Research Design (Fix)

8/12/2019 Research Design (Fix)

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IMPROVING STUDENTS LISTENING ABILITY THROUGH EASY

ENGLISH BOOK WITH RECORDING BY USING SELECTIVE

LISTENING TECHNIQUE

A. RESEARCH BACKGROUND

English is an international language that is used broadly. It is the number

one universal language and has been considered as a second language in many

countries, as well as in Indonesia. Because of this circumstance, the need of using

English becomes higher. English should be mastered by every people and at every

level of age. English not only been taught at the university, senior high school,

and junior high school, but also at elementary and even from the playgroup level.

In Indonesia for example, some school have set the English Day, which

encouraged the students to have their conversation in English in one day full,

inside and outside the class. !ome international standardi"ed school even had set

more English Day in a wee#, and have their normal subject translated to

English, li#e $athematics, %hysics, Biology, and so on. &hat is clearly shows us

that English has been treated very important in our country.

&here are four language s#ills that the students have to master in learning

English. &hey are listening, spea#ing, reading, and writing. 'istening is the first

s#ill that the students must learn before spea#ing, reading, and writing. 'istening

becomes one of the determining factors for students success or failure (&arone

and )ule, *++.-, and listening is now treated as a much more complex activity

and one that is the cornerstone of language acuisition (/rashen, *++0-. &hat

means, listening becomes very important. &he ability of listening now become a

vital need and students should practice their listening ability to ma#e the teaching

and learning process going well.

'istening a foreign language li#e English reuires more efforts. &he

learners should concentrate and focus on what they listen to, and they need to

increase their effort when they are as#ed not only to listen but also to understand.

It means that they should analy"e and thin# of the language aspects li#e grammar

and vocabulary. &hey also have to be able to adapt with the speed and the accent

of the spea#er, especially the native spea#er. &herefore, the learners should do a

regular practice on this s#ill. &eacher have to add more listening session in the

teaching and learning activity.

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In preparing the listening session, teacher can use teaching resources li#e

boo#, student activity exercise paper ('/!-, song, and video. &eaching media li#e

laptop or computer and audio spea#ers can be very helpful in the process of

teaching listening and the listening practice itself. &here are also enrichment boo#

speciali"ed in listening, li#e 'iving 'anguage1 Easy English which is chosen by

the researcher in this research.

Based on the syllabus for the seventh grade students, the standard

competence for them is to understand the meaning of a simple transactional and

interpersonal conversation to interact well with the nearby environment. 2earby

environment means their friends, family, or the person they are spea#ing to. !ome

of the basic competences they have to achieve in listening are to respond a

greeting, respond to other people introducing him3herself in formal and non4

formal way, and respond to people reuest or prohibition.

In correlation with above explanation, the researcher is interested in

conducting a classroom action research. &he research will be conducted in

$adrasah &sanawiyah Darul /hairat, a private school in jl. Dr. 5ahidin

!udirohusodo no. 66. &he researcher had observed the environment of the school,

the class condition, and the students English s#ill. &he researcher will conductthe research to the seventh grade students in academic year 78*9378*0.

Based on the experience of the researcher when he was teaching the seven

grade students in $adrasah &sanawiyah Darul /hairat %ontiana#, it had been

found that the students only have small portion of listening practice in the class.

:nder such circumstance, the researcher is intended to increase the portion of

listening practice to ma#e the students get used practically. $ost of the students

came from elementary school which had not taught them English. &hey were

surprised at the first time learning English, especially when the listening activity

was conducted by the teacher. &hey became a little bit nervous and cannot

concentrate in listening the recording. &hey also cannot answer the script exercise

given by the teacher correctly at the beginning of the learning activity. In this

research, the researcher would li#e to increase the portion of listening activity to

familiari"e the students with listening. &he researcher would li#e to use the

enrichment boo# titled 'iving 'anguage1 Easy English which also accompanied

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with the recording in a ;D. &he recording will be played when students doing the

exercise in the boo#.

In correlation with the use of Easy English boo# and recording, the students

will practice a techniue called !elective 'istening. It is a techniue where the

listeners will listen only to certain part in spo#en sentence or sentences. &his

techniue can be helpful in improving students listening ability because it will

increase the students awareness to select which part of sentence they want to

listen or what they have been ordered to listen by the teacher. &eacher uses laptop

or computer and spea#ers to play the recording and give the script copy to each

student in the listening practice.

