THE EFFECTIVENESS OF USING PARTICIPATION POINT SYSTEM …
Transcript of THE EFFECTIVENESS OF USING PARTICIPATION POINT SYSTEM …
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THE EFFECTIVENESS OF USING PARTICIPATION POINT SYSTEM
(PPS) METHOD IN TEACHING ENGLISH AT THE ELEVENTH GRADE
STUDENTS OF SMA MUHAMMADIYAH 9 MAKASSAR
(A Pre-Experimental Research)
A THESIS
Submitted to the Faculty of Teacher Training and Education
Muhammadiyah University of Makassar in partial Fulfillment of the Requirement
for the Degree of Education in English Department
NILAM CAHYA KASMAN
10535 6174 14
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHERS TRAINING AND EDUCATION
MUHAMMADIYAH UNIVERSITY OF MAKASSAR
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : NILAM CAHYA KASMAN
Stambuk : 10535 6174 14
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Participation Point System in
Teaching English at The Eleventh Grade Students of
SMA Muhammadiyah 9 Makassar (A Pre-Experimental
Research)
Dengan ini menyatakan bahwa :
Skripsi yang saya ajukan di depan Tim Penguji adalah ASLI hasil
karya saya sendiri, bukan hasil ciplakan dan tidak dibuatkan oleh
siapapun.
Demikian surat peryataan ini saya buat dengan sebenarnya dan saya bersedia
menerima sanksi apabila peryataan ini tidak benar.
Makassar, Oktober 2020
Yang Membuat Pernyataan
NILAM CAHYA KASMAN
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UNIVERSITAS MUHAMMADIYAH MAKASSAR
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : NILAM CAHYA KASMAN
Stambuk : 10535 6174 14
Jurusan : Pendidikan Bahasa Inggris
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi ini, saya yang
menyusunnya sendiri (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi, saya selalu melakukan konsultasi dengan
pembimbing yang telah ditetapkan oleh pimpinan fakultas.
3. Saya tidak melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian seperti pada butir 1, 2, dan 3 maka saya
bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, Oktober 2020
Yang Membuat Perjanjian
NILAM CAHYA KASMAN
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MOTTO
EVERYTHING WILL BE OKAY IN THE END.
IF IT IS NOT OKAY, IT IS NOT THE END.
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ABSTRACT
NILAM CAHYA KASMAN. 2020. The Effectiveness of Using Participation
Point System (PPS) Method in Teaching English at the Eleventh Grade Students
of SMA Muhammadiyah 9 Makassar. A thesis of English Education Deaprtment.
Faculty of Teachers Training and Education. Muhammadiyah University of
Makassar. Superviseded by Hj. Andi Tenri Ampa and Farisha Andi Baso.
This research aimed at finding out the improvement of the students’ writing
and speaking skill through Participation Point System (PPS) Method in teaching
English.
The researcher applied pre-experimental design. The population was the
Eleventh Grade Students of SMA Muhammadiyah 9 Makassar. The sample was
taken by total sampling technique. The total number of sample was 20 students. It
employed of eight meetings (one meeting for pre-test, six meetings for treatment,
and one meeting for post-test). It employed writing and speaking test as instrument.
The research findings showed that Participation Point System (PPS) Method
improved students’ writing and speaking skill. It was proved by the students’ pre-
test mean score in writing skill in terms of content was 48.30 pre-test to be 78.25 in
post-test with 62.00% improvement. Then, the mean score in terms of organization
was 45.80 pre-test to be 78.25 in post-test with 70.85% improvement. Meanwhile
the students’ pre-test mean score in speaking skill in terms of pronunciation was
43.30 pre-test to be 67.55 in post-test with 56.00%. Then, the mean score in terms
of vocabulary was 42.45 pre-test to be 62.50 in post-test with 47.23% improvement.
The t-test analysis showed that Sig. (2-tailed) is 0.000 which is smaller than α =
0.05. It means that there was a significant difference of students’ writing and
speaking skill before and after using Participation Point System (PPS) Method.
Based on the findings, it can be concluded that Participation Point System (PPS)
Method was effective to improve students’ skill in teaching English at the Eleventh
Grade Students of SMA Muhammadiyah 9 Makassar.
Keywords: Writing, Speaking, Participation Point System Method
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ABSTRAK
NILAM CAHYA KASMAN, 2020. Efektivitas Penggunaan Metode
Participation Point System (PPS) dalam Pembelajaran Bahasa Inggris pada
Siswa Kelas Sebelas di SMA Muhammadiyah 9 Makassar. Dipandu oleh Hj.
Andi Tenri Ampa dan Farisha Andi Baso.
Tujuan dari penelitian ini untuk menemukan peningkatan kemampuan
menulis dan berbicara siswa melalui Metode Participation Point System (PPS)
dalam pembelajaran bahasa Inggris.
Penelitian ini menerapkan desain pre-eksperimen. Populasi dari penelitian
ini adalah siswa kelas sebelas di SMA Muhammadiyah 9 Makassar. Sampel dari
penelitan ini diambil dari teknik total sampling. Jumlah tota sampel penelitian
adalah 20 siswa. Penelitian ini menggunakan tes tertulis dan tes lisan sebagai
instrumen.
Temuan penelitian ini menunjukkan bahwa Metode Participation Point
System (PPS) dapat meningkatkan kemampuan menulis dan berbicara siswa. Hal
ini dibuktikan dengan nilai rata-rata pre-test dalam menulis pada isi adalah 48.30
menjadi 78.25 di post-test dengan peningkatan 62.00%. Kemudian, nilai rata-rata
pre-test pada organisasi 45.80 menjadi 78.25 di post-test dengan peningkatan
70.85%. sementara nilai rata-rata siswa pre-test dalam berbicara pada pengucapan
43.30 menjadi 67.55 di post-test dengan peningkatan 56.00%. Kemudian, nilai rata-
rata pre-test pada kosa kata 42.45 menjadi 62.50 dengan peningkatan 47.23%.
Analisi t-test menunjukkan bahwa Sig.2-tailed = 0.000 < 0.05. Ini berarti bahwa
terdapat perbedaan yang signifikan dari kemampuan siswa dalam menulis dan
berbicara sebelum dan setelah menggunakan Metode Participation Point (PPS).
Berdsarkan temuan di atas, peneliti menyimpulkan bahwa Metode Participation
Point (PPS) efektif dalam meningkatkan kemampuan siswa dalam pembelajaran
bahasa Inggris pada siswa kelas sebelas di SMA Muhammadiyah 9 Makassar.
Kata Kunci: Menulis, Berbicara, Metode Participation Point System
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ACKNOWLEDGEMENT
First of all, the researcher would like to express her highest gratitude to the
almighty Allah Swt. for the blessing, mercy, guidance, and love during the study
and the completion this thesis. Second, peace and blessing be upon to the prophet
Muhammad SAW, his family, his companion, and his followers.
Further, the researcher gives the special and deepest gratitude to beloved
parents Timang and Kasman for their prayer, financial, motivation, and their love
sincerely and purely without time.
The researcher realized that in carrying out the research and writing this
thesis, many people have contributed their valuable suggestion, guidance,
assistance, and advice for the completion of this thesis. Therefore, she would like
to acknowledgment them:
1. Prof. Dr. H. Ambo Asse, M.Ag., the Rector of Muhammadiyah University of
Makassar.
2. Erwin Akib, M.Pd., Ph.D., the Dean of FKIP UNISMUH Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd., the Head of English Education Department
of FKIP UNISMUH Makassar, who gave her valuable authorities and
suggestion in doing this thesis.
