while-listening phase focuses on

comprehension through exercises that require selective listening, gist listening,

sequencing etc. While, the post- listening phase typically involves a response to

comprehension and may require students to give opinions about a topic.

Cakir (2006) clearly suggests in using animation video, teacher should

follow some practical techniques in the classroom as follows:

a. Active viewing

In active viewing activity, the teacher shows the video and let the students

watch it from the beginning to the end. This activity helps the teacher know how

far the students’ understanding of the video shown.

b. Freeze framing and prediction

In this activity, teacher stops the video which showing the pictures of

characters’ body language, facial expression, emotions, reactions, and responses.

This activity helps the students understand about what expression should be

shown when we say something in English especially.

c. Silent viewing

In the silent viewing, the video is played with the sound off and let the

students guess what are the characters are talking about in the video. Through this

activity, students are supposed to remember the dialogues in the video.

d. Sound on and vision off activity

In the sound on and vision off activity, the students only can hear the

dialogue but unable to see the action. This activity helps the students to improve

their listening skill.

Based on the explanation above the researcher will choose some activity to

teach students listening skill for experimental class and control class.

a. Experimental class

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For the experimental class, there are some step that will use to teach by

using animation video.

1) At the first step the teacher will show the animation video to the students

2) In every animation played, the teacher will explained about the narrative text.

3) The narrative text that will use is a short simple fable, which aims to find out

the linguistics of the fable in kind of narrative text.

4) The teacher will give explained about, the grammatical word, the maning of

word, the topic, ideas and literal and implead meaning, and the last gesture.

5) After the procedure was played, the teacher will play the animation for the

last.

6) And then the teacher will give the students some questionaire

7) The students should answer the question that appropriate with the guidance

instrument that has been made by the teacher according with the macro and

the micro skill.

b. Control Class

Different with the experimental class. The teaching activities in control

class will teach by using an audio. However, the procedure that will use in control

class is the same, but the media for this class is only use sound from the story that

teacher play in front of the class with the speaker. The student in this class will get

same the questionaire as in experimental class.

C. Media

1. Overview Media

In global era, media technology is important since it has been a good way

in doing communication. It can be seen from children until adult had ever used the

media to help them in their daily activity. According to David (2003), this part of

technology took the important role to all of the modern people since the meaning

of the technology itself. Media are the center of everyone needs in their life such

as press, radio, and also advertising.

The role of media have been seen since the use of technology that is used

to help our work in our daily activities. The kinds of media can be found in many

forms in order to some definitions about the using of the media itself. Media in a

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wide range, the other useful sub media that is always used in our daily life is

called as multimedia which is the term of multimedia itself is the root of media

technology.

Media is one of the main factors that can influence the effectiveness of

teaching and learning activities of listening. Chapelle (2003 in Priajana, 2011)

reviewed some theories and studies about the use of technology on instructed

second language learning. He stated that technology has implications and might

most effectively be used in language teaching. Generally, the use of the

technology as a teaching aid is mainly aimed at increasing teaching process to be

more motivating and appealing for students. It is relevant to Bhavard (2009) who

says that technology might offer a lot of options which can be used not only to

make teaching interesting but also to make teaching more effective and productive

in terms of students’ improvement. In line with the statement, the teacher can use

media such as cassettes, tape recorder, MP3 player, etc that can be categorized as

audio media to teach listening activity and television, animation clips, videos,

films, etc. which can be categorized as audio-visual media.

Technology could be applied in English teaching and learning process, for

example animation videos. Animation video are chosen because they provide

moving pictures and sound. They will be more interesting than audio media which

provide sound only. Multimedia is one of common media that always appears in

our daily life is multimedia technology. According to Usha & Mishra (2003),

multimedia means a mix explanation from a variety of mass media such as print,

audio, and video. Multimedia comes from computer which includes hardware and

software and produces the useful mass scale.

Media is every tool to convey information or messages from one place to

another place. In general, "media" refers to various means of communication. For

example, television, radio, and the newspaper are different types of media. Media

is the plural form of medium, which describes any channel of communication.

This can include anything from printed paper to digital data, and encompasses art,

news, educational content and numerous other forms of information. The meaning

13

of media aimed at something that delivers information (massage) between

message sender and receiver.

Based on the definition above, media is a tool that can be used to obtain

and provide information. In the other word media, media is all aids or tool that

give information from another source such us television, computer, newspaper

and also human as mediator who can give information too.

2. Kinds of Media

According to Susanti and Zulfiana (2016), media is divide into 3 kinds

there are visual media, audio media and visual-audio media.

a. Visual Media

Visual media is a tool or learning resource that contains of messages,

information, especially on learning material, which is presented in an interesting

and creative manner and applied using the sense of sight. So this visual media

cannot be used for the public, more precisely this media cannot be used by blind

people. Because this media can only be used with a sense of vision.

b. Audio Media

Media Audio is or hearing media is a type of learning media or learning

resource that contains of messages or subject matter that are presented in an

interesting and creative way and are applied using only the senses of hearing.

Because this media is only sound.

c. Visual-audio Media

Visual-audio media are media that have sound elements and elements

picture. This type of media consists of the first media is silent audiovisual media,

namely media that displays sounds and images such as sound slides, sound frame

films, and sound prints. While the second media is audiovisual media motion,

which is media that can display elements of sound and images that move like

sound films and video cassettes (Djamarah and Zain 2006: 124).

3. Media in Teaching

For this modern age, media have become one of the important and useful

things in helping some activities in our daily life. Multimedia teaching refers to

14

use of any computer software or application such as films, colors, animations, etc.

It is one of the techniques to improving the students’ meets the academic needs

and helps them developing English language skills is providing multimedia during

the process of teaching and learning in the classroom. Multimedia learning

systems offer a potentially venue for improving student understanding about

language.

Teaching is an effort to create an environment that allows the learning to

take place. An environmental system consists of components that influence each

other such as instructional object to be achieved, the material being taught, the

teacher and students in the classroom, teaching methods, and the source of

learning and media. Media can be found in schools, universities, offices, and some

other important fields. Especially for education field, media can be a good way in

teaching learning activities in the classroom.

The use of media in teaching learning process can help teachers to create

learning situation effectively. According to Wright (1976:1) cited in Cakir

(2006:67) said that many media and many styles of visual presentation are useful

to the language learner. That is to say, all audio-visual materials have positive

contributions to language learning as long as they are used at the right time, in the

right place. In this respect, videos provide important learning opportunities to

students working in a second language.

Learning a foreign language is more difficult than learning a national

language or mother tongue, because the foreign language has completely different

aspects and systems, which should be understood by the students or the learners,

such as pronunciation, spelling, and cultural background of the language. So, the

use of media is expected to facilitate the students to learn English language skills,

which consist of listening, speaking, reading and writing skill. The students

should master the four language skills so that they can use English both in active

and passive form.

D. Animation

Animation media is media that can be seen and listened. Animation can

called as audio visual media because animation produce sound and picture

15

moving. The researcher is trying to use this kind of alternative media in listening

activity by using animation video to help the students improve their ability in

listening skill. Animation video is a strategy in helping students to comprehend

and easy to adopt the material. Students are able to comprehend the information

contained from the listening activity. Rost (2002) who stated “the use of videos as

teaching media in teaching listening comprehension can provides learners with

rich-content contexts with the instruction of authentic language, learners can be

motivated and their listening ability is possibly to be improved”. Animation video

is the rapid display of a sequence of images of 2D or 3D artwork or model

positions in order to create an illusion of movement (Taylor 1996).

Animation is a process to show the movement of pictures in the right

arrangement to create a moving illusion. The pictures can be as hand pictures,

computer, and also the object of three dimensions pictures. While according to

David (2003), animation is a part of art that is come from everywhere and

produced by someone who works in a particular studio company or just an

individual project. In addition, we can watch it in the cinema or just in our phone.

All in all, the animation is a process of how the pictures move in creating the

illusion or make the pictures look like moving in two dimensions or three

dimensions form.

1. Types of Animation

Most people call animation as cartoon, beside that some of them only

knows that animation is a part of movies. Here, there are some explanations about

some types of animation itself in order to emphasize what the actual of animation.

As cited from the internet, Student World says that there are three types of

animation, they are traditional animation, stop motion and computer animation.

a. Traditional Animation

Traditional animation which involves drawing for every frame in the film

by using hand. After all of the pictures has been completed and full of color, they

can be taken by camera or scanned to the computer and engaged to be one in film

with the sound. This process really takes a long time because it needs to create 24

pictures per second.

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b. Stop Motion

In this process, the animators try to manipulate and photograph the object

in one motion and frame at the same time. The objects can be everything, start

from the clay, paper cut, and others. Some stop motion films use real people

which take a particular pose in order to fulfill the frame. After take the objects, the

pictures will transfer to film and combine with sound to get the complete result.

c. Computer Animation

Animators can use software from computer to make a film and a model

which is quicker rather than just use the traditional method. The characters and the

objects which they made can be two dimensions or three dimensions and the

processes of both types are totally different.

In this reseacrh the researcher is interested to choose computer animation

as her research. Computer animation according to the researcher will help the

teacher to make process of teaching and learning more interesting. And for the

students, it will help student to be more focus on the learning process.

2. The Role of Animation in Teaching

Videos are applied as media in teaching in the classroom which have been

more and more popular in the teachers' and students’ environment. As the

example of using media which involves videos as the main media are movies,

animation, moving pictures, and so on. The role of animation in teaching learning

activities has been a good way in teaching using media. Animation videos are the

right choice for teachers who need to attract students’ attention when teaching and

learning activities are running in the classroom.

The animation has a power to get the attention from people in some hours

when they work in group without any boredom. In addition, animation is very

useful for them in order to gain their interest in their classroom. Most of people

believe that animation can help the students easier to comprehend the material

since it has been interesting media in the classroom. It also helps the teachers to

explain the material easily to make their students understand the material.

Logi (2014), pointed out the using of animation video can avoid the

students’ boredom during teaching listening. He stated on his research that the

17

students’ will be interested and happy to listen through this media rather than just

listen to the audio.

E. Advantages and Disadvantages using Animation Videos in Teaching

In general, the use of animation videos in teaching is to help students or

teachers in order to explain or to catch the material in the classroom easily. It also

can attract the students’ attention when the material is explained by the teacher

since the animation videos are the interesting media for both of them. Of course,

there are some advantages and disadvantages in using animation videos in

teaching learning activities. It explains more detail on the next section.

1. The Advantages of Using Animation Video

Animation videos are animated moving picture that is very useful in

teaching learning process. According to Harmer (2001), the use of videos in the

classroom looks like listening with the moving picture. He stated that there are

some advantages in using videos in teaching learning activities in the classroom.

One of advantages in using videos is that learners not only hear the sound,

but they can also see the pictures, for example, the general meaning and mood are

delivered through the expression, gesture, and also the other vital clues in the

videos. The use of videos can make the student look the other situation, not only

in the classroom, for example they watch a video about kinds of food in other

countries. When students use a video camera to make a video, they can create

something memorable and enjoyable, and it can stimulate their creativity in using

media and multimedia. The last is motivation. The real advantage by using video

in teaching learning activities is that videos can make students more interest in

learning. It can increase the level of their interest when they watch videos.

2. The Disadvantages of Using Animation Video

There are also some weaknesses or disadvantages in using animation

videos that must be known by teachers. According to Harmer (2001), when

someone want to use videos in the classroom, they have to be aware of some

problems within.