B. RESEARCH PROBLEM

In order to restrict the problem of this research, the writer needs to state the

problem statement as follow1


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E. RESEARCH SCOPE

1. Termin!"#

&here are some terminologies related to the topic of this research. It is necessary

to be defined in order to avoid misunderstanding among readers. &hey are1

a. 'istening is the activity of paying attention and trying to get meaning for

something we hear (:nderwood *++1*-. It is a complex process that allows

us to understand spo#en language. &hrough listening, we process language in

real time employing pacing, units of encoding and pausing that are uniue to

spo#en language (?ost, 788*1@-.

b. 'istening >bility is the capability to listen that has to be presented with listener

for the successful recognition and analysis of the sound and in this research. In

this research that means the listening ability of Darul /hairat students at the

seventh grade.

c. &eaching listening is teaching the students listening ability to understand what

they had heard and give the response as the purpose or as ordered.

d. !elective 'istening techniue is a techniue which the listeners choose what

part of spo#en language they want to hear

f. Easy English is a textboo# published by ?andom


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$. $RAME O$ THEORY

1. T%e N&'(re ) Li*'enin"

'istening is a process that enables the brain to construct meaning from the

sounds heard. It is an internal process which cant be observed directly. &his is to

say that it is difficult to assess whether the listener has effectively used the s#ills

at a particular occasion, what listening strategies are employed, which source of

information is dominantly used, and what problems the listener experiences

(>nderson and 'ynch, *+19-.

'istening is the most common communicative activity in daily life,

according to $orley (*++*, p.7- we can expect to listen twice as much as we

spea#, four times more than we read, and five times more than we write. Fver 68

percent of time that the students spend functioning a foreign language will be

devoted to listening (2unan, *++- even though we often ta#e the importance of

listening for granted. In second language learning, several writers and researchers

in early *+8s suggested that listening had a very important role (5init", *+*-.

>pproaches that gave more importance to listening were based on different ideas.

Candergrift (*+++- further explains about listening1

..... It is a complex, active process in which the listener must

discriminate between sounds, understand vocabulary and grammatical

structures, interpret stress and intonation, retain what was gathered in

all of the above, and interpret it within the immediate as well as the

larger socio4cultural context of the utterance. ;oordinating all of this

involves a great deal of mental activity on the part of the listener.

'istening is hard wor#, and deserves more analysis and support.

(p.*G-

Candergrifts view of listening as a complex and active process is supported

by other scholars. ?ost (788*- and ;oo# (788*- argue that as a goal4oriented

activity, listening involves both bottom4up and top4down processing that are

assumed to ta#e place at various levels of cognitive organi"ation1 phonological,

grammatical, lexical and propositional. In the bottom4up processing, listeners

attend to data in the incoming speech signals whereas, in top4down processing

the listeners utili"e prior #nowledge and expectations to create meaning.

+. Te&,%in" & $rei"n L&n"(&"e

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In learning a foreign language, the learners may find some problems

dealing with vocabulary, phonology or morphology, and how to arrange words

into a sentence that are very different from their native language. In line with

this, ?amelan (*++01 0- states1

If someone wants to learn a foreign language, he will obviously meet

with all #inds of learning problems. &he difficulties have to do with

the learning of sounds system, the learning of new vocabulary items,

and the learning of the unfamiliar ways of arranging the foreign

words into sentences.

English is very different from Indonesian. &he objective of teaching a

foreign language is to ma#e the learners to be able to communicate by using

the target language orally and in written form. >ccording to Brown (*+81 -,&eaching is guiding and facilitating learning, enabling, and setting the

condition for learning. &eaching is not only about informing the #nowledge.

&eaching is also about how a teacher interacts with students and creating a

good teaching and learning atmosphere among them so that the students will

feel comfortable and enjoy the learning. > good atmosphere in teaching and

learning can increase the motivation of the students in doing their learning

activity. &hus, the teachers need to be creative, active, and #now what they will

do in the classroom.

-. Te&,%in" Li*'enin"

In learning a foreign language, students must acuire the ability of

listening. &hey should be able to discriminate the sound of the target language

as well as discriminate the unfamiliar sounds. &hey should increase the effortof their ears to listen what is being said and to verify their own pronunciation.