4. The greatest thanks are due to the first consultant Dr. Hj. Andi Tenri Ampa,
M.Hum., and Farisha Andi Baso, S.Pd., M.Pd., as the second consultant who
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have given their valuable time and patient to support assistance and guidance to
finish this thesis.
5. The greatest thanks to the lecturer and staff of FKIP UNISMUH Makassar,
especially the lectures of English Education Department who taught her for
many years.
6. Asri, S.Pd., M.Pd., the Headmaster of SMA Muhammadiyah 9 Makassar, the
teacher, Nunun Ulfa Arifin, S.Pd., M.Pd., who have given a chance and help to
conduct this research and the students of XI IPA as the sample of the research
which was participated in the process of collecting the data.
7. The greatest thanks to all of members of Jaguar Class as a class who have given
experiences in developing her character and specially to her closed friends that
was gave her support, care, help, and love starting from the first semester until
finish this thesis, her lovely Hariyati, Isnawati, Dian Agri Busman.
8. The greatest thanks to MAMMESA and EXIT as the organization which is a
place of researcher to develop potential especially in English.
9. Special thanks for Nur Hikma Amir S.Pd., Dzulfiani Hamsar, S.E., Najma
Arifin, S.Pd., Nurul Fitra, Asrifaini Rahma, S.Pd., Nurmila, S.Pd., Nur Aini
Syah, S.Ak., who always give me love and support until now.
10. The greatest thanks to her family in P2K especially her lovely Ryan, Indri Asti,
Ismi Rusadi, Khaerunnisa that always support her every time and everywhere.
11. The greatest thanks to her family who always give her support, motivation, and
suggestion in completing this thesis.
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12. The greatest thanks also to everybody that ask her ‘Apa Kabar Skripsi?’ here
you go! Finally, she finished it.
13. Finally, for everyone who have given valuable suggestion, guidance, assistance,
and advice to completion this thesis may Allah S.W.T. be with us now and ever
after.
Aamiin.
Billahi Fi Sabillil Haq Fastabiqul Khaerat
Makassar, September 2020
The Researcher
Nilam Cahya Kasman
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LIST OF CONTENTS
Page
TITTLE PAGE .................................................................................................. i
APPROVAL SHEET ....................................................................................... ii
COUNSELLING SHEET ................................................................................ iii
SURAT PERNYATAAN ................................................................................. v
SURAT PERJANJIAN .................................................................................... vi
MOTTO ............................................................................................................ vii
ABSTRACT ...................................................................................................... viii
ABSTRAK ........................................................................................................ ix
ACKNOWLEDGMENT ................................................................................. x
LIST OF CONTENTS ..................................................................................... xiii
LIST OF TABLES ........................................................................................... xvi
LIST OF FIGURES .......................................................................................... xvii
LIST OF APPENDICES ................................................................................. xix
CHAPTER I INTRODUCTION
A. Background ................................................................................... 1
B. Problem Statement ........................................................................ 4
C. Objective of the Research ............................................................. 4
D. Significance of the Research ......................................................... 4
E. Scope of the Research ................................................................... 5
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Concept of Participation Point System .................................. 6
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1. Strength and Weakness of Participation Point System ............. 7
2. Implementation of Participation Point System ......................... 8
B. The Concept of Writing ................................................................ 10
1. Writing Process ......................................................................... 11
2. Component of Writing .............................................................. 13
3. Writing Genre............................................................................ 15
C. The Concept of Speaking .............................................................. 18
1. Element of Speaking ................................................................ 19
D. Conceptual Framework ................................................................. 23
E. Hypothesis .................................................................................... 24
CHAPTER III METHOD OF THE RESEARCH
A. Research Design ........................................................................... 26
B. Population and Sample ................................................................. 28
C. Research Variables and Indicators ................................................ 28
D. Research Instruments .................................................................... 29
E. Procedure of Collecting Data ........................................................ 30
F. Techniques of Data Analysis ........................................................ 30
CHAPTER IV FINDING AND DISCUSSION
A. Finding .......................................................................................... 36
B. Discussion ..................................................................................... 47
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion .................................................................................... 54
B. Suggestion ..................................................................................... 56
BIBLIOGHRAPHY ......................................................................................... 57
APPENDICES
CURRICULUM VITAE
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LIST OF TABLES
Tables
3.1 Research Design .......................................................................................... 26
3.2 Content Scoring ......................................................................... .................. 30
3.3 Organization Scoring ................................................................ ................. 31
3.4 Pronunciation Scoring ................................................................................. 32
3.5 Vocabulary Scoring .................................................................................... 33
3.6 Classifying the Students’ Score .............................. .................................... 33
4.1 The Students’ Mean Score in Terms of Content ......................................... 37
4.2 Frequency of the Students’ Score in Terms of Content .............................. 38
4.3 The Students’ Mean Score in Terms of Organization ................................. 38
4.4 Frequency of the Students’ Score in Terms of Organization ...................... 39
4.5 The Students’ Mean Score in Terms of Pronunciation ............................... 40
4.6 Frequency of the Students’ Score in Terms of Pronunciation .................... 41
4.7 The Students’ Mean Score in Terms Vocabulary ....................................... 42
4.8 Frequency of the Students’ Score in Terms of Vocabulary ........................ 43
4.9 The Significance of Students’ Score in Terms of Content between Pre-Test
and Post-Test ............................................................................................... 44
4.10 The Significance of Students’ Score in Terms of Organization between Pre-
Test and Post-Test ....................................................................................... 45
4.11 The Significance of Students’ Score in Terms of Pronunciation between Pre-
Test and Post-Test ....................................................................................... 46
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4.12 The Significance of Students’ Score in Terms of Vocabulary between Pre-
Test and Post-Test ....................................................................................... 47
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LIST OF FIGURES
2.1 Conceptual Framework ................................................................................ 24
4.1 The Improvement of the Students in Terms of Content ............................... 37
4.2 The Improvement of the Students in Terms of Organization ...................... 39
4.3 The Improvement of the Students in Terms of Pronunciation ..................... 41
4.4 The Improvement of the Students in Terms of Vocabulary ......................... 43
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LIST OF APPENDICES
Appendix A : Lesson Plans
Appendix B : Instruments
Appendix C : Data Analysis
Appendix D : Documentation
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CHAPTER I
INTRODUCTION
A. Background
The curriculum is undoubtedly an inseparable part of education. It is a
network of varying activities involved in translating curriculum design into
classroom activities and changing people’s attitude to accept and participate in these
activities. In Indonesia, education curriculum has already undergone several
changes. One of the curriculums is the 2013 curriculum. Particularly in English
subject, the 2013 curriculum is bringing back the true goal. It is to develop the
ability of students to communicate in that language with communication skills that
include the ability to listen, speak, read, and write. It also makes the students learn
English by activities, real text, and using the language. So, the activities of listening,
speaking, reading and writing are integrated.
Furthermore, for a good communication, the communication skills are
essential. The basic skills are listening, speaking, reading and writing. These are
called the “language skills”. The four language skills are related to each other in
two ways. Harmer (2007: 265) states that language skills are divided into two types,
receptive skills and productive skills. Receptive skill is a term used for reading and
listening, skill where meaning is extracted from the discourse. Productive skill is
the term from speaking and writing, skill where students actually have to produce
language themselves. In this term, this research will focus on productive skills as it
is the most difficult than the others.