The “nothing new” syndrome is the first problem here. If we just use a

video which is the replication video from television, it makes students not really

18

interesting with the video. We have to provide the video activity which involves

the uniqueness and interesting material to make the student more enthusiast in the

classroom.

The second is called as poor quality tapes and disks. The poor quality

tapes and disk make the students not really engaged in following the study. When

we decide to choose the videos, we have to judge about the quality of tapes and

disk or material in using videos.

The last if the video is quite longer, it causes the students who participate

in the classroom will sleep and get boring or event they will lost concentration in

following the material, especially if the video only contains full of text which is

not interesting media rather than cartoon, moving picture, and so on.

F. Animation Videos in Teaching Listening Skills

According to Harmer (2001) in his book about How to Teach English,

almost for everything he said about listening will be applied into media video, too.

Choose the right video material which is apropriate with the students’ grade and

interest. Do not make them too difficult or too easy, they may not be motivated

when learning English, especially in terms of listening skills. Harmer also states

that video is richer than audio tape, because speakers can be seen, their body

movements give clues as to meaning, and so on. He also argues that some teachers

think that video is not really useful for teaching listening.

The use of animation videos in teaching listening is more useful because it

can attract students’ attention. The use of animation video is more effective rather

than just the audio tape.

G. The Effect of Using Animation Video in Teaching Learning Process

By using animation videos the student can easily get information of the

study that is given by the teacher in the classroom. As an interesting media, the

animation video can create the new ways in learning English in the class.

Animation can stimulate the student to develop the effective skills and practice

interactive activities. In order to get information, the students can get the benefits

from the video easily. The process of getting information itself is supported by the

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appropriate ways or strategies in learning by using animation that is given by the

teacher.

H. Related studies

There are several research that have been done by researchers which

relevant with this study. First, Muzzamir (2016) The Effect of Using Animation

Videos in Teaching Listening Skill: An Experimental Study at SMAN 10

Batanghari Grade x Academic Year 2016/2017. The result of his study is that after

he concucted his study, he found that using animation videos is better rather than

just the using of conventional ways. It can conclude that the research hypothesis is

accepted.

There are some similarities and differences between this research and

Muzzamir. This research use animation videos and Muzammir used the same

media. In this research, the resercearch use Purposive Sampling and in the

Muzzamir he used Cluster Random Sampling. Another differences between this

research and Muzzamir is, this research will be conducted in junior high school

and Muzzamir was conducted his researcher in senior high school.

Second, (Dewi: 2010), the finding of the study shown that the use of video

strategy was effective to improve students’ listening of oral narrative text skill.

The evidence explained by the result of the statistical counting. The conclusion of

her study showed the writer finds that the mean of the scores of the experimental

group is higher than the control group. The mean of the scores of the experimental

group is 6.05, while the mean of the scores of control group is 5.48. The mean

difference between them is 0.57. Thus, the result of the research study implies that

video is effective to be applied in teaching listening of oral narrative text. It was

conclude that using video technique is an effective way in teaching listening to

junior high school, especially for eighth grade of students at SMPN Sawit

Boyolali.

The similarities and the differences between this reseach and Dewi. First

similarities, both of this research conduct this research in Junior high school and

use eight grade students of her research. Second, the differences, this research use

20

animation video as media to improve the listening skill, and Dewi’s used videos

as the media of her study.

Those research used experimental research as the methode for solving the

problems. Those materials are needed to help students in increasing their interest

toward English.

Based on the explanation above, the research is interested in investigating

the study in tittle “ The Effect of Using Animation Video in English Teaching on

Students’ Listening skill as MTsN 2 Kota Jambi”

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CHAPTER III

RESEARCH METHOD

This chapter discussed about the research method. The research method is

the way how the researcher gets the results of the study. The research method that

was used in conducting this research are research setting, research design,

population and sample, technique of data collection, the validity and reliability of

the data, and technique of data analysis.

A. Research Setting

This research was conducted in Madrasah Tsanawiyah Negeri 2 Kota

Jambi in the academic year 2018/2019. This study was done from April till May.

There were twenty seventh of classes in Madrasah Tsanawiyah Negeri 2 Kota

Jambi. Grade seven has eight class, grade eight has ten class and the nine grade

has nine class. Each classes has thirty until fourty students.

B. Research Design

The design of this research was an experimental research. The important

thing for the experimental research was this research made a change between one

variable to another variable. The method that used in this research was “quasi-

experimental design: pretest-posttest designs” .

The design from Creswell about pre-test and post-test group design is

explained on the table below.

Group

Pre-test Treatment Post test

I Y1 X Y2

J Y1 - Y2

(Adapted from Creswell, 2012)

Notes :

I :Experimental Class

J : Control Clasa

Y1 : Pre-test

22

Y2: Post-test

X : Treatment

C. Population and Sample

1. Population

Population means a group of individual which have a similar

characteristic. The population of this research was the eight grade students of

Madrasah Tsanawiyah Negeri 2 Kota Jambi the academic year of 2018/2019.

There are ten class of theh eight grade student of Madrasah Tsanawiyah Negeri 2

Kota Jambi. Each classes consist of 38-40 students in the class.

Table 3.1 Total of Population

No Classes Number of Students

1 VIII A 40

2 VIII B 40

3 VIII C 40

4 VIII D 39

5 VIII E 40

6 VIII F 40

7 VIII G 40

8 VIII H 39

9 VIII I 40

10 VIII J 40

Total 398

2. Sample

According to Arikunto (2000,109), sample is part of population being

researched. That sample is part of representative population which is investigated

and it should reflect the characteristics of the population. The technique of

sampling in this research is Purposive sampling. According to Arikunto (2006),

this technique of taking sample is not based on random, regional or strata, it

based on the existences of consideration that focus on specific goals. For both this

class the spesification was the same level, both of class was the superior class, or

23

Indonesian called “ Kelas Unggul” The researcher choose class VIII I and VIII J

students of Madrasah Tsanawiyah Negeri 2 Kota Jambi in the academic year of

2018/2019. Class VIII I was experimental class and VIII J was control class.VIII I

has 19 male and 21 female and for class VIII J has 19 male and 21 female, the

total sample of this research were 80 students.

D. Technique of Data Colection

In experimental research, the researcher need to give pre-test and post-test

for students to measure the ability of the students. According to Creswell (2012),

pretest provides a measurement of the same characteristic that will be assessed to

the participant in experiment before they get a treatment, pretest take time and

effort to the students and pretest also has a significance influence to the treatment.

For this research, the data obtained from listening comprehension tests.

1. Pre-test

The pretest was given to the participants that aim to know the students’

score before they get the treatment. The score that students got in pre-test aimed to

know about the students’ ability in listening. The test consisted of 25 questions

that they use to complete in term of listening test

2. Treatment

Actually, the materials that were given to both of experimental and control

classes were similar. But, they got different procedure in term of the using of

media in learning listening. The experimental class got the treatment by using

animation video, while the control class learned by using some conventional

ways.

For the first meeting in the experimental class, the teacher begin the study

with pray, greeting, and checking before doing the learning procces. Then the

student learned English by using the animation video that was given by the

researcher, example they learned about narrative text and find new vocabularies

and then the students watched an animation video in term of the legend of “The

ant and the dove” as the listening activities. After the teacher explained the

material, the teacher gave a task for students, the student was ask to do the task,

the task was to differentiate where is the fable, where is the legend where is fairy

24

tale and they had to write some vocabularies that they can hear while the teacher

played the video in front of the class. For the second meeting, the students were

also taught by using animation video. The material that the teacher give was about

the structure of the text. In this meeting students are guided to explore the

information about the materials. The students was asked to identification the

social function of structure of the text such as : main characters, place and the

time. After the teacher explained, students was asked to do a task that accordeance

with the materi of the study. The teacher gave paper that consist of multiple

choice question, after the students got the paper, the teacher explained what

should students do, and then the teacher played the animation video in front of the

class, while the teacher played the video, students were asked to answer the

question that had been given. For the third meeting the student, was taught about

linguistic elements such as: the direct and indirect message of the story , simple

past, past continous tenses, singular and plural, the meaning of , preposition and

conjuction. Same as the first and the sceond meeting, after the techer was

explained the material of the subject the students was ask to to some task that

teacher gave to the students. In the all of the meeting the students was taught by

using strategy from Cakir (2006).

For the control class the student learned English by using audio that

consist of the voice of the narrator. The source of the audio was from youtube, the

duration of the audio more than 3 minutes. In the first meeting they learn about

the narrative text and find new vocabularies. For the second meeting the class

learn about the structure of the text and then the students listen to the audio that

the teacher play infront of the class. In this meeting students are guided to explore

the information about the materials. The students was asked to identification the

social function of structure of the text such as : main characters, place and the

time. For the third meeting the student, was taught about linguistic elements such

as: the direct and indirect message of the story , simple past, past continous tenses,

singular and plural, the meaning of , preposition and conjuction. The process of

the teaching and learning in this class was the same, the students were also given

the same task. The difference was the experimental class used animation video,

25

while the control class used audio. In this class the students was taugh by audio

the tittle is “The ant and the dove” by Pebbles Kids Stories.

3. Post-test

There was a test again and it called as the post-test. Post-test was given

after they finished the learning process. The test was given to know whether the

treatments or learning process has an effect or not to the students’ ability in

listening skills.

4. Procedure of Giving Pre-Test and Post-Test

In this study the researher use “The lion and The mouse” as teaching

material to do the pre-test and the post-test. At the beginning of the study, the

researcher was given pre-test for both of the class. For experimental class and

control class they used some conventional media that is audio media. And in the

end of the study, the research was given post-test for both of the class to find out

the final grade of the students.

For the experimental class they were watch animation video to answer the

paper test based on the story that played. During the animation show to the

students, the researcher was give some guidance to answer the paper test. And for

the control class, the student just learn by the conventional media, such as audio.

The audio that used in this control class is the voice of the narrator that was speak

about the story. During the audio was played for the students, the researcher gave

some guidance for the students to answer the paper test. Both of the class watched

and listen the media twice, for the first time of the media were play , the students

watched and listen the media without pause. And for the second time, the media

was paused part by part as the guidance line.

E. The Validity and Reliability of the Data

Validity is a measurement instrument which shown whether the

instruments are valid or not. By using validity, there should be no irrelevant or

misleading in reflecting the data. To get the validity of the data, the researcher

was used triangulation which collecting the result from different sources such as

the test and observation then the researcher will compare them. According to

Fraenkel and Norman (2009), validity is about the appropriateness, correctness,

26

meaningfulness, and usefulness based on the data that the researcher collects. The

validity that used to analyze the accuracy of this research was content validity.

Every test should be as valid as possible. The content validity was the degree to

which a test measures an intended content area. To examine the validity, the test

items were measured by using Biserial point correlation formula as follows :

rpbi =

√

(Arikunto S, 2006 : 283)

notes :

rpbi = coefficient of correlation biseral point

Mp = Mean score from the subjects that answer correctly

Mt = total mean score

p = The proportion of subject who answered the item correctly

q = 1 - p

SD = Standard Deviation

Reliability is reffering to the consitency of scores obtain by consistent they

are for any other individual. Problem the reliability demonstrated in a sense that

ana instrument is reliable for use as a means of collecting data because the

instrument is good and the coefficient reliability is match In this case the

researcher will calculalated with conventional way. To examine the reliability, the

test items are measured by using Kuder Richardson KR-21 formula as follows :

r11= (

) (

)

(Arikunto S, 2006:184)

Notes :

r11 = the reliability of the test

n = the nummber of the test items

p = the proportion of test takers who pass the items

27

q = the proportion of test takers who fail the items

∑pq =the amount of multiplication between p and q

s² = the variance of the total test scores

To determine reliability of the test item, the researcher use table below :

Table 3.2 The Level of Reliability

Coefficient

(r11) Criteria

R11<0,20 Very low reliability

0,20-0,40 Low reliability

0,40-0,60 Medium reliability

0,60-0,80 Strong reliability

0,80-1,00 Reliability is very strong

(Arikunto S, 2006: 276)

Instrument can be said reliable if the value of the criterion value used in the

instrument reaches 0,6 – 1,00

F. Technique of Data Analysis

In analyzing the data, the researcher was used score of pre-test and post-

test of experimental as weel as and control group. In order to find out whether

there is significant effect of using animation video the data using requirement test

before. It consist of normality test, homogenity test, and t-test.

1. Normality Test

Normality test was used to know whether the data have normal

distribution or not. In order to test the normality, the researcher used Chi Square.

The purpose of normality test was to know whether the instrumenst of the

research that was used had normal distribution or not. The researcher tested

normality of test by using microsofft excel and count it manually. The criteria for

acceptance of the testing as follow:

1) If 2obtained > 2

table is rejected (not normal distribution)

2) If 2obtained ≤ 2

table is accepted ( normal distribution )

The formula of Chi Square as follow

28

2= ∑

( )

Notes ;

=observed

=expected

2. Homogenity test

Homogenity test was done to know the variance in population of research

homogenity or not. Homogenity test was to measure the data of the population

homogenity or not. In this research the researcher was used statistical computation

test by using Microsoft Excel or manual. If probability > 0.05 it means the data is

normally distributed. Conversely if the value is < 0.05 then the data is not

normally distributed. The criteria for acceptance or rejection of homogenity test as

follow:

1) If : fobtained ≥ ftable is rejected

2) If : fobtained < ftable is accepted

The homogenity test is used following formula below :

Fhitung =

With :

S2= ( )

3. t-test

Research analysis data was an activity to process and analyze data that has

been collected. Data from the pre-test and post-test results will analyzed first and

then tabulated, the aimed was to find out the average participant student, standard

deviation, and variance sampled. The data are analysis by using the independent t-

test to see the significant effect of using animation videos on students’ listening

skills. The formula of T-test from Sugiyono (2009) :

√(

) (

)

29

Notes:

t : the value of t-calculated

n1 : the number of the sample in experimental class

n2 : the number of sample in control class

X1 : the mean of post-test experimental class

X2 : the mean of post-test control class

SS1: the variance of experimental class

SS2: the variance of control class

G. Statistical Hypothesis

The researcher founds two hypotheses that had been tested in this

research. They are called as Null Hypothesis (Ho) and Research Hypothesis (H1).

Ho = there is no difference of listening achievement between the students who are

taught by using animation video and the students who are not taught by

using animation video

H1 = there is a difference of listening achievement between the students who are

taught by using animation video and the students who are not taught by

using animation video

H. Schedule of Research

N

O

Activities Month

February March April May June July August Septemb

er

October

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

1 Preparation of proposal

2 Arranging proposal

3 Preparation of seminar

4 Seminar

5 Improvement of seminar

6 Making research permission

7 Collecting data

8 Arranging research list

9 Writing final report

CHAPTER IV

RESERCH FINDING AND DISCUSSION

This chapter describe about the finding of the research that include

description of data, statistical analysis of the test and discussion.

A. Finding of The Study

1. The Description of Data

Here the researcher presents the data had got from the subject of the study.

The subjects of the research were 80 students of the second grade students of

MTsN 2 Kota Jambi.

The data were gotten from students’ score in listening test before and after

being taught by using animation video in experimental class and the listening

score in control class by using conventional way. After the researcher got the data,

the researcher analyzed the data.

The purposes of this research was to find out is there any signifficant

effect of using animation videos in teaching English listening skill and to find out

is there any difference of listening achievement between the students who are

taught by using animation video and the students who are not taught by using

animation video.

In this section the researcher explained the frequencies, percentage and

means score of the test based on the result of the test before and after treatment in

both of the class. The criteria of the score used in the result can be seen in table

below.

Table 4.1 Score Criteria

No. Interval Criteria

1. 91 up to 100 Excellent

2. 81 up to 90 Very Good

3. 71 up to 80 Good

4. 61 up to 70 Enough

5. 51 up to 60 Poor

6. ≥ 50 Very poor

Source : http://checuan.blogspot.co.id/2010/01/listening-test.html

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a. The Result of Pre-test and Post-test in Experimental class

Table 4.2 Score Recapitulation of Experimental Class

Information Pre-test Post-test

Lowest

Score 40 72

Highest

Score 76 96

Mean 57,7 84,7

The experimental class consisted of 40 students. Before conduct the

research, the researcher gave the pre-test for this class. The question of the test

consisted of 25 items. For this pre-test the researcher just used audio as the media.

The score achieved by this class before the treatment were 40 for the lowest score,

76 for the highest score, and 57,7for the mean. The students who got fourty are

three students , fourty-four are four students, fourty-eight are six students, fifty-

two are three students, fift-six are five students, sixty-are four students, sixty-four

are four students, sixty-eight are four students, seventy-two are three students

,seventy-six are four students.

After doing the pre-test, the researcher gave treatment for this class in the

next meeting for three times. Then the researcher gave the student post-test with

the same questions in pre-test. The media that used during treatment and post-test

was animation video. The score achieved by this class was 72 for the lowest score,

96 for the highest score and 84,7 for the mean. The students who got seventy-two

are four students, seventy-six are five students, eighty are seven students, eighty-

four are three students, eighty-six are four students, eighty-eight are six students,

ninety-two are five students, ninety-six are six students.

To find out the interval class for the pre-test and post-test data, the

researcher used formula that is total class = 1+ 3,3 ( log n), which n means the

total of sample in one class. From the calculation it is known that n=40, it means

that 1 + 3,3 (log 40) = 6,28 can be rounded 6. So, the interval distribution of the

pre-test and post-test can be seen below.

33

Table 4.3 Interval Distribution for Pre-test

No Interval Frequency

1 40-45 7

2 46-51 6

3 52-57 8

4 58-63 4

5 64-69 8

6 70-75 3

7 76-81 4

40

Table 4.4 Interval Distribution for Post-test

No Interval Frequency

1 72-75 4

2 76-79 5

3 80-83 7

4 84-87 7

5 88-91 6

6 92-95 5

7 96-99 6

40

To found the interval class the researcher use this formula below

1) Range

R = Highest – Lowest + 1

2) Class Boundaries

K = 1 + 3,3 log (n)

3) Interval

I =

=

=

Based on the table distribution frequency of the pre-test and post-test on

students’ listening skill at MTsN 2 Kota Jambi, the difference score can be seen in

the diagram chart below.

34

Figure 4.1 Score of Pre-test and Post-test Experimental Class

b. The Result of Pre-test and Post-test Control class

Table 4.5 Score Recapitulation of Control Class

Information Pre-test Post-test

Lowest

Score 40 72

Highest

Score 76 96

Mean 56,8 83,65

The control class consisted of 40 students. Before conduct the research,

the researcher gave the pre-test for this class. The question of the test consisted of

25 items. For this pre-test the researcher used audio as the media. The score

achieved by this class before the treatment were 40 for the lowest score, 76 for the

highest score, and the 56,8 for the mean score. The students who got fourty are

five students , fourty-four are three students, fourty-eight are six students, fifty-

two are two students, fifty-six are three students, sixty-are five students, sixty-four

are four students, sixty-eight are three students, seventy-two are two students

,seventy-six are three students.

40

76

57.7

72

96 84.7

Lowest Score Highest Score Mean

Score of Experimental Class

PRE-TEST POST-TEST

35

After doing the pre-test the next day the researcher gave treatment for this

class, and after conducting the treatment for three times the researcher gave the

student post-test with the same questions in pre-test. The media that used during

treatment and post-test was audio. The score achieved after the treatment was

improve. The score achieved by this class was 72 for the lowest score, 96 for the

highest score, and 83,65 for the mean score. seventy-two are six students, seventy-

six are five students, eighty are six students, eighty-four are four students, eighty-

six are three students, eighty-eight are seven students, ninety-two are five

students, ninety-six are four students.

To find out the interval class for the pre-test and post-test data, the

reseacrh used formula that is total class = 1+ 3,3 ( log n), which n means the total

of sample in one class. From the calculation it is known that n=40, it means that 1

+ 3,3 (log 40) = 6,28 can be rounded 6. So, the interval distribution of the pre-test

and post-test can be seen below.

Table 4.6 Interval Distribution for Pre-test

No Interval Frequency

1 40-45 8

2 46-51 6

3 52-57 7

4 58-63 5

5 64-69 7

6 70-75 4

7 76-81 3

40

Table 4.7 Interval Distribution for Post-test

No Interval Frequency

1 72-75 6

2 76-79 5

3 80-83 6

4 84-87 7

5 88-91 7

6 92-95 5

36

Continue

7 96-99 4

40

Based on the table distribution frequency of the pre-test and post-test on

students’ listening skill at MTsN 2 Kota Jambi , the differennce score can be seen

in the diagram chart below.

Figure 4.2 Score of Pre-test and Post-test Control Class

2. Statistical Analysis of The test

a. Validity

Before conducting the research, the instruments of the research try-out was

done. It aimed to know the validity and reliability of the test. This was a very

important way to do, because the test was used later for pre-test and post-test

which tested the students’ listening skill in control and experimental classes. It

was administered to one class who was not taken as sample of the research; it was

given to VIII G at MTsN 2 Kota Jambi. If robtained> r table, then the instrument or

item question is valid. If robtained <rtable then the instrument or item question is

unvalid. There were 40 students that must follow the test, and also there were 25

items of the test that should be accomplished by the students. The results analysis

of the validity of 25 items can be seen in table below.

40

76

56.8

72

96

83.65

Lowest Score Highest Score mean

Score of Control Class

Pre-Test Post-Test

37

Table 4.8 Score of Validity test

Number

of

Item

Test robtained rtable conclusion

1 0,408 0,32 Valid

2 0,434 0,32 Valid

3 0,429 0,32 Valid

4 0,430 0,32 Valid

5 0,431 0,32 Valid

6 0,400 0,32 Valid

7 0,39 0,32 Valid

8 0,465 0,32 Valid

9 0,439 0,32 Valid

10 0,434 0,32 Valid

11 0,382 0,32 Valid

12 0,391 0,32 Valid

13 0,434 0,32 Valid

14 0,378 0,32 Valid

15 0,433 0,32 Valid

16 0,43 0,32 Valid

17 0,414 0,32 Valid

18 0,425 0,32 Valid

19 0,383 0,32 Valid

20 0,42 0,32 Valid

21 0,439 0,32 Valid

22 0,402 0,32 Valid

23 0,451 0,32 Valid

24 0,437 0,32 Valid

25 0,472 0,32 Valid

Based on calculation of the validity of the questions on 25 items, all the

item was valid. The results of the test analysis validity is in Appendix 4.

38

b. Reliability

If robtained> r table, then the instrument or item question is valid. If robtained

<rtable then the instrument or item question is unvalid. The purpose of reliability

test is to find out the consistency of instruments can be trusted to be used as data

collection . Based on the results of reliability test used Alpha Cronchbach

obtained kr11 = 0,705 and rtable = 0,320, because r11> rtable then the instrument

are reliable and it can be said strong category because 0.700096 is in the

interpretation of 0.60-0.79 which is where the interpretation is high. The

reliability test calculation exist on Appendix 7.

c. Normality Test

The normality test was carried out in the experimental class and the

control class with a total of 40 students. The normality was employed by uing

chi-square test to find out whether or not score that students were obtained

normality distributed. The result of the analysis was presented in table below.

Table 4.9 Recapitulation of Calculation Results of Post-test Normality Test

Class N X X2

obtained X2

table Decisison

Experiment 40 84,7 6,263 7,814

Normal Control 40 83,65 6,978 7,814

Based on the data above, it can be seen that the data of experimental class

X2

obtained = 6,263 and X2

table = 7,814, the level of significant was α = 0,05. This is

shows that X2

obtained ≤ X2

table are normaly distributed. The data post-test from

control class X2

obtained = 6,978 and X2

table = 7,814, the level of significant was α =

0,05. This is shows that X2

obtained ≤ X2table are normaly distributed. The calculation

of normality test can be seen on appendix 13-14.

d. Homogenity Test

Homogenity test is one to see whether the both of samples have a

homogenous variance or not, the assumption of variance is that the variance each

of the data is equal. And to know the data homogeneous or not, we can see the

result of the analysis data below.

39

Table 4.10 Recapitulation Homogenity test of pre-test in Experiment

and Control class

Class Variance (S2)

Fobtained ftable Decision

Experiment 126,26 1,041 4,10 Homogen

Control 131,446 1,041 4,10

According to the table above the variance of pre-test from experimental

class was 126,26, and control class was 131, 446. From the table above Fobtained

1,041 and ftable 4,10. The data above uses significant level α = 0,05, it can be seen

that fobtained < ftable = < 4,10 are Homogenous or has the same variance.

Table 4.11 Recapitulation Homogenity test of post-test in Experiment and

Control class

Class Variance (S2)

Fobtained ftable Decision

Experiment 58,574 1,004 4,10 Homogen

Control 58,848 1,004 4,10

Homogenity test is a test of the similarity of the data variance of this study

comparing the largest variants and the smallest variance. According to the table

above the variance of post-test from experimental class was 58,574, and control

class was 58,848. From the table above Fobtained 1,004 and ftable 4,10. The data

above uses significant level α = 0,05, it can be seen that fobtained < ftable = <

4,10 are Homogenous or has the same variance. The calculation of homogenity

test can be seen on appendix 15-21.

e. t-test

The data were analyzed by using the independent t-test to see the

significant effect of using animation videos on students’ listening skills. This

research compared to both of experimental class and control class by using media

in teaching. The experimental class used some animation videos, while the control

class used the conventional way.

40

√(

) (

)

Known :

= 84,7

= 83,65

n1 = 40

n2 = 40

SS1 = 58,574

SS2 = 58,848

√(

) (

)

√( ) (

)

√(

) ( )

√( )( )

√

tobtained = 5,468

ttable = 1,668

f. Statistycal hyphothesis

Hyphotheses testing in this research “there is a significant effect of using

animation video on students’ listening skills”. It means the used of animation

video is more effective than using audio (conventional) media. For testing

hypothesis, the step taken is to analyze the results of the t-test. Criteria hypothesis

41

will be accepted if the value of tobtained is greater than ttable at a significance level of

5%, and the significance is less than 0.05 . tobtained > ttable = 5,468 > 1,668 then the

hypothesis in this study is acceptable. It means H1 is acceptable .

B. Discussion

This research was done in MTsN 2 Kota Jambi academic year 2018/2019.

The sample were choosen by using purposive sampling, it because the sample has

same ability. The sample of this research were class VIII I as experimental class

and VIII J as a control class.

Based on the analysis, it was found that the class which got the animation

videos as the treatment was better than the class without using animation videos.

It means that as the class with the treatment, the improvement in experimental

class was better than control class. It can be seen from the pre-test and post-test

results that were given to both classes.

The treatment for the experimental class, was used animation video.

Animation video can bring a new experience for this class. They were very

interesting in animation videos that were given in each meeting. At the first

meeting, students were not interesting to the topic of the material that is given that

day. They thought that the way researcher convey the material was so boring, and

the situation of the class became noisy. They were lost concentration to the

material given. But when the researcher said that there was an animation video

that is related to the topic that day, the student got their attention back to the

material. After the animation was showed, they could follow the material and

became focus again. They became more enjoy when they tried to get some

information from the video. This material was about listening activities, so the

animation video was not using any subtitle and the students should take attention

to every single detail words that is pronounced by the speaker on the video. The

result of the first meeting was good enough. It also ran well until the last meeting.

The using of animation video in each meeting could increase the students’ ability

in listening. After the animation videos were given, the students became more

42

interesting in following the material. So, it concluded that the using of animation

itself could improve the students’ ability in listening easily.

For control class, the students still had problems as usual when they learn

in the class. Because of this class was not given the animation video as the

treatment, this class felt there is no a new innovation in learning listening in the

class, and the class became very boring. The researcher just taught the student

with some usual conventional ways such as listen to audio from the speakers. That

was the reason why it made the situation of the class was really boring, so the

students did not take attention to much from what speaker says.

From the explanation above, the research questions in chapter one are

answered. The question in chapter one was “Is there any difference of listening

achievement between the students who are taught by using animation video and

the students who are not taught by using animation video?”. The used of

animation video has an effect in teaching learning procces, before the taught by

animation video they less attention in teaching learning procces, and after they

tought by animation videos the student more interested with the subject and it

makes the score of they subject increased. Based on the computation of the t-test

shows that tobtained = 5,468 > ttable = 1,668. It means that the H1 is acceptable and it

means that there is a difference of listening achievement between the students

who are taught by using animation video and the students who are not taught by

using animation video and there is a significant effect of using animation video on

students’ listening skill.

There was an effect on teaching English listening skill by using animation

videos. The class who taught by animation video got high score more than a class

who taught by using conventional way. It also could be seen from the difference

between the results of pre-test and post-test from both classes. The result of the

experimental class before the treatment was 57,7 for the mean of total score. From

the pre-test results, it could be seen that the lowest score is 40 and the highest

score is 76. After the treatment the mean of total score of post-test 84,7. For the

lowest score 72 and the highest 76.

43

Meanwhile for the control class, the result of the pre-test is 56,8 for the

mean score. From the pre-test results, it could be seen that the lowest score is 40

and the highest score is 76. The mean score for post-test 83,65, with the lowest

score 72 and the highest 76.

To sum up, based on the results of the test, the using of animation video

could give effect for students’ listening skills. It could be seen from the score after

the students were given the animation video. Because of the animation video was

a part of media, it also gave the influence to the students in listening skills.

Because, by using media, it made students more interested and more engage in

learning English.

44

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

After analyzing the data of the research, the researcher get the result of the

analysis. The research question in chapter one, was anwered, it can be seen from

the t-test computation, it shows that tobtained = 5,468 > ttable = 1,668.

For the second research question, the question was also answered. It can

be seen from difference of the mean score from both classes between pre-test and

post-test score. For the experimental class the mean of post-test score was 84,7

and for the mean of control class was 83,65. It can be said that, there is a

difference of listening achievement between students who are taught by using

animation video and the students who are not taught by using animation video.

From the statistic calculation, the data are indicated that the using of animation

videos is better rather than just the using of conventional ways.

B. Suggestion

There are some suggestions that the researcher would like to suggest based

on the result of the study suggested for the school, for the teacher, for students and

for the next researcher.

1) For School

The school is expected to be able to facilitate and support the development

of learning media, given the importance and usefulness of the media in the

teaching and learning process because it can help students receive the subject

matter delivered by the teacher.

2) For Teacher

The teacher is expected to be able to continue the use of animation media

and be able to vary the media that can increase students' interest in the process of

learning English in listening skills according to the conditions of the students.

45

3) For students

Students are advised to be able to improve listening skills based on the

material provided by the school and other learning resources such as books, etc.,

so that learning outcomes can be achieved optimally.

4) For the researcher

This research can be used for the next researchers and as reference

material to continue the research. This needs to be done so that the learning

process in the future can be more innovative and develop in accordance with the

progress of the era that is increasingly modern.hopefully the next researcher can

do the research with normal meeting to teaching in the class as treatment.

46

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50

51

Appendix 1 The Instrument of the test

The lion and The Mouse

Once upon a time there lived a lion who ruled the forest. One day after

eating his meal the lion fell asleep under a tree. A little mouse saw him and

thought it would be fun to play on him. He began running up and down the

sleeping lion. He ran up the tail and slid down the tail.

The lion wake up angrily with a loud roar. He grabbed the mouse with his

huge paw. The mouse struggled but could not escape. The lion opene his big jaws

to swallow him. The mouse was very scared.”Oh king, i’m very scared. Please

don’t eat me. Forgive me this time. Please let me go. I shall never forget it, maybe

one day i can help you.” The lion was so amused by the idea of the mouse being

able to help him. That he lifted up his paw and let him go.”Thank you king, i will

never forget your kindness”. “You are lucky my friend that I've just eaten. Now

go but don't mess with me again! or i will make a meal of you a, roarrr”.

Few days later the lion was roaming the jungle. Hunters set a trap to catch

the line. The hunters hid behind the tree waiting for the lion to approach the trap.

As he did, the hunters pulled the ropes. And caught him in the net. The Lion

started to roar loudly and tried to escape. But the hunters fasten the net. They

went back to the village to bring a cart to transport the lion. The lion was still

roaring loudly. All the animals including the mouse heard the roar.

“The king is in trouble, i must return the favor”. He soon reached the lion

“don't worry my king I will set you free”. He climbed up the trap and used his

sharp little teeth to bite through the ropes. Finally he freed the lion from the trap.

The lion realized that even a little mouse can be a great help. “Thank You mouse I

will never trouble you again, we'll live happily in my forest”. “You saved the

king's life,now you are the prince of this forest”. “ Thank You King, bye see you

soon”. “Ahhh, where are you going don't you want to play on me and slide down

my tail?” “Hahh yeayy” “wuuuu”. The mouse started jumping on his back and

sliding down his tail. After a while the hunters came back with a big cart to carry

the lio. The lion and mouse saw them and started running towards them. The lion

52

have a big roar. “roarrr”. The hunters were terrified, and ran away back to the

village. The lion and the mouse became friends forever.

53

Listening Test

Choose the correct answer by crossing (x) a,b,c, or d!

1. What is the kind of the text ?

a. Myth

b. Fable

c. Folk tale

d. Fairy tale

2. What is the type of the text above ?

a. Procedure

b. Narrative

c. Report

d. Recount

3. Who is in the story ?

a. The Lion, the mouse and the hunters

b. Lion and mice, and the hunters

c. Lion and mouse, and the hunter

d. Lion and mouse and the hunters

4. Who is the main characters of the story

a. The hunters

b. The lion and the hunters

c. The monkey

d. The lion and the mouse

5. Who made the lion wake up and angry ?

a. The mouses

b. The mice

c. The mouse

d. The moose

6. When did this story happen ?

a. Last year

b. Too long ago

c. Never happen

54

d. Once upon a time

7. What makes the lion angry ?

a. The mouse ran and played over at his body

b. The mouse run and playing over on his body

c. The mouse run and play over on his body

d. The mouse ran and play over his body

8. Where did the story happen ?

a. In the zoo

b. In the forest

c. In the jungle

d. In the lion house

9. What did the Mouse said when the lion grabbed him ?

a. “ oh king, i’m very afraid ”

b. “ oh king, i’m so scare”

c. “ oh king, i’m very scared”

d. “ oh king, i’m very worried”

10. How did the Mouse avoid a bad plight in the beginning of the fable?

a. He escaped and ran away from the Lion

b. He bit the Lion and the Lion dropped him.

c. He convinced the Lion that he would someday help him.

d. He promise to be friend

Listen to the animation carefully and Choose the correct answer !

11. The mouse . . . . very scared

a. Was

b. Is

c. Has

d. Were

12. Few days later the lion . . . . . roaming the jungle

a. is

b. was

c. has

55

d. had

13. They went back to the village to bring a . . . . to transport the lion.

a. cars

b. card

c. cart

d. car

14. The lion started to roar loudly and . . . . to escape .

a. try

b. tried

c. tries

d. tryies

15. The lion have a . . . . roar.

a. Huge

b. Big

c. wide

d. great

Circle the correct answer with true or false !

16. The lion had a very good lunch True/False

17. The mouse was sleeping peacefully True/False

18. The lion swallowed the mouse immediately True/False

19. One day the mouse caught in a net True/False

20. The mouse was able to help his friend True/False

Matched the meaning of word based on the story !

21. Jaws Gerobak

22. Paw Cakar

23. Cart Mengerikan

24. Terrified Mengikat

25. Fasten Rahang

56

Appendix 2 Answer Key

Answer key

1. b

2. b

3. c

4. d

5. c

6. d

7. c

8. c

9. c

10. c

11. a

12. b

13. c

14. b

15. b

16. true

17. false

18. false

19. false

20. true

21. rahang

22. cakar

23. gerobak

24. mengerikan

25. mengikat

57

APPENDIX 3 The Score of try out

No Name Score

1 Aflah Rio Dzakwan 28

2 Andhini Ramadhanti 64

3 Annisa Fitri Handayani 44

4 Annisa Putri Wulandari 68

5 Anya Zaza Naila 24

6 Azka Fatilla 68

7 Azkiyah Nurul Qolbi 28

8 David Erwanda 64

9 Della Ayu Lestari 36

10 Farhan Habibie 60

11 Ferry Ardiansyah 24

12 Ghefira Nur Raudhah 44

13 Ghozy Fajar Baihaqky 56

14 Gilang Despriyanto 52

15 Gina Septiani 80

16 Ilma Sania Ramadhani 60

17 Inaya Febrianti 52

18 Irfan Riyansah 28

19 Isnawati 48

20 Laras Pratiwi 56

21 M. Abyyu Safiq. F 36

22 M. Andhika Putra Adi. S 44

23 M. Khrisna Saputra 40

24 M. Maulana 48

25 Maezahra Putri Maudia 32

26 Mahabrata Yuda 72

27 Nabil Mahadika 36

28 Nadhif Pandya Supriyadi 28

29 Nur Sukma Fitri 40

30 Radatul Mawardah 64

31 Rafika Edelwis Tambunan 60

32 Rahma Aliyah Azzahrah 76

33 Raihan Juliansah Syafli 28

34 Rezky Rahmadani 52

35 Sandy Pratama 68

36 Syaliho Maimawaroh 32

58

37 Syaqilla Dinata 60

38 Violyta Amara 28

39 Zacky Imam Mahendra 40

40 Zaky Saifullah 60

59

APPENDIX 4 The result of`Validity

soal 1 soal 2 soal 3 soal 4 soal 5 soal 6 soal 7 soal 8 soal 9 soal 10 soal 11 soal 12 soal 13 soal 14 soal 15 soal 16 soal 17 soal 18 soal 19 soal 20 soal 21 soal 22 soal 23 soal 24 soal 25

1 Aflah Rio Dzakwan 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 7 49

2 Andhini Ramadhanti 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 16 256

3 Annisa Fitri Handayani 0 0 1 1 1 0 0 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 0 0 0 11 121

4 Annisa Putri Wulandari 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 17 289

5 Anya Zaza Naila 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 6 36

6 Azka Fatilla 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 17 289

7 Azkiyah Nurul Qolbi 1 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 7 49

8 David Erwanda 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 16 256

9 Della Ayu Lestari 0 0 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 0 0 0 9 81

10 Farhan Habibie 0 0 1 1 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 15 225

11 Ferry Ardiansyah 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 0 6 36

12 Ghefira Nur Raudhah 1 0 0 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 0 1 0 0 0 0 11 121

13 Ghozy Fajar Baihaqky 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 0 14 196

14 Gilang Despriyanto 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 0 0 13 169

15 Gina Septiani 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 20 400

16 Ilma Sania Ramadhani 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 15 225

17 Inaya Febrianti 0 0 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 0 13 169

18 Irfan Riyansah 0 1 0 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 7 49

19 Isnawati 0 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 12 144

20 Laras Pratiwi 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 14 196

21 M. Abyyu Safiq. F 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 9 81

22 M. Andhika Putra Adi. S 1 0 0 1 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 11 121

23 M. Khrisna Saputra 1 0 1 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 1 10 100

24 M. Maulana 1 0 0 0 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 12 144

25 Maezahra Putri Maudia 0 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 8 64

26 Mahabrata Yuda 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 18 324

27 Nabil Mahadika 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 9 81

28 Nadhif Pandya Supriyadi 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 7 49

29 Nur Sukma Fitri 1 0 0 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 10 100

30 Radatul Mawardah 1 0 1 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 0 16 256

31 Rafika Edelwis Tambunan 0 0 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 15 225

32 Rahma Aliyah Azzahrah 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 19 361

33 Raihan Juliansah Syafli 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 7 49

34 Rezky Rahmadani 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 0 13 169

35 Sandy Pratama 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 17 289

36 Syaliho Maimawaroh 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 8 64

37 Syaqilla Dinata 0 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 15 225

38 Violyta Amara 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 7 49

39 Zacky Imam Mahendra 1 1 1 0 0 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 10 100

40 Zaky Saifullah 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 0 15 225

n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8 482 6432

p 0,40 0,25 0,5 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20

q 0,60 0,75 0,5 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80

Mp 13,75 14,5 13,45 13,32 12,81 13,42 13,53 12,56 12,93 14,50 13,85 12,69 14,50 12,86 13,61 13,32 14,75 14,17 13,24 13,00 12,93 13,50 14,78 13,71 15,13

Mt 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05

St 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26

robtained 0,408 0,434 0,429 0,430 0,431 0,400 0,390 0,465 0,439 0,434 0,382 0,391 0,434 0,378 0,433 0,430 0,414 0,425 0,383 0,420 0,439 0,402 0,451 0,437 0,472

rtable 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32

valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid

xt2

VA

LID

ITY

No name

Number of test item

total

60

APPENDIX 5 The Validity test calculation

a. Look for mean

Mt =

=

= 12,05

b. Standar Deviation

SDt = √

(

)

=√

(

)

= √ ( )

=√

=√

= 3,26

c. Df (Degree of freedom)

Df = N-n

= 40 – 2

= 38

Question number 1.

Known :

Mt = 12,05

MP =13,75

p = 0,40

q = 0,60

SDt = 3,26

rpbi =

√

=

√

=

√

61

= 0,53 X 0,77= 0,408

robtained > rtable = 0,408>0,320 = Valid

Question number 2

Known :

Mt = 12,05

MP =14,5

p = 0,25

q = 0,75

SDt = 3,26

rpbi =

√

=

√

=

√

= 0,75 X 0,577= 0,433

robtained > rtable = 0,433>0,320 = Valid

Question number 3

Known :

Mt = 12,05

MP =13,45

p = 0,5

q = 0,5

SDt = 3,26

rpbi =

√

=

√

=

√

= 0,429 X 1 = 0,429

robtained > rtable = 0,429 > 0,320 = Valid

Question number 4

62

Known :

Mt = 12,05

MP =13,32

p = 0,55

q = 0,45

SDt = 3,26

rpbi =

√

=

√

=

√

= 0,389 X 1,104= 0,429

robtained > rtable = 0,429 > 0,320 = Valid

Question number 5

Known :

Mt = 12,05

MP = 12,81

p = 0,78

q = 0,23

SDt = 3,26

rpbi =

√

=

√

=

√

= 0,233 X 1,841= 0,428

robtained > rtable = 0,428 > 0,320 = Valid

63

Appendix 6 the result of Realibility

soal 1 soal 2 soal 3 soal 4 soal 5 soal 6 soal 7 soal 8 soal 9 soal 10 soal 11 soal 12 soal 13 soal 14 soal 15 soal 16 soal 17 soal 18 soal 19 soal 20 soal 21 soal 22 soal 23 soal 24 soal 25

1 Aflah Rio Dzakwan 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 0 7 49

2 Andhini Ramadhanti 0 1 0 0 1 0 1 1 1 1 1 1 1 1 0 0 0 1 0 1 1 1 1 1 0 16 256

3 Annisa Fitri Handayani 0 0 1 1 1 0 0 1 1 0 0 1 1 0 0 1 0 0 1 1 1 0 0 0 0 11 121

4 Annisa Putri Wulandari 1 0 1 0 1 0 1 1 0 1 1 1 1 0 0 1 1 0 1 1 1 1 1 1 0 17 289

5 Anya Zaza Naila 0 0 1 0 1 0 0 1 1 0 0 1 0 0 0 0 0 0 0 0 0 1 0 0 0 6 36

6 Azka Fatilla 0 1 1 0 1 1 0 1 1 1 0 1 1 1 1 1 0 0 1 1 1 1 0 1 0 17 289

7 Azkiyah Nurul Qolbi 1 0 0 0 1 0 0 0 0 0 1 1 0 1 0 0 0 0 0 0 1 0 0 1 0 7 49

8 David Erwanda 0 0 0 1 1 1 1 1 1 0 0 1 0 1 1 1 1 1 1 1 0 1 0 1 0 16 256

9 Della Ayu Lestari 0 0 1 0 1 0 0 1 0 0 1 1 0 0 0 1 0 0 1 1 0 1 0 0 0 9 81

10 Farhan Habibie 0 0 1 1 1 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 1 0 1 1 15 225

11 Ferry Ardiansyah 0 0 0 0 0 1 0 0 0 0 0 1 0 0 0 1 0 0 1 0 1 0 0 1 0 6 36

12 Ghefira Nur Raudhah 1 0 0 0 1 1 0 1 1 0 0 1 0 1 1 1 0 0 1 0 1 0 0 0 0 11 121

13 Ghozy Fajar Baihaqky 1 0 1 1 1 1 1 1 1 0 0 1 0 1 0 1 0 0 1 1 1 0 0 0 0 14 196

14 Gilang Despriyanto 1 1 1 0 1 1 0 1 1 1 1 0 1 0 0 0 0 1 0 0 1 0 1 0 0 13 169

15 Gina Septiani 1 1 1 1 1 1 0 1 1 0 1 1 0 1 1 1 0 0 1 1 1 1 1 1 1 20 400

16 Ilma Sania Ramadhani 1 1 1 1 1 0 1 1 0 1 0 1 0 0 0 1 1 1 0 1 1 0 0 0 1 15 225

17 Inaya Febrianti 0 0 0 1 1 1 0 1 1 0 0 1 0 1 1 1 0 1 1 1 1 0 0 0 0 13 169

18 Irfan Riyansah 0 1 0 0 1 0 0 1 1 0 0 0 0 1 1 0 0 0 0 0 0 0 0 1 0 7 49

19 Isnawati 0 0 0 1 0 1 0 1 1 0 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 12 144

20 Laras Pratiwi 0 0 0 0 1 1 1 1 1 1 0 1 1 1 1 1 0 0 1 1 1 0 0 0 0 14 196

21 M. Abyyu Safiq. F 0 0 0 1 1 0 1 1 0 0 1 1 0 0 0 1 0 0 1 0 1 0 0 0 0 9 81

22 M. Andhika Putra Adi. S 1 0 0 1 0 1 0 1 1 0 0 0 0 1 1 1 0 0 1 1 1 0 0 0 0 11 121

23 M. Khrisna Saputra 1 0 1 1 0 0 0 1 0 0 1 1 0 0 0 0 0 0 0 1 1 1 0 0 1 10 100

24 M. Maulana 1 0 0 0 1 1 1 1 1 0 0 1 0 1 1 1 0 0 1 1 0 0 0 0 0 12 144

25 Maezahra Putri Maudia 0 0 0 1 0 0 1 1 1 0 0 0 1 1 0 0 0 0 0 1 1 0 0 0 0 8 64

26 Mahabrata Yuda 1 0 0 1 1 1 1 1 1 0 1 1 1 1 1 1 0 0 1 1 1 1 0 0 1 18 324

27 Nabil Mahadika 0 0 1 1 1 0 1 1 0 0 0 1 0 0 0 0 0 0 0 1 0 1 0 0 1 9 81

28 Nadhif Pandya Supriyadi 0 0 0 1 1 0 1 0 1 0 0 0 0 1 0 0 0 0 0 1 0 0 1 0 0 7 49

29 Nur Sukma Fitri 1 0 0 1 1 0 1 1 1 0 1 1 0 1 0 0 0 0 0 1 0 0 0 0 0 10 100

30 Radatul Mawardah 1 0 1 1 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 0 16 256

31 Rafika Edelwis Tambunan 0 0 1 0 1 0 1 1 1 0 0 1 0 1 0 0 1 1 0 1 1 1 1 1 1 15 225

32 Rahma Aliyah Azzahrah 1 0 1 1 1 0 1 1 1 1 1 1 1 1 1 0 0 1 0 1 1 0 1 1 1 19 361

33 Raihan Juliansah Syafli 0 0 0 0 1 0 0 1 1 0 0 1 0 1 0 0 0 1 0 0 0 1 0 0 0 7 49

34 Rezky Rahmadani 0 0 1 1 0 1 0 1 1 0 0 1 0 1 1 1 0 0 1 1 1 1 0 0 0 13 169

35 Sandy Pratama 1 1 1 1 1 1 0 1 1 1 1 1 0 1 0 1 1 0 1 0 0 1 0 1 0 17 289

36 Syaliho Maimawaroh 0 0 1 0 0 1 0 1 0 0 0 0 0 1 0 1 0 0 1 0 1 0 0 1 0 8 64

37 Syaqilla Dinata 0 1 1 1 1 1 0 1 1 0 0 1 0 1 1 0 0 1 1 0 1 1 0 1 0 15 225

38 Violyta Amara 0 0 0 0 0 0 0 1 0 1 0 0 0 0 1 0 1 0 0 1 1 0 0 1 0 7 49

39 Zacky Imam Mahendra 1 1 1 0 0 1 0 0 0 1 0 1 0 0 1 0 0 1 0 0 1 0 1 0 0 10 100

40 Zaky Saifullah 0 1 0 1 1 0 1 1 1 0 1 1 0 1 1 1 1 1 0 0 1 0 0 1 0 15 225

n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8 482 6432

p 0,40 0,25 0,5 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20

q 0,60 0,75 0,5 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80

Mp 13,75 14,5 13,45 13,32 12,81 13,42 13,53 12,56 12,93 14,50 13,85 12,69 14,50 12,86 13,61 13,32 14,75 14,17 13,24 13,00 12,93 13,50 14,78 13,71 15,13

Mt 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05 12,05

St 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26 3,26

robtained 0,408 0,434 0,429 0,430 0,431 0,400 0,390 0,465 0,439 0,434 0,382 0,391 0,434 0,378 0,433 0,430 0,414 0,425 0,383 0,420 0,439 0,402 0,451 0,437 0,472

rtable 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32 0,32

valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid valid

n 16 10 20 22 31 19 17 36 29 10 13 32 10 28 18 22 8 12 21 27 29 18 9 17 8

p 0,40 0,25 0,50 0,55 0,78 0,48 0,43 0,90 0,73 0,25 0,33 0,80 0,25 0,70 0,45 0,55 0,20 0,30 0,53 0,68 0,73 0,45 0,23 0,43 0,20

q 0,60 0,75 0,50 0,45 0,23 0,53 0,58 0,10 0,28 0,75 0,68 0,20 0,75 0,30 0,55 0,45 0,80 0,70 0,48 0,33 0,28 0,55 0,78 0,58 0,80

pq 0,24 0,19 0,25 0,25 0,17 0,25 0,24 0,09 0,20 0,19 0,22 0,16 0,19 0,21 0,25 0,25 0,16 0,21 0,25 0,22 0,20 0,25 0,17 0,24 0,16 5,21 16,00 0,703

sum pq variances reliabilityRE

LIA

BIL

ITY

xt2V

AL

IDIT

YNo name

Number of test item

total

64

Appendix 7 The reliability test calculation

a. Looking for varian (S2)

( )

( )

= 15,59 = 16,00

b. Looking for reliability

known :

n = 25

S2 = 16,00

Pq = 5,21

r11 = (

) (

)

=

(

)

=

(

)

= 1,04 x 0,674

= 0,705

65

Appendix 8 Table Distribution r table

Distribusi Nilai rtabel

Signifikansi 5% dan 1%

N The Level of Significance

N The Level of Significance

5% 1% 5% 1%

3 0.997 0.999 38 0.320 0.413

4 0.950 0.990 39 0.316 0.408

5 0.878 0.959 40 0.312 0.403

6 0.811 0.917 41 0.308 0.398

7 0.754 0.874 42 0.304 0.393

8 0.707 0.834 43 0.301 0.389

9 0.666 0.798 44 0.297 0.384

10 0.632 0.765 45 0.294 0.380

11 0.602 0.735 46 0.291 0.376

12 0.576 0.708 47 0.288 0.372

13 0.553 0.684 48 0.284 0.368

14 0.532 0.661 49 0.281 0.364

15 0.514 0.641 50 0.279 0.361

16 0.497 0.623 55 0.266 0.345

17 0.482 0.606 60 0.254 0.330

18 0.468 0.590 65 0.244 0.317

19 0.456 0.575 70 0.235 0.306

20 0.444 0.561 75 0.227 0.296

21 0.433 0.549 80 0.220 0.286

22 0.432 0.537 85 0.213 0.278

23 0.413 0.526 90 0.207 0.267

24 0.404 0.515 95 0.202 0.263

66

25 0.396 0.505 100 0.195 0.256

26 0.388 0.496 125 0.176 0.230

27 0.381 0.487 150 0.159 0.210

28 0.374 0.478 175 0.148 0.194

29 0.367 0.470 200 0.138 0.181

30 0.361 0.463 300 0.113 0.148

31 0.355 0.456 400 0.098 0.128

32 0.349 0.449 500 0.088 0.115

33 0.344 0.442 600 0.080 0.105

34 0.339 0.436 700 0.074 0.097

35 0.334 0.430 800 0.070 0.091

36 0.329 0.424 900 0.065 0.086

37 0.325 0.418 1000 0.062 0.081

67

Appendix 9 The Result of Pre-test in Experimental class

Nama Nilai

Afifatuzzahra 68

Ahmad Aidil Irham 48

Aktavia Putri Irena 72

Alfin Deviyanto Nugraha 40

Alsha Parawansha 48

Alya Nabila 48

Alya Syaqir Putri Yenti 52

Amanda Rosadila Saditri 64

Arif Sadewa 44

Chello Herpin Alfairuz 44

Cut Nazma Zahira 76

Daffa Alfareza 48

Danovan Al Rafli 56

Dina Ashara 56

Diva Cahya Julita 60

Dwi Artanti 44

Elsa Tiara Nabila 64

Fadila Triana lestari 56

Falahiya Rahman Witarsa 40

Fatimah 60

Febriza Evan Nugraha 68

Khalilullah 76

M.Farhan Afif 64

Muhammad Adib Mubaraq 72

Muhammad Qibri Hamdallah 76

Muhammad Rafly Pasya 48

Muhammad Ridwan Firmansyah 72

Muhammad Sabil Al Fattah 40

Muhammad Zidan Al Farizzi 60

Nadira Aulia Az-Zahra 76

Nailah Suci Indah Ramadhani 52

Natasya Rizki 56

Naura Juwita Saari 56

Raden Adikara Wicakssana 44

Sarifah Aini 64

Satria Romadon 52

Syahdan Rafi'i 68

68

Zelda Ramaddani Siregar 60

Zulfa Jauzaa 68

Zulma Rizki Putri 48

69

Appendix 10 The Result of Post-test in Experimental class

No Nama Nilai

1 Afifatuzzahra 76

2 Ahmad Aidil Irham 72

3 Aktavia Putri Irena 92

4 Alfin Deviyanto Nugraha 72

5 Alsha Parawansha 88

6 Alya Nabila 92

7 Alya Syaqir Putri Yenti 86

8 Amanda Rosadila Saditri 80

9 Arif Sadewa 76

10 Chello Herpin Alfairuz 88

11 Cut Nazma Zahira 96

12 Daffa Alfareza 84

13 Danovan Al Rafli 96

14 Dina Ashara 88

15 Diva Cahya Julita 92

16 Dwi Artanti 76

17 Elsa Tiara Nabila 80

18 Fadila Triana lestari 80

19 Falahiya Rahman Witarsa 76

20 Fatimah 80

21 Febriza Evan Nugraha 80

22 Khalilullah 96

23 M.Farhan Afif 80

24 Muhammad Adib Mubaraq 92

25 Muhammad Qibri Hamdallah 96

26 Muhammad Rafly Pasya 88

27 Muhammad Ridwan Firmansyah 96

28 Muhammad Sabil Al Fattah 72

29 Muhammad Zidan Al Farizzi 80

30 Nadira Aulia Az-Zahra 96

31 Nailah Suci Indah Ramadhani 72

32 Natasya Rizki 84

33 Naura Juwita Saari 86

34 Raden Adikara Wicakssana 76

35 Sarifah Aini 88

36 Satria Romadon 86

37 Syahdan Rafi'i 92

70

38 Zelda Ramaddani Siregar 84

39 Zulfa Jauzaa 86

40 Zulma Rizki Putri 88

71

Appendix 11 The Result of Pre-test in Control class

No Nama Nilai

1 Adam Lutfi Ramadhan 52

2 Aditia Pratama 48

3 Afdal Anwar 72

4 Aisha Naila Rus'an 40

5 Angella 48

6 Annisa Tri Kumala Ramadhani 48

7 Agung Chandra Winata 76

8 Ardian Nugraha 44

9 Auryn Dzakirah 64

10

Bintang Alqistan Caesario

Bazdha 52

11 Choirun Nisa 60

12 Fadhilla Mulky Ghany 60

13 Fajri Aulia Zahran 40

14 Fherdian Saputra Widiyanto 72

15 Khalila Zahiroh 56

16 Ledy Syalaisa Andini 40

17 M. Rizki Dwi Atmaja 40

18 Meisya Andini 60

19 Muhammad Abdi Rahmadhin 68

20 Muhammad Akbar Aulia Suffi 64

21 Muhammad Alif Abduh Fatih 68

22 Muhammad Farhan 64

23 Muhammad Fikri Adrian 44

24 Muhammad Zakky Exsaputra 48

25 Mutiara Ratu Nirmala 76

26 Nashwa Sahfara 56

27 Novarel Dimas Nugraha 40

28 Nurfina 52

29

Nyimas Virna Salsa Lestari

Risqia 44

30 Putri Nabila Nur Zahra 60

31 R. Ikhsan Maulana Safikri 72

32 Raflian Ilham Ramaddan 60

33 Reksa Okta Ramadhan 64

34 Rifat Nerdayansyah 52

35 Rifqoh Trismawati 48

72

36 Sahilatul Labibahulah 68

37 Selvia Damayanti 76

38 Syakirah Dwi Anisa 56

39 Syarifah Naila Assegaff 48

40 Yudistira Sebastian Saftari 72

73

Appendix 12 The Result of Post-test in Control class

No Nama Nilai

1 Adam Lutfi Ramadhan 92

2 Aditia Pratama 86

3 Afdal Anwar 96

4 Aisha Naila Rus'an 76

5 Angella 72

6 Annisa Tri Kumala Ramadhani 72

7 Agung Chandra Winata 96

8 Ardian Nugraha 84

9 Auryn Dzakirah 72

10 Bintang Alqistan Caesario Bazdha 80

11 Choirun Nisa 88

12 Fadhilla Mulky Ghany 80

13 Fajri Aulia Zahran 88

14 Fherdian Saputra Widiyanto 76

15 Khalila Zahiroh 84

16 Ledy Syalaisa Andini 80

17 M. Rizki Dwi Atmaja 88

18 Meisya Andini 88

19 Muhammad Abdi Rahmadhin 92

20 Muhammad Akbar Aulia Suffi 80

21 Muhammad Alif Abduh Fatih 92

22 Muhammad Farhan 76

23 Muhammad Fikri Adrian 88

24 Muhammad Zakky Exsaputra 72

25 Mutiara Ratu Nirmala 92

26 Nashwa Sahfara 80

27 Novarel Dimas Nugraha 76

28 Nurfina 84

29 Nyimas Virna Salsa Lestari Risqia 76

30 Putri Nabila Nur Zahra 72

31 R. Ikhsan Maulana Safikri 96

32 Raflian Ilham Ramaddan 88

33 Reksa Okta Ramadhan 86

34 Rifat Nerdayansyah 80

35 Rifqoh Trismawati 84

36 Sahilatul Labibahulah 86

37 Selvia Damayanti 96

74

38 Syakirah Dwi Anisa 72

39 Syarifah Naila Assegaff 88

40 Yudistira Sebastian Saftari 92

75

Appendix 13 Normality of Pre-test and Post-test Experimental Class

a. Pre-test Experimental class

1) Highest and Lowest Score

Highest = 76

Lowest = 40

2) Range

R = H – L + 1

= 76 – 40 + 1 = 37

3) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

4) Interval

I =

=

= 6,16 I = 6

5) Mean

=

= 57,7

6) Determined the Standar Deviation (SD)

NO X F FX

X(X-

M

e) X² FX²

1 40 3 120 -17,7 313,29 939,87

2 44 4 176 -13,7 187,69 750,76

3 48 6 288 -9,7 94,09 564,54

4 52 3 156 -5,7 32,49 97,47

5 56 5 280 -1,7 2,89 14,45

6 60 4 240 2,3 5,29 21,16

7 64 4 256 6,3 39,69 158,76

8 68 4 272 10,3 106,09 424,36

9 72 3 216 14,3 204,49 613,47

10 76 4 304 18,3 334,89 1339,56

Total 580 40 2308 3 1320,9 4924,4

76

SD = √

SD =√

√ =11,095

7) Find out Chi Square with formula

X2= ∑

( )

X2=

+

+

= 3,785 +0,007 +0,004 + 1,836 + 0,473 + 0,097 + 1,255

= 7,457

8) Comparing X2obtained with X

2table the level of significant α = 0,05

If X2

obtained > X2table is rejected

If X2obtained ≤ X

2table is accepted

Df = k- 1 = 6 – 1 = 5

X2table = 11,070

Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,640 -1,100 0,4495 0,3643 0,0852 3,408 7 3,785

-1,100 -0,559 0,3643 0,2088 0,1555 6,22 6 0,007

-0,559 -0,018 0,2088 0,004 0,2048 8,192 8 0,004

-0,018 0,523 0,004 0,1985 0,1945 7,78 4 1,836

0,523 1,063 0,1985 0,3554 0,1569 6,276 8 0,473

1,063 1,604 0,3554 0,4452 0,0898 3,592 3 0,097

1,604 2,145 0,4452 0,4838 0,0386 1,544 4 1,255

77

The result of X2obtained ≤ X

2table 7,457 ≤ 11,070 are normal

b. Post-test experimental class

1) Highest and Lowest Score

Highest = 96

Lowest = 72

2) Range

R = H – L + 1

= 96 – 72 + 1 = 25

3) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

4) Interval

I =

=

= 4,16 I = 4

5) Mean

=

= 84,7

6) Determined the Standar Deviation (SD)

NO X F FX

X(X-

M

e) X² FX²

1 72 4 288 -12,7 161,29 645,16

2 76 5 380 -8,7 75,69 378,45

3 80 7 560 -4,7 22,09 154,63

4 84 3 252 -0,7 0,49 1,47

5 86 4 344 1,3 1,69 6,76

6 88 6 528 3,3 10,89 65,34

7 92 5 460 7,3 53,29 266,45

8 96 6 576 11,3 127,69 766,14

Total 674 40 3388 -3,6 453,12 2284,4

78

SD = √

SD =√

√ =7,557

7) Find out Chi Square with formula

X2= ∑

( )

X2=

+

+

= 0,428+0,03 +0,06 + 3,85 + 0,108 + 0,131 + 1,656

= 6,263

8) Comparing X2obtained with X

2table the level of significant α = 0,05

If X2obtained > X

2table is rejected

If X2obtained ≤ X

2table is accepted

Df = k-1 = 4-1 =3

X2table = 7,814

The result of X2obtained ≤ X

2table 6,263 ≤ 7,814 are normal

Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,747 -1,217 0,4591 0,3869 0,0722 2,888 4 0,428

-1,217 -0,688 0,3869 0,2517 0,1352 5,408 5 0,03

-0,688 -0,159 0,2517 0,0596 0,1921 7,684 7 0,06

-0,159 0,371 0,0596 0,1443 0,0847 3,388 7 3,85

0,371 0,900 0,1443 0,3159 0,1716 6,864 6 0,108

0,900 1,429 0,3159 0,4222 0,1063 4,252 5 0,131

1,429 1,958 0,4222 0,17 0,2522 10,088 6 1,656

79

Appendix 14 Normality of Pre-test and Post-test Control Class

a. Pre-test Control Class

1) Highest and Lowest Score

Highest = 76

Lowest = 40

2) Range

R = H – L + 1

= 76– 40 + 1 = 37

3) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

4) Interval

I =

=

= 6,16 I = 6

5) Mean

=

= 56,8

6) Determined the Standard Deviation (SD)

NO X F FX

X(X-

M

e) X² FX²

1 40 5 200 -16,7 278,89 1394,45

2 44 3 132 -12,7 161,29 483,87

3 48 6 288 -8,7 75,69 454,14

4 52 4 208 -4,7 22,09 88,36

5 56 3 168 -0,7 0,49 1,47

6 60 5 300 3,3 10,89 54,45

7 64 4 256 7,3 53,29 213,16

8 68 3 204 11,3 127,69 383,07

9 72 4 288 15,3 234,09 936,36

10 76 3 228 19,3 372,49 1117,47

Total 580 40 2272 13 1336,9 5126,8

80

SD = √

SD =

√ =11,321

7) Find out Chi Square with formula

X2= ∑

( )

X2=

+

+

= 4,400+0,033 +0,122 + 1,088 + 0,266 + 0,160 + 1,842

= 7,871

8. Comparing X2obtained with X

2table the level of significant α = 0,05

If X2

obtained > X2table is rejected

If X2obtained ≤ X

2table is accepted

Df = k- 1 = 6 – 1 = 5

X2table = 11,070

The result of X2obtained ≤ X

2table 7,871 ≤ 11,070 are normal

Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,528 -0,998 0,4357 0,3389 0,0968 3,872 8 4,4

-0,998 -0,468 0,3389 0,1772 0,1617 6,468 6 0,033

-0,468 0,062 0,1772 0,0239 0,1533 6,132 7 0,122

0,062 0,592 0,0239 0,2224 0,1985 7,94 5 1,088

0,592 1,122 0,2224 0,3686 0,1462 5,848 7 0,226

1,122 1,652 0,3686 0,4505 0,0819 3,276 4 0,16

1,652 2,182 0,4505 0,4854 0,0349 1,396 3 1,842

81

b. Post-test Control Class

1) Highest and Lowest Score

Highest = 96

Lowest = 72

2) Range

R = H – L + 1

= 96 – 72 + 1 = 25

3) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

4) Interval

I =

=

= 4,16 I = 4

5) Mean

=

= 83,65

6) Determined the Standard Deviation (SD)

NO X F FX X(X-Me) X² FX²

1 72 6 432 -11,55 133,4025 800,415

2 76 5 380 -7,55 57,0025 285,0125

3 80 6 480 -3,55 12,6025 75,615

4 84 4 336 0,45 0,2025 0,81

5 86 3 258 2,45 6,0025 18,0075

6 88 7 616 4,45 19,8025 138,6175

7 92 5 460 8,45 71,4025 357,0125

8 96 4 384 12,45 155,0025 620,01

Total 674 40 3346 5,6 455,42 2295,5

82

SD = √

SD =

√ =7,575

7) Find out Chi Square with formula

X2= ∑

( )

X2=

+

+

= 2,452+0,211+0,132+ 0,003+ 0,135+ 0,508+ 3,537

= 6,978

8) Comparing X2obtained with X

2table the level of significant α = 0,05

If X2

obtained > X2table is rejected

If X2obtained ≤ X

2table is accepted

Df = k-1 = 4-1 =3

X2table = 7,814

The result of X2

obtained ≤ X2table 6,978 ≤ 7,814 are normal

Zi tepi bawah Zi tepi atas tabel Z bawah tabel z atas selisih luas 0-Z f f -1,591 -1,063 0,4441 0,3554 0,0887 3,548 6

-1,063 -0,535 0,3554 0,2019 0,1535 6,14 5

-0,535 -0,007 0,2019 0,0279 0,174 6,96 6

-0,007 0,521 0,0279 0,1985 0,1706 6,824 7

0,521 1,049 0,1985 0,3508 0,1523 6,092 7

1,049 1,577 0,3508 0,4418 0,091 3,64 5

1,577 2,105 0,4418 0,4821 0,0403 1,612 4

83

Appendix 15 Table distribution χ²

Table Distribution χ²

84

Appendix 16 Homogenity of Pre-test Experimental Class

Appendix 16 Homogenity of Pre-test Experimental Class

Pre- test experimental class

In this section the homogenity test is used following formula below :

Fhitung =

With :

S2= ( )

1) Table Distribution

68 48 72 40 48 48 52 64 44 44

76 48 56 56 60 44 64 56 40 60

68 76 64 72 76 48 72 40 60 76

52 56 56 44 64 52 68 60 68 48

2) Distribution from lowest number to highest number

40 40 40 40 44 44 44 44 48 48

48 52 52 52 52 52 56 56 56 56

56 60 60 60 60 64 64 64 64 68

68 68 68 72 72 72 76 76 76 76

3) Highest and Lowest Score

Highest = 76

Lowest = 40

4) Range

R = H – L + 1

= 76 – 40 + 1 = 37

5) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

85

6) Interval

I =

=

= 6,16 I = 6

9) Mean

=

= 57,7

7. Modus/ Mode (MO)

Modus = 48

8. Median

N = 2n

40 = 2n

n =

= 20

n =

me = ( ) ( )

9. Standar Deviasi

SDᵡ = √

√

√

10. Find standar error mean variable X

SEmx =

√

√

√

86

Appendix 17 Homogenity of Post-test Experimental Class

Post test experimental class

1) Table distribution

76 72 92 72 88 92 86 80 76 88

96 84 96 88 92 76 80 80 76 80

80 96 80 92 96 88 96 72 80 96

31 84 86 76 88 86 92 84 86 88

2) Distribution from the lowest number to the highest number

72 72 72 72 76 76 76 76 76 80

80 80 80 80 80 80 84 84 84 86

86 86 86 88 88 88 88 88 88 92

92 92 92 92 96 96 96 96 96 96

3) Highest and Lowest Score

Highest = 96

Lowest = 72

4) Range

R = H – L + 1

= 96 – 72 + 1 = 25

5) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

6) Interval

I =

=

= 4,16 I = 4

7) Mean

=

= 84,7

87

8. Modus/ Mode (MO)

Modus = 80

9. Median

N = 2n

40 = 2n

n =

= 20

n =

me = ( ) ( )

10. Standar Deviasi

SDᵡ = √

√

√ =

11. Find standar error mean variable X

SEmx =

√

√

√

88

Appendix 18 Homogenity of Pre-test Control Class

Pre-test Control Class

1) Table Distributions

52 48 72 40 48 48 76 44 64 52

60 60 40 72 56 40 40 60 68 64

68 64 44 48 76 56 40 52 44 60

72 60 64 52 48 68 76 56 48 72

2) Distribution from the lowest number to the highest number

40 40 40 40 40 44 44 44 48 48

48 48 48 48 52 52 52 52 56 56

56 60 60 60 60 60 64 64 64 64

68 68 68 72 72 72 72 76 76 76

3) Highest and Lowest Score

Highest = 76

Lowest = 40

4) Range

R = H – L + 1

= 76– 40 + 1 = 37

5) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

6) Interval

I =

=

= 6,16 I = 6

7) Mean

=

= 56,8

89

8. Modus/ Mode (MO)

Modus = 48

9. Median

N = 2n

40 = 2n

n =

= 20

n =

me = ( ) ( )

10. Standar Deviasi

SDᵡ = √

√

√ 11,320

11. Find standar error mean variable X

SEmx =

√

√

√

90

Appendix 19 Homogenity of Post-test Control Class

Post Test Control Class

1) Table Distribution

92 86 96 76 72 72 96 84 72 80

88 80 88 76 84 80 88 88 92 80

92 76 88 72 92 80 76 84 76 72

96 88 86 80 84 86 96 72 88 92

2) Distribution from the lowest number to the highest number

72 72 72 72 72 72 76 76 76 76

76 80 80 80 80 80 80 84 84 84

84 86 86 86 88 88 88 88 88 88

88 92 92 92 92 92 96 96 96 96

3) Highest and Lowest Score

Highest = 96

Lowest = 72

4) Range

R = H – L + 1

= 96 – 72 + 1 = 25

5) BK

K = 1 + 3,3 log ( n )

K = 1 + 3,3 log ( 40 )

K = 1 + 3,3 ( 1, 602)

K = 1 + 5,286

K = 6,286 K= 6

6) Interval

I =

=

= 4,16 I = 4

7) Mean

=

= 83,65

91

12. Modus/ Mode (MO)

Modus = 88

13. Median

N = 2n

40 = 2n

n =

= 20

n =

me = ( ) ( )

14. Standar Deviasi

SDᵡ = √

√

√ =

15. Find standar error mean variable X

SEmx =

√

√

√

92

Appendix 20 Homogenity of Pre-test test Experimental Class and Control Class

Pre-test Experimental Class and Control Class

S2

= ( )

=

S2

= ( )

=

131,446

a. Fobtained =

b. Comparing the value of fobtainedt and ftable

with this formula

NO NILAI KELAS EXPERIMEN (x-x) (x-x)² NILAI KELAS CONTROL(x-x) (x-x)²

1 68 10,3 106,09 52 -4,8 23,04

2 48 -9,7 94,09 48 -8,8 77,44

3 72 14,3 204,49 72 15,2 231,04

4 40 -17,7 313,29 40 -16,8 282,24

5 48 -9,7 94,09 48 -8,8 77,44

6 48 -9,7 94,09 48 -8,8 77,44

7 52 -5,7 32,49 76 19,2 368,64

8 64 6,3 39,69 44 -12,8 163,84

9 44 -13,7 187,69 64 7,2 51,84

10 44 -13,7 187,69 52 -4,8 23,04

11 76 18,3 334,89 60 3,2 10,24

12 48 -9,7 94,09 60 3,2 10,24

13 56 -1,7 2,89 40 -16,8 282,24

14 56 -1,7 2,89 72 15,2 231,04

15 60 2,3 5,29 56 -0,8 0,64

16 44 -13,7 187,69 40 -16,8 282,24

17 64 6,3 39,69 40 -16,8 282,24

18 56 -1,7 2,89 60 3,2 10,24

19 40 -17,7 313,29 68 11,2 125,44

20 60 2,3 5,29 64 7,2 51,84

21 68 10,3 106,09 68 11,2 125,44

22 76 18,3 334,89 64 7,2 51,84

23 64 6,3 39,69 44 -12,8 163,84

24 72 14,3 204,49 48 -8,8 77,44

25 76 18,3 334,89 76 19,2 368,64

26 48 -9,7 94,09 56 -0,8 0,64

27 72 14,3 204,49 40 -16,8 282,24

28 40 -17,7 313,29 52 -4,8 23,04

29 60 2,3 5,29 44 -12,8 163,84

30 76 18,3 334,89 60 3,2 10,24

31 52 -5,7 32,49 72 15,2 231,04

32 56 -1,7 2,89 60 3,2 10,24

33 56 -1,7 2,89 64 7,2 51,84

34 44 -13,7 187,69 52 -4,8 23,04

35 64 6,3 39,69 48 -8,8 77,44

36 52 -5,7 32,49 68 11,2 125,44

37 68 10,3 106,09 76 19,2 368,64

38 60 2,3 5,29 56 -0,8 0,64

39 68 10,3 106,09 48 -8,8 77,44

40 48 -9,7 94,09 72 15,2 231,04

∑(x-x)² 4924,4 ∑(x-x)² 5126,4

X

93

df (n1) = K – 1 = 2 -1 = 1

df (n2) = n – k = 40- 2 = 38

the significant level (α) = 0,05, then the obtined of ftable = 4,10

c. Testting criteria

If : fobtained ≥ ftable is rejected

If : fobtained < ftable is accepted

The result of the data above fobtained < ftable = < 4,10 are Homogenous

94

Appendix 21 Homogenity of Post-test test Experimental Class and Control

Class

Post-test of Experimental class and Control Class

S2

= ( )

=

S2

= ( )

=

58,848

c. Fobtained =

d. Comparing the value of fobtainedt and ftable

with this formula

NO SCORE OF EXPERIMENT (x-x) (x-x)² SCORE OF CONTROL (x-x) (x-x)²

1 76 -8,7 75,69 92 8,35 69,7225

2 72 -12,7 161,29 86 2,35 5,5225

3 92 7,3 53,29 96 12,35 152,5225

4 72 -12,7 161,29 76 -7,65 58,5225

5 88 3,3 10,89 72 -11,65 135,7225

6 92 7,3 53,29 72 -11,65 135,7225

7 86 1,3 1,69 96 12,35 152,5225

8 80 -4,7 22,09 84 0,35 0,1225

9 76 -8,7 75,69 72 -11,65 135,7225

10 88 3,3 10,89 80 -3,65 13,3225

11 96 11,3 127,69 88 4,35 18,9225

12 84 -0,7 0,49 80 -3,65 13,3225

13 96 11,3 127,69 88 4,35 18,9225

14 88 3,3 10,89 76 -7,65 58,5225

15 92 7,3 53,29 84 0,35 0,1225

16 76 -8,7 75,69 80 -3,65 13,3225

17 80 -4,7 22,09 88 4,35 18,9225

18 80 -4,7 22,09 88 4,35 18,9225

19 76 -8,7 75,69 92 8,35 69,7225

20 80 -4,7 22,09 80 -3,65 13,3225

21 80 -4,7 22,09 92 8,35 69,7225

22 96 11,3 127,69 76 -7,65 58,5225

23 80 -4,7 22,09 88 4,35 18,9225

24 92 7,3 53,29 72 -11,65 135,7225

25 96 11,3 127,69 92 8,35 69,7225

26 88 3,3 10,89 80 -3,65 13,3225

27 96 11,3 127,69 76 -7,65 58,5225

28 72 -12,7 161,29 84 0,35 0,1225

29 80 -4,7 22,09 76 -7,65 58,5225

30 96 11,3 127,69 72 -11,65 135,7225

31 72 -12,7 161,29 96 12,35 152,5225

32 84 -0,7 0,49 88 4,35 18,9225

33 86 1,3 1,69 86 2,35 5,5225

34 76 -8,7 75,69 80 -3,65 13,3225

35 88 3,3 10,89 84 0,35 0,1225

36 86 1,3 1,69 86 2,35 5,5225

37 92 7,3 53,29 96 12,35 152,5225

38 84 -0,7 0,49 72 -11,65 135,7225

39 86 1,3 1,69 88 4,35 18,9225

40 88 3,3 10,89 92 8,35 69,7225

∑(x-x)² 2284,4 ∑(x-x)² 2295,1

95

df (n1) = K – 1 = 2 -1 = 1

df (n2) = n – k = 40- 2 = 38

the significant level (α) = 0,05, then the obtined of ftable = 4,10

d. Testting criteria

If : fobtained ≥ ftable is rejected

If : fobtained < ftable is accepted

The result of the data above fobtained < ftable = < 4,10 are Homogenous

96

Appendix 22 Table f Distibution

Table Distibution f for probability 0,05

97

98

99

100

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

120

121

122

123

124

125

126

127

128

129

130

131

132

133

134

135

136

DAFTAR RIWAYAT HIDUP

(CURRICULUM VITAE)

A. PERSONAL DATA

Name : Astari Maylani

Student ID : TE.151547

Date of Birthday : Tebing Tinggi, 04 Mei 1997

Address : Desa Tebing Tinggi, Kec.Pemayung

Gender : Female

Relilgion : Islam

Nationality : Indonesia

Identity : College Student

Email : astari_maylani@yahoo.com

Contact Person : 0822-8034-8946

B. EDUCATIONAL BACKGROUND

1. Formal Education

a. SDN 35/I Tebing Tinggi : 2003 - 2009

b. MTsN Muara Bulian : 2009 - 2012

c. SMAN 1 Batanghari : 2012 - 2015

d. UIN Sultan Thaha Saifuddin Jambi : 2015 - 2019