&eaching listening is related with designing and choosing the materials and the

tas#s. &he techniues, materials, and exercise that the teacher uses in teaching

to improve the students listening s#ill should be appropriate. %lanning the

exercise, listening materials, and the teaching process should be ta#en into

good preparation. It means that the teacher should use suitable materials in

teaching listening ability. &he listening process is defined as auditoryreception of sounds with active involvement on the part of hearer

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(:nderwood, *++H :r, *+0-. >s the opposite of hearing, listening is a

process in which the recipient should ta#e the active part by ma#ing an effort

to understand what is being said. >lthough it comes naturally in the case of

ones mother tongue , foreign language listening poses much difficulty and

needs to be taught and learned ( :nderwood ,*++-.

or !heerin (*+@1 *7G- effective teaching of listening involves

procedures such as provision of adeuate preparation, adeuate support and

appropriate tas#s, together with positive feedbac#, error analysis and remedial

action. !he also emphasi"es that language teachers can present listening

lessons effectively when they ma#e adeuate pre teaching preparation, for

example studying the text, identify and adjust the level of difficulty of the

listening tas#s.

&he wor# of teachers of young children is easier if the learners are

motivated and enjoy what they are doing. In connection with this, Brumfit et al

(*++G1 *6- state the following

It is up to us (teachers- to ensure that the activities they are

engaged in are interesting and3or fun .we also have to be

clear about how much we want our children to listen in

English. 5e should provide purposeful and carefully

directed listening activities where learners are as#ed to

focus on specific points. 5e must ensure that the childrens

learning is supported wherever necessary.

!tudies of classroom interaction show that children spend a large part of

their time listening to the teacher, to each other or to pre4recorded material.

Each time the teacher uses English to explain something, give instructions, tell

a story or praise someoneH he3she is ma#ing listening demands on the pupils.

%roblems are li#ely to arise if teachers do not teach children how to listen, so

that they can cope effectively with these demands (ibid1 *6-. Fften times

listening tas#s as# children to demonstrate their understanding in uestion and

answer sessions. &his #ind of activity simply encourages children to remember

what they have just heard and tests recall rather than understanding.

'istening is a very important part of learning English. It could be seen on

the following statement &he importance of listening in language teaching canhardly be over4estimated. &hrough reception, we internali"e linguistic

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teacher or the researcher get the attention from all students because teaching

listening needs calm atmosphere and low noise.

. Se!e,'i2e Li*'enin" Te,%ni3(e

!elective listening is informational inputs to tas#s aims to help students

drive specific information from texts, even when the texts themselves are well

beyond the students current level of linguistic and content #nowledge.


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>udio can be used in numerous academic contexts. $a#ing audio content

available online can be an excellent way to reach students, who can listen from

any location and at any time via the Internet. !tudents increasingly expect this

content to be available to them, and, fortunately, the means of distribution are

increasingly becoming easier to use.

!ome reasons should be considered in offering audio recordings to students1

&o provide students with a study aid they can review after the activityH

&o enable students to review the material in preparation for discussionH

&o use on an ongoing basis as a reference for studentsH

&o free up class time for discussion.

&here are a few potential problems to #eep in mind. irst, because students

are listening at their convenience, their ability to as# uestions or participate in

discussion is limitedH teacher may want to offer online source or designate a

portion of class time for this purpose if possible. !econd, the visual cues that may

accompany the audio such as pictures and photo should be synchroni"ed with the

audio trac#. &hird, teachers fear that providing content online may affect studentsJ

attendance in class. 5ith the emergence of mp9 players and other portable digital

audio technology, the uality and ease4of4use of sound capture euipment has

improved greatly, allowing teachers to begin to experiment with new ways to use

audio as teaching material.

Easy English is a boo# accompanied with audio recordings. &he boo# has

78 'essons and each 'esson has different topic. &here are also different pictures

for different topic in each 'esson. &he recording itself consists of dialogs and

exercises from the boo#. &he recording is very clear, the intonation speed is

medium and it will automatically repeating the same dialog but added short

pauses at every one sentence spo#en. &he recording is divided into some parts,

differently depend on the material of the 'esson. 5ith these arrangement, Easy

English becomes a suitable learning material.

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G. $RAME O$ CONCEPT

&his research is conducted in order to #now how well the Easy English

boo# with recording can improve students listening ability for seventh grade

students of $adrasah &sanawiyah Darul /hairat in academic year 78*9378*0.

&he method that will be used in the research is selective listening. &he researcher

will conduct the research, with the help of his research assistant, in the classroom

when the teaching and learning activity is on the process because the teacher

himself is in charge of one class, while other class had already a different English

teacher.

In accordance to the aim of this research, the use of the method and media

that are appropriate should have been prepared well by the researcher. Based on

the curriculum in $adrasah &sanawiyah Darul /hairat, in correlation with the

competence standard written in the syllabus, students should be able to do

greetings, introduce his 3 herself and introduce other people to his 3 her friends.

&he researcher concerns to Easy English boo# and recording as the learning

source. Easy English boo# has the content that is similar and in accordance to the

hand boo# in curriculum and used in the school. Because the researcher himself is

the one who has been in charge of a class in seven grade, he found out that some

students had the difficulties to answer the uestions who had been given orally

whether it is from the teacher or from a recording. !ince it is the first time for

most of the students studying English, the researcher needs to provide more

listening exercise in the teaching and learning activity to ma#e the students get

used to listening spo#en and recorded English.

&he listening exercise itself will need a recorder or music player and

spea#ers. &he researcher had anticipated this and prepared the reuired tools.

$eanwhile, students may face some problems li#e the lac# of concentration and

their focus on the material because of the noise from outside the class. It is a

common problem happened in the process of listening activity.


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most right part of the school building. :nder this circumstance, the noise is

reduced and students will not be disturbed when they are listening.

Easy English boo# contains of the script from the recording. Everything

spo#en in the recording is written on the boo#. &he learning topics are different in

each lesson. &he researcher chooses which topic is correlated with the

competence standard that the students have to meet, and the basic competence the

students need to achieve. Before the teaching and learning activity starts, the

researcher will give the brainstorming about the first topic. >fter the students get

the idea, the researcher will give each students one set of 'esson, the material and

the uestion.

&he researcher will assess students achievement through the test in the

boo#. &he uestions are also included in the recording. Each lesson has different

number of uestions, but the researcher can add or reduce the number of

uestions in order to ma#e the data easier to calculate. 5hen listening activity

starts, students loo# at the boo# and do the exercise correlated with the spo#en

dialog or sentence they listen. &he researcher gives certain period for the students

to thin# and answer at the end of each dialog or the sentence.

In observation period, the researcher will get the help from his research

collaborator. &he collaborator will help him in gathering the reuired data so the

researcher can focus on his teaching. &he collaborator will record the activity by

using video camera as well as ta#ing some pictures of the teaching and learning

activity. &he collaborator will also write the field note and observation chec# list.

>ll recorded data will be discussed together with the collaborator in the reflecting

period.

H. METHOD O$ RESEARCH

&. $rm ) Re*e&r,%

&his research is ;lassroom >ction ?esearch in which the researcher pays

attention in teaching and learning process. &he aim of this research is to improve

the students listening ability through gap filling exercise by using Easy English

boo# and audio.

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>ccording to ;arr and /emmis, *+G (in $c2iff, *++717-, action research

is1 a form of self4reflective inuiry underta#en by participants (teachers,

students, or participants- for example in social (including educational- situation in

order to improve the rationality and justice of (a- their own social or educational

practices, (b- their understanding of these practices, and (c- the situations (and

institutions- in which these practices are carried out.

&he researcher conducts the action research which purpose to overcome the

problem that appears in the classroom. >pply the planning in the real treatment,

observes the process and finally reflects the treatment.

&he aim of action research is to change and to improve what happen in the

classroom. /emmis and $c&aggart said (in 2unan, *++61*@- that there are there

defining characteristics, they are1

*. It is carried out by inside researchers rather than outside researchers.

7. It is collaborative

9. It is aimed at changing things

&he cycle form can be seen in this figure1

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%lanning 1 $a#e a plan for the teaching and learning activity

>cting 1 &he action of planning in real treatment

Fbserving 1 &o see the process of treatment

?eflecting 1 !tudy what have been done and reflect it for the next activity

&he researcher plans an activity that hopefully will overcome the problem thatappears in the classroom. %ut the plan in action of a real treatment, the researcher

observes the process and finally reflects the treatment.

>ction research is a research where the teacher or the researcher tries to

ma#e better teaching learning process. &he researcher administers the treatment

with the help of collaborator. &he collaborator can also acts as the observer that

observed the treatment. >t the end of the meeting, the researcher and the

collaborator discuss the result of treatment to get feedbac# of the process. >fter

that the researcher will revise the way of teaching in order to improve the uality

of the next teaching.

6. T%e Pr,e/(re ) C!&**rm A,'in Re*e&r,%

&he action research conducts through four steps. &hey are planning, acting,

observing, and reflecting. &hose activities are described as follow1

1. P!&nnin"

%lanning is the first step of the research procedure. In this step, the researcher

prepares what he needs in doing the action research such as lesson plans,

teaching media, observation chec#list, and field note. %lanning is followed up

for identifying the text to find out solution for problems. &his research is

intended to find out1

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prove and state how the use of Easy English boo# with recording can improve

students listening ability.