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According to Sreena and Ilankumaran (2014), the learner who posses
efficient productive skills are able to produce something. They are also known as
active skills. Learners need to generate language to communicate their ideas either
in speech or text. As Misrha and Muralikrishna (2004) state that three things matter
in a speech; who says it, how he says it and what he says. The three things above,
the last matters the least. Speaking skill is apparent in the society in various styles
such as formal, informal, normal, strong, etc. These styles based on situation and it
is very important for speakers to strike the right thoughts. For example, learner have
already spent time practicing receptive skills within a shape of a poem, by listening
to it and reading it. They now move on to productive skills by speak it out or write
it down on their own words. Richards and Renandya (2002: 30) state that there is
no doubt that writing is the most difficult skill for the second language learners to
master. The difficulty lies not only in generating and organizing ideas, but also in
translating these ideas into readable texts.
Based on the observation result of the researcher at SMA Muhammadiyah
9 Makassar especially the eleventh grades students in academic year of 2018/2019,
it shown that the mean score of English skill of the students in terms of productive
skills must be more improved. It seemed that the students were rarely taught to write
in English. They just did the assignment and discussed the answer together. When
the students were asked to write, they were reluctant to write even a very simple
text, and the products of their writings were far from the expectation. Students were
expected to be able to write a good text with good content and coherence, but in
fact, they could not do it well. Students have any ideas to write. In other words, they
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had blank minds when they were asked to write a text, for example narrative text.
This situation gave the effect for the students speaking skill. Most of them think
that speaking is difficult because they should adapt among the written form. The
students afraid to speak because they do not know how to pronounce the words.
In order to enable the students to express their ideas in writing and speaking,
the method that is used not only needs a teachers’ roles but also learners’ roles. It
means that more effort is required by the students and various interesting activities
are also required by the teacher. Therefore, teacher should use effective teaching
methods that encourage student to take a part activity in every activity. Another
case of applying certain method in classroom is that teachers usually emphasize
students’ participation in which it will be graded and will be the significant adding
score in English. However, the teacher usually notes the students’ participation
secretly in their note. To solve this problem, it is important to have a method that
make the point of participation become visible, so students can see clearly and then
evaluate their progress in every meeting. That is why the researcher considered to
apply Participation Point System (PPS) method to verify whether this method able
to improve students’ English skill especially in writing and speaking skill or not.
As Jeffrey (2003) states that Participation Point System (PPS) method is a
method of motivating classrooms participation, especially communicative
participation by giving something tangible (such as discs, marbles, poker chips, etc)
while activities are underway to represent their participation score. This method is
very motivated to make the students being active in teaching and learning process
by rewarding immediately with participation points.
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Based on the case above, the researcher was interested in carrying out a
research entitled “The Effectiveness of Using Participation Point System (PPS)
Method in Teaching English at the Eleventh Grade Students of SMA
Muhammadiyah 9 Makassar”.
B. Problem Statement
Based on the previous background above, the researcher formulates the
research questions as follows:
1. How is the students’ writing achievement through the use of Participation
Point System (PPS) Method?
2. How is the students’ speaking achievement through the use of Participation
Point System (PPS) Method?
C. Objective of the Research
Based on the problem statement above, the objectives of this research are to
find out:
1. The students’ speaking achievement through the use of Participation Point
System (PPS) Method.
2. The students’ writing achievement through the use of Participation Point
System (PPS) Method.
D. Significance of the Research
The result of the research is expected to be a useful information and a
reference for the English learners in general, for the English teacher at SMA
Muhammadiyah 9 Makassar in particular, and also it will be expected to giving a
new insight in teaching English to improve productive skills in English.
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E. Scope of the Research
The scope of this research is limited on how far the students’ productive
skill in writing and speaking. This covers the students’ writing skill in terms of
content and organization. Meanwhile the students’ speaking skill cover two
components; pronunciation and vocabulary by using Participation Point System
(PPS) Method at the Eleventh Grade Students of SMA Muhammadiyah 9 Makassar.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Concept of Participation Point System (PPS) Method
Participation Point System (PPS) is a teaching method developed by
Hadley (1997). The idea of the method is how to make students participation
become tangible so that students can evaluate their progress. Teachers usually
emphasize students’ participation in which it will be graded and will be the
significant adding score for English score. However, the teachers usually note the
students’ participation secretly in their notes. To solve this problem, it is important
to have a method that make the point of participation become visible, so students
can see clearly and then evaluate their progress in every meeting (Jumiati and
Asriana, 2013).
Participation Point System Method is a method of motivating classroom
participation, especially communicative participation by giving students something
tangible participation, by giving students something tangible (such as discs,
marbles, poker chips, etc.) while activities are underway to represent their
participation scores (Hadley, 2003). Anything can be used. PPS is motivational and
the best form of praise. It has been developed to motivate the passive students to be
active. In addition, by rewarding the students immediately with participation points
and making the participation points as important part of the grading process, and
the point is tangible it is the more students will become motivated (Jeffrey, 2003).
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Based on some definitions, researchers concluded that Participation Point
System is a method which can make students active in communicating in the
classroom because this method can motivate students to get a score. Whilst in
retrieval score teachers can motivate them by using praise. In this way students can
evaluate themselves and know their capabilities.
1. Strength and Weakness of Participation Point System (PPS) Method
Participation Point System (PPS) is undoubtedly motivated teaching
method. However, there are some strength and weakness of PPS Method.
According to Jeffrey (2003), the strengths of using PPS method are:
a. Very helpful for students in overcoming their passivity.
b. Its tangibility.
c. Make classes easier to teach.
d. It is easier to help the students understand certain things.
e. It cuts down on unnecessary teacher talking time and giving more time
for the students to talk.
There is one weakness of PPS Method, it takes a lot of energy to move
around the classroom distributing points.
According to Harris (2014: 2) PPS has transformed his class from
passive participants to active and engaged learners. The contrast of the
students before and after the system has taught, it made all students, even
high achievers can useful from external motivation.
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2. The Implementation of Participation Point System (PPS)
According to (Jeffrey, 2003) Participation Point System (PPS) is
a very simple yet, very effective method of motivating students to overcome
their passivity. He stated that there are many ways of practically applying
the PPS. The teachers can decide what they want to use and what score they
want to assign. He said that different color can also represent different
scores.
Jeffrey (2003) implemented the PPS method in his class by using
glass discs. Each glass disc is worth one point, and each marble is worth
three points. In his class, the discs are given to the students for fulfilling
what would possibly be considered standard for speaking English and
answering questions, while the marbles are given for attempting more
challenging issues. When the response is short and one-worded, they usually
receive one point. If they elaborate in any way, add some “depth”, or attempt
to answer more difficult questions, then they receive more points. Even if
the student has a wrong answer, that student will keep the participation
points because points are given mainly for making an effort to communicate
in the classroom, and not primarily for the correct answer.
Jeffrey also used gold discs that were worth six points for
remarkable and outstanding participation. One point was given to each
student who was on time emphasize the importance of punctuality. He found
that punctuality definitely improved when students were rewarded with one
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point in this way for being on time. Before using this method, there were
always a number of late students, coming into the class after the lesson had
started, which was disruptive.
In the first section, the teacher walks around the classroom to
check each students’ homework and gives one point to each student who has
done his/her homework. Additionally, students who volunteer to answer a
question while their homework is being checked get one additional point or
more if they elaborate the answer. Homework checking only takes around
five minutes. Before the class ends, each student’s participation score is
counted by collecting all discs and marbles.
According to Bess and Bess (2002) PPS works like this: during the
lesson planning, the teacher thinks about planned student behaviors such as
speaking in pairs, working in groups, etc. Next, the teacher assigns each task
with a number of participation points based on the task. What students are
expected to do is clearly spelled out, either written on the white board or
written out in a handout. Students complete each activity in the classroom.
In fact, teaching English using Participation Point System can be
used in many kinds of ways. Below are the fundamental steps to implement
PPS in a classroom as outlined by Raine (2014):
a. Desirable behaviors (asking for opinion, asking questions, volunteering
for classroom activities, etc.) are assigned a participation score;
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b. Students who participate in desirable actions are rewarded with a
physical representation of the points value (coins, beads, or tokens);
c. At the end of each class, the total participation points received by each
learner is counted;
d. Special prizes are awarded at the end of each semester for the students
who collect the most points.
B. The Concept of Writing
Writing process is the stage goes through in order to produce something in
its final written form (Harmer, 2004, p.4). To deliver from that explain of course
we used to practice of express what idea in our mind in the form of list, letter,
essay, reports, or novel.
The written language is simply the graphic representation of spoken
language, and that written performance is much like oral performance, the only
difference lying in graphic instead of auditory signals (Brown, 2001, p.335). In
addition, when write something, it usually expects somebody to read it. It is easy
for the reader to understand what the writers have written. However, it might be
difficult for other people to understand. The writing process is the stage goes
through in order to produce something in its final written form. The writer not
only needs to know the process of writing, but also need to apply these processes
to the works. It will help the writer to organize idea logically.
Writing skill is complex and difficult to learn. Requiring mastery is not
only grammatical patterns but also the rule of writing such as high degree of
organization in the development of ideas and information and also choosing the
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appropriate vocabularies and sentence structure to create a style which is
appropriate to subject matter (Jim A.P in Hong-qin, 2014).
Writing is one of the four language skills, which is taught in the school.
Writing is an important skill, to be developed from the beginning of language
instruction (Larsen and Anderson, 2013). On the other hand, writing is powerful
way not only to describe but also to examine, to reflect on, and to understand our
thoughts, feelings, ideas, action and experiences (Yagelski, 2015).
Additionally, writing is a written productive language skill. The purpose
of writing skill is to share information from spoken language into written
language. It needs a great thinking to produce writing which begin from getting
main idea, planning, and revising procedure. To reach the whole, it requires the
specific skill which not all the people could develop it (Ramadhani, 2013).
Based on to the statement above, it can conclude that writing is a complex
process. Writing is the activity to create pieces of written work, communicative
act, and a way of sharing observation, information, thoughts, or ideas with
ourselves or others into language that linked together in certain ways.
1. Writing process
According to Harmer in Ramadhani (2013), the writing process divided
into four stages: planning, drafting, editing, and final draft. All the stages of
writing process are explained below:
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a. Planning. It is the first stage of writing process when the writers plan,
try, and decide what they are going to say before starting to write. It
might involve making detailed notes. There are three issues; purpose,
audience, and content structure that must be considered in planning to
write. The purpose of writing will influence the type of the text to
produce, the language use, and the information. Secondly, the audience
will influence the shape of the writing (how it is laid out, how the
paragraph structured), and the choice of language such as formal and
informal tone. Thirdly, the content structure of the piece that is, how
best to sequence the facts, ideas, or arguments which are decided to
include.
b. Drafting. It is the first version of a piece of writing. A number of drafts
might be produced on the way to the final version, as the writing process
proceeds into editing.
c. Editing (reflecting and revising). It is the writing process to make the
change of draft which is ambiguous or confusing by using general
meaning and overall structure such as individual words and
grammatical accuracy. Reflecting and revising are often helped by other
readers who comment and make suggestions. The reaction of readers to
a piece of writing will help the author to make appropriate revisions.
d. Final draft. It is the last stage of the writing process when the written
text is ready to send to its intended audience.
13
2. Component of Writing
In writing process, the writer can be said successful if their writing
contains some aspects of writing. According to Jacob, et al (1981:90), there are
five aspects of writing, they are:
a. Content
The content of writing should be clear to readers so that the readers
can understand the message conveyed and gain information from it (Weigle,
2009). In order to have a good content of writing, its content should be well
unified and completed. The term usually knows as unity and completeness,
which become one of characteristic of good writing. The content to
relevance, originality, logic, clarity, etc. The content itself must be clear for
the readers so they can get the information from it.
b. Organization
Organization refers to the overall structure pieces of writing. The
aim of organizing material in writing involve coherence, the order of
importance, general to specific, specific to general, chronological order and
spatial order of the pattern (Weigle, 2009).
Organization concern with the way how the writer arranges and
organizes their idea and their messages in writing from which consist of
some partial order (A.R. Coulthardas cited in Hirsyam, 2016). In writing,
the writer should know about what kinds of paragraph that they want to write
and what topic that they want to tell to the readers. It must be supported by
cohesion.
14
c. Vocabulary
Vocabulary is one of very important component where the selection
of words should be suitable with the content. It means that the writer can
express their meaning or ideas exactly rather than blurs it. Thus, the reader
is easy to understand the content of the writing.
d. Language Use
Language use in writing description and other form of writing
involved correct usage and points of grammar (Cole, et al as cited in
Hirsyam,2016). However, considering that there are many points of
grammar, the writer would like to quote a little literature about tenses,
verbs, nouns and agreement. Specific nouns and strong verbs used
modifier or adjectives, adverbs, and participle in the writing. A modifier
may also be a phrase. A single, well-chosen modifier is often more
effective than several used together. If it is difficult to describe a subject
with overused or worm-out modifier, find more interesting synonyms in
the dictionary.
e. Mechanic
Essay writing is mechanically good if the writers demonstrate the
mastery of conventions, good spelling, punctuation, capitalization,
paragraphing, and also handwriting. Mechanics are the convention of print
that do not exist in oral language just in written language. Therefore, we
should be careful in writing because it will be permanent.
15
3. Writing genre
There are many kinds of genre in writing. They are descriptive,
narrative, anecdote, spoof, recount, report, analytical exposition, hortatory
exposition, explanation, review, discussion, procedure, news item.
Genre is a term for grouping texts together, representing how writers
typically use language to respond to recurring situations (Hyland, 2004, p.4).
Knowledge of genres (understanding how different purposes are commonly
expressed within a discourse community) is only one of the many ‘knowledge’
of ‘competences’ that a reader brings to the task of reading, and which a writer
assumes the reader will know (Harmer, 2004, p.17). In addition, genre
approach to writing students study texts in the genre they are going to be
writing before they embark on their own writing (Harmer, 2000, p.258).
According to Hyland (2004, p.29), there are some example of genres;
a. Recount: to reconstruct past experiences by retelling events in
original sequence.
b. Procedure: to show how something is done.
c. Narrative: to entertain and instruct via reflection on experience.
d. Description: to give an account of imagined of factual events.
In addition, a writer’s style is a reflection of his or her personality,
unique voice, and way of approaching the audience and readers (Meer,
2016). However, every piece of writers write is for a specific purpose—for
example, writers may want to explain how something works or persuade
16
people to agree with their point of view. While there are as many writer's
styles as there are writers, there are only four general purposes that lead
someone to write a piece, and these are known as the four styles, or types,
of writing. Knowing all four different types and their usages is important for
any writer. Here are the categories and their definitions:
1. Expository
Expository writing explains or informs. It talks about a subject
without giving opinions. Expository writing explains or informs. It talks
about a subject without giving opinions. Expository writing's main
purpose is to explain. It is a subject-oriented writing style, in which
authors focus on telling you about a given topic or subject without
voicing their personal opinions.
These types of essays or articles furnish you with relevant facts and
figures but do not include their opinions. This is one of the most common
types of writing. You always see it in textbooks and how-to articles. The
author just tells you about a given subject, such as how to do something.
2. Descriptive
Descriptive writing focuses on communicating the details of a
character, event, or place. Descriptive writing focuses on communicating
the details of a character, event, or place. Descriptive writing's main
purpose is to describe. It is a style of writing that focuses on describing a
character, an event, or a place in great detail. It can be poetic when the
author takes the time to be very specific in his or her descriptions.
17
Key point of descriptive text: it is often poetic in nature, describes
places, people, events, situation, or location in highly-detailed manner.
3. Persuasive
Persuasive writing tries to bring other people around to your point
of view. Persuasive writing tries to bring other people around to your
point of view. Persuasive writing's main purpose is to convince. Unlike
expository writing, persuasive writing contains the opinions and biases of
the author. To convince others to agree with the author's point of view,
persuasive writing contains justifications and reasons. It is often used in
letters of complaint, advertisements or commercials, affiliate marketing
pitches, cover letters, and newspaper opinion and editorial pieces.
4. Narrative
The narrative text explains events from the writer’s life. It retells
the previous event or experience. It begins with the opening, then
followed by the events and the last is ended by resolution where the
problems in the story are solved. The purpose of narrative text is to
entertain the reader.
According to Anderson (2003), narrative text consisted of some
generic structure. They are orientation, complication, climax, resolution,
and re-orientation. The first is orientation. This stage describes the main
characters and some minor characters. It is commonly indicated action
located and when it is taking place. The second is complication. It means
that problem happens in the story. It involves the main characters. The
18
third is climax. It describes how narrator tells the character in the story
to face the conflict. It involves their feeling and what they do. Next is
resolution. It contains how the character solve the problem in
complication stage. This implication may be resolved for better or worse,
but it is rarely left completely unresolved. The last is coda. It contains the
writers’ message whether moral message or advise for the reader. It is an
optional stage that means in narrative text, it can use or not.
C. The Concept of Speaking
Speaking is the verbal use of language to communicate with other
(Fulcher, 2003, p.79). Speaking in interactive and according to accomplish
pragmatic goals through interactive discourse with other speaker of language.
(Hughes, 2007).
Speaking is the productive aural/oral skills. It consists of producing
systematic verbal utterances to convey meaning. Teaching speaking is sometimes
considered a simple process. Commercial language schools around the world hire
people with no training to teach conversation. Although, speaking is totally natural,
speaking in language other than our own is anything but simple (Nunan, 2003).
The process of speaking, when a person speaks, we assume that the
following takes place. Though some motivation the person decided to speak, and
some content is bought other under attention. Through association of this content
with expression in the language, sentences are constructed with words, intonation,
phonemes, etc.
19
Speaking is making oneself understood. At a more defined level, speaking
requires the correct and idiomatic use of the target language. From the above
definition, the writer can conclude that speaking is expressing ideas, opinions, or
feelings to others by using words or sounds of articulation in order to inform, to
persuade, and to entertain that can be learnt by using teaching learning
methodologies.
According to Ubberyas cited in Lutfi (2014), some characteristics when the
speaking activity can be said have been successful. They are follows:
a. Leaners talk a lot. Learners should get as much as possible chance to speak.
But, unfortunately, it is most usually time is taken up with teachers talk or
pauses.
b. Participation is event. All students should get some chance to speak and give
contributions; classroom discussion in not dominated by a minority of
talkative participants.
c. Motivation is high. Learners are full of desire to speak, because they are
interested in the topic and have something new to say about it.
d. Language is of an acceptable level. Leaners express themselves in utterances
that are relevant, easily comprehensible to each other, and of acceptable
level of language accuracy.
1. Elements of Speaking
a. Accuracy
According to Srivasta (2014), accuracy refers to the ability of
the learner to produce grammatically correct sentences. The learner should
20
not only know correct grammatical rules of the language but also able to
speak and write accurately. Accuracy is a manner of people in using
appropriate word and the pattern of sentences (Marchelas cited in
Lutfi,2014). In this case, accuracy divided into three elements, namely
vocabulary, pronunciation, and grammar.
1) Vocabulary
The essential elements to learn before practice speaking is
vocabulary. We are difficult to speak without mastering vocabulary.
Students sometimes get difficulties in memorizing all vocabularies
that they have known it caused by lack of practicing and use them.
That is why the student need to practice more to keep in their mind.
Vocabulary is all the words that person knows or uses (Hornby,
2010).
2) Pronunciation
Pronunciation is the way for students to produce the utterance
words clearly when they are speaking (Kline as cited in Primarora,
2015). English pronunciation does not amount to mastery of list of
sounds or isolated words. Instead, it amounts to learning and
practicing the specifically English way of making a speaker’s
thoughts easy to follow (Gilbertas cited in Primarora, 2015).
When a teacher teaches English, they need to be sure that the
students can be understood when they speak. They need to be able
21
to say what they want to say. This means that students’ pronunciation
should be at least adequate for that purpose.
According to Hornby (2000) pronunciation is way in which
a language or a particular word or sounds is spoken. On their own
the sound of language may will be meaningless some of preambles
that speaker of English as foreign language because they have
difficulty with individual sound. Stress is a feature of word not only
when the words construct phonemically minimal pair partner, but
also giving shape to a word as spoken. Then intonation is clearly
important item and component user of language recognize what
meaning it has and can change the meaning of word they through
using it in different ways, when we taught English language,
student’s need it use rhythms and stress correctly if they are to be
understood.
3) Grammar
Grammar refers to the set of rules that allow us to combine
words in our language into larges units (Greenbaum & Nelsonas
cited in Primarora, 2015). Grammar it is needed for students to
arrange a correct sentence in conversation (Heatonas cited in
Cemink, 2012).
According to Dalleas cited in Herly (2015) grammar whose
subject matter is the organization of word in to variables
communication, often representing many layers of structure, such as
22
phrase sentences and complete utterance. The grammar of a
language is the description of the ways in which words can change
their forms and can be combined into sentences in that language.
Students need grammar in order to communicate underlying
proposition compactly and efficiently (Harmer as cited in Primarora,
2015).
b. Fluency
Fluency refers to how well a learner communicate meaning rather
than now many mistakes that they make in grammar, vocabulary, and
pronunciation. Fluency is often compared with accuracy, which is
concerned with the type, amount, and seriousness of mistake made.
Therefore, fluency is highly complex ration relate mainly to smoothness
continuity in discourse, it includes a consideration of how sentences
pattern very in word order to omit element of structure and also certain
aspect of the prosily of discourse.
Fluency refers to a level of proficiency in communication. It is
the ability to produce written and spoken sentences with ease, efficiency,
without pauses or a breakdown of communication (Srivastava, 2014,
p.55). Generally, language teachers have to deal with heterogeneous
students having different language background and language skills,
different world views, age levels, experiences and point of view. Some
students are accurate in speaking and writing but hesitate to speak in
public. On the other hand, few students are fluent but not accurate. Every
23
student wants to be accurate as well as fluent in speaking and writing.
But there are many variables and kinds of learner and differences in
classroom that makes teaching sometimes very challenging and
interesting.
Fluency refers to the smoothness of flow which sounds, syllables,
words, and phrases are joined together when speaking. In the classroom,
the students often speak English with pause, they often say “ums” or “a”.
They not fluent speak English in classroom. Apart from cognitive and
linguistics factors, learners’ speaking competence is influenced by
affective factors. Both anxiety and self-restriction have an impact on
learners’ oral proficiency.
c. Comprehension
Comprehension is discussed by both speakers because
comprehension can make people getting the information they want.
Comprehension is defined as the ability to understand something by a
reasonable comprehension of the subject or as the knowledge of what a
situation is really like.
D. Conceptual Framework
The conceptual framework underlying of this research was presented in the
following diagram:
24
Figure 2.1 Conceptual Framework
The three variables above; input, process, and output are briefly classified as
follows:
1. Input: refers to Participation Points System (PPS) Method which consists of
writing and speaking materials. A teaching media which is hoped to be a good
device in teaching and learning English.
2. Process: refers to the implementation of the input variable in the classroom
activities both teaching and learning through Participation Points System
(PPS) Method.
3. Output: refers to the students’ writing skill focuses on content and
organization meanwhile speaking skill focuses on pronunciation and
vocabulary.
E. Hypothesis
The hypothesis of this research is formulated as follows:
a. Null Hypothesis (Hₒ): The use of Participation Points System (PPS) Method
is not effective for students’ English skill where focused on productive skills
at the Eleventh Grade Students of SMA Muhammadiyah 9 Makassar.
Input
Writing and
Speaking
Material
Process
Using
Partipation
Point System
Method
Output
The Students’
Improvement in
Writing and
Speaking Skill
25
b. Alternative Hypothesis (H¹): The use of Participation Points System (PPS)
Method is effective for students’ English skill where focused on productive
skills at the Eleventh Grade Students of SMA Muhammadiyah 9 Makassar
26
CHAPTER III
METHOD OF THE RESEARCH
A. Research Design
The design of this research was a pre-experimental research method with one
group pre-test and post-test design. The treatment was conducted after the pre-test
and before post-test. The design of the experiment would be presented as follow:
Table 3.1 Research Design
(Arikunto, 2006)
Where:
O1 = Pre-test
X = Treatment
O2 = Post-test
In this research, the researcher had tried to figure out the effectiveness of
using participation point system in teaching English especially in writing and
speaking at the eleventh grades students of SMA Muhammadiyah 9 Makassar. The
effectiveness had been known after finding out the significant difference between
the students’ achievement in learning process before and after using the
participation point system as in this case it refers to pre-test and post-test score.
Pre-test Treatment Post-test
O1 X O2
27
1. Pre-Test
Before doing treatment, the researcher gave the students test related to
the writing and speaking test to find out their knowledge. The pre-test was
given in the next step on the procedure of collecting data. The pre-test took one
meeting.
2. Treatment
After giving the pre-test, the researcher corrected out the treatment to
the students by using Participation Point System Method. This treatment was
conducted six meetings and took 90 minutes for each meeting. The procedures
of the treatment were as follows:
a. The researcher used sticky notes to give the students’ participation score.
Each sticky notes had variant colors, they are red, green, and yellow. Each
color had different score where red was worth three points, green was worth
two points, and yellow was worth one point.
b. The researcher divided the students into five groups. Each group consisted
of 4 students.
c. The researcher explained about the material and gave some questions related
to the topic.
d. The researcher gave opportunity for the students to ask questions about
things that they did not understand about the material.
e. The researcher gave some instructions about what the student did.
f. The researcher gave picture series about narrative text.
g. The researcher asked the students to write narrative text in several
paragraphs.
28
h. The researcher asked the students to tell their work for 2-3 minutes in front
of the class.
i. The researcher gave conclusion about the material and then closed the class.
3. Post-Test
The researcher gave post-test to the students after treatment. The post-
test was similar with pre-test where both of pre-test and post-test have the same
question in order to found out whether or not Participation Point System
improve the students skill in teaching English.
B. Population and Sample
1. Population
The population of this research was the eleventh grades students of SMA
Muhammadiyah 9 Makassar in academic year of 2018/2019. There was one
class. It was XI IPA. The total number of populations were 20 students.
2. Sample
The sample is part of the number and characteristics of the population.
The sample is partially or the representative will be studied (Sugiyono, 2018).
The researcher used total sampling technique which was the sample was
selected from all of the population. It mean all of the students was taken as
sample. The researcher took 20 students from one class (IPA) at the eleventh
grades students of SMA Muhammadiyah 9 Makassar.
C. Research Variables and Indicators
There were two variables in this research, namely independent variable and
dependent variable. Independent variable was the variable which influenced the
29
object, while dependent variable was the variable which influenced by the object.
They are:
1. Variables
a. Independent variable of the research was the Participation Point
System Method.
b. Dependent variable of the research was the students’ productive
skills (writing and speaking skills).
2. Indicators
The indicator of this research was focused on productive skills of the
students in learning English.
a. The students’ writing skill focused on content and organization.
b. The students’ speaking skill focused on pronunciation and
vocabulary.
D. Research Instrument
The research instrument of this research was test. The test consisted of two
kinds, they are writing test and speaking test. Writing test was one which involves
writing rather than doing something practical or giving spoken answers where the
researcher asked the students to write narrative text. Meanwhile speaking test was
the questions that need verbally answers where the students spoke up in front of the
class. used writing-test and speaking-test as the instrument. However, the researher
only focused on content and organization in writing skill and focused on
pronunciation and vocabulary in speaking skill.
30
E. Procedure of Data Collection
The procedure of collecting data used the following steps:
1. Writing Test
In the writing test, the researcher gave the students work sheet. They
asked to write narrative text based on the topic into several paragraphs.
2. Speaking Test
The speaking test had a relationship with the writing test. The students
wrote narrative text in the work sheet. After that, the researcher gave the
students 2-3 minutes to speak English based on the topic. The researcher used
recorder as supporting instument to measure the students’ speaking skill.
F. Technique of Data Analysis
The techniques of data analysis were used as follows:
1. Scoring the students’ correct answer of the pre-test and post-test by using
this formula:
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
(Shofa as cited in Wahdania, 2016)
2. Rating Scale for Writing
a. Scoring of Content
Table 3.2 Content Scoring
Score Criteria
6 Knowledgeable, substantive, through development of thesis,
relevant to assigned topic.
31
5 Some knowledge of subject, adequate range, limited development
of thesis, mostly relevant to the topic, but lacks detail.
4 Some knowledge of the subject, a small portion relevant to the
topic, the development of the thesis is lacking.
3 Limited knowledge of subject, little substance, inadequate
development of topic
2 Does not show knowledge of subject, non-substantive, not
pertinent, or not enough to evaluate.
1 All knowledge were errors.
(Glencoe,2000)
b. Scoring of Organization
Table 3.3 Organization Scoring
Score Criteria
6 The ideas are-well organized in spatial order, correction spatial
order concise, the ideas are cohesion, the ideas are coherent.
5 The ideas are adequate organized, the organization is adequate
concise, the ideas are adequate cohesion, the ideas are adequate
coherence, the ideas are relevant to outline.
4 The ideas are generally organized, the organization is quite
concise, few ideas are a break out cohesion, the ideas are
generally coherent, the ideas are mostly relevant.
3 The ideas are almost loosely organized, the organization is not
concise, the ideas are inadequate cohesion, the ideas are
inadequate coherent.
2 The organization are loosely organized, the organization is not
concise in spatial order, the ideas are confused and
disconnected.
1 All knowledge are errors.
(Glencoe, 2000)
32
3. Rating scale for speaking
1. Scoring of Pronunciation
Table 3.4 Pronunciation Scoring
Score Criteria
6 Pronunciation is only very slightly influenced by the mother
tongue. Two or three grammatical and lexical errors.
5 Pronunciation is lightly influenced by the mother tongue. A few
minor grammatical and lexical errors but most utterances are
correct.
4 Pronunciation is still moderately influenced by the mother
tongue but no serious phonological errors. A few grammatical
and lexical errors but only one or two major errors causing
confusion.
3 Pronunciation is influenced by the mother tongue but only a few
serious phonological errors. Several grammatical and lexical
errors, some of which cause confusion.
2 Pronunciation is seriously influenced by the mother tongue with
the errors causing a breakdown. Many “basic” grammatical and
lexical errors.
1 Serious pronunciation errors as well as many “basic”
grammatical and lexical errors. No evidence of having mastered
any of the language skills and areas practice in the course.
(Heaton, 1989)
33
a. Scoring of Vocabulary
Table 3.5 Vocabulary Scoring
Score Criteria
6 Speak without too great an effort with a fairly wide range of
expression. Searchers for words occasionally but only one or two
unnatural pauses.
5 Has to make an effort at time to search for words. Nevertheless,
smooth delivery on the whole and only a few unnatural..
4 Although he has to make an effort and search for words, there
too many unnatural pauses. Fairly smooth delivery mostly.
Occasionally fragmentary but succeeds in coveying the general
meaning. Fair range of expression.
3 Has to make an effort for much of time. Often has to search for
the desired meaning. Rather halting delivery and fragmentary.
Range of expression often limited.
2 Long pauses while he searched for the desired meaning.
Frequently and halting delivery. Almost gives up making the
effort at times limited range of expression.
1 Full of long and unnatural pauses. Very halting and fragmentary
delivery. At time gives up making the effort. Very limited range
of expression.
(Heaton, 1989)
4. Classifying the students’ score into the following criteria:
No Score Classification
34
1 90-100 Excellent
2 80-89 Very Good
3 70-79 Good
4 60-69 Fairly Good
5 50-59 Fair
6 X<50 Poor
(Depdiknas as cited in Susanti, 2018)
5. To know the students’ percentage improvement, the researcher used
formula as follows:
P = X2−X1
X1× 100%
P = Percentage
X2 = Post-test mean score
X1 = Pre-test mean score
6. Statistic (SPSS)
The research data were gathered from the students’ test and analyzed
by using IBM SPSS (Statistical Package for the Social Science) 2.4 software
program in order to know the improvement of students’ writing and speaking
skill by calculating the mean score, median, mode and standard deviation.
7. Hypothesis Testing
The researcher has applied visual dictionary in students’ vocabulary
mastery including pretest, treatment and post-test. The pre-test score and post-
35
test score have significant difference after done hypothetical test. The results
of data have been representative in below:
While the criteria acceptance or rejection of t-test as follows:
H1 is accepted if sig < a = 0.05
H0 is accepted if sig > a = 0.05
36
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter answered of problem statements in the previous chapter and
consisted of findings and discussion. Findings showed description of result from
the data that had collected through writing and speaking test in pre-test and post-
test. It was described in graphic or chart or table form. Then, discussion was
explanation of findings but it still showed result of the data. In this discussion, the
researcher used their own word to explain it.
A. Finding
The findings of the research present the result of the research in using
Participation Point System Method which was consists of five parts. These are the
improvement of students’ writing skill in terms of content, the improvement of
students’ writing skill in terms of organization, the improvement of students’
speaking skill in terms of pronunciation, the improvement of students’ speaking
skill in terms of vocabulary, and hypothesis testing. In the further interpretation of
the data analysis are given below:
1. The Improvement of the Students’ Writing Skill in Terms of Content
The students’ content competence in writing is determined through the
pre-test and post-test mean score. The pre-test mean score showed the students’
score before giving the treatment. Meanwhile, the students’ post-test mean score
was showed after giving the treatment. It can be seen in the following table:
37
Table 4.1 The Students’ Mean Score in Terms of Content
Indicator Students’ Score Improvement (%)
Pre-test Post-test
Content 48.30 78.25 62.00 %
Table 4.1 shows that the students’ mean score in terms of content has an
improvement in post-test than pre-test. It is proved by seeing the table which the
students’ mean score is 48.30 in pre-test to be 78.25 in post-test. The
improvement percentage of students’ score in terms of content after giving the
treatment by using Participation Point System (PPS) Method is 62.00%. The
improvement of the students’ writing skill in terms of content could be described
as follows chart:
Figure 4.1: The Improvement of the Students in Terms of Content
0
10
20
30
40
50
60
70
80
48.3
78.25
Improvement
pre-test
post-test
38
Table 4.2 Frequency of the Students’ Score in Terms of Content
No Classification Score Pre-Test Post-Test
F % F %
1 Excellent 90-100 - - 2 10
2 Very Good 80-89 - - 10 50
3 Good 70-79 - - - -
4 Fairly Good 60-69 4 20 8 40
5 Fairly 50-59 10 50 - -
6 Poor X<50 6 30 - -
Total 20 100 20 100
Table 4.2 shows the students’ score frequency in terms of content. In pre-
test, it can be seen that there are 4 students (20%) got fairly good, 10 students
(50%) got fair and 6 students (30%) got poor. Then, the students showed the
improvement in post-test than pre-test which is 2 students (10%) got excellent,
10 students (50%) got very good and 8 students (40%) got fairly good.
2. The Improvement of the Students’ Writing Skill in Terms of
Organization
The students’ organization competence in writing is determined through
the pre-test and post-test mean score. The pre-test mean score showed the
students’ score before giving the treatment meanwhile the students’ post-test
mean score was showed after giving the treatment. The data description can be
seen in the following table:
Table 4.3 The Students’ Mean Score in Terms of Organization
Indicator Students’ Score Improvement (%)
Pre-test Post test
Organization 45.80 78.25 70.85%
39
Table 4.3 shows that the students’ mean score in terms of organization has
an improvement in post-test than pre-test. It is proved by seeing the table which
the students’ mean score was 45.80 in pre-test to be 78.25 in post-test. The
improvement percentage of students’ score in terms of organization after using
Participation Point System (PPS) Method is 70.85%. The improvement of the
students’ writing skill in terms of organization could be described as follows
chart:
Figure 4.2: The Improvement of the Students in Terms of Organization
Table 4.4 Frequency of Students’ Score in Terms of Organization
No Classification Score Pre-Test Post-Test
F % F %
1 Excellent 90-100 - - 1 5
2 Very Good 80-89 - - 12 60
3 Good 70-79 - - - -
4 Fairly Good 60-69 3 15 7 35
5 Fairly 50-59 10 50 - -
6 Poor X<50 7 35 - -
0
10
20
30
40
50
60
70
80
45.8
78.25
Improvement
pre-test
post-test
40
Total 20 100 20 100
Table 4.4 shows the students’ score frequency in terms of organization.
In pre-test, it can be seen that there are 3 students (15%) got fairly good, 10
students (50%) got fairly and 7 students (35%) got poor. Then, the students
show the improvement in post-test than pre-test which are 1 student (5%) got
excellent, 12 students (60%) got very good and 7 students (35%) got fairly
good.
3. The Improvement of the Students’ Speaking Skill in Terms of
Pronunciation
The students’ pronunciation competence in speaking is determined
through the pre-test and post-test mean score. The pre-test mean score showed
the students’ score before giving the treatment. Meanwhile, the students’ post-
test mean score was showed after giving the treatment. It can be seen in the
following table:
Table 4.5 The Students’ Mean Score in Terms of Pronunciation
Indicator Students’ Score Improvement (%)
Pre-test Post test
Pronunciation 43.30 67.55 56.00%
Table 4.5 shows that the students’ mean score in terms of pronunciation
has an improvement in post-test than pre-test. It is proved by seeing the table
which the students’ mean score was 43.30 in pre-test to be 67.55 in post-test.
The improvement percentage of students’ score in terms of pronunciation after
41
using Participation Point System (PPS) Method is 56.00%. The improvement of
the students’ speaking skill in terms of pronunciation could be described as
follows chart:
Figure 4.3: The Improvement of the Students in Terms of Pronunciation
Table 4.6 Frequency of Students’ Score in Terms of Pronunciation
No Classification Score Pre-Test Post-Test
F % F %
1 Excellent 90-100 - - 1 5
2 Very Good 80-89 - - 5 25
3 Good 70-79 - - - -
4 Fairly Good 60-69 4 20 8 40
5 Fairly 50-59 6 30 6 30
6 Poor X<50 10 50 - -
Total 20 100 20 100
Table 4.6 shows the students’ score frequency in terms of pronunciation.
In pre-test, it can be seen that there are 4 students (20%) got fairly good, 6
0
10
20
30
40
50
60
70
80
43.3
67.55
Improvement
pre-test
post-test
42
students (30%) got fairly and 10 students (50%) got poor. Then, the students
show the improvement in post-test than pre-test which are 1 student (5%) got
excellent, 5 students (25%) got very good, 8 students (40%) got fairly good and
6 students (30%) got fairly.
4. The Improvement of the Students’ Speaking Skill in Terms of
Vocabulary
The students’ vocabulary competence in speaking is determined through
the pre-test and post-test mean score. The pre-test mean score showed the
students’ score before giving the treatment. Meanwhile, the students’ post- test
mean score was showed after giving the treatment. It can be seen in the
following table:
Table 4.7 The Students’ Mean Score in Terms of Vocabulary
Indicator Students’ Score Improvement (%)
Pre-test Post test
Pronunciation 42.45 62.50 47.23%
Table 4.7 shows that the students’ mean score in terms of pronunciation
has an improvement in post-test than pre-test. It is proved by seeing the table
which the students’ mean score was 42.45 in pre-test to be 62.50 in post-test.
The improvement percentage of students’ score in terms of pronunciation after
using Participation Point System (PPS) Method is 47.23%. The improvement of
the students’ speaking skill in terms of vocabulary could be described as follows
chart:
43
Figure 4.4: The Improvement of the Students in Terms of Vocabulary
Table 4.8 Frequency of Students’ Score in Terms of Vocabulary
No Classification Score Pre-Test Post-Test
F % F %
1 Excellent 90-100 - - 1 5
2 Very Good 80-89 - - 4 20
3 Good 70-79 - - - -
4 Fairly Good 60-69 3 15 6 20
5 Fairly 50-59 7 35 7 35
6 Poor X<50 10 50 2 10
Total 20 100 20 100
Table 4.8 shows the students’ score frequency in terms of vocabulary. In
pre-test, it can be seen that there are 3 students (15%) got fairly good, 7 students
(35%) got fairly and 10 students (50%) got poor. Then, the students show the
improvement in post-test than pre-test which are 1 student (5%) got excellent,
4 students (20%) got very good, 6 students (30%) got fairly good, 7 students
(35%) got fairly, and 2 students (10%) got poor.
0
10
20
30
40
50
60
70
80
42.45
62.5
Improvement
pre-test
post-test
44
5. Hypothesis Testing
The hypothesis is the most important of the research. Hypothesis is used
to know whether there is significant difference between pre-test and post test
result. It determines whether Participation Point System (PPS) Method is
effective or not in teaching English especially in writing and speaking skill.
The hypothesis is tested by using T-test analysis. The researcher used t-test
(test of significance) to know and to compare the significant difference between
the students’ score in pre-test and post-test. The researcher used t-test analysis
on the level of significance (α) = 0.05 with the degree of freedom (df = N – 1
= 20-1 = 19). Therefore, the hypotheses are as follows:
H1 is accepted if sig < α = 0.05
H0 is accepted if sig > α = 0.05
1. The Significance of the Students’ Writing Skill in Terms of Content and
Organization
a) Content
The result of the data calculation was calculated using SPSS. The
students’ result score in terms of content shown in the following table:
Table 4.9 The Significance of Students’ Score in Terms of Content
between Pre-test and Post-test
Paired Samples Test
Paired Differences
T Df Sig. (2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
45
Lower Upper
Pair
1
pretest –
posttst -29.80000 1.96326 1.96362 -33.90990 -25.69010 -15.176 19 .000
Based on the table 4.9, it can be seen that the Sig. (2-tailed) is 0.000 < α
0.05. The alternative hypothesis (H1) was accepted whereas null hypothesis
(H0) was rejected. It can be concluded that there was significant difference
between the result of the student writing skill in terms content after using
Participation Point System (PPS) Method.
b) Organization
The result of the data calculation was calculated using SPSS. The
students’ result score in terms of organization shown in the following table:
Table 4.10 The Significance of Students’ Score in Terms of Organization
between Pre-test and Post-test
Paired Samples Test
Paired Differences
t Df Sig. (2-
tailed) Mean
Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
pretest –
posttst -32.30000 12.78198 2.85814 -38.28215 -26.31785 -11.301 19 .000
Based on the table 4.10, it can be seen that the Sig. (2-tailed) is 0.000 <
α 0.05. The alternative hypothesis (H1) was accepted whereas null hypothesis
(H0) was rejected. It can be concluded that there was significant difference
46
between the result of the writing skill in terms of organization after using
Participation Point System (PPS) Method.
2. The Significance of the Students’ Speaking Skill in Terms of
Pronunciation and Vocabulary
a) Pronunciation
The result of the data calculation was calculated using SPSS. The
students’ result score in terms of pronunciation shown in the following table:
Table 4.11 The Significance of Students’ Score in Terms of Pronunciation
between Pre-test and Post test
Paired Samples Test
Paired Differences
T Df
Sig.
(2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
pretest –
posttst -24.15000 12.67104 2.83333 -38.28215 -30.08023 -18.21977 19 .000
Based on the table 4.11, it can be seen that the Sig. (2-tailed) is 0.000 <
α 0.05. It means that the alternative hypothesis (H1) was accepted whereas null
hypothesis (H0) was rejected. It can be concluded that there was significant
difference between the result of the student speaking skill in terms of
pronunciation after using Participation Point System (PPS) Method.
b) Vocabulary
The result of the data calculation was calculated using SPSS. The
students’ result score in terms of pronunciation shown in the following table:
47
Table 4. 12 The Significance of Students’ Score in Terms of Vocabulary
between Pre-test and Post test
Paired Samples Test
Paired Differences
T Df
Sig.
(2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence
Interval of the
Difference
Lower Upper
Pair
1
pretest –
posttst -20.50000 11.64146 2.60311 -25.49837 -14.60163 -7.702 19 .000
Based on the table 4.12, it can be seen that the Sig. (2-tailed) is 0.000 <
α 0.05. It means that the alternative hypothesis (H1) was accepted whereas null
hypothesis (H0) was rejected. It can be concluded that there was significant
difference between the results of the students’ speaking skill in terms of
vocabulary after using Participation Point System (PPS) Method.
B. Discussion
In this part, the discussion dealing with the interpretation of findