THE EFFECTIVENESS OF COLLABORATIVE LEARNING

IN TEACHING CONDITIONAL SENTENCES

(A Quasi-Experimental Research at the Third Year Students of

SMK YAPIMDA Jakarta Selatan)

By

Asep Amir Hamzah

109014000140

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH AND TEACHERS’ TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2015

iv

ABSTRACT

Asep Amir Hamzah (109014000140). The Effectiveness of Collaborative

Learning in Teaching Conditional Sentences (A Quasi-Experimental Study at the

Third Year Students of SMK YAPIMDA Jakarta Selatan). Skripsi of English

Education Department at Faculty of Tarbiyah and Teachers’ Training of State

Islamic University Syarif Hidayatullah Jakarta, 2015.

Keywords: Collaborative Learning, Conditional Sentences.

This research was conducted to find out the effectiveness of using

collaborative learning in teaching conditional sentences in the third year students

of SMK YAPIMDA Jakarta Selatan year 2014-2015.

The method used in this study was quantitative method in the design of

quasi-experimental research by using nonequivalent control group pretest-posttest

design. The subject of this study is the third grade of Multimedia Class. XII

Multimedia 1 was chosen as experiment class, besides XII Multimedia 4 as the

controlled class. Experiment class consists of 31 students, and then the controlled

class consists of 33 students. Convenience sampling is used in the sampling

technique because of administrative limitations in randomly selecting and

assigning individuals to experimental and controlled groups. Instrument that used

in this study is multiple choices of conditional sentences type I, II, and III. There

are 25 items test for the pretest and also posttest.

The result of this study shows that using collaborative learning is more

effective in teaching conditional sentences. It can be seen that mean of posttest in

experimental class (67.35) is higher than controlled class (62.78). Also, the mean

of gained score in experimental class (31.23) is higher than controlled class

(24.49). The data were analyzed by using t-test formula. The result of calculation

showed that in the significance degree of 5% and 1%, the value of t-test (𝑡𝑜) >

(𝑡𝑡) (1.999 < 5.35 or 5.35 > 2.657). Therefore, it proves that alternative hypothesis

(𝐻𝑎) which states there is a significant difference in using collaborative learning

in teaching conditional sentences than using grammar translation method, is

accepted.

v

ABSTRAK

Asep Amir Hamzah (109014000140). The Effectiveness of Collaborative

Learning in Teaching Conditional Sentences (A Quasi-Experimental Study at the

Third Year Students of SMK YAPIMDA Jakarta Selatan). Skripsi, Pendidikan

Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri

Syarif Hidayatullah Jakarta, 2015.

Kata Kunci: Pembelajaran Kolaboratif, Conditional Sentences.

Penelitian ini bertujuan untuk mengetahui apakah teknik pembelajaran

kolaboratif efektif dalam pengajaran conditional sentences yang dilakukan pada

siswa kelas III di SMK YAPIMDA Jakarta Selatan tahun akademik 2014-2015.

Metode yang digunakan pada penelitian ini adalah kuantitatif dengan

desain penelitian kuasi eksperimen dan menggunakan desain nonequivalent group

pretest-posttest. Subjek dalam penelitian ini adalah siswa tingkat III kelas

Mulitmedia. Kelas XII Multimedia 1 dipilih sebagai kelas eksperimen, sedangkan

kelas XII Multimedia 4 sebagai kelas control. Kelas eksperimen terdiri dari 31

siswa, dan kelas control terdiri dari 33 siswa. Convenience sampling digunakan

dalam teknik pengambilan sample dikarenakan keterbatasan adiminstrasi dalam

pemillihan dan penugasan individual secara acak baik pada kelas eksperimen dan

kelas control. Instrumen yang digunakan dalam penelitian ini adalah tes pilihan

ganda conditional sentences tipe I, II, dan III. Ada 25 tes soal untuk masing-

masing pretest and posttest.

Hasil dari penelitian ini menunjukkan bahwa penggunaan teknik

pembelajaran kolaboratif lebih efektif dalam pengajaran conditional sentences.

Hal ini dapat dilihat dari hasil nilai rata-rata posttest pada kelas eksperimen

(67.35) lebih besar daripada kelas control (62.78). Dan, hasil rata-rata nilai

peningkatan pada kelas eksperimen (31.23) lebih besar daripada kelas control

(24.49). Data dianalisa dengan menggunakan rumus t-test. Hasil perhitungan

menunjukkan bahwa dengan taraf signifikansi 5% dan 1% hasil t-test (𝑡𝑜) > t-

table (𝑡𝑡) (1.999 < 5.35 atau 5.35 > 2.657). Oleh karena itu, hal ini membuktikan

hipotesis alternative (𝐻𝑎) yang menyatakan bahwa terdapat perbedaan yang

signifikan dengan menggunakan pembelajaran kolaboratif dalam pengajaran

conditional sentences dibanding dengan menggunakan grammar translation

method, diterima.

vi

ACKNOWLEDGMENTS

In the name of Allah the most beneficent and the most merciful. All praise

be to Allah, the lord of the universe, who gives the writer guidance and strength,

and love so that the writer could finish this ‘Skripsi’. Peace and blessing be upon

to the prophet Muhammad, his family, his companions, and his followers.

First of all, the writer would like to express his greatest love and honor to

his family, his parents; Encep Sopian and Halimah (Almh), his brothers and

sisters, and his beloved soul (Pipit Preti Prihatini) for her love, attention and

kindness, and all his families who always give their advice, motivation, support,

and love to accomplish his study.

The writer would also like to say his greatest thanks and grattitude to his

advisors, Drs. Nasifuddin Djalil, M.Ag and Maya Defianty, M.Pd for being

motivator and also giving their guidance, corrections, comments, and suggestions

that has enabled the writer to refine this “skripsi”.

His deepest gratitude also goes to Drs. Syauki, M.Pd and Zaharil Anasy,

M.Hum as the head and secretary of English Department and also for all lectures

of English Education Department who have shared their knowledge, motivation,

and inspiration to the writer. And his gratitude is also addressed to Nurlena Rifa’i,

M.A., Ph.D. as the Dean of Faculty of Tarbiyah and Teachers’ Training.

The writer would like to express his thanks to Lukman Hakim, S.Pd as a

headmaster of SMK YAPIMDA, and all of XII Multimedia students of SMK

YAPIMDA for giving chance, help, and time to have the research. His special

thanks for his entire best friends EED class Academic Year 2009 who always give

happiness and remind the writer to finish this “skripsi”.

May Allah, the Almighty bless them all, amen.

The Writer

vii

TABLE OF CONTENT

APPROVAL .................................................................................................. i

ENDORSEMENT SHEET ........................................................................... ii

SURAT PERNYATAAN KARYA SENDIRI ............................................. iii

ABSTRACT ................................................................................................... iv

ACKNOWLEDGMENT .............................................................................. vi

TABLE OF CONTENT ................................................................................ vii

LIST OF TABLE .......................................................................................... x

LIST OF FIGURE ........................................................................................ xi

LIST OF CHART ........................................................................................... xii

LIST OF APPENDICES .............................................................................. xiii

CHAPTER I INTRODUCTION

A. Background of the Research ................................. 1

B. Identification of The Problem ............................... 5

C. Limitation of the Problem ..................................... 5

D. Formulation of the Problem .................................. 6

E. The Objective of the Research .............................. 6

F. The Significance of the Research ......................... 6

CHAPTER II THEORETICAL FRAMEWORK

A. Collaborative Learning ......................................... 7

1. The General Concept of Collaborative

Learning ............................................................. 7

2. The Characteristics of Collaborative Learning . 10

viii

3. The Techniques of Collaborative Learning ...... 11

4. The Advantages and Disadvantages of Collaborative

Learning ................................................................ 13

B. Conditional Sentences ........................................... 15

1. The Understanding of Conditional Sentences .. 15

2. The Usage of Conditional Sentences ............... .16

a. The Usage of Conditional Sentences Type 1

……………………………………………. 16

b. The Usage of Conditional Sentences Type 2

…………………………………………….17

c. The Usage of Conditional Sentences Type 3

…………………………………………….17

3. The Form of Conditional Sentences ................. 18

a. The Form of Conditional Sentences Type 1

…………………………………………….18

b. The Form of Conditional Sentences Type 2

…………………………………………….19

c. The Form of Conditional Sentences Type 3

…………………………………………….20

C. The Application of Collaborative Learning in Teaching

Conditional Sentences ........................................... 20

D. Previous Studies ................................................... 21

E. Conceptual Thinking ............................................ 22

I. Research hypotheses ............................................. 24

CHAPTER III RESEARCH METHODOLOGY

A. Place and Time of the Research ........................... 25

B. Design of the Research .......................................... 25

C. Population and Sample of the Research ............... 26

D. Technique of Data Collection ............................... 27

ix

E. Internal Validity Control ...................................... 28

F. Technique of Data Analysis ……………………...28

G. Statistical Hypotheses ……………………………31

CHAPTER IV RESEARCH FINDINGS

A. Research Finding .................................................. 32

1. Data Description ............................................... 32

a. The Data of Experiment Class .................. 32

b. The Data of Control Class ........................ 37

2. Data Analyzing .................................................... 42

a. Normality Test ......................................... 42

b. Homogeneity Test ..................................... 49

c. Hypothesis Test ........................................ 51

B. The Interpretation of the Data .............................. 55

CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion .............................................................. 57

B. Suggestion ............................................................... 57

REFERENCES .............................................................................................. 59

APPENDICES ............................................................................................... 62

x

LIST OF TABLE

Table 4.1 Students’ Score of Experimental Class ........................................ 32

Table 4.2 Frequency of Pre-test of Experimental Class Score ..................... 34

Table 4.3 Frequency of Post-test of Experimental Class Score .................... 35

Table 4.4 Students’ Score of Controlled Class ............................................. 37

Table 4.5 Frequency of Pre-test of Controlled Class Score .......................... 39

Table 4.6 Frequency of Post-test of Controlled Class Score ........................ 40

Table 4.7 Calculation of Pre-test Normality in Experimental Class ............. 43

Table 4.8 Calculation of Post-test Normality in Experimental Class ........... 44

Table 4.9 Calculation of Pre-test Normality in Controlled Class ................. 46

Table 4.10 Calculation of Post-test Normality in Controlled Class ............. 47

xi

LIST OF FIGURE

Figure 2.1 Collaborative Learning ................................................................ 9

xii

LIST OF CHART

Chart 4.1 Gain Score of Experimental Class ................................................ 36

Chart 4.2 Gain Score of Controlled Class .................................................... 42

xiii

LIST OF APPENDICES

Appendix 1 : RPP Kelas Eksperimen .......................................................... 62

Appendix 2 : RPP Kelas Kontrol ................................................................. 86

Appendix 3 : Calculation of Validity and Reliability Pre-test and Post-test 109

Appendix 4 : Soal Pre-test ........................................................................... 123

Appendix 5 : Soal Post-test .......................................................................... 125

Appendix 6 : Kunci Jawaban Soal Pre-test .................................................. 127

Appendix 7 : Kunci Jawaban Soal Post Test ............................................... 128

Appendix 8 : Pengesahan Proposal Skripsi ................................................. 129

Appendix 9 : Surat Perubahan Judul Skripsi ............................................... 130

Appendix 10: Surat Bimbingan Skripsi ......................................................... 131

Appendix 11: Surat Keterangan Penelitian ................................................... 133

1

CHAPTER I

INTRODUCTION

In this chapter there are six points which are discussed. They are

background of the research, identification of the problem, limitation of the

problem, formulation of the problem, the objective of the study, and the last is the

significance of the study.

A. Background of the Research

As one of compulsory subject, English should be mastered by the

students in passing their examination or school graduation. Therefore it is

included into one of the subjects in National Examination (Ujian Nasional

“UN”), in order students can compete with the foreign students. Furthermore,

the students perhaps can interact and work internationally.

Mastering English language cannot be separated with the grammar

because it is one of the language components in mastering Listening,

Speaking, Reading, and Writing. Grammar is “the way a language

manipulates and combines words (or bits of words) in order to form longer

units of meaning.”1

According to Martha Kolln and Robert Funk, grammar has three

definitions. First, grammar is the system of rules in a language. It means that

grammar is a set of rules how to produce sentences. Second, grammar is the

formal description of the rules. This definition relates to the branch of

linguistic science which discusses the form and structure, the syntax of

sentences. The last, grammar is the social implications of usage, sometimes

called “linguistic etiquette”. It means that grammar is the rule of language

1 Penny Ur, Grammar Practice Activities (A Practical Guide for teachers). (New York:

Cambridge University Press. 1988). P. 4.

2

which derives from social contexts.2 Most students in Indonesia regard the

grammar as the difficult language component to master English language

whereas they have already known about Grammar from their school life,

probably from Elementary School until Senior High School.

Grammar as the rule of English language has many parts that should

be learnt by students such as, tenses, part of speech, modals, gerund, noun

phrase, conditional sentences, etc. Based on Kisi-Kisi Ujian Nasional Bahasa

Inggris SMK 2014/2015 in reading section, especially error recognition,

students are asked to determine inappropriate phrase in conditional sentences.

From the questions of try out test, there are at least 3 items of conditional

sentences tests from 50 total items. Moreover, in the Third Grade according

to Kurikulum Tingkat Satuan Pendidikan (KTSP), there is a basic learning

material about conditional sentences. It means that students are asked to

comprehend the conditional sentences appropriately.

However in fact, there are some students who find many difficulties in

understanding conditional sentences. According to the observation that

researcher have done, it is because of some factors such as the difference

language structure with their first language, and the teacher explanation about

the grammar is not easy to understand or there is an inappropriate technique

in teaching grammar.

The Teachers of SMK YAPIMDA cannot find some techniques in

teaching grammar appropriately yet. This problem affects the students in

comprehending the materials of grammar when teaching and learning are

conducted. To solve the problem, the teachers should be aware about the

students‟ grammar comprehension and about the techniques to teach grammar

effectively. The teachers need to change the traditional approaches or

techniques to reach a teaching grammar effectively. According to Sheena

Gardner in her study about changing approaches to teach grammar, some

2 Martha Kolln and Robert Funk, Understanding English Grammar 8

th edition, (New York:

PEARSON, 2010), p. 5.

3

countries have changed the traditional approaches to the communicative

approaches in teaching grammar. There are three important levels to change

the teaching grammar. First, teachers must change the materials, text books,

and syllabus. Second, they must teach behavior. The last there are about

knowledge, understanding, and belief.3

There are some of techniques in teaching grammar, such as Listening

and Responding Technique which is divided into some techniques such as

Listen and Color, Listen and Manipulate, and Listen and Speak. Also the

techniques are required more activities such as Games and Problem-solving

Activities and Text-based Exercises and Activities.4 All these techniques can

help teachers in teaching grammar in order to make students comprehend it

easily.

According to Styowati, M. Hum., there is an appropriate technique to

teach grammar. The collaborative learning is one of the techniques to teach

grammar effectively. The teacher can use the collaborative learning in

teaching grammar and apply some games to improve students‟ motivation

and achievement.5 In other opinion, Carl Blyth suggests in his journal that

teaching grammar using various activities, used to make students interact

with each other, and build a good social are more effective than teaching

grammar traditionally.6

Furthermore, Swain states in Hossein Nassaji and Sandra Fotos‟

journal that collaborative learning is another way of achieving the

effectiveness in teaching grammar. Collaborative tasks improve the students‟

3 Sheena Gardner, Changing Approaches to Teaching Grammar, Journal of ELTED, Vol.

11, 2008, p. 39.

4 Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching

Grammar. (New York: Oxford University Press, 1988), p. 39-47

5 Styowati, “Collaborative Technique as an Alternative Technique in Teaching Grammar”,

A Journal in 3rd

International Conference on Foreign Language Learning and Teaching, FLT

Conference Proceedings by LITU, Bangkok, on 15 – 16 March 2013, p. 154.

6 Carl Blyth, A Constructivist Approach to Grammar, Teaching Teachers to Teach Aspect,

The Modern Language Journal,Vol. 81, No. I, 1997, p. 52.

4

awareness on target form of grammar.7 So, the students can interact and share

their opinion each other. Besides teaching them to work collaboratively, these

activities make them comfortable and brave in arguing their own opinion

about the lesson or form of grammar so they can learn English with fun and

enjoy. Also, Larsen and Freeman argue that by teaching grammar

collaboratively, the students can provide motivation each other and promote

grammatical development.8

As a result, the teachers need to find some techniques in teaching

English language especially grammar in order to make students comprehend

the materials easily. However not all techniques appropriate for all major

skills of English language, the teachers must choose the appropriate technique

for each major skill of English creatively. According to Sheena Gardner

stated in her journal “Grammar can be taught in many ways – there is no

„best‟ way that suits all grammar points”.9 It means that if the technique

which is chosen by the teacher is wrong, most students may do not

understand with the materials and sometimes it may bore the students. The

point is the teachers should match their techniques in teaching grammar with

the activities to improve students‟ comprehension of grammar.10

Based on the observation, the teachers of SMK YAPIMDA many the

times using traditional method in teaching grammar. It makes the students

bored in learning grammar. As the one of technique in teaching grammar,

collaborative learning can be used as alternative in teaching conditional

sentences because it will help the students in comprehending the material

easily, rather than explaining the whole material for the students. It also can

7 Hossein Nassaji and Sandra Fotos, Current Developments in Research on the Teaching of

Grammar Grammar. Annual Review of Applied Linguistics (2004) 24, 126B145. (New York:

Cambridge University Press, 2004), p. 136.

8 Diane Larsen and Freeman, D. (1991). Teaching grammar. In M. Celce-Murcia (Ed.),

Teaching English as a second or foreign language. New York: Newbury House P. 258.

9 Gardner, op.cit., p. 40.

10 Marianne Celce-Murcia and Sharon Hilles, Techniques and Resources in Teaching

Grammar. (New York: Oxford University Press, 1988), p. 11.

5

help the students to be more active in the class and easy to ask if they do not

comprehend the material.

From the explanation above, the writer is interested in discussing

about one of the techniques in teaching grammar and one of the grammar

parts that is conditional sentences. The writer will apply a technique in

teaching the conditional sentences to the students in order to find out the

effectiveness of collaborative learning in teaching conditional sentences.

Students in the third year at SMK YAPIMDA Jakarta are chosen to do this

research. The writer will chose two classes, the first is as an experiment class

and the second is a control class. The experiment class will be given a

technique which is designed by the writer and the control class is just

controlled and given by some tasks to do individually as a comparison.

B. Identification of the Problem

Based on the information presented above, the problems are identified

as follows:

1. The Teachers cannot find the appropriate technique in teaching grammar

yet.

2. The grammar is difficult to understand by students.

3. The students cannot use the structure of conditional sentences

appropriately.

4. The students do not feel comfort in learning English.

C. Limitation of the Problem

In order to focus on the specific problem, it needs to limit the broad

problem areas. The study is limited on teaching conditional sentences through

collaboration learning at the third year students of SMK YAPIMDA Pasar

Minggu Jakarta.

6

D. Formulation of the Problem

The formulation of the problem which is going to be discussed in this

research is as follows: “is collaborative learning effective in teaching

conditional sentences?

E. Objective of the Research

The objective of this study is to find out the effectiveness of using

collaborative learning in teaching conditional sentence.

F. Significance of the Research

There is some significance for this research. First, for students, it can

help them to understand the conditional sentences form and more imaginative

in creating an essay. Second, for the teacher, it gives other alternative

technique in teaching conditional sentences form. Third, this research gives

knowledge to the reader about the effectiveness of collaborative learning in

teaching grammar.

7

CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, there are six main topics which are discussed. The first

talks about collaborative learning which consists of the general concept of

collaborative learning, the characteristics of collaborative learning, the techniques

of collaborative learning, and the advantages and disadvantages of collaborative

learning. The second is conditional sentences that consist of the understanding of

collaborative learning, the usage and the form of collaborative learning. The each

two last subtitles explain the type 1, type 2, and type 3. Next, it talks about the

application of collaborative learning in teaching conditional sentences. The fourth

is about previous studies, the fifth discusses about conceptual thinking. The last is

about research hypotheses.

A. Collaborative Learning

1. The General Concept of Collaborative Learning

Collaborative learning relates to social constructivist

philosophy. It is based on the social constructivist theory from Dewey

and Vygotsky. According to Dewey‟s view, “Learners do not learn in

isolation; the individual learns by being part of the surrounding

community and the world as a whole.”1 Dewey proposed a relationship

for the social construction of ideas among the individual, the

community, and the world.

Like Dewey, Vygotsky also argues that learning is a social

process. Vygotsky in Oxford states, “Ideas have social origins; they are

constructed through communication with others. An individual‟s

1 Rebecca L. Oxford, Cooperative Learning, Collaborative Learning, and interaction: Three

Communication Strands in the Language Classroom, The Modern Language Journal, Vol. 3, No.

4, 1997, p. 447.

8

cognitive system is a result of communication in social groups and

cannot be separated from social life.”2

According to Slavin in David Nunan‟s book, Collaborative

Language Learning and Teaching that is an approach that requires

students working in a group to get common learning objectives.3 It

provides a class environment in which such needs can be met a way

that is beneficial for both academic achievement and the development

of learner‟s social and learning skills. While, on the one hand,

Kaufman defined in Margarida‟s journal that collaborative learning as

a small groups of students who have assigned an academic goal by

involving spectrum of instruction.4

Meanwhile, Smith and Gregor stated about collaborative

learning in their article:

Collaborative learning is an umbrella term for a variety of

educational approaches involving joint intellectual effort by

students, or students and teachers together. Usually, students

are working in groups of two or more, mutually searching for

understanding, solutions, or meanings, or creating a product.

Collaborative learning activities vary widely, but most center

on student‟s presentation or explication of it.5

According to Mary Renck that Collaborative learning is a

strategy to have a good relationship with other teachers through

engagement in the planning process. Collaborative planning is success

2 Ibid., p. 448.

3 David Nunan, Collaborative Language Learning and Teaching, (New York: Cambridge

University Press, 1992), p. 3.

4 Margarida M. Pinheiro & Dora Simões, Constructing Knowledge: An Experience of

Active and Collaborative Learning in ICT Classrooms, The Turkish Online Journal of Educational

Technology, Vol. 11 Issue 4, 2012, p. 383.

5 Goodsell. et al., Collaborative Learning: A Sourcebook for Higher Education,

(Washington, DC: NCTLA, 1992), p. 11.

9

depends on the activities of teachers—their motivation and investment

in this process.6

Then, Joanne and Roberts argue that collaborative is an

adjective that involves working collectively of two or more to achieve

a general objective, whereas the students respect the individual

contribution each other.7

(Source: Online Collaborative Learning, 2004)

Figure 2.1 Collaborative Learning

From the figure above, it can be seen that collaborative

learning is a learning method using social interaction, then the

educators hope the students to perform in ways that the teacher has not

necessarily single-minded ahead of time.

To sum up from many views of collaborative learning above, it

can be concluded that collaborative learning is an approach

emphasizing the importance of interaction between students in small

group learning activity to build knowledge, to promote students social

skill, to enhance critical thinking, to increase students motivation and

6 Mary Renck J., Sue A. Reig, and Valeri R. Helterbran, Planning for Learning

Collaborative Approaches to Lesson Design and Review, (New York: Teachers College Press,

2007), p. 65.

7 Joanne M. Mcinnerney & Tim S. Roberts, Online Collaborative Learning: Theory and

Practice, (London: Idea Group Inc, 2004), p. 205.

Educators as

Collaborative

„Facilitator‟

Student

Group

Student

Group

Student

Group

Social interaction occurs

between the collaborative

students which enhances

knowledge acquisition

Collaborative

learning occurs

among students

within groups both

in and outside

class. Groups work

as a team but

submit their work

as individuals.

10

to develop students‟ academic achievement, also to build a good

interaction between students and teacher.

2. The Characteristics of Collaborative Learning

There are some basic characteristics that should be noticed for

successful collaborative learning, those are:

a. Participation

Collaborative learning is effective when all students actively

participate in the group‟s discussions. The students‟ quality of

thought will be improved by enhancing group decision.

b. Social Grounding

The students get some questions and discuss the answer each other

to ensure their own understanding of the team‟s interpretation of

the questions.

c. Active Learning Conversation Skills

The quality of communication in group discussions influences the

team members‟ learning experience and achievement.

d. Performance Analysis and Group Processing

Group processing exists when groups discuss their progress, and

decide what behaviors to continue or change.

e. Promotive Interaction

Promote each other‟s understanding through support, help, and

encouragement.8

Meanwhile, Joanne and Robert proposed there are four

characteristics of collaboration.

a. Shared knowledge between teachers and students: Shared

knowledge is in many ways a characteristic of the traditional

classroom, where the teacher is the information giver, but it also

8 Amy Soller, Supporting Social Interaction in an Intelligent Collaborative Learning

System, International Journal of Artificial Intelligence in Education (IJAIED), 12, 2001, pp. 5-9

11

incorporates some student input, where the students share

experiences or knowledge.

b. Shared authority between teachers and students: Here the teacher

shares the setting of goals within a topic with the students, thereby

allowing the students to approach the completion of an assignment

in a manner of their choosing.

c. Teachers as mediators: In this area the teachers encourage the

students to learn how to learn — this being one of the most

important aspects of collaborative learning.

d. Heterogeneous groupings of students: This characteristic teaches

all students to respect and appreciate the contributions made by all

members of the class, no matter the content.9

In line the explanation principle of collaborative learning

above, it can be seen that collaborative learning emphasizes on

student peer interaction or group work. In collaborative learning

strategy, students collaborate to share their ideas and information to

accomplish a task, to create interdependence, and to build social

work.

3. The Techniques of Collaborative Learning

In the teaching and learning process, the teacher can use many

techniques and methods in the classroom. Every technique has

relationship each other. Jack C. Richard‟s opinion “technique is the

level at which classroom procedure are described”.10

In the other

words, technique is implementing procedure in the classroom. It is an

9 Joanne M. Mcinnerney & Tim S. Roberts, Online Collaborative Learning: Theory and

Practice, (London: Idea Group Inc, 2004), p. 207-208.

10 Jack C. Richard and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (New York: Cambridge University Press, 1986), p. 15.

12

important aspect in teaching and learning process. In collaborative

language learning, the students can work together to earn and more

responsible for their team. There are some techniques in collaborative

language learning, they are:

a. Think-Pair-Share

1) The instructor poses a question, preferable one demanding

analysis, evaluation, or synthesis, and response.

2) Students then turn to a partner and share their responses.

3) During the third step, student responses can be shared within

a four-person learning team, within a larger group, or with

an entire class during a follow-up discussion.11

b. Three-Step Interview

Common as an ice-breaker or a team-building exercise, this

structure can also be used to share information such as hypothesis

or reactions to a file or article. Three-Step Interview is a technique

where groups of three or four members take turns interviewing,

responding, and recording to a question that involves the sharing of

opinions, experiences, or emotion. The roles are each student

shares what they learned in the interview with the team. It designed

to maximize oral communication development and ensure each

student has the opportunity to talk and listen.12

c. Simple Jigsaw

The faculty member decides an assignment or topic into

four parts with all students from each Learning Team volunteering

11

Wendy Jolliffe, Cooperative Learning in the Classroom: Putting into Practice, (London:

SAGE Publications, 2007), p. 43-44.

12 Elizabeth G. Cohen, et al., Cooperative Learning: The Challenge for Teacher Education,

(New York: State University of New York Press, 2004), p.20.

13

to become “experts” on one of the parts. Expert Team then work

together to master their forth of the material and also to discover

the best way to helps others learn it.13

d. Numbered heads together

Groups usually consist of four students, counting off: 1, 2,

3, or 4. The teacher explain a question, usually relating to the

materials that learn, but requiring some higher order thinking

skills. Students discuss the question, every group member should

know the agreed upon answer. A specific number is called by the

teacher and the team members originally designated that number

during the count off respond as group spokespersons.14

4. The Advantages and Disadvantages of Collaborative

Language Learning

There are many advantages of collaborative language learning

in the classroom activities. They contribute to academic achievement

in teaching learning development by increasing the group work. The

use of small group work is posited to have a number of advantages

over individual practice. Working with other students can help them to

realize that everyone has strengths and weakness.

The benefits of collaborative learning are reducing the

occurrence of negative interactions between learners. The attention and

personalized feedback are more feasible. Collaborative learning can

improve the relationships between learners; and between learners and

13

Spencer Kagan, and Miguel Kagan, Kagan Cooperative Learning, (Calle Amanecer:

Kagan Publishing, 2009), p.331.

14 Hari Srinivas, (November 21, 2013), p.1 (http://www.gdrc.org/kmgmt/c-

learn/strategies.html).

14

teacher. Learners can learn from and assist each other. Force the

learners to contribute to their group.15

Ernesto Macaro assumed that the advantages of this

collaborative learning are stated in terms of:

a. Giving students greater occasions for spoken practice;

b. Occasions for more spontaneous use of the language;

c. Occasions for negotiated learning;

d. Greater flexibility for the teacher.16

It can be said that there are some advantages of

collaborative language learning. Furthermore, they could help the

students understand the language. Then the advantages are

important to the teacher who applied the collaborative in their

classroom.

In other book, according to Dolly, the fact that students are

enthusiastically replacing, debating and negotiating ideas within

their groups enlarges students‟ curiosity in learning. Significantly,

by appealing in discussion and taking responsibility for their

learning, students are confident to become critical thinkers. Many

researchers have accounted that students working in small groups

have a tendency to learn more of what is being taught.

Furthermore, they will keep hold of the information longer and

also show more satisfied with their classes.17

Beside the advantages of collaborative language learning,

there are also the disadvantages of it. According to Jeremy Harmer,

15

Language Without Limits, Collaborative Learning, 2014, p.2,

(http://www.languageswithoutlimits.co.uk/collaboration.html)

16 Ernesto Macaro, Target Language, Collaborative Learning and Autonomy Modern

Languages in Practice 5, (Frankfurt Lodge: Multilingual Matters, 1997), p. 17.

17 Melinda Dooly, Telecollaborative Language Learning: A Guidebook to Moderating

Intercultural Collaboration online, (New York:Peter Lang International Academic Publishers,

2008), p. 2

15

there are some disadvantages of collaborative language learning.

They are:

a. It is likely to be noisy (though not necessarily as loud as

pair work can be). Some teachers fell that they lose control,

and the whole class felling which has been painstakingly

built up may dissipate when the class is split into smaller

entities.

b. Not all students enjoy it since they would prefer to be the

focus of the teacher‟s attention rather than working with the

peers. Sometimes students find themselves in uncongenial

groups and wish they could be somewhere else.

c. Individuals may fall into group roles that become

fossilized, so that some are passive whereas others may

dominate.

d. Groups can take longer to organize than pairs; beginning

and ending group work activities, especially where people

move around the class, can take time and be chaotic.18

Based on the statement above, the people have different

opinions about the advantages and disadvantages of

collaborative language learning. However, the problems can be

overcome by collaborating with others.

B. Conditional Sentences

1. The Understanding of Conditional Sentences

According to Richard, conditional sentence is “a grammatical

mood which describes an imaginary or hypothetical situation or event. In

18

Jeremy Harmer, The Practice of English Language Teaching fourth edition, (New York:

Longman 1989) 4th

edition, p. 166.

16

English, should and would are also sometimes described as the

conditional sentences.”19

In other book, conditional sentence is expressing situations which

express thoughts that the speaker thinks of as unlikely, untrue, or contrary

to fact. They may be wishes and imagines, or they may state advice to

others.20

Moreover, Greenbaum suggested that conditional sentences is to

express the speaker‟s idea that the condition has not been satisfied (for past

conditions) or is not satisfied (for present conditions) or is unlikely to be

satisfied (for future conditions).21

2. The Usage of Conditional Sentences

a. The Usage of Conditional Sentences Type 1

The real conditional sentences type 1 is about the present and

future times. For this situation, Milada Broukal suggested some function of

this type as follow:

1) To use the present real conditional (present tense in the main

clause) to say that something always happens in a specific

situation.

If I eat too much, I don’t feel well.

2) To use the present real conditional to talk about a general fact that

is always true.

If you heat butter, it melts.

3) To use the future real conditional (future tense in the main clause)

to talk about something that may possibly happen in the future.

19

Jack C. Richards, and Richard Schmidt, Longman Dictionary of Language Teaching and

Applied Linguistics, (London: Pearson Education Limited, 2010), 4th

Edition, p. 114.

20 Patricia K. Werner, et. All., Interactions 2 Grammar, (New York: McGraw-Hill, 2002)

4th

Edition, p. 360.

21 Sidney Greenbaum, Oxford English Grammar, (New York: Oxford University Press,

1996), p.340.

17

If it rains, we will go to a movie. (It may rain, or it may

not. But if it does, we will go to a movie.)

4) Also to use should after if when less sure of something.

If I see Tony, I‟ll tell him. (Perhaps I will see Tony.)

5) Also to use the imperative in the main clause of a future conditional

sentence.

If you see Tony, tell him to wait. 22

b. The Usage of Conditional Sentences Type 2

The usage of the second conditional sentences is as follows:

1) To use if + simple past in the if clause and would/could + base verb

in the main clause to talk about an unreal, hypothetical, or contrary-

to-fact situation in the present or future.

If you got up earlier, you wouldn’t be late for work every

morning. (But you do not get up earlier).

2) Often to use were as a way of giving advice. The if clause with

were makes the sentence sound softer.

If I were you, I would ask the instructor.

3) To use could instead of would in the main clause. Could means

would be able to.

If I had a computer, I could send you email tomorrow. 23

c. The Usage of Conditional Sentences Type 3

The usages of conditional sentences type 3 are following:

1) When talking about the past, the past perfect is used (I had known)

after if.

22

Milada Broukal, et. All., Grammar Form and Function, (New York: McGraw-Hill,

2005), p. 196-197.

23 Ibid, p. 200.

18

I would have gone out if I hadn’t been so tired. (But I was too

tired) 24

2) To use the modals would, might, and could in the main clause.

Would have + past participle = if thinking the past action

was certain.

If I had seen you yesterday, I would have given the

money to you then. (I would definitely have given it to

you).

Might have + past participle = if thinking the past action

was possible.

If you had taken the test, you might have passed it.

(It‟s possible that you would have passed it).

Could have + past participle = to say that someone would

have been able to do something in the past.

We could have eaten in the park if we had brought

some food with us. (We would have been able to eat in

the park). 25

3. The Form of Conditional Sentences

a. The Form of Conditional Sentences Type 1

The forms of conditional sentences type 1 are following:

1) To use two clauses in a conditional sentences, a dependent if clause

and a main clause. The if clause state a condition, and the main

clause states a result.

24

Raymond Murphy, Grammar in Use Reference and Practice for Intermediate Students of

English, (New York: Cambridge University Press, 1998), p.74.

25 Milada Broukal, op. cit., p. 203.

19

2) The if clause can come before or after the main clause with no

change in meaning. If the if clause comes first, we put a comma

after it.

3) A sentence that expresses a real condition has a present tense verb

in the if clause, and present or future verb in the main clause.

4) If clause can go at the beginning of the end of a sentence. A

comma is placed after the if clause if it comes first. 26

IF CLAUSE MAIN CLAUSE

Subject

Present

Tense

Verb

Subject Present or Future

Tense Verb

If you water a plant, it grows

If I find his address, I will send Him an

invitation

card

If it rains tomorrow, we will go to a movie

b. The Form of Conditional Sentences Type 2

Wishes about the past express thoughts or belief that did not occur,

that are different to reality. Normally a subjunctive form, which is the

same as the past perfect tense is used in the dependent clause to express

the unreality of the wish.27

And the meaning of this type is contradictive to

present.

IF CLAUSE MAIN CLAUSE

Subject

Past

Tense

Verb

Subject

Could/Would

+

Base Verb

If I had a problem, I would tell you

If I had a lot of

money,

I would buy a new

house

If I had breakfast in

the morning,

I wouldn‟t be hungry

26

Ibid, p. 196.

27 Patricia K. Werner, et. All., Interactions 2 Grammar, (New York: McGraw-Hill, 2002)

4th

Edition, p. 367.

20

c. The Form of Conditional Sentences Type 3

The conditional sentence type 3 can be used to express thoughts

about past conditions or events that did not take place. The past perfect

tense is used in the if clause. A modal auxiliary (usually would, could +

have + past participle) is used in the main clause.28

IF CLAUSE MAIN CLAUSE

Subject

Past

Perfect

Verb

Subject

Could/Would

+

Base Verb

If I had

worked

harder, I would have done better

If Ann hadn‟t

gone

to London

yesterday,

I would have met her

If we hadn‟t

helped

the man, he could have died

C. The Application of Collaborative Learning in Teaching

Conditional Sentences

In teaching conditional sentences by using collaborative learning

has many activities in this term. The general application of teaching

conditional sentences done by the writer as follows:

1. Pre-Teaching Collaboration

a. Choosing the material to be taught using collaborative learning,

b. Observing the students for arranging into some groups,

c. Planning the teaching and learning activity that may be taken

place in the classroom,

d. Planning the optional way out for the problems that may occurred

in the collaboration.

28

Ibid, p. 369.

21

2. In-Class Collaboration

a. Students are placed in groups of four and each student numbers

off within each group,

b. Teacher poses a question,

c. Students have 2 minutes thinking time to answer the question on

their own,

d. Students share and discuss their answer in the group, the group

discussed the answer so that any member can report out the

answer correctly,

e. Teacher randomly calls a number and the student with that

number reports for the group.

3. Post-Lesson Collaboration

a. Sharing the score in each group,

b. Discussing each student‟s strengths and weaknesses, and

improvement before assigning a final grade.

D. Previous Studies

The first study is titled “The Effect of Collaborative Strategy on

Improving Students‟ Potentials in Learning Active Voice and Passive

Voice in English” which is written by Khalaf Al-Makhzoomi from

Yarmouk University and Ahmed Awad from An-Najah University in An-

Najah Univ. J. of Res. (Humanities), Vol 24 (2), 2010. This study aims to

investigate the effect of the collaborative learning on improving the

students‟ potential when dealing with the active voice and passive voice

in English. The treatment was applied to 50 male and female students

who were randomly selected from all the district schools in Qalqillia

district in Palestine. The findings of the study showed that there was a

significant difference between the experimental and the control groups in

favor of the experimental group, which means that the collaborative

22

learning strategy was more effective in improving students‟ learning the

active and passive voice.

The second study comes from Syaiful Arif with his title is

“Fostering the Eight Grade Junior High School Students‟ Mastery of Past

Tense in Recount Text Through Numbered-Heads Together in Semarang

State University. The participants are the eighth grade Junior High

School of MTs Nahdlotusshibyan VIII C class which consists of 10

males and 30 females. The data was analyzed by quantitative analysis.

The mean score of the pretest is 43.8. Then, after treatment the posttest

score is increase became 65.95. The conclusion drawn from the research

is that Numbered-Heads Together can increase students‟ mastery of past

tense in using past tense.

The last study is titled “The Effect of Using Numbered Heads

Together (NHT) Technique on the Eleventh Grade Students‟ Tense

Achievement at SMKN 1 Sukorambi Jember in the 2012/2013 Academic

Year” by Diah Rizqi Anjariyah from Jember University. The participants

are XI ATR 1 as the experimental group is taught tense by using NHT,

and XI ATR 2 as the control group is taught tense by using lecturing

technique. The result is proved by value of t-test was 2.63 while t-table

was 1.67. It means that an alternative hypothesis is accepted. The

conclusion is that there was a significant effect of using NHT technique

on the eleventh grade students‟ tense achievement.

E. Conceptual Thinking

Based on the Kisi-Kisi Soal Ujian 2014/2015, conditional sentences

is one of the materials that is tested in error recognition. Unfortunately,

some students sometimes do not understand the meaning of the words in

sentences and cannot use the correct form of the conditional sentences, so

they cannot distinguish between the first type, second type and third type

23

of conditional sentences. From the tryout test, conditional sentences are

tested at least 3 items in each package. It means that students have to

comprehend the conditional sentences, so that they can do the test

correctly.

Therefore, some students feel uncomfortable inside the classroom,

so they do not like to take part in the classroom activities. It can be seen

from the classroom participation based on the observation. Some students

are passive and sometimes feel bored in learning English.

By using collaborative learning, pupils are elaborated on their

choices by affirming that working collaboratively made them feel

comfortable and confident because it was much easier to work at the

same level and pace than in the whole group situation.

Collaborative learning also helps a lot since it leads students to a

better understanding of language, getting more ideas from the small

group situation than a whole class. It is also a collaborative act which

helps learners who are struggling with comprehension, usually among

close friends. It may be as an answer to a friend's request for help or it

might be given spontaneously.

The evidence also suggests that collaborative learning improves the

effectiveness of most activities in teaching and learning. The positive

effect of collaborative learning is amplified if learners are taught to

reason about alternatives and to articulate their thoughts and strategies as

they work together. Technology is therefore best thought of as a support

and resource for dialogues in which thinking skills are taught, applied

and learnt.

24

F. Research Hypotheses

Based on the above theory and the objective of the research, it can

be formulated hypothesis as below:

𝐻𝑜 : There is no significant progress in using collaborative learning

in teaching conditional sentences at the third vocational high

school of YAPIMDA.

𝐻𝑎 : There is a significant progress in using collaborative learning in

teaching conditional sentences than using grammar translation

method at the third vocational high school of YAPIMDA.

25

CHAPTER III

RESEARCH METHODOLOGY

This chapter talks about the research methodology used in this study. It

presents place and time of the research, design of the research, population and

samples of the research, technique of collecting data, technique of data analysis,

and statistical hypothesis.

A. Place and Time of the Research

The writer conducted the research in Sekolah Menengah Kejuruan

Yayasan Perguruan Islam Miftahul Huda (SMK YAPIMDA) which is located

in Jl. Swadaya 1 no 49 A Poltangan, Pasar Minggu, South Jakarta. The

research was carried out in two months began in November 2014 to

December 2014 by making it into six meeting included the conduction of pre-

test and post-test.

B. Design of The Research

In this research, the method that was used is quantitative method by

using quasi-experiment design. The writer used quasi-experiment as the

design of the research to see the effectiveness of collaborative learning in

teaching conditional sentences, because quasi-experiment allows examining

the impact of using collaborative learning in teaching conditional sentences.1

To conduct this research, the writer took two classes of the third grade

students of Vocational High School on the first semester. The writer used

nonequivalent control group pretest-posttest design in conducting this

research. In this design, a popular approach to quasi-experiment, the

experimental participant A and the control participant B are selected without

1 Paul C. Cozby, Methods in Behavioral Research, (New York: McGraw-Hill, 2007), 9

th

Edition, p.208.

26

random assignment. Both groups took a pretest and posttest. Only the

experimental group received the treatment.2 In the first meeting, the writer

conducted the pretest, and then four meetings are designed to treat the

experimental class with using collaborative learning. In the last meeting, the

post-test with same equivalent to the pretest was conducted to both classes. If

the experimental group have significantly different performances on the pre-

and post-test, although the control group does not, cause-and-effect is

established as the exposure of the experimental group to the independent

variable has changed the group’s performance.3

Design of the Research

(Source: Paul C. Cozby, 2007)

C. Population and Sample of The Research

The population of this study is 148 students of the third grade of SMK

YAPIMDA south Jakarta. The population is divided into 4 classes majoring

Multimedia (XII Multimedia 1 to XII Multimedia 4). The writer selected two

groups as samples of the research; experiment class and controlled class

based on purposeful sampling. It is because purposeful sampling allows the

researcher to select those participants who will provide the richest

2 John W. Creswell, Research Design: Qualitative, Quantitative, and Mixed Method

Approaches, (London: SAGE Publication, 2014), 4th

Edition, p.172.

3 Gerard Guthrie, Basic Research Methods: An Entry to Social Science Research, (London:

SAGE Publication, 2010), p.91.

Participants B

Participants A Measure

Measure

Treatment

No Treatment Measure

Measure

Dependent

Variable

Pretest

Independent

Variable

Dependent

Variable

Posttest

27

information, those who are the most interesting, and those who manifest the

characteristics of most interest to the researcher.4 XII Multimedia 1 is

appointed as experiment class when XII Multimedia 4 as controlled class.

These classes are chosen as the sample of the research because they have

mean score of Mid-Test were close resemblance than the others. Based on

those score, XII Multimedia 4 was higher than XII Multimedia 1. XII

Multimedia 4 got 6.28 then XII Multimedia 4 got 6.23. Therefore, XII

Multimedia 4 is chosen as the controlled class, and XII Multimedia 1 as the

experimental class. The experiment class received a treatment that is the

using of collaborative learning in teaching when conditional sentences

controlled class using grammar translation method.

D. Technique of Data Collection

In collecting data, the instrument that is used is multiple choices about

conditional sentences. There are two tests, pre-test and post-test. Pre-test is

used to measure the students understanding in conditional sentences before

teacher used collaborative learning as teaching technique to experimental

class. Then, post-test is used when the treatment had been done to

experimental class. It is to find out the influence of collaborative learning

technique that used in teaching conditional sentences in experiment class. To

know the collaborative learning is effective or not in teaching students’

ability in conditional sentences. There are 25 items of multiple choices

consist of 8 items of type 1, 8 items of type 2, and 9 items of type 3. Both

experiment and control classes were given the same test. For pre-test and

post-test are using different test but have same level.

4 John W. Best, and James V. Kahn, Research in Education, (New York: Pearson, 2006),

9th

Edition, p. 19.

28

E. Internal Validity Control

The instrument of this research is a test. Before the instrument is used

to the students as the sample of the research, the instrument is tested to the

XII Multimedia 1 of SMK Mega Bangsa Pondok Kacang, Tangsel. In this

class, there are 35 students; however for pretest validity only 33 students

were in the class, the others were sick. Furthermore, for posttest validity there

are only 30 students who did the test. It step is needed to see the validity and

reliability of the instrument before it will be applied to the sample of the

research.

To know the validity the formula which is used in test should do item

analysis. The validity could be seen from the result of calculation in index of

difficulty (ID) and discriminating power (DP) of each answer of question.

After the test is analyzed, there were 6 items poor, 2 items mediocre, 4 items

good, and 28 items excellent for pretest. Then, for posttest there were 5 items

poor, 4 items mediocre, 2 items good and 29 items excellent. For the final

pretest and posttest there are 25 items test of multiple choices that are

excellent power.

F. Technique of Data Analysis

The writer uses statistical calculation to find out the differences of

students’ score of XII Multimedia 1 as experimental class which is taught

conditional sentences by using collaborative learning and student’s score of

XII Multimedia 4 as controlled class which is taught conditional sentences by

using collaborative learning. The formula which is used called t test. The

formula is used for two groups of large samples correlated each other.5 The

formula is as below:

t0 =M1 − M2

SEM1−M2

5 Anas Sudijono. Pengantar Statistika Pendidikan.( Jakarta: PT Raja Grafindo Persada.

1997), p. 325.

29

M1 : Mean of the difference of experiment class

M1 : Mean of the difference of control class

SEM1 : Standard Error of experiment class

SEM2 : Standard Error of controlled class

The formula above is the main formula. Before using the formula, the writer

also uses some calculation procedure such6:

1. Determining Mean of Variable X by using the formula below:

M1 = fx

N1

2. Determining Mean of Variable Y by using the formula below:

M2 = fy

N2

3. Determining Standard of Deviation Score of Variable X by using the

formula below:

SD1 = X2

N1

4. Determining Standard of Deviation Score of Variable Y by using the

formula below:

SD2 = Y2

N2

5. Determining Standard Error of Mean of Variable X by using the formula

below:

6 Sudijono. Ibid pp. 325-326.

30

SEM1 =SD1

N1 − 1

6. Determining Standard Error of Mean of Variable Y by using the formula

below:

SEM2 =SD2

N2 − 1

7. Determining Standard Error of Difference Mean of Variable X and Y by

using the formula below:

SEM1−M2 = SEM12 − SEM2

2

8. Determining Value of (t0) by using the formula below:

t0 =M1 − M2

SEM1−M2

9. Determining t table in significance level 5% and 1% with Degree of

Freedom (df) by using formula as below:

df = N1 − N2 − 2

Notes:

Variable X: Teaching conditional sentences by using collaborative learning

Variable Y: Teaching conditional sentences by using grammar translation

method

31

G. Statistical Hypotheses

Statistical hypotheses that are used in the research are:

𝐻𝑜 = µ1 ≤ µ2

𝐻𝑎 = µ1 > µ2

µ1 : The mean result of students’ conditional sentences who taught by using

collaborative learning

µ2 : The mean result of students’ conditional sentences who taught by using

grammar translation method.

32

CHAPTER IV

RESEARCH FINDINGS AND INTERPRETATION

This chapter talks about the findings of the research. The chapter also

presents the description of the data, the analysis of the data, and the interpretation

of the data.

A. Research Finding

1. Data Description

The data were gained from the tests, they were pre-test and post-test

to the students of XII Multimedia 1 and XII Multimedia 4. Before going to

the further calculation about the data, the following are the descriptions of

pre-test and post-test result from both experiment and controlled class:

a. The Data of Experimental Class

Here is a table of students’ score in both pre-test and post-test. The

Table also shows the scores gained by students.

Table 4.1

Students’ Score of Experimental Class

Students Pre-test

(𝑋1)

Post-Test

(𝑋2) Gained Score

1 44 80 36

2 40 56 16

3 40 88 48

4 56 80 24

5 56 88 32

6 40 76 36

7 56 68 12

33

Students Pre-test

(𝑋1)

Post-Test

(𝑋2) Gained Score

8 48 76 28

9 16 60 44

10 44 96 52

11 56 64 8

12 44 68 24

13 28 64 36

14 28 64 36

15 36 60 24

16 40 56 16

17 20 60 40

18 48 60 16

19 48 56 8

20 32 76 44

21 36 52 16

22 36 72 36

23 32 96 64

24 28 60 32

25 16 56 40

26 28 52 24

27 16 52 36

28 60 68 8

29 16 68 52

30 16 52 36

31 16 52 36

N = 31

Σ𝑋1 = 1120

Mean: 1120/31

= 36.13

Σ𝑋2 = 2088

Mean: 2088/31

= 67.35

ΣX = 968

Mean: 772/31 =

31.23

34

The Table above shows the scores of the experiment class. It also

mentions the score of pre-test and post-test of each student. Based on the

table, the minimum score of pretest is 16 which are owned by six students

and the maximum score is 60 which is owned by a student, while the

minimum score of post-test is 52 and the maximum score of post-test is 96.

The Table also informs that the total score of pretest is 1120, the

total score of post-test is 2088, and the total score of gained score is 968. It

also shows that the mean of pre-test is 36.13, the mean of post-test is 67.35

and the mean of gained score is 31.23.

1) Statistical Data of Pre-test of Experimental Class

Range = H – L

60 – 16 = 44

Class = 1 + 3.3 log n

= 1 + 3.3 (log 31)

= 1 + 3.3 (1.49)

= 5.917≈ 6

I = 𝑅 = 44 = 7.33 ≈ 8

C 6

Note: H = Higher Score L = Lower Score I = Interval

Table 4.2

Frequency of Pre-test of Experimental Class Score

Interval Score F Percentage

16 – 23 7 23%

24 – 31 4 13%

35

32 – 39 5 16%

40 – 47 7 23%

48 – 55 3 9%

56 – 63 5 16%

N = 31

2) Statistical Data of Post-test of Experimental Class

Range = H – L

96 – 52 = 44

Class = 1 + 3.3 log n

= 1 + 3.3 (log 31)

= 1 + 3.3 (1.49)

= 5.917 ≈ 6

I = 𝑅 = 44 = 7.33 ≈ 8

C 6

Note: H = Higher Score L = Lower Score I = Interval

Table 4.3

Frequency of Post-test of Experimental Class Score

Interval Score F Percentage

52 – 59 9 29%

60 – 67 7 23%

68 – 75 6 19%

76 – 83 5 17%

84 – 91 2 6%

36

92 – 99 2 6%

N = 31

Note: P = 𝐹𝑁 x 100%

P = Percent F = Frequency N = Number of Students

The Table 4.2 and 4.3 shows about the number of frequency of pre-

test and post-test score from the students of experimental class. The Table

4.2 above shows that most students’ gained score was in interval 16 – 23

and 40 – 47. It means that there are about 7 in each interval (23%) students

who have score from interval 16 – 23 and 40 – 47 for pre-test score.

Whereas in table 4.3, students mostly get score in interval 52 – 59 or there

are about 9 students (29%) who have gained score in interval 52 – 59. To

know the description from the gain score of experimental class, it can be

seen in the following chart.

Chart 4.1

Gain Score of Experimental Class

0

10

20

30

40

50

60

70

80

90

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

37

b. The Data of Controlled Class

Besides the Table for experiment class, there is also a table for

controlled class. This table is table of controlled class students’ score in

both pre-test and post-test. The Table also shows the scores gained by

students.

Table 4.4

Students’ Score of Controlled Class

Students Pre-test

(𝑌1)

Post-Test

(𝑌2) Gained Score

1 48 52 4

2 20 88 68

3 16 40 24

4 68 88 20

5 16 52 36

6 68 72 4

7 28 52 24

8 16 84 68

9 32 72 40

10 24 80 56

11 16 60 44

12 24 68 44

13 44 52 8

14 16 84 68

15 28 40 12

16 16 76 60

17 44 84 40

18 36 40 4

19 68 40 -28

20 32 80 48

38

Students Pre-test

(𝑌1)

Post-Test

(𝑌2) Gained Score

21 32 80 36

22 44 76 32

23 32 52 20

24 32 40 8

25 32 76 44

26 36 60 24

27 40 76 36

28 40 60 20

29 40 60 20

30 44 76 32

31 56 60 4

32 40 40 0

33 40 60 20

N = 33

Σ𝑋1 = 1168

Mean: 1168/33

= 35.39

Σ𝑋2 = 2072

Mean: 2072/33

= 62.78

ΣX = 940

Mean: 940/33

= 24.49

The Table above illustrates the scores of the controlled class. It

also mentions the score of pre-test and post-test of each student. Based on

the Table, the minimum score of pre-test is 16 which is owned by six

students and the maximum score is 68 which is also owned by three

students, while the minimum score of post-test is 40 and the maximum

score of post-test is 88.

The Table also informs that the total score of pre-test is 1168, the

total score of post-test is 2072, and the total score of gained score is 940. It

also shows that the mean of pre-test is 35.39, the mean of post-test is 62.78

and the mean of gained score is 24.49.

39

The following are some of the differences of score from students’

previous scores (pre-test) with students’ post-test scores. It is explained in

the distribution table of pre-test and post-test scores to see the frequency of

the distribution of the scores from both experiment and control class.

3) Statistical Data of Pre-test of Controlled Class

Range = H – L

68 – 16 = 52

Class = 1 + 3.3 log n

= 1 + 3.3 (log 33)

= 1 + 3.3 (1.52)

= 6.016 ≈ 7

I = 𝑅 = 52 = 7.43 ≈ 8

C 7

Note: H = Higher Score L = Lower Score I = Interval

Table 4.5

Frequency of Pre-test of Controlled Class Score

Interval Score F Percentage

16 – 23 7 21%

24 – 31 4 12%

32 – 39 8 24%

40 – 47 9 27%

40

48 – 55 1 3%

56 – 63 1 3%

64 – 71 3 10%

N = 33

4) Statistical Data of Post-test of Controlled Class

Range = H – L

88 – 40 = 48

Class = 1 + 3.3 log n

= 1 + 3.3 (log 33)

= 1 + 3.3 (1.52)

= 6.016 ≈ 7

I = 𝑅 = 48 = 6.86 ≈ 7

C 7

Note: H = Higher Score L = Lower Score I = Interval

Table 4.6

Frequency of Post-test of Controlled Class Score

Interval Score F Percentage

40 – 46 6 18%

47 – 53 5 15%

54 – 60 6 18%

61 – 67 0 0%

68 – 74 4 12%

41

75 – 81 7 22%

82 – 88 5 15%

N = 33

Note: P = 𝐹𝑁 x 100%

P = Percent F = Frequency N = Number of Students

The Table 4.5 and 4.6 show about the number of frequency of pre-

test and post-test score from the students of experimental class. The Table

4.5 above shows that most students’ gained score was in interval 40 – 47.

It means that there are about 9 (27%) students who have score from

interval 40 – 47 for pre-test score. Whereas in table 4.6, students mostly

get score in interval 75 – 81 or there are about 7 students (22%) who have

gained score in interval 75 – 81.

The mean pre-test and post-test score of experimental score are

36.13 and 67.35 with the gained score mean is 31.23. The mean score of

controlled class are 35.39 and 62.78 with the gained score mean is 24.49.

It can be seen that there was a differences among students’ score of

experiment and control class. The mean post-test score of controlled class

is 62.78 which are lower than the experiment class (67.35). To know the

description of the gain score of controlled class, it can be seen in the

following chart.

42

Chart 4.2

Gain Score of Controlled Class

2. Data Analyzing

Before go further to the final calculation of the research, normality

test of the data has been done on this research. Then testing the homogeneity

of the test is before calculating the hypothesis.

a. Normality Test

The normality test is proposed to know whether the data is

normally distributed or not. Liliefors is used to do the normality test. After

finishing the normality test, is founded two kinds of value; Lmax and Ltable.

The both values can be used to see the normality of the data.

The criteria below are used to see the normality of data:

H1 : L > Ltable

H0 : L ≤ Ltable

-40

-20

0

20

40

60

80

100

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31 33

43

Note:

H1 = Data is not normally distributed

H0 = Data is normally distributed

a. The Normality Test of Experiment Class

Table 4.7

Calculation of Pre-test Normality in Experimental Class

Calculation:

ΣX = 380

N = 31

ΣfX = 1120

ΣFX2 = 46272

No. X F FX FX2 p= f/n ∑p z= (Xi-X)/S Ф L = ф - ∑p

1. 16 6 96 1536 0.193548 0.193548 -1.47035 0.0708 0.122748

2. 20 1 20 400 0.032258 0.225806 -1.17816 0.121 0.1048061

3. 28 4 112 3136 0.129032 0.354838 -0.59379 0.2776 0.0772383

4. 32 2 64 2048 0.064516 0.419354 -0.30161 0.3821 0.0372545

5. 36 3 108 3888 0.096774 0.516129 -0.00943 0.496 0.0201286

6. 40 4 160 6400 0.129032 0.645161 0.282759 0.6103 0.0348609

7. 44 3 132 5808 0.096774 0.741935 0.574943 0.7157 0.0262351

8. 48 3 144 6912 0.096774 0.838709 0.867127 0.8051 0.0336093

9. 56 4 224 12544 0.129032 0.967742 1.451495 0.9265 0.0412415

10. 60 1 60 3600 0.032258 1 1.743679 0.9591 0.0408996

44

𝐒𝟐 = 𝐟 𝐱𝟐

𝐍−

𝒇𝒙

𝑵

𝟐

𝑺𝟐 =𝟒𝟔𝟐𝟕𝟐

𝟑𝟏−

𝟏𝟏𝟐𝟎

𝟑𝟏 𝟐

𝑺𝟐 = 𝟏𝟒𝟗𝟐. 𝟔𝟓 − 𝟑𝟔. 𝟏𝟑𝟐

𝑺𝟐 = 𝟏𝟒𝟗𝟐. 𝟔𝟓 − 𝟏𝟑𝟎𝟓. 𝟑𝟖

𝑺𝟐 = 𝟏𝟖𝟕. 𝟐𝟕

𝐒 = 𝟏𝟖𝟕. 𝟐𝟕

= 𝟏𝟑. 𝟔𝟗

The Liliefors shows that the significant degree of 0.05 in L (0.05)

(30) = 0.161.

H1 : L > 0.161

H0 : L ≤ 0.161

In the table 4.3, the Lmax value is 0.122748. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable (0.122748 <

0.161). It means that the data in experiment class pre-test is normally

distributed.

Table 4.8

Calculation of Post-test Normality in Experimental Class

No. X F FX FX2 p= f/n ∑p z= (Xi-X)/S Ф L = ф - ∑p

1. 52 5 260 13520 0.16129 0.16129 -1.20579 0.1151 0.04619

2. 56 4 224 12544 0.129032 0.290322 -0.89167 0.1867 0.103622

3. 60 4 240 14400 0.129032 0.419355 -0.57756 0.2843 0.13505

4. 64 3 192 12288 0.096774 0.516129 -0.26345 0.3974 0.118729

5. 68 4 272 18496 0.129032 0.645161 0.050663 0.5199 0.125261

45

Calculation:

ΣX = 712

N = 31

ΣfX = 2088

ΣFX2 = 145664

𝐒𝟐 = 𝐟 𝐱𝟐

𝐍−

𝒇𝒙

𝑵

𝟐

𝑺𝟐 =𝟏𝟒𝟓𝟔𝟔𝟒

𝟑𝟏−

𝟐𝟎𝟖𝟖

𝟑𝟏 𝟐

𝑺𝟐 = 𝟒𝟔𝟗𝟖. 𝟖𝟒 − 𝟔𝟕. 𝟑𝟓𝟐

𝑺𝟐 = 𝟒𝟔𝟗𝟖. 𝟖𝟒 − 𝟒𝟓𝟑𝟔. 𝟎𝟐

𝑺𝟐 = 𝟏𝟔𝟐. 𝟖𝟐

𝐒 = 𝟏𝟔𝟐. 𝟖𝟐

= 𝟏𝟐. 𝟕𝟔

The Liliefors shows that the significant degree of 0.05 in L (0.05)

(30) = 0.161.

H1 : L > 0.161

H0 : L ≤ 0.161

No. X F FX FX2 p= f/n ∑p z= (Xi-X)/S Ф L = ф - ∑p

6. 72 2 144 10368 0.064516 0.709677 0.364776 0.6406 0.060977

7. 76 3 228 17328 0.096774 0.806451 0.67888 0.7486 0.057851

8. 80 2 160 12800 0.064516 0.870967 0.993 0.8389 0.032067

9. 88 2 176 15488 0.064516 0.935484 1.621225 0.9474 0.011916

10. 96 2 192 18432 0.064516 1 2.249449 0.9875 0.0125

46

Based on table 4.4, the Lmax value is 0.13505. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable (0.13505 <

0.161). It means that the data in experiment class post-test is normally

distributed.

b. The Normality Test of Controlled Class

Table 4.9

Calculation of Pre-test Normality in Controlled Class

No. Y F FY FY2 p= f/n ∑p z= (Yi-Y)/S Ф L = ф - ∑p

1. 16 6 96 1536 0.181818 0.181818 -1.75719 0.0401 0.141718

2. 20 1 20 400 0.030303 0.212121 -1.39477 0.0823 0.129821

3. 24 2 48 1152 0.060606 0.272727 -1.03235 0.1515 0.1212271

4. 28 2 56 1568 0.060606 0.333333 -0.66993 0.2546 0.0787332

5. 32 6 192 6144 0.181818 0.515151 -0.30751 0.3821 0.1330513

6. 36 2 72 2592 0.060606 0.575757 0.054912 0.5199 0.0558574

7. 40 5 200 8000 0.151515 0.727273 0.417333 0.6159 0.1113725

8. 44 4 176 7744 0.121212 0.848485 0.779753 0.7794 0.0690847

9. 48 1 48 2304 0.030303 0.878788 1.142174 0.8729 0.0058877

10. 56 1 56 3136 0.030303 0.909091 1.867015 0.9686 0.0595093

11. 68 3 204 13872 0.090909 1 2.954277 0.9984 0.0015998

Calculation:

ΣX = 412

N = 33

ΣfX = 1168

ΣFX2 = 45360

47

𝐒𝟐 = 𝐟 𝐲𝟐

𝐍−

𝒇𝒚

𝑵

𝟐

𝑺𝟐 =𝟒𝟓𝟑𝟔𝟎

𝟑𝟑−

𝟏𝟏𝟔𝟖

𝟑𝟑 𝟐

𝑺𝟐 = 𝟏𝟑𝟕𝟒. 𝟓𝟓 − 𝟑𝟓. 𝟑𝟗𝟐

𝑺𝟐 = 𝟏𝟑𝟕𝟒. 𝟓𝟓 − 𝟏𝟐𝟓𝟐. 𝟒𝟓

𝑺𝟐 = 𝟏𝟐𝟐. 𝟏

𝐒 = 𝟏𝟐𝟐. 𝟏

= 𝟏𝟏. 𝟎𝟒

The Liliefors shows that the significant degree of 0.05 in L (0.05)

(30) = 0.161.

H1 : L > 0.161

H0 : L ≤ 0.161

According to the Table 4.5, the Lmax value is 0.141718. Therefore,

H0 is accepted because the result shows that Lmax is lower than Ltable

(0.141718 < 0.161). It means that the data in control class pre-test is

normally distributed.

Table 4.10

Calculation of Post-test Normality in Controlled Class

No. Y F FY FY2 p= f/n ∑p z= (Xi-X)/S ф L = ф - ∑p

1. 40 7 280 11200 0.212121 0.212121 -1.42835 0.0778 0.134321

2. 52 5 260 13520 0.151515 0.363636 -0.67619 0.2514 0.1122362

3. 60 6 360 21600 0.181818 0.545454 -0.17474 0.4325 0.1129543

4. 68 2 136 9248 0.060606 0.606060 0.326697 0.6255 0.0194369

5. 72 2 144 10368 0.060606 0.666666 0.577418 0.7157 0.0499335

48

Calculation:

ΣX = 620

N = 33

ΣfX = 2072

ΣFX2 = 138496

𝐒𝟐 = 𝐟 𝐲𝟐

𝐍−

𝒇𝒚

𝑵

𝟐

𝑺𝟐 =𝟏𝟑𝟖𝟒𝟗𝟔

𝟑𝟑−

𝟐𝟎𝟕𝟐

𝟑𝟑 𝟐

𝑺𝟐 = 𝟒𝟏𝟗𝟔. 𝟖𝟓 − 𝟔𝟐. 𝟕𝟗𝟐

𝑺𝟐 = 𝟒𝟏𝟗𝟔. 𝟖𝟓 − 𝟑𝟗𝟒𝟐. 𝟓𝟖

𝑺𝟐 = 𝟐𝟓𝟒. 𝟐𝟕

𝐒 = 𝟐𝟓𝟒. 𝟐𝟕

= 𝟏𝟓. 𝟗𝟓

The Liliefors shows that the significant degree of 0.05 in L (0.05)

(30) = 0.161.

H1 : L > 0.161

H0 : L ≤ 0.161

No. Y F FY FY2 p= f/n ∑p z= (Xi-X)/S ф L = ф - ∑p

6. 76 4 304 23104 0.121212 0.787879 0.828138 0.7939 0.0060214

7. 80 2 160 12800 0.060606 0.848485 1.078859 0.8577 0.0092154

8. 84 3 252 21168 0.090909 0.939394 1.32958 0.9066 0.0327937

9. 88 2 176 15488 0.060606 1 1.580301 0.9429 0.0570998

49

In the Table 4.4, the Lmax value is 0.134321. Therefore, H0 is

accepted because the result shows that Lmax is lower than Ltable (0.134321 <

0.161). It means that the data in control class post-test is normally

distributed.

b. Homogeneity Test

The homogeneity test is used to know the homogeneity of the data.

To do the homogeneity test of the score of pre-test and post-test in both

experiment and control class Fisher test is used.

Hypothesis:

H0: The experiment class is homogenous to the controlled class

H1: The experiment class is not homogenous to the controlled class

The criteria of the test:

α= 0.05

H0: Fα (n1-1, n2-1) < F < F α (n1-1, n2-1)

H1: F ≥ F α (n1-1, n2-1)

The formula which is used is such below:

𝐅 =𝐭𝐡𝐞 𝐡𝐢𝐠𝐡𝐞𝐬𝐭 𝐯𝐚𝐫𝐢𝐚𝐧𝐜𝐞

𝐭𝐡𝐞 𝐥𝐨𝐰𝐞𝐬𝐭 𝐯𝐚𝐫𝐢𝐚𝐧𝐜𝐞

Or

𝐅 =𝐒𝟏

𝟐

𝐒𝟐𝟐

Then, the result as follows:

Pre-test homogeneity test

Calculation:

Pre-test

Experiment Class = 187.27

Controlled Class = 122.1

50

𝐅 =𝐒𝟏

𝟐

𝐒𝟐𝟐

=𝟏𝟖𝟕. 𝟐𝟕

𝟏𝟐𝟐. 𝟏

= 𝟏. 𝟓𝟑

Post-test homogeneity test

Post-test

Experiment Class = 162.82

Controlled Class = 254.27

𝐅 =𝐒𝟏

𝟐

𝐒𝟐𝟐

=𝟐𝟓𝟒. 𝟐𝟕

𝟏𝟔𝟐. 𝟖𝟐

= 𝟏. 𝟓𝟔

n1 – 1 = 31 – 1

= 30

n2 – 1 = 33 – 1

= 32

F0.05 (n1-1, n2-1) = 1.84

According to the calculation above, the data of experiment and

controlled class pretest is homogenous. It can be seen from F < F α(n1-1, n2-1)

or 1.53 < 1.84. The data of post-test of both classes also show their

homogeneity it can be seen from F < F α (n1-1, n2-1) or 1.56 < 1.84. So, it is

concluded that the data of pre-test and post-test of both classes are

homogenous.

51

c. Hypothesis Test

The last step in calculating the data is the hypothesis test. The

hypothesis test is used to see whether there is a significant difference

between students taught conditional sentences using collaborative learning

and students taught conditional sentences using grammar translation

method. The writer used t-test to do the hypothesis test. The formula of t-

test is as follows:

𝐭𝟎 =𝐌𝟏 − 𝐌𝟐

𝐒𝐄𝐌𝟏− 𝐌𝟐

The formula above is the main formula. Before using the formula,

the writer also used some calculation procedure such as below:

Note:

Σ X = 968 Σ Y = 940

N1 = 31 N2 = 33

ΣX2

= 31.32 ΣY2

= 24.49

a. Determining mean of variable X

𝐌𝟏 = 𝐗

𝐍𝟏

=𝟗𝟔𝟖

𝟑𝟏

= 𝟑𝟏. 𝟐𝟑

b. Determining mean of variable Y

𝐌𝟐 = 𝐘

𝐍𝟐

=𝟗𝟒𝟎

𝟑𝟑

= 𝟐𝟒. 𝟒𝟗

52

c. Determining standard of deviation score of variable X

𝐒𝐃𝟏 = 𝐗𝟐

𝐍𝟏

= 𝟑𝟏. 𝟐𝟑𝟐

𝟑𝟏

= 𝟗𝟕𝟓. 𝟑𝟏

𝟑𝟏

= 𝟑𝟏. 𝟒𝟔

= 𝟓. 𝟔𝟏

d. Determining standard of deviation score of variable Y

𝐒𝐃𝟐 = 𝐘𝟐

𝐍𝟐

= 𝟐𝟒. 𝟒𝟗𝟐

𝟑𝟑

= 𝟓𝟗𝟗. 𝟕𝟔

𝟑𝟑

= 𝟏𝟖. 𝟏𝟕

= 𝟒. 𝟐𝟔

e. Determining standard error mean of variable X

𝐒𝐄𝐌𝟏=

𝐒𝐃𝟏

𝐍𝟏 − 𝟏

=𝟓. 𝟔𝟏

𝟑𝟏 − 𝟏

53

=𝟓. 𝟔𝟏

𝟑𝟎

=𝟓. 𝟔𝟏

𝟓. 𝟒𝟖

= 𝟏. 𝟎𝟐

f. Determining standard error mean of variable Y

𝐒𝐄𝐌𝟐=

𝐒𝐃𝟐

𝐍𝟐 − 𝟏

=𝟒. 𝟐𝟔

𝟑𝟑 − 𝟏

=𝟒. 𝟐𝟔

𝟑𝟐

=𝟒. 𝟐𝟔

𝟓. 𝟔𝟔

= 𝟎. 𝟕𝟓

g. Determining standard error of different mean of variable X and mean

of variable Y

𝐒𝐄𝐌𝟏−𝐌𝟐= 𝐒𝐄𝐌𝟏

𝟐 + 𝐒𝐄𝐌𝟐

𝟐

= 𝟏. 𝟎𝟐𝟐 + 𝟎. 𝟕𝟓𝟐

= 𝟏. 𝟎𝟒𝟎𝟒 + 𝟎. 𝟓𝟔𝟐𝟓

= 𝟏. 𝟔𝟎𝟐𝟗

= 𝟏. 𝟐𝟔𝟔𝟎

= 𝟏. 𝟐𝟔

h. Determining t0 (t-test)

𝐭𝟎 =𝐌𝟏 − 𝐌𝟐

𝐒𝐄𝐌𝟏− 𝐌𝟐

54

=𝟑𝟏. 𝟐𝟑 − 𝟐𝟒. 𝟒𝟗

𝟏. 𝟐𝟔

=𝟔. 𝟕𝟒

𝟏. 𝟐𝟔

= 𝟓. 𝟑𝟓

i. Determining degree of freedom

𝐝𝐟 = 𝐍𝟏 + 𝐍𝟐 − 𝟐

= 𝟑𝟏 + 𝟑𝟑 − 𝟐

= 𝟔𝟐

The value of df 62 at the degree of significance 5% (t-table) is 1.999,

and 1% is 2.657.

j. The testing of hypothesis

The statistical hypothesis of the research is:

𝐻𝑜 : There is no significant difference in using collaborative

learning in teaching conditional sentences than using

grammar translation method

𝐻𝑎 : There is significant difference in using collaborative

learning in teaching conditional sentences than using

grammar translation method

The criteria used to analyze the test hypothesis is such below:

1. If the t-test (𝑡𝑜) > t-table (tt) in the significance degree of 0.01 and

0.05, 𝐻𝑜 (null hypothesis) is rejected. It means that using

collaborative learning is more effective in teaching conditional

sentences.

55

2. If the t-test (𝑡𝑜) < t-table (tt) in the significance degree of 0.01 and

0.05, 𝐻𝑜 (null hypothesis) is accepted and the alternative

hypothesis 𝐻𝑎 is rejected. It means that the using of collaborative

learning is not more effective in teaching collaborative learning.

The researcher’s hypothesis to this research is that using

collaborative learning is effective for students of SMK YAPIMDA

Jakarta in teaching conditional sentences. And then, there is a

significance difference of the students’ score of conditional sentences

who taught by using collaborative learning. From the research

calculation above, it can be concluded that 𝑡𝑜 > 𝑡𝑡 , hence the validity

of researcher’s hypothesis to this research has been proven and

accepted.

B. The Interpretation of the Data

Based on Gardner, some countries have changed the traditional

approaches to the communicative approaches in teaching grammar.1 In

addition, Swain in Nassaji’s journal argues that collaborative learning is

another way of achieving the effectiveness in teaching grammar.2

According to the calculation of the data above, the mean gained score

of the experimental group (collaborative learning) is 31.23; it is showed the

totality of the result of the gained score of the experimental group.

Meanwhile, the main gained score of the controlled group (traditional

grammar) is 24.49. It means that the result of the gained score of the control

group (24.49) is lower than the result of the experimental group (31.23).

Therefore, the result of mean gained score of experimental group is higher

1 Sheena Gardner, Changing Approaches to Teaching Grammar, Journal of ELTED, Vol.

11, 2008, p. 39.

2 Hossein Nassaji and Sandra Fotos, Current Developments in Research on the Teaching of

Grammar Grammar. Annual Review of Applied Linguistics (2004) 24, 126B145. (New York:

Cambridge University Press, 2004), p. 136.

56

than the result of the mean gained score of controlled group, it means that

there is a significant difference between the mean gained score of each group.

After each of the mean gained scores was found, the data is calculated

by using the t-test. From the calculation, it is shown that 𝑡𝑜 is 5.35. The score

is the value that is needed in testing the hypothesis with the t-table. In the t-

table based on the degree of significance of 1% and 5%, the df of 62 was on

the degree of significance 5% in the value 1.999 and 1% in the value of

2.657.

Comparing the gained value of 𝑡𝑜 with 𝑡𝑡𝑎𝑏𝑙𝑒 , it can be inferred that

there was an obvious difference among the scores of experimental class and

controlled class. The 𝑡𝑜 value was higher that the 𝑡𝑡𝑎𝑏𝑙𝑒 , namely 1.999 < 5.35

or 5.35 > 2.657. Since the t-test score obtained from the result of the

calculating is higher than t-table score, it means that the alternative

hypothesis 𝐻𝑎 is accepted and the null hypothesis is rejected. Therefore, there

is a significant difference in teaching conditional sentences for students that

are taught by collaborative learning and grammar translation method.

According to the explanation about the analysis of the result above, it

can be concluded that teaching conditional sentences by using collaborative

learning is more effective than teaching conditional sentences by using

grammar translation method. It can be seen from the result above (1.999 <

5.35 or 5.35 > 2.657) which showed the significant difference between the

students’ conditional sentences score of each group both experimental and

controlled group.

57

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter talks about the conclusion of the research. The chapter also

identifies some suggestion from the research result.

A. Conclusion

According to the result of the analysis of the research in the previous

chapter, it has been figured out in the calculation of the mean of average score

from both classes. Further, the result of the t-test calculation showed the

experimental class had higher score than controlled class and also by

comparing the 𝑡𝑜 with the tt which showed the final result is 𝑡𝑜> tt (5.53 >

2.657).

Hence, the conclusion can be made that the alternative hypothesis

(𝐻𝑎) is accepted and in contrary the null hypothesis (𝐻𝑜) is rejected. This

means there is a significant difference between students who are taught

conditional sentences by using collaborative learning than students taught

conditional sentences by using grammar translation method. In conclusion,

the collaborative learning technique is effective to be used in teaching

conditional sentences.

B. Suggestion

Based on the conclusion above, some suggestions are proposed as such

follows:

1. For Teachers

Based on the result of research, it is suggested to the teachers that

they should create an alternative technique in developing the teaching of

58

English, especially conditional sentences because it is sometimes difficult

and bored for students to be learnt.

2. For Students

For language learners, they will be more active in learning English

because they should communicate and cooperate in learning the materials.

They will understand the materials easily because they can ask the other

students and they also have to explain the materials itself to the others.

59

REFERENCES

Best, John W., and Kahn, James V. Research in Education. New York: Pearson, 9th

Edition, 2006.

Blyth, Carl.“A Constructivist Approach to Grammar, Teaching Teachers to Teach

Aspect.” The Modern Language Journal, Vol. 81, No. 1, 1997.

Broukal, Milada., et al., Grammar Form and Function. New York: McGraw-Hill,

2005.

Celce-Murcia, Marianne., and Hilles, Sharon. Techniques and Resources in Teaching

Grammar. New York: Oxford University Press, 1988.

Cohen, Elizabeth G., et al. Cooperative Learning: The Challenge for Teacher

Education. New York: State University of New York Press, 2004.

Cozby, Paul C. Methods in Behavioral. New York: McGraw-Hill, 9th

Edition, 2007.

Creswell, John W. Research Design: Qualitative, Quantitative, and Mixed Method

Approaches. London: SAGE Publication, 4th

Edition, 2014.

Dooly, Melinda. Telecollaborative Language Learning: A Guidebook to Moderating

Intercultural Collaboration online. New York: Peter Lang International

Academic Publishers, 2008.

Gardner, Sheena. “Changing Approaches to Teaching Grammar”, Journal of ELTED,

Vol.11, 2008.

Goodsell. et al. Collaborative Learning: A Sourcebook for Higher Education.

Washington, DC: NCTLA, 1992.

Greenbaum, Sidney. Oxford English Grammar. New York: Oxford University Press,

1996.

Guthrie, Gerard. Basic Research Methods: An Entry to Social Science Research.

London: SAGE Publication, 2010.

Harmer, Jeremy. The Practice of English Language Teaching, New York: Longman,

4th

Edition, 1989.

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J., Mary Renck., Reig, Sue A., and Helterbran, Valeri R. Planning for Learning

Collaborative Approaches to Lesson Design and Review. New York: Teachers

College Press, 2007.

Jolliffe, Wendy. Cooperative Learning in the Classroom: Putting into Practice.

London: SAGE Publications, 2007.

Kagan, Spencer., and Kagan, Miguel. Kagan Cooperative Learning. Calle Amanecer:

Kagan Publishing, 2009.

Kolln, Martha., and Funk, Robert. Understanding English Grammar 8th

edition. New

York: PEARSON, 2010.

Larsen, Diane., and D, Freeman. Teaching grammar. In M. Celce-Murcia (Ed.),

Teaching English as a second or foreign language. New York: Newbury

House, 1991.

Macaro, Ernesto. Target Language, Collaborative Learning and Autonomy Modern

Languages in Practice 5. Frankfurt Lodge: British Library, 1997.

Marczyk, Geoffrey., et al., Essentials of Research Design and Methodology. New

Jersey: John Wiley & Sons, Inc., 2005.

McInnerney, Joanne M., and Roberts, Tim S. Online Collaborative Learning: Theory

and Practice. London: Idea Group Inc, 2004.

Murphy, Raymond. Grammar in Use Reference and Practice for Intermediate

Students of English. New York: Cambridge University Press, 1998.

Nassaji, Hossein., and Fotos, Sandra. Current Developments in Research on the

Teaching of Grammar. Annual Review of Applied Linguistics 24, 126B145, 8

2004.

Nunan, David. Collaborative Language Learning and Teaching. New York:

Cambridge University Press, 1992.

Oxford, Rebecca L. Cooperative Learning, Collaborative Learning, and interaction:

Three Communication Strands in the Language Classroom. The Modern

Language Journal, 1997.

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Pinheiro, Margarida M., and Simões, Dora. Constructing Knowledge: An Experience

of Active and Collaborative Learning in ICT Classrooms, The Turkish Online

Journal of Educational Technology, Vol. 11 Issue 4, 2012.

Richard, Jack C., and Rodgers, Theodore S. Approaches and Methods in Language

Teaching, New York: Cambridge University Press, 1986.

Richards, Jack C., and Schmidt, Richard. Longman Dictionary of Language Teaching

and Applied Linguistics. London: Pearson Education Limited, 4th

Edition,

2010.

Soller, Amy. Supporting Social Interaction in an Intelligent Collaborative Learning

System, International Journal of Artificial Intelligence in Education

(IJAIED). 12, 2001.

Srinivas, Hari. (http://www.gdrc.org/kmgmt/c-learn/strategies.html) November 21,

2013),

Styowati, “Collaborative Technique as an Alternative Technique in Teaching

Grammar”, A Journal in 3rd

International Conference on Foreign Language

Learning and Teaching, FLT Conference Proceedings by LITU, Bangkok, on

15 – 16 March 2013.

Sudijono, Anas. Pengantar Statistika Pendidikan. Jakarta: PT Raja Grafindo Persada.

1997.

Ur, Penny. Grammar Practice Activities (A Practical Guide for teachers). New York:

Cambridge University Press, 1988.

Werner, Patricia K., et al., Interactions 2 Grammar. New York: McGraw-Hill, 4th

Edition,2002.

“Language Without Limits, Collaborative Learning”,

(http://www.languageswithoutlimits.co.uk/collaboration.html), 21 September

2014.

APPENDIX 1

62

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 1

KELAS EKSPERIMEN

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

63

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

64

IV. Materi Pembelajaran :

Conditional Sentences

There are three types of conditional sentences.

a. Conditional Sentences type 1

In the conditional sentences that express true, factual ideas in the

present/future, the simple present (not the simple future) is used in the if-

clause. Conditional sentence type 1 refers to the future. An action in the future

will happen if a certain condition is fulfilled by that time.

The result clause has various possible verb forms. A result clause verb

can be:

1. The simple present, to express a habitual activity or situation.

Example:

If I don’t eat breakfast, I always get hungry during class.

If-clause main-clause/result clause

If it rains, the streets get wet.

If-clause main-clause/result clause

2. Either the simple present or the simple future, to express an

established, predictable fact or general truth.

Example:

Water freezes/will freeze if the temperature reaches 0˚ Celsius.

If you take a fish out of water, it will die/dies.

3. The simple future, to express a particular activity or situation in the

future.

If I have enough time, I will watch TV later on tonight.

I will go to the zoo if the weather is nice tomorrow.

65

4. Modal and phrasal modals such as should, might, can, be going to.

If it rains, we should stay home.

If it rains, we going to stay home.

5. An imperative verb.

If anyone calls, please take a message.

If anyone looks for me, please call me.

Pattern

If I find his address, I will send him an invitation card.

If-clause main-clause / result clause

If-clause = if + simple present

Main clause = Simple present / will + simple form

The main clause can be put either at the beginning or end of the conditional sentence. If it is

put at the beginning, we don’t use a comma.

Example:

I will send him an invitation card if find his address.

Main-clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Diskusi kelompok (Numbered Head Together)

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

66

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4. Siswa diberikan penjelasan mengenai materi yang akan

dipelajari.

5. Siswa dibentuk kedalam kelompok-kelompok yang terdiri dari

empat siswa dalam satu kelompok. Setiap siswa dalam satu

kelompok diberikan nomer urut 1 sampai 4.

6. Setiap kelompok diberikan pertanyaan-pertanyaan.

7. Siswa hanya diberikan 2 menit untuk memikirkan jawaban pada

setiap pertanyaan.

8. Siswa berbagi dan berdiskusi jawaban mereka dalam kelompok,

kelompok mendiskusikan jawaban dan setiap anggota

kelompok harus tau jawaban kelompoknya.

±60 menit

67

68

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 2

KELAS EKSPERIMEN

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional Sentences

type 1, 2, dan 3

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

69

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2, dan

3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami penggunaan

kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional Sentences

type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2, dan 3

dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat menggunakan

imajinasi dan pengalamannya dalam mempelajari Conditional

Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan situasi

pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

IV. Materi Pembelajaran :

Conditional Sentences

There are three types of conditional sentences.

a. Conditional Sentences type 2

70

We use conditional type 2 to express unreal or impossible condition and its

probable result in the present or future. The meaning of conditional sentence type

2 is contradictive to a present situation. The condition is unreal because it is

different from the facts that we know.

Pattern

If I had a lot of money, I would buy a new house.

If-clause main-clause

If-clause = if + Simple past (V2)

Main-clause = would + infinitive (V1)

Note:

In a conditional sentence type 2, we usually use ‘were’ for all subjects.

Example:

If I were a bird, I would fly around the world.

If I were you, I would accept their invitation.

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would send him an invitation card if I found his address.

Main-clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Diskusi kelompok (Numbered Head Together)

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

71

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa untuk

duduk dengan rapi (teratur), berdoa bersama dan melakukan

pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan guru,

yang meliputi tujuan pembelajaran proses, produk, karakter,

keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4. Siswa diberikan penjelasan mengenai materi yang akan dipelajari.

5. Siswa dibentuk kedalam kelompok-kelompok yang terdiri dari

empat siswa dalam satu kelompok. Setiap siswa dalam satu

kelompok diberikan nomer urut 1 sampai 4.

6. Setiap kelompok diberikan pertanyaan-pertanyaan.

7. Siswa hanya diberikan 2 menit untuk memikirkan jawaban pada

setiap pertanyaan.

8. Siswa berbagi dan berdiskusi jawaban mereka dalam kelompok,

kelompok mendiskusikan jawaban dan setiap anggota kelompok

harus tau jawaban kelompoknya.

±60 menit

72

73

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 3

KELAS EKSPERIMEN

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

74

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

IV. Materi Pembelajaran :

Conditional Sentences

a. Conditional Sentences type 3

We use conditional type 3 to talk about unreal situations in the past, to

imagine things that did not happen. The meaning of conditional sentence type 3 is

contradictive to a past situation.

75

Example:

If Ann hadn’t gone to London yesterday, I would have met her. (It

means Ann went to London yesterday, so I didn’t meet her).

If the weather had been better, we would have gone sailing. (The

weather was bad and we didn’t go sailing)

Pattern

If I had studied hard last night, I would have passed the exam.

If-clause main-clause

If-clause = if + past perfect (had + V3)

Main clause = would + have + past participle (V3)

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would have passed the exam if I hadn’t been busy with my work.

Main-clause if-clause

I would have phone you if I had known you were ill.

Main clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Diskusi kelompok (Numbered Head Together)

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

76

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4. Siswa diberikan penjelasan mengenai materi yang akan

dipelajari.

5. Siswa dibentuk kedalam kelompok-kelompok yang terdiri dari

empat siswa dalam satu kelompok. Setiap siswa dalam satu

kelompok diberikan nomer urut 1 sampai 4.

6. Setiap kelompok diberikan pertanyaan-pertanyaan.

7. Siswa hanya diberikan 2 menit untuk memikirkan jawaban pada

setiap pertanyaan.

8. Siswa berbagi dan berdiskusi jawaban mereka dalam kelompok,

kelompok mendiskusikan jawaban dan setiap anggota

kelompok harus tau jawaban kelompoknya.

±60 menit

77

78

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 4

KELAS EKSPERIMEN

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

79

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

80

IV. Materi Pembelajaran :

Conditional Sentences

There are three types of conditional sentences.

a. Conditional Sentences type 1

In the conditional sentences that express true, factual ideas in the

present/future, the simple present (not the simple future) is used in the if-

clause. Conditional sentence type 1 refers to the future. An action in the future

will happen if a certain condition is fulfilled by that time.

The result clause has various possible verb forms. A result clause verb

can be:

1. The simple present, to express a habitual activity or situation.

Example:

If I don’t eat breakfast, I always get hungry during class.

If-clause main-clause/result clause

2. Either the simple present or the simple future, to express an

established, predictable fact or general truth.

Example:

Water freezes/will freeze if the temperature reaches 0˚ Celsius.

If you take a fish out of water, it will die/dies.

3. The simple future, to express a particular activity or situation in the

future.

If I have enough time, I will watch TV later on tonight.

I will go to the zoo if the weather is nice tomorrow.

4. Modal and phrasal modals such as should, might, can, be going to.

If it rains, we should stay home.

If it rains, we going to stay home.

81

5. An imperative verb.

If anyone calls, please take a message.

If anyone looks for me, please call me.

Pattern

If I find his address, I will send him an invitation card.

If-clause main-clause / result clause

If-clause = if + simple present

Main clause = Simple present / will + simple form

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I will send him an invitation card if find his address.

Main-clause if-clause

b. Conditional Sentences type 2

We use conditional type 2 to express unreal or impossible condition and

its probable result in the present or future. The meaning of conditional

sentence type 2 is contradictive to a present situation. The condition is unreal

because it is different from the facts that we know.

Pattern

If I had a lot of money, I would buy a new house.

If-clause main-clause

If-clause = if + Simple past (V2)

Main-clause = would + infinitive (V1)

82

Note:

In a conditional sentence type 2, we usually use ‘were’ for all subjects.

Example:

If I were a bird, I would fly around the world.

If I were you, I would accept their invitation.

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would send him an invitation card if I found his address.

Main-clause if-clause

c. Conditional Sentences type 3

We use conditional type 3 to talk about unreal situations in the past, to

imagine things that did not happen. The meaning of conditional sentence type 3 is

contradictive to a past situation.

Example:

If Ann hadn’t gone to London yesterday, I would have met her. (It

means Ann went to London yesterday, so I didn’t meet her).

If the weather had been better, we would have gone sailing. (The

weather was bad and we didn’t go sailing)

Pattern

If I had studied hard last night, I would have passed the exam.

If-clause main-clause

83

If-clause = if + past perfect (had + V3)

Main clause = would + have + past participle (V3)

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would have passed the exam if I hadn’t been busy with my work.

Main-clause if-clause

I would have phone you if I had known you were ill.

Main clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Diskusi kelompok (Numbered Head Together)

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

±15 menit

84

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

Inti

Kegiatan Alokasi waktu

4. Siswa diberikan penjelasan mengenai materi yang akan

dipelajari.

5. Siswa dibentuk kedalam kelompok-kelompok yang terdiri dari

empat siswa dalam satu kelompok. Setiap siswa dalam satu

kelompok diberikan nomer urut 1 sampai 4.

6. Setiap kelompok diberikan pertanyaan-pertanyaan.

7. Siswa hanya diberikan 2 menit untuk memikirkan jawaban pada

setiap pertanyaan.

8. Siswa berbagi dan berdiskusi jawaban mereka dalam kelompok,

kelompok mendiskusikan jawaban dan setiap anggota

kelompok harus tau jawaban kelompoknya.

9. Guru menyebutkan nomer yang harus menjawab pertanyaan, dan

siswa yang nomernya tersebut menjadi perwakilan

kelompoknya untuk menjawab pertanyaan.

10. Membahas kemampuan siswa dan kelemahan nya dalam

memahami materi dan memperbaiki pemahaman mereka

sebelum berakhirnya pelajaran.

±60 menit

85

APPENDIX 2

86

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 1

KELAS KONTROL

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

87

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

88

IV. Materi Pembelajaran :

Conditional Sentences

There are three types of conditional sentences.

a. Conditional Sentences type 1

In the conditional sentences that express true, factual ideas in the

present/future, the simple present (not the simple future) is used in the if-

clause. Conditional sentence type 1 refers to the future. An action in the future

will happen if a certain condition is fulfilled by that time.

The result clause has various possible verb forms. A result clause verb

can be:

1. The simple present, to express a habitual activity or situation.

Example:

If I don’t eat breakfast, I always get hungry during class.

If-clause main-clause/result clause

If it rains, the streets get wet.

If-clause main-clause/result clause

2. Either the simple present or the simple future, to express an

established, predictable fact or general truth.

Example:

Water freezes/will freeze if the temperature reaches 0˚ Celsius.

If you take a fish out of water, it will die/dies.

3. The simple future, to express a particular activity or situation in the

future.

If I have enough time, I will watch TV later on tonight.

I will go to the zoo if the weather is nice tomorrow.

89

4. Modal and phrasal modals such as should, might, can, be going to.

If it rains, we should stay home.

If it rains, we going to stay home.

5. An imperative verb.

If anyone calls, please take a message.

If anyone looks for me, please call me.

Pattern

If I find his address, I will send him an invitation card.

If-clause main-clause / result clause

If-clause = if + simple present

Main clause = Simple present / will + simple form

The main clause can be put either at the beginning or end of the conditional sentence. If it is

put at the beginning, we don’t use a comma.

Example:

I will send him an invitation card if find his address.

Main-clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Ceramah

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

90

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4 Guru menanyakan pelajaran yang sudah di bahas sebelumnya.

5. Siswa mendengarkan penjelasan guru tentang materi baru.

6. Siswa mengamati contoh-contoh yang diberikan oleh guru dan

mengkaitkannya dengan pengalaman mereka.

7. Siswa diberikan kesempatan untuk bertanya jika kurang jelas

atau kurang paham terhadap materi yang diberikan.

8. Setiap masing-masing siswa diberikan tugas untuk

mengerjakannya jika sudah mengerti terhadap materi.

9. siswa mengumpulkan hasil tugasnya kepada guru

±60 menit

91

92

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 2

KELAS KONTROL

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

93

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

94

IV. Materi Pembelajaran :

Conditional Sentences

b. Conditional Sentences type 2

We use conditional type 2 to express unreal or impossible condition

and its probable result in the present or future. The meaning of conditional

sentence type 2 is contradictive to a present situation. The condition is unreal

because it is different from the facts that we know.

Pattern

If I had a lot of money, I would buy a new house.

If-clause main-clause

If-clause = if + Simple past (V2)

Main-clause = would + infinitive (V1)

Note:

In a conditional sentence type 2, we usually use ‘were’ for all subjects.

Example:

If I were a bird, I would fly around the world.

If I were you, I would accept their invitation.

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would send him an invitation card if I found his address.

Main-clause if-clause

95

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Ceramah

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4 Guru menanyakan pelajaran yang sudah di bahas sebelumnya.

5. Siswa mendengarkan penjelasan guru tentang materi baru.

6. Siswa mengamati contoh-contoh yang diberikan oleh guru dan

mengkaitkannya dengan pengalaman mereka.

±60 menit

96

97

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 3

KELAS KONTROL

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

98

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

99

IV. Materi Pembelajaran :

Conditional Sentences

c. Conditional Sentences type 3

We use conditional type 3 to talk about unreal situations in the past, to

imagine things that did not happen. The meaning of conditional sentence type 3 is

contradictive to a past situation.

Example:

If Ann hadn’t gone to London yesterday, I would have met her. (It

means Ann went to London yesterday, so I didn’t meet her).

If the weather had been better, we would have gone sailing. (The

weather was bad and we didn’t go sailing)

Pattern

If I had studied hard last night, I would have passed the exam.

If-clause main-clause

If-clause = if + past perfect (had + V3)

Main clause = would + have + past participle (V3)

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would have passed the exam if I hadn’t been busy with my work.

Main-clause if-clause

I would have phone you if I had known you were ill.

Main clause if-clause

100

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Ceramah

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4 Guru menanyakan pelajaran yang sudah di bahas sebelumnya.

5. Siswa mendengarkan penjelasan guru tentang materi baru.

6. Siswa mengamati contoh-contoh yang diberikan oleh guru dan

mengkaitkannya dengan pengalaman mereka.

±60 menit

101

102

RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 4

KELAS KONTROL

Sekolah : SMK YAPIMDA

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/ 1 (satu)

Waktu : 2 x 45 menit

I. Standar Kompetensi

Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate

II. Kompetensi Dasar

3.2 Memahami percakapan dengan penutur asli

III. Indikator :

1. Kognitif

1.1 Proses

1.1.1 Memahami penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Memahami pola kalimat Conditional Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Membuat kalimat Conditional Sentences type 1, 2, dan 3 dengan baik dan

benar.

2. Afektif

2.1 Karakter

Menggunakan pengalaman dan imajinasi dalam mempelajari Conditional

Sentences type 1, 2, dan 3

2.2 Keterampilan Sosial

Berinteraksi dengan teman belajar dengan menggunakan kalimat Conditional

Sentences type 1, 2, dan 3

3. Psikomotorik

3.1 Menggambar kan situasi di setiap contoh kalimat Conditional Sentences type 1, 2,

dan 3.

103

III. Tujuan Pembelajaran :

1. Kognitif

1.1 Proses

1.1.1 Berdasarkan penjelasan guru siswa mampu memahami

penggunaan kalimat Conditional Sentences type 1, 2, dan 3.

1.1.2 Siswa mampu memahami pola kalimat kalimat Conditional

Sentences type 1, 2, dan 3.

1.2 Produk

1.2.1 Siswa mampu membuat kalimat Conditional Sentences type 1, 2,

dan 3 dengan baik dan benar

2. Afektif

2.1 Karakter

2.1.1 Dalam kegiatan pembelajaran, diharapkan siswa dapat

menggunakan imajinasi dan pengalamannya dalam mempelajari

Conditional Sentences type 1, 2, dan 3.

2.2 Keterampilan social

2.2.1 Dalam proses pembelajaran siswa dapat menunjukan ketrampilan

berinteraksi dan berpendapat dalam menjelaskan penggunaan

Conditional Sentences type 1, 2, dan 3.

3. Psikomotorik

3.1 Melalui pengamatan dan pengalaman, siswa mampu menggambarkan

situasi pada setiap kalimat Conditional Sentences type 1, 2, dan 3.

IV. Materi Pembelajaran :

Conditional Sentences

There are three types of conditional sentences.

a. Conditional Sentences type 1

In the conditional sentences that express true, factual ideas in the

present/future, the simple present (not the simple future) is used in the if-

clause. Conditional sentence type 1 refers to the future. An action in the future

will happen if a certain condition is fulfilled by that time.

104

The result clause has various possible verb forms. A result clause verb

can be:

1. The simple present, to express a habitual activity or situation.

Example:

If I don’t eat breakfast, I always get hungry during class.

If-clause main-clause/result clause

2. Either the simple present or the simple future, to express an

established, predictable fact or general truth.

Example:

Water freezes/will freeze if the temperature reaches 0˚ Celsius.

If you take a fish out of water, it will die/dies.

3. The simple future, to express a particular activity or situation in the

future.

If I have enough time, I will watch TV later on tonight.

I will go to the zoo if the weather is nice tomorrow.

4. Modal and phrasal modals such as should, might, can, be going to.

If it rains, we should stay home.

If it rains, we going to stay home.

5. An imperative verb.

If anyone calls, please take a message.

If anyone looks for me, please call me.

Pattern

If I find his address, I will send him an invitation card.

If-clause main-clause / result clause

If-clause = if + simple present

Main clause = Simple present / will + simple form

105

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I will send him an invitation card if find his address.

Main-clause if-clause

b. Conditional Sentences type 2

We use conditional type 2 to express unreal or impossible condition and

its probable result in the present or future. The meaning of conditional

sentence type 2 is contradictive to a present situation. The condition is unreal

because it is different from the facts that we know.

Pattern

If I had a lot of money, I would buy a new house.

If-clause main-clause

If-clause = if + Simple past (V2)

Main-clause = would + infinitive (V1)

Note:

In a conditional sentence type 2, we usually use ‘were’ for all subjects.

Example:

If I were a bird, I would fly around the world.

If I were you, I would accept their invitation.

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would send him an invitation card if I found his address.

Main-clause if-clause

106

c. Conditional Sentences type 3

We use conditional type 3 to talk about unreal situations in the past, to

imagine things that did not happen. The meaning of conditional sentence type 3 is

contradictive to a past situation.

Example:

If Ann hadn’t gone to London yesterday, I would have met her. (It

means Ann went to London yesterday, so I didn’t meet her).

If the weather had been better, we would have gone sailing. (The

weather was bad and we didn’t go sailing)

Pattern

If I had studied hard last night, I would have passed the exam.

If-clause main-clause

If-clause = if + past perfect (had + V3)

Main clause = would + have + past participle (V3)

The main clause can be put either at the beginning or end of the conditional

sentence. If it is put at the beginning, we don’t use a comma.

Example:

I would have passed the exam if I hadn’t been busy with my work.

Main-clause if-clause

I would have phone you if I had known you were ill.

Main clause if-clause

V. Model dan Metode Pembelajaran

4. Model Pembelajaran : Pendekatan kontekstual

5. Metode Pembelajaran : Ceramah

107

VI. Alat dan Bahan:

Buku ajar dari sekolah

Paper yang disiapkan oleh guru

VII. Proses Belajar Mengajar

Pendahuluan

Kegiatan Alokasi Waktu

1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti

pembelajaran yang akan dilakukan dengan meminta siswa

untuk duduk dengan rapi (teratur), berdoa bersama dan

melakukan pengecekan daftar hadir siswa

2. Apersepsi

3. Siswa menyimak tujuan pembelajaran yang disampaikan

guru, yang meliputi tujuan pembelajaran proses, produk,

karakter, keterampilan social, dan psikomotor

±15 menit

Inti

Kegiatan Alokasi waktu

4 Guru menanyakan pelajaran yang sudah di bahas sebelumnya.

5. Siswa mendengarkan penjelasan guru tentang materi baru.

6. Siswa mengamati contoh-contoh yang diberikan oleh guru dan

mengkaitkannya dengan pengalaman mereka.

±60 menit

108

APPENDIX 3

109

VALIDITY AND REALIBILITY OF PRE-TEST

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 33

Jumlah butir = 40

Bobot jwb benar = 1

Bobot jwb salah = 0

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 MEILA NUR... 34 6 0 34 34

2 MILA RATNA... 18 22 0 18 18

3 MOHAMMAD I... 27 13 0 27 27

4 MUHAMAD NU... 18 22 0 18 18

5 MUHAMMAD A... 14 26 0 14 14

6 NADIA DWI ... 36 4 0 36 36

7 NASRULLAH 9 31 0 9 9

8 NENENG NUR... 30 10 0 30 30

9 NENI ROHAETI 39 1 0 39 39

10 NICO P. TU... 40 0 0 40 40

11 NIDA'AN KH... 35 5 0 35 35

12 NOVA ARIANTY 17 23 0 17 17

13 NOVIA ANDR... 31 9 0 31 31

14 NURJAYANTIH 26 14 0 26 26

15 NURMA JUNITA 30 10 0 30 30

16 NURSARI AN... 32 8 0 32 32

17 NURUL CHOI... 26 14 0 26 26

18 PRASETYO M... 27 13 0 27 27

19 PURNAYUDHA 21 19 0 21 21

20 PUTRI RISKIA 26 14 0 26 26

21 RAFLI ORLANDO 31 9 0 31 31

22 RAHMAD RISZKI 20 20 0 20 20

23 REYSIA ANGGUN 25 15 0 25 25

24 RIFKI HALIM 32 8 0 32 32

25 SAHARA AWA... 37 3 0 37 37

26 SINTIA ARMAN 20 20 0 20 20

27 SURAHMAN 27 13 0 27 27

28 SUSAN 30 10 0 30 30

29 TAUFIK RIV... 19 21 0 19 19

30 TIA AMALIA 36 4 0 36 36

31 TIA SUCIATI 35 5 0 35 35

32 TRI PRASTI... 25 15 0 25 25

33 YOPI MAULANA 9 31 0 9 9

RELIABILITAS TES

================

Rata2 = 26.73

Simpang Baku = 8.19

KorelasiXY = 0.83

Reliabilitas Tes = 0.91

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No.Urut Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 MEILA NURSYA... 14 19 33

2 MILA RATNA YU... 11 7 18

3 MOHAMMAD ILHA... 10 17 27

4 MUHAMAD NURQOLIS 7 11 18

5 MUHAMMAD ALFI... 6 8 14

6 NADIA DWI PAM... 18 17 35

7 NASRULLAH 4 5 9

110 8 NENENG NURMAL... 13 16 29

9 NENI ROHAETI 19 19 38

10 NICO P. TURNIP 19 20 39

11 NIDA'AN KHOFIYA 16 18 34

12 NOVA ARIANTY 10 7 17

13 NOVIA ANDRIYANI 15 16 31

14 NURJAYANTIH 12 13 25

15 NURMA JUNITA 13 16 29

16 NURSARI ANUGRAHA 15 17 32

17 NURUL CHOIRIYAH 12 13 25

18 PRASETYO MUSLIM 13 14 27

19 PURNAYUDHA 9 11 20

20 PUTRI RISKIA 9 16 25

21 RAFLI ORLANDO 14 17 31

22 RAHMAD RISZKI 8 12 20

23 REYSIA ANGGUN 11 13 24

24 RIFKI HALIM 15 17 32

25 SAHARA AWALIAH 18 18 36

26 SINTIA ARMAN 11 8 19

27 SURAHMAN 12 14 26

28 SUSAN 13 16 29

29 TAUFIK RIVALDY 9 10 19

30 TIA AMALIA 18 17 35

31 TIA SUCIATI 16 18 34

32 TRI PRASTIANTO 12 13 25

33 YOPI MAULANA 5 4 9

Kel Unggul & Asor

=================

Kelompok Unggul

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 NICO P. TURNIP 40 1 1 1 1 1 1 1 1 1 1 1

2 NENI ROHAETI 39 1 1 1 1 1 1 1 1 1 1 1

3 SAHARA AWALIAH 37 1 1 1 1 1 1 1 1 1 1 1

4 NADIA DWI PAM... 36 1 1 - 1 1 1 1 1 1 1 -

5 TIA AMALIA 36 1 1 1 1 1 1 1 1 1 1 1

6 NIDA'AN KHOFIYA 35 1 1 1 - 1 1 1 1 1 1 1

7 TIA SUCIATI 35 1 1 1 - 1 1 1 1 1 1 1

8 MEILA NURSYA... 34 1 1 1 - 1 1 1 - 1 1 1

9 NURSARI ANUGRAHA 32 1 1 1 - 1 1 - - 1 1 1

Jml Jwb Benar 9 9 8 5 9 9 8 7 9 9 8

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 NICO P. TURNIP 1 1 1 1 1 1 1 1 1 1 1 1

2 NENI ROHAETI 1 - 1 1 1 1 1 1 1 1 1 1

3 SAHARA AWALIAH 1 - 1 1 1 1 1 1 1 1 1 1

4 NADIA DWI PAM... 1 - - 1 1 1 1 1 1 1 1 1

5 TIA AMALIA 1 - 1 1 1 1 1 1 1 1 1 1

6 NIDA'AN KHOFIYA 1 - - - 1 1 1 1 1 1 1 1

7 TIA SUCIATI 1 - - - 1 1 1 1 1 1 1 1

8 MEILA NURSYA... - - - 1 - 1 1 1 1 1 1 1

9 NURSARI ANUGRAHA 1 - - 1 1 1 1 - - 1 1 1

Jml Jwb Benar 8 1 4 7 8 9 9 8 8 9 9 9

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30 31 32 33 34 35

1 NICO P. TURNIP 1 1 1 1 1 1 1 1 1 1 1 1

2 NENI ROHAETI 1 1 1 1 1 1 1 1 1 1 1 1

3 SAHARA AWALIAH 1 1 - 1 1 1 1 1 1 - 1 1

111 4 NADIA DWI PAM... 1 1 1 1 1 1 1 1 1 1 1 1

5 TIA AMALIA 1 1 - 1 1 1 1 1 1 - 1 -

6 NIDA'AN KHOFIYA 1 1 1 1 1 1 1 1 1 1 1 1

7 TIA SUCIATI 1 1 1 1 1 1 1 1 1 1 1 1

8 MEILA NURSYA... 1 1 1 1 1 1 1 1 1 1 1 1

9 NURSARI ANUGRAHA 1 1 1 1 1 1 1 1 1 1 1 1

Jml Jwb Benar 9 9 7 9 9 9 9 9 9 7 9 8

No.Urut Kode/Nama Subyek 36 37 38 39 40

1 NICO P. TURNIP 1 1 1 1 1

2 NENI ROHAETI 1 1 1 1 1

3 SAHARA AWALIAH 1 1 1 1 1

4 NADIA DWI PAM... 1 1 1 1 1

5 TIA AMALIA 1 1 1 1 1

6 NIDA'AN KHOFIYA - 1 1 1 1

7 TIA SUCIATI - 1 1 1 1

8 MEILA NURSYA... 1 1 1 1 1

9 NURSARI ANUGRAHA 1 1 1 1 -

Jml Jwb Benar 7 9 9 9 8

Kelompok Asor

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 RAHMAD RISZKI 20 1 - 1 - - - - - 1 1 1

2 SINTIA ARMAN 20 - - - 1 1 - - 1 - - 1

3 TAUFIK RIVALDY 19 1 1 1 - 1 - 1 - - 1 1

4 MILA RATNA YU... 18 1 1 1 - 1 1 - - 1 1 1

5 MUHAMAD NURQOLIS 18 1 1 1 - 1 1 1 1 - - -

6 NOVA ARIANTY 17 - 1 1 - - 1 - - - 1 1

7 MUHAMMAD ALFI... 14 1 - 1 - 1 - - - 1 - -

8 NASRULLAH 9 - - - - - 1 1 1 - - -

9 YOPI MAULANA 9 1 1 1 - 1 1 - 1 - 1 1

Jml Jwb Benar 6 5 7 1 6 5 3 4 3 5 6

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 RAHMAD RISZKI 1 1 - 1 - 1 1 1 1 1 1 -

2 SINTIA ARMAN - - 1 - 1 - 1 - - 1 - 1

3 TAUFIK RIVALDY - - - - - - - 1 1 - 1 1

4 MILA RATNA YU... - - 1 - - - - - 1 - 1 -

5 MUHAMAD NURQOLIS 1 1 - - 1 - - - - - - 1

6 NOVA ARIANTY - 1 1 - - - - - 1 - 1 -

7 MUHAMMAD ALFI... 1 1 1 - - - - - 1 - - 1

8 NASRULLAH 1 - - - - - - - - 1 1 1

9 YOPI MAULANA - - - - - - - - 1 - - -

Jml Jwb Benar 4 4 4 1 2 1 2 2 6 3 5 5

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30 31 32 33 34 35

1 RAHMAD RISZKI - 1 1 - - - 1 - 1 1 - -

2 SINTIA ARMAN - - 1 1 1 1 1 - 1 - 1 -

3 TAUFIK RIVALDY 1 - 1 - 1 - 1 1 1 1 - -

4 MILA RATNA YU... - - - - 1 - 1 - 1 1 1 -

5 MUHAMAD NURQOLIS - 1 - - 1 - - 1 - 1 1 1

6 NOVA ARIANTY - 1 - 1 1 - 1 - 1 1 1 -

7 MUHAMMAD ALFI... - 1 1 - - - 1 - - - - -

8 NASRULLAH - - - - - - - - - 1 - -

9 YOPI MAULANA - - - - - - - - - - - -

Jml Jwb Benar 1 4 4 2 5 1 6 2 5 6 4 1

No.Urut Kode/Nama Subyek 36 37 38 39 40

1 RAHMAD RISZKI - 1 - - -

112 2 SINTIA ARMAN - 1 1 1 1

3 TAUFIK RIVALDY - - - 1 -

4 MILA RATNA YU... 1 - - 1 -

5 MUHAMAD NURQOLIS - 1 - - -

6 NOVA ARIANTY - - - 1 -

7 MUHAMMAD ALFI... - 1 1 - -

8 NASRULLAH - 1 - - -

9 YOPI MAULANA - - - - -

Jml Jwb Benar 1 5 2 4 1

DAYA PEMBEDA

============

Jumlah Subyek = 33

Klp atas/bawah(n) = 9

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No Butir Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 9 6 3 33.33

2 9 5 4 44.44

3 8 7 1 11.11

4 5 1 4 44.44

5 9 6 3 33.33

6 9 5 4 44.44

7 8 3 5 55.56

8 7 4 3 33.33

9 9 3 6 66.67

10 9 5 4 44.44

11 8 6 2 22.22

12 8 4 4 44.44

13 1 4 -3 -33.33

14 4 4 0 0.00

15 7 1 6 66.67

16 8 2 6 66.67

17 9 1 8 88.89

18 9 2 7 77.78

19 8 2 6 66.67

20 8 6 2 22.22

21 9 3 6 66.67

22 9 5 4 44.44

23 9 5 4 44.44

24 9 1 8 88.89

25 9 4 5 55.56

26 7 4 3 33.33

27 9 2 7 77.78

28 9 5 4 44.44

29 9 1 8 88.89

30 9 6 3 33.33

31 9 2 7 77.78

32 9 5 4 44.44

33 7 6 1 11.11

34 9 4 5 55.56

35 8 1 7 77.78

36 7 1 6 66.67

37 9 5 4 44.44

38 9 2 7 77.78

39 9 4 5 55.56

40 8 1 7 77.78

113

TINGKAT KESUKARAN

=================

Jumlah Subyek = 33

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No Butir Jml Betul Tkt. Kesukaran(%) Tafsiran

1 29 87.88 Sangat Mudah

2 27 81.82 Mudah

3 28 84.85 Mudah

4 6 18.18 Sukar

5 28 84.85 Mudah

6 27 81.82 Mudah

7 18 54.55 Sedang

8 11 33.33 Sedang

9 26 78.79 Mudah

10 28 84.85 Mudah

11 26 78.79 Mudah

12 14 42.42 Sedang

13 8 24.24 Sukar

14 15 45.45 Sedang

15 17 51.52 Sedang

16 16 48.48 Sedang

17 20 60.61 Sedang

18 19 57.58 Sedang

19 23 69.70 Sedang

20 24 72.73 Mudah

21 23 69.70 Sedang

22 29 87.88 Sangat Mudah

23 26 78.79 Mudah

24 21 63.64 Sedang

25 26 78.79 Mudah

26 22 66.67 Sedang

27 22 66.67 Sedang

28 23 69.70 Sedang

29 18 54.55 Sedang

30 29 87.88 Sangat Mudah

31 21 63.64 Sedang

32 29 87.88 Sangat Mudah

33 27 81.82 Mudah

34 27 81.82 Mudah

35 20 60.61 Sedang

36 18 54.55 Sedang

37 26 78.79 Mudah

38 22 66.67 Sedang

39 25 75.76 Mudah

40 18 54.55 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek= 33

Butir Soal= 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No Butir Korelasi Signifikansi

1 0.413 Sangat Signifikan

2 0.481 Sangat Signifikan

114 3 0.132 -

4 0.464 Sangat Signifikan

5 0.373 Signifikan

6 0.383 Signifikan

7 0.452 Sangat Signifikan

8 0.159 -

9 0.681 Sangat Signifikan

10 0.541 Sangat Signifikan

11 0.203 -

12 0.280 -

13 -0.165 -

14 0.091 -

15 0.524 Sangat Signifikan

16 0.446 Sangat Signifikan

17 0.726 Sangat Signifikan

18 0.670 Sangat Signifikan

19 0.599 Sangat Signifikan

20 0.199 -

21 0.509 Sangat Signifikan

22 0.529 Sangat Signifikan

23 0.424 Sangat Signifikan

24 0.763 Sangat Signifikan

25 0.598 Sangat Signifikan

26 0.343 Signifikan

27 0.701 Sangat Signifikan

28 0.534 Sangat Signifikan

29 0.701 Sangat Signifikan

30 0.529 Sangat Signifikan

31 0.654 Sangat Signifikan

32 0.655 Sangat Signifikan

33 0.169 -

34 0.578 Sangat Signifikan

35 0.596 Sangat Signifikan

36 0.535 Sangat Signifikan

37 0.332 Signifikan

38 0.590 Sangat Signifikan

39 0.524 Sangat Signifikan

40 0.543 Sangat Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek = 33

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

PRE-TEST.ANA

No Butir a b c d *

1 3--- 29** 0-- 1+ 0

2 0-- 5--- 27** 1- 0

115 3 28** 2++ 3-- 0-- 0

4 6** 20--- 0-- 7++ 0

5 0-- 4--- 1+ 28** 0

6 2++ 27** 3+ 1- 0

7 18** 12--- 3+ 0-- 0

8 11** 1-- 7++ 14-- 0

9 1- 5--- 1- 26** 0

10 1+ 28** 3-- 1+ 0

11 3+ 3+ 1- 26** 0

12 4+ 14** 1-- 14--- 0

13 8** 5+ 13- 7++ 0

14 2- 15** 16--- 0-- 0

15 12--- 2- 17** 2- 0

16 15--- 16** 2- 0-- 0

17 20** 2- 8-- 3+ 0

18 2- 8- 4++ 19** 0

19 23** 7--- 3++ 0-- 0

20 4+ 3++ 24** 2+ 0

21 4++ 6-- 23** 0-- 0

22 29** 2+ 2+ 0-- 0

23 3+ 2++ 26** 2++ 0

24 21** 5++ 1-- 6+ 0

25 4- 1- 2++ 26** 0

26 7-- 2+ 22** 2+ 0

27 1- 9--- 1- 22** 0

28 3++ 23** 3++ 4++ 0

29 6++ 4++ 5++ 18** 0

30 29** 2+ 0-- 2+ 0

31 8-- 1-- 21** 3+ 0

32 29** 2+ 2+ 0-- 0

33 27** 2++ 4-- 0-- 0

34 3+ 2++ 27** 1- 0

35 20** 6+ 6+ 1-- 0

36 2- 11--- 2- 18** 0

37 2++ 26** 4- 1- 0

38 3++ 5+ 22** 3++ 0

39 1- 5-- 2+ 25** 0

40 0-- 11--- 4++ 18** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

116

VALIDITY AND REALIBILITY OF POST-TEST

SKOR DATA DIBOBOT

=================

Jumlah Subyek = 30

Jumlah butir = 40

Bobot jwb benar = 1

Bobot jwb salah = 0

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot

1 MEILA NUR ... 32 8 0 32 32

2 MILA RATNA... 29 11 0 29 29

3 M. ILHAMSYAH 23 17 0 23 23

4 M. NURQOLIS 13 27 0 13 13

5 M. ALFIANTO 13 27 0 13 13

6 M. RIZKI 26 14 0 26 26

7 NADIA DWI ... 38 2 0 38 38

8 NASRULLOH 12 28 0 12 12

9 NENENG NUR... 22 18 0 22 22

10 NOVA ARIANTY 28 12 0 28 28

11 NOVIA ANDR... 37 3 0 37 37

12 NURJAYANTIH 37 3 0 37 37

13 NURMA JUNITA 26 14 0 26 26

14 NURSARI AN... 28 12 0 28 28

15 NURUL CHOI... 37 3 0 37 37

16 PRASETYO M 31 9 0 31 31

17 PURNAYUDHA... 28 12 0 28 28

18 PUTRI RIZK... 25 15 0 25 25

19 RAFLI ORLANDO 38 2 0 38 38

20 RAHMAD RISZKI 20 20 0 20 20

21 REYSIA ANG... 36 4 0 36 36

22 RIFKI HALIM 38 2 0 38 38

23 ROBY DARMAWAN 29 11 0 29 29

24 SAHARA AWA... 39 1 0 39 39

25 SINTIA ARMAN 30 10 0 30 30

26 SURAHMAN 18 22 0 18 18

27 SUSAN 31 9 0 31 31

28 TAUFIK RIV... 25 15 0 25 25

29 TIA AMALIA 37 3 0 37 37

30 TRI PRASTI... 33 7 0 33 33

RELIABILITAS TES

================

Rata2 = 28.63

Simpang Baku = 7.92

KorelasiXY = 0.78

Reliabilitas Tes = 0.88

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No.Urut Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total

1 MEILA NUR SYA... 17 15 32

2 MILA RATNA YU... 12 16 28

3 M. ILHAMSYAH 13 9 22

117 4 M. NURQOLIS 4 9 13

5 M. ALFIANTO 7 6 13

6 M. RIZKI 14 11 25

7 NADIA DWI PAM... 18 19 37

8 NASRULLOH 6 6 12

9 NENENG NURMAL... 13 8 21

10 NOVA ARIANTY 11 16 27

11 NOVIA ANDRIANI 17 19 36

12 NURJAYANTIH 18 18 36

13 NURMA JUNITA 13 12 25

14 NURSARI ANUGRAHA 14 13 27

15 NURUL CHOIRIYAH 18 18 36

16 PRASETYO M 16 14 30

17 PURNAYUDHA A. P 15 13 28

18 PUTRI RIZKIA ... 14 11 25

19 RAFLI ORLANDO 17 20 37

20 RAHMAD RISZKI 11 9 20

21 REYSIA ANGGUN A 16 19 35

22 RIFKI HALIM 17 20 37

23 ROBY DARMAWAN 16 13 29

24 SAHARA AWALIYAH 18 20 38

25 SINTIA ARMAN 15 14 29

26 SURAHMAN 9 8 17

27 SUSAN 17 13 30

28 TAUFIK RIVALDI 14 10 24

29 TIA AMALIA 18 18 36

30 TRI PRASTIANTO 16 16 32

Kel Unggul & Asor

=================

Kelompok Unggul

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 SAHARA AWALIYAH 39 1 1 1 1 1 1 1 1 1 - 1

2 NADIA DWI PAM... 38 - 1 1 1 1 1 1 1 1 - 1

3 RAFLI ORLANDO 38 1 1 1 1 1 - 1 1 1 1 1

4 RIFKI HALIM 38 1 1 1 1 1 - 1 1 1 1 1

5 NOVIA ANDRIANI 37 1 1 1 1 1 - 1 1 1 1 1

6 NURJAYANTIH 37 1 1 1 1 1 - - 1 1 1 1

7 NURUL CHOIRIYAH 37 1 1 1 1 - - - 1 1 1 1

8 TIA AMALIA 37 - 1 1 1 1 1 1 1 1 - 1

Jml Jwb Benar 6 8 8 8 7 3 6 8 8 5 8

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 SAHARA AWALIYAH 1 1 1 1 1 1 1 1 1 1 1 1

2 NADIA DWI PAM... 1 1 1 1 1 1 1 1 1 1 1 1

3 RAFLI ORLANDO 1 1 1 1 - 1 1 1 1 1 1 1

4 RIFKI HALIM 1 1 1 1 - 1 1 1 1 1 1 1

5 NOVIA ANDRIANI 1 1 1 1 - 1 1 1 1 1 1 1

6 NURJAYANTIH 1 1 1 1 1 1 1 1 1 1 1 1

7 NURUL CHOIRIYAH 1 1 1 1 1 1 1 1 1 1 1 1

8 TIA AMALIA 1 1 1 1 1 1 1 1 1 1 1 1

Jml Jwb Benar 8 8 8 8 5 8 8 8 8 8 8 8

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30 31 32 33 34 35

1 SAHARA AWALIYAH 1 1 1 1 1 1 1 1 1 1 1 1

2 NADIA DWI PAM... 1 1 1 1 1 1 1 1 1 1 1 1

3 RAFLI ORLANDO 1 1 1 1 1 1 1 1 1 1 1 1

118 4 RIFKI HALIM 1 1 1 1 1 1 1 1 1 1 1 1

5 NOVIA ANDRIANI 1 1 1 1 1 1 1 1 1 1 1 1

6 NURJAYANTIH 1 1 1 1 1 1 1 1 1 - 1 1

7 NURUL CHOIRIYAH 1 1 1 1 1 1 1 1 1 1 1 1

8 TIA AMALIA 1 1 1 1 1 1 1 1 1 1 1 -

Jml Jwb Benar 8 8 8 8 8 8 8 8 8 7 8 7

No.Urut Kode/Nama Subyek 36 37 38 39 40

1 SAHARA AWALIYAH 1 1 1 1 1

2 NADIA DWI PAM... 1 1 1 1 1

3 RAFLI ORLANDO 1 1 1 1 1

4 RIFKI HALIM 1 1 1 1 1

5 NOVIA ANDRIANI 1 - 1 1 1

6 NURJAYANTIH 1 1 1 1 1

7 NURUL CHOIRIYAH 1 1 1 1 1

8 TIA AMALIA 1 1 1 1 1

Jml Jwb Benar 8 7 8 8 8

Kelompok Asor

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No.Urut Kode/Nama Subyek Skor 1 2 3 4 5 6 7 8 9 10 11

1 TAUFIK RIVALDI 25 - 1 1 1 1 1 1 1 1 1 -

2 M. ILHAMSYAH 23 - 1 - 1 1 1 1 1 1 1 -

3 NENENG NURMAL... 22 - 1 - 1 1 1 1 1 1 1 -

4 RAHMAD RISZKI 20 - 1 1 1 - - - 1 - - 1

5 SURAHMAN 18 - 1 1 1 - - - 1 1 1 -

6 M. NURQOLIS 13 - - - - - - 1 - - - 1

7 M. ALFIANTO 13 - 1 1 - - 1 1 - - - -

8 NASRULLOH 12 - 1 1 - - 1 1 - - - -

Jml Jwb Benar 0 7 5 5 3 5 6 5 4 4 2

No.Urut Kode/Nama Subyek 12 13 14 15 16 17 18 19 20 21 22 23

1 TAUFIK RIVALDI - - - - - - 1 - - - 1 -

2 M. ILHAMSYAH 1 - 1 1 - - - - - 1 1 1

3 NENENG NURMAL... 1 - 1 1 - - - - - 1 1 1

4 RAHMAD RISZKI 1 - 1 1 - - 1 - - 1 - 1

5 SURAHMAN 1 - - - - - - - - 1 - 1

6 M. NURQOLIS - 1 1 1 1 - - 1 - - - 1

7 M. ALFIANTO 1 - - 1 - - - - - - 1 1

8 NASRULLOH 1 - - 1 - - - - - - 1 1

Jml Jwb Benar 6 1 4 6 1 0 2 1 0 4 5 7

No.Urut Kode/Nama Subyek 24 25 26 27 28 29 30 31 32 33 34 35

1 TAUFIK RIVALDI 1 1 - - 1 - 1 1 1 1 1 1

2 M. ILHAMSYAH 1 1 1 1 1 - - - - - - -

3 NENENG NURMAL... 1 - 1 - - - 1 - - - 1 1

4 RAHMAD RISZKI 1 - 1 1 - 1 1 1 1 1 - -

5 SURAHMAN 1 1 - - 1 - 1 1 - 1 - -

6 M. NURQOLIS 1 - - - - - - 1 - 1 - -

7 M. ALFIANTO - - - - 1 1 1 - 1 - - -

8 NASRULLOH - - - - 1 1 - - 1 - - -

Jml Jwb Benar 6 3 3 2 5 3 5 4 4 4 2 2

No.Urut Kode/Nama Subyek 36 37 38 39 40

1 TAUFIK RIVALDI 1 1 1 1 1

2 M. ILHAMSYAH 1 - 1 1 1

3 NENENG NURMAL... 1 - - 1 1

4 RAHMAD RISZKI - - 1 - -

119 5 SURAHMAN - - 1 1 1

6 M. NURQOLIS 1 1 - - -

7 M. ALFIANTO - 1 - - -

8 NASRULLOH - 1 - - -

Jml Jwb Benar 4 4 4 4 4

DAYA PEMBEDA

============

Jumlah Subyek = 30

Klp atas/bawah(n) = 8

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No Butir Kel. Atas Kel. Bawah Beda Indeks DP (%)

1 6 0 6 75.00

2 8 7 1 12.50

3 8 5 3 37.50

4 8 5 3 37.50

5 7 3 4 50.00

6 3 5 -2 -25.00

7 6 6 0 0.00

8 8 5 3 37.50

9 8 4 4 50.00

10 5 4 1 12.50

11 8 2 6 75.00

12 8 6 2 25.00

13 8 1 7 87.50

14 8 4 4 50.00

15 8 6 2 25.00

16 5 1 4 50.00

17 8 0 8 100.00

18 8 2 6 75.00

19 8 1 7 87.50

20 8 0 8 100.00

21 8 4 4 50.00

22 8 5 3 37.50

23 8 7 1 12.50

24 8 6 2 25.00

25 8 3 5 62.50

26 8 3 5 62.50

27 8 2 6 75.00

28 8 5 3 37.50

29 8 3 5 62.50

30 8 5 3 37.50

31 8 4 4 50.00

32 8 4 4 50.00

33 7 4 3 37.50

34 8 2 6 75.00

35 7 2 5 62.50

36 8 4 4 50.00

37 7 4 3 37.50

38 8 4 4 50.00

39 8 4 4 50.00

40 8 4 4 50.00

TINGKAT KESUKARAN

=================

Jumlah Subyek = 30

120 Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No Butir Jml Betul Tkt. Kesukaran(%) Tafsiran

1 9 30.00 Sukar

2 26 86.67 Sangat Mudah

3 20 66.67 Sedang

4 23 76.67 Mudah

5 18 60.00 Sedang

6 17 56.67 Sedang

7 23 76.67 Mudah

8 27 90.00 Sangat Mudah

9 26 86.67 Sangat Mudah

10 18 60.00 Sedang

11 21 70.00 Sedang

12 23 76.67 Mudah

13 20 66.67 Sedang

14 22 73.33 Mudah

15 19 63.33 Sedang

16 11 36.67 Sedang

17 16 53.33 Sedang

18 23 76.67 Mudah

19 16 53.33 Sedang

20 17 56.67 Sedang

21 25 83.33 Mudah

22 27 90.00 Sangat Mudah

23 21 70.00 Sedang

24 28 93.33 Sangat Mudah

25 25 83.33 Mudah

26 18 60.00 Sedang

27 23 76.67 Mudah

28 27 90.00 Sangat Mudah

29 23 76.67 Mudah

30 26 86.67 Sangat Mudah

31 26 86.67 Sangat Mudah

32 24 80.00 Mudah

33 25 83.33 Mudah

34 17 56.67 Sedang

35 17 56.67 Sedang

36 24 80.00 Mudah

37 19 63.33 Sedang

38 26 86.67 Sangat Mudah

39 21 70.00 Sedang

40 22 73.33 Mudah

KORELASI SKOR BUTIR DG SKOR TOTAL

=================================

Jumlah Subyek = 30

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No Butir Korelasi Signifikansi

1 0.573 Sangat Signifikan

2 0.107 -

3 0.239 -

4 0.379 Signifikan

5 0.556 Sangat Signifikan

6 -0.110 -

7 0.055 -

8 0.684 Sangat Signifikan

121 9 0.712 Sangat Signifikan

10 0.215 -

11 0.483 Sangat Signifikan

12 0.257 -

13 0.675 Sangat Signifikan

14 0.543 Sangat Signifikan

15 0.124 -

16 0.382 Signifikan

17 0.797 Sangat Signifikan

18 0.723 Sangat Signifikan

19 0.600 Sangat Signifikan

20 0.780 Sangat Signifikan

21 0.622 Sangat Signifikan

22 0.498 Sangat Signifikan

23 -0.059 -

24 0.554 Sangat Signifikan

25 0.726 Sangat Signifikan

26 0.530 Sangat Signifikan

27 0.723 Sangat Signifikan

28 0.441 Sangat Signifikan

29 0.440 Sangat Signifikan

30 0.460 Sangat Signifikan

31 0.561 Sangat Signifikan

32 0.405 Sangat Signifikan

33 0.415 Sangat Signifikan

34 0.607 Sangat Signifikan

35 0.503 Sangat Signifikan

36 0.554 Sangat Signifikan

37 0.204 -

38 0.687 Sangat Signifikan

39 0.530 Sangat Signifikan

40 0.552 Sangat Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:

df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01

10 0,576 0,708 60 0,250 0,325

15 0,482 0,606 70 0,233 0,302

20 0,423 0,549 80 0,217 0,283

25 0,381 0,496 90 0,205 0,267

30 0,349 0,449 100 0,195 0,254

40 0,304 0,393 125 0,174 0,228

50 0,273 0,354 >150 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung.

KUALITAS PENGECOH

=================

Jumlah Subyek = 30

Butir Soal = 40

Nama berkas: D:\SKRIPSI ASEP AMIR HAMZAH\APPENDICES\VALIDITY AND REALIBILITY OF

POST-TEST.ANA

No Butir a b c d *

1 6++ 9** 4+ 11- 0

2 3--- 1+ 26** 0-- 0

3 20** 7--- 1- 2+ 0

4 2++ 2++ 3+ 23** 0

5 0-- 0-- 12--- 18** 0

6 1-- 17** 7- 5++ 0

7 0-- 23** 0-- 7--- 0

8 27** 0-- 1++ 2-- 0

9 3--- 0-- 26** 1+ 0

10 0-- 2- 18** 10--- 0

122 11 4+ 21** 0-- 5- 0

12 2++ 1- 4- 23** 0

13 20** 3++ 3++ 4++ 0

14 2+ 3++ 22** 3++ 0

15 0-- 6- 19** 5+ 0

16 11** 0-- 2- 17--- 0

17 2- 6+ 6+ 16** 0

18 4- 23** 2++ 1- 0

19 16** 14--- 0-- 0-- 0

20 2- 9--- 2- 17** 0

21 3-- 2++ 25** 0-- 0

22 27** 1++ 2-- 0-- 0

23 0-- 21** 0-- 9--- 0

24 0-- 28** 2--- 0-- 0

25 0-- 2++ 3-- 25** 0

26 7- 2- 18** 3+ 0

27 23** 3+ 1- 3+ 0

28 0-- 1++ 2-- 27** 0

29 23** 3+ 4- 0-- 0

30 1+ 26** 2+ 1+ 0

31 26** 4--- 0-- 0-- 0

32 1- 1- 24** 4-- 0

33 3-- 25** 2++ 0-- 0

34 4++ 6+ 3+ 17** 0

35 5++ 3+ 17** 5++ 0

36 0-- 2++ 4-- 24** 0

37 6- 19** 1- 4++ 0

38 26** 0-- 4--- 0-- 0

39 5- 1- 21** 3++ 0

40 2+ 1- 5-- 22** 0

Keterangan:

** : Kunci Jawaban

++ : Sangat Baik

+ : Baik

- : Kurang Baik

-- : Buruk

---: Sangat Buruk

APPENDIX 4

123

Soal Pre-test

Choose the correct answer by crossing a,

b, c, or d on your answer sheet!

1. If I have time tonight, I ________

the novel I’m reading.

a. Would finish

b. Would have finished

c. Will finish

d. Finished

2. If I have enough apple, I ________

an apple pie this afternoon.

a. Would have baked

b. Baked

c. Will bake

d. Would bake

3. Sally always answers the phone if

she _____ in her office.

a. Is

b. Were

c. Be

d. Was

4. If the weather is nice tomorrow, we

________ to the zoo.

a. Went

b. Would go

c. Would have gone

d. Will go

5. If you boil water, it ___________

into the atmosphere as vapor.

a. Disappeared

b. Will disappear

c. Would disappear

d. Would have disappeared

6. Most people know that oil floats on

water. If you _______ oil on water,

it will float.

a. Pour

b. Poured

c. Will pour

d. Would poured

7. If I have enough time, I _________

TV later on tonight.

a. Would have watched

b. Would watch

c. Watched

d. Will watch

8. If I don’t breakfast tomorrow

morning, I ___________ hungry

during class.

a. Would get

b. Will get

c. Would have gotten

d. Got

9. This soup isn’t very good. It

_________________ better if it

weren’t so salty.

a. Will taste

b. Would have tasted

c. Would taste

d. Tasted

10. They ______________ hurt you if

I didn’t go to see them.

a. Will be

b. Would be

c. Would have been

d. Be

11. If you got more exercise, you

__________________ better.

a. Would feel

b. Will feel

c. Would have felt

d. Feel

12. If they offered me the job, I think I

________ it.

a. Will take

b. Would have taken

c. Take

d. Would take

13. If I _________ my car, I would not

get much money for it.

a. Sold

b. Will sell

c. Would sell

d. Would have sold

14. I would invite her to my birthday

party if she _____ my friend.

a. Is

b. Was

124

c. Were

d. Be

15. If Susan _______ harder, she

would be better at school.

a. Studied

b. Study

c. Had studied

d. Studies

16. If we hurried, we ______________

the bus.

a. Caught

b. Would have caught

c. Catch

d. Would catch

17. I didn’t know you were in the

hospital. If I ________, I would

have gone to see you.

a. Know

b. Knew

c. Had known

d. Knows

18. If anyone else _________ an extra

guest, we wouldn’t have enough

seats at the table.

a. Bring

b. Brought

c. Had brought

d. Brings

19. If you ________ us, we would

have stayed at the hotel.

a. Didn’t warn

b. Haven’t warned

c. Hadn’t warned

d. Don’t warn

20. I’m glad that you reminded me

about Rachel’s birthday. I

_____________ if you had not

reminded me.

a. Would have forgotten

b. Would forget

c. Will forget

d. Forgot

21. If I had known that it rains here

every day, I

_____________________.

a. Wouldn’t come

b. Will not come

c. Didn’t come

d. Wouldn’t have come

22. I called my husband to tell him I

would be late. If I ___________,

he would have gotten worried

about me.

a. Didn’t Call

b. Don’t call

c. Hadn’t called

d. Haven’t called

23. If we _____________ together, we

would have saved money.

a. Travel

b. Travelled

c. Travels

d. Had travelled

24. We __________________ time if

we had gone by car.

a. Would save

b. Would have saved

c. Will save

d. Saved

25. If I ________ you, I would have

said hello.

a. See

b. Saw

c. Seen

d. Had seen

APPENDIX 5

125

Soal Post-test

Choose the correct answer by crossing a,

b, c, or d on your answer sheet!

1. If I ____________ my golf, I won’t

get any better.

a. Didn’t practice

b. Don’t practice

c. Hadn’t practiced

d. Am not practice

2. He will come next week if he

_______ tonight.

a. Doesn’t come

b. Didn’t come

c. Hadn’t come

d. Is not come

3. You ________ a good grounding

in grammar if you study this book.

a. Would have

b. Would have had

c. Will had

d. Will have

4. If you _______ at Kwikbuy, you

will save your money.

a. Shopped

b. Had shopped

c. Have shop

d. Shop

5. If you __________ a training plan,

you’ll get fit quickly.

a. Made

b. Make

c. Had made

d. Have make

6. You __________ what you’ve

done if you keep a record.

a. Will remember

b. Would remember

c. Will remembered

d. Would have remembered

7. If you wake up early, you

________ the bus to school.

a. Wouldn’t miss

b. Wouldn’t have missed

c. Won’t miss

d. Missed

8. I will repot you to the head teacher

if you _______ my little brother

again.

a. Had bullied

b. Bullied

c. Have bullied

d. Bully

9. If I made a snow cave, I ________

it with branches.

a. Will line

b. Would line

c. Will lined

d. Would have lined

10. I would melt snow and drink hot

water if I ______ a fire.

a. Had

b. Have

c. Had had

d. Had have

11. If I made a fire, I ____________ it

in a closed shelter.

a. Will not light

b. Light

c. Wouldn’t light

d. Wouldn’t have light

12. If I had a million dollars, I ______

a helicopter.

a. Would buy

b. Will buy

c. Buy

d. Would have bought

13. You would feel better if you

______ less.

a. Smoke

b. Have smoke

c. Have smoked

d. Smoked

14. If I were you, I ___________ this

book to my friends.

a. Will recommend

b. Would recommend

c. Would have recommended

d. Recommended

126

15. If I had a spare ticket, I _________

you to the concert.

a. Would take

b. Would have taken

c. Will take

d. Took

16. They would find a solution if they

__________ the problem.

a. Understand

b. Have understand

c. Had understood

d. Understood

17. If I were better qualified, I

_______ for the job.

a. Apply

b. Will apply

c. Would have applied

d. Would apply

18. If Matthew __________ her,

Emma wouldn’t have been so

annoyed.

a. Phone

b. Phoned

c. Had phoned

d. Have phone

19. If he had practiced, he _______ his

driving test.

a. Pass

b. Will pass

c. Would pass

d. Would have passed

20. I would have done better if I

_________ harder.

a. Work

b. Worked

c. Had worked

d. Have worked

21. If I _________ in that house, I

would have gotten smoke alarms

put in straightaway.

a. Had lived

b. Lived

c. Live

d. Have lived

22. If John _________ too much

birthday cake, he wouldn’t have

been sick.

a. Hadn’t eaten

b. Haven’t eat

c. Eaten

d. Eat

23. If my father ______ much money,

so life would have been easy for

us.

a. Earn

b. Earned

c. Had earned

d. Have earned

24. I ________ very well if I had

enjoyed school.

a. Would do

b. Would have done

c. Do

d. Did

25. We wouldn’t have come home

from our holiday early if we

_________ of money.

a. Haven’t ran out

b. Hadn’t ran out

c. Run out

d. Ran out

APPENDIX 6

127

Kunci Jawaban Soal Pre-test

The answer key:

1. C 11. A 21. D

2. C 12. D 22. C

3. A 13. A 23. D

4. D 14. C 24. B

5. B 15. A 25. D

6. A 16. D

7. D 17. C

8. B 18. C

9. C 19. C

10. B 20. A

APPENDIX 7

128

Kunci Jawaban Soal Post-test

1. A 11. C 21. A

2. A 12. A 22. A

3. D 13. D 23. C

4. D 14. B 24. B

5. B 15. A 25. B

6. A 16. D

7. C 17. D

8. D 18. C

9. B 19. D

10. A 20. C