6. $ie!/ N'e

ield note is a note written by the researcher when he has applied the techniue to

the students. &he researcher will write everything occur in the class. &he teacher

writes this note after the process of teaching and learning has finished. It contains

of planning, acting, observing, and reflecting.

,. O6*er2&'in C%e,7 Li*'

&he researcher will put a chec# list at the appropriate column and write some note

regarding what is happening in the classroom during the teaching and learning

activity

N. Te&,%in" &n/

Le&rnin" A,'i2i'#

Ye* N N'e

*

7

9

0

6

G

@

+

*8

-. Te,%ni3(e ) D&'& An&!#*i*

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*. $easurement of $ean !core

In this part, the researcher will analy"e the data which will be gathered from field

notes and observation sheets. &o find out the students listening ability, it can be

measured by using mean score formula below.

M =

B

;

D

E

ood to excellent

ood

>verage to good

%oor to average

%oor


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TEMPORARY BIBLIOGRAPHY

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>nderson,>. and &.'ynch. (*+-.Listening. Fxford1 Fxford :niversity %ress.

Brown,


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2ord, A.?. (*+8-.)eveloping Listening (luency &e!ore Speaking An

Alternative Paradig".Syste" *1 *K77.

2unan, David. (*++7-.#esearch %ethod in Language Learning. ;ambridge

:niversity %ress.

2unan, David.(*++-. >pproaches to teaching listening in the language

classroom. InProceedingso! the *++, -orea TESL Con!erence.

Tae/on0 -orea -TESL.

http133www.#otesol.org3publications3proceedings3*[email protected]

(html version- (retrieved *6 2ovember 788@-.

%ica, &., . 'incoln4%orter, D.%aninos, and A. 'innel. (*++G-. 'anguage

learners interaction1


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:nderwood, $ary. (*++-. Teaching Listening. 2ew )or#1 'ongman.

Candergrift, '. (7887-. JIt was nice to see that our predictions were rightJ1

)eveloping %etacognition in L2 Listening Co"prehension. ;anadian

$odern 'anguage ?eview 616664@6.

Candergrift, '. (*+++-.(acilitating Second Language ListeningCo"prehension

Ac3uiring Success!ul Strategies. E'&Aournal, Col. 69391*G4@6.

5arnasch, ;.>.(7888-. Easy English. :nited !tates1 'iving 'anguage

5init",


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?E2;>2> %E'>/!>2>>2 %E$BE'>A>?>2

(?%%-

N&m& Se7!&% 1 $adrasah &sanawiyah Darul /hairat

M&'& Pe!&8&r&n 1 Bahasa Inggris

Ke!&* > Seme*'er 1 CII 3 asal

S'&n/&r Km5e'en*i 1 *. $emahami ma#na dalam perca#apan transa#sional dan

interpersonal sangat sederhana untu# berintera#si dengan

ling#ungan terde#at.

Km5e'en*i D&*&r 1 *.*. $erespon ma#na dalam perca#apan transa#sional (to get

things done- dan interpersonal (bersosialisasi- yang meng4

guna#an ragam bahasa lisan sangat sederhana secara a#urat

lancar dan berterima untu# berintera#si dengan ling#ungan

terde#at yang melibat#an tinda# tutur1 menyapa orang yang

belum3sudah di#enal, memper#enal#an diri sendiri3orang lain

K&r&7'er #&n" 1 Berani (courage-

/i%&r&57&n ?asa hormat (respect-

In/i7&'r 1 $erespon sapaan orang yang belum 3 sudah di#enal.

%er#enalan diri sendiri 3 orang lain.

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A!7&*i W&7'( 1 7 P 08 menit

*. &:A:>2 %E$BE'>A>?>2

!etelah #egiatan pembelajaran, siswa diharap#an dapat1

o $erespon sapaan orang belum 3 sudah di#enal.

o $erespon per#enalan dari orang lain secara berterima bai# formal maupun informal.

o $erespon ung#apan perintah atau larangan

7. $>&E?I %E$BE'>A>?>2

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9. $E&FDE %E$BE'>A>?>2

!elective 'istening

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0. /EI>&>2 %E$BE'>A>?>2

&. Ke"i&'&n Pen/&%(!(&n

>persepsi

4 &anya jawab tentang gambar

4 &anya jawab melibat#an berbagai ung#apan sapaan

$otivasi 1

4 $enjelas#an pentingnya materi yang a#an dipelajari beri#ut #ompetensi yang harus

di#uasai siswa

6. Ke"i&'&n In'i

E#splorasi

Dalam #egiatan e#splorasi, siswa 1

o $encari informasi yang luas dan dalam tentang topi# 3 tema materi yang a#an dipelajari

o $engguna#an beragam pende#atan pembelajaran, media pembelajaran, dan sumber

belajar lainH

o $emfasilitasi terjadinya intera#si antar siswa dan siswa dengan guru

o $elibat#an diri secara a#tif dalam setiap #egiatan pembelajaran

Elaborasi

Dalam #egiatan elaborasi, siswa 1

o $embiasa#an membaca dan menulis yang beragam melalui tugas4tugas tertentu yang

berma#na secara te#un

o $emfasilitasi peserta didi# melalui pemberian tugas, dis#usi, dan lain4lain untu#

memuncul#an gagasan baru bai# secara lisan maupun tertulisH

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o $emberi #esempatan untu# berpi#ir, menganalisis, menyelesai#an masalah, dan

bertinda# tanpa rasa ta#utH

o $emfasilitasi peserta didi# ber#ompetisi secara sehat untu# mening#at#an prestasi

belajarH

o $emfasilitasi peserta didi# membuat laporan e#splorasi yang dila#u#an bai# lisan

maupun tertulis, secara individual maupun #elompo#H

/onfirmasi

Dalam #egiatan #onfirmasi, guru1

o $emberi#an umpan bali# positif dan penguatan dalam bentu# lisan, tulisan, isyarat,

maupun hadiah terhadap #eberhasilan peserta didi#,

o $emberi#an #onfirmasi terhadap hasil e#splorasi dan elaborasi peserta didi# melalui

berbagai sumber,

o $emfasilitasi peserta didi# mela#u#an refle#si untu# memperoleh pengalaman belajar

yang telah dila#u#an,

o $emfasilitasi peserta didi# untu# memperoleh pengalaman yang berma#na dalam

mencapai #ompetensi dasar1

o Berfungsi sebagai narasumber dan fasilitator dalam menjawab pertanyaan peserta didi#

yang menghadapi #esulitan, dengan mengguna#an bahasa yang ba#u dan benarH

o $embantu menyelesai#an masalahH

o $emberi#an motivasi #epada peserta didi# yang #urang atau belum berpartisipasi a#tif.

,. Ke"i&'&n Pen('(5

Dalam #egiatan penutup, guru1

o Bersama4sama dengan peserta didi# dan3atau sendiri membuat rang#uman 3 simpulan

pelajaranH

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o $ela#u#an penilaian dan3atau refle#si terhadap #egiatan yang sudah dila#sana#an secara

#onsisten dan terprogramH

o $erencana#an #egiatan tinda# lanjut dalam bentu# pembelajaran remedi, program

pengayaan, layanan #onseling dan3atau memberi#an tugas bai# tugas individual maupun

#elompo# sesuai dengan hasil belajar peserta didi#H

o $enyampai#an rencana pembelajaran pada pertemuan beri#utnya.

6. !:$BE? BE'>A>?

o Bu#u Easy English beserta re#amannya

o /omputer atau laptop dan perang#at spea#er

G. %E2I'>I>2

&e#ni# 1 &es &ertulis

Bentu# 1 illing in the blan#

Instrumen 1 Isilah bagian #alimat yang #osong

%edoman 1 Aawaban benar mendapat nilai 6, jawaban salah tida# mendapat nilai

28


29/31

29


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a. ?ubri# %enilaian

Bagian :raian !#or

> Aawaban benar

Aawaban salah

6

8

B Aawaban benar

Aawaban salah

6

8

; Aawaban benar

Aawaban salah

6

8

b. /unci Aawaban 1 &ida# &ersedia

c. %edoman %enilaian

*. Aawaban benar mendapat s#or 6 dan jawaban salah mendapat s#or 8

7. Aumlah s#or ma#simal 1 78 soal x 6 Q *88

9. 2ilai ma#simal 1 *88

0. 2ilai siswa 1 jumlah jawaban benar x 6

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d. 2ilai >#hir Q

%ontiana#, RRR...RRRR78*9

$engetahui,

/epala !e#olah $ts. Darul /hairat uru $apel Bahasa Inggris

(RRRRRRRRRRRRR...- (RRRRRRRRRR..-

2I% 3 2I/ 1 RRRRRRRRR 2I% 3 2I/ 1 RRRRR.....

Research Design (Fix)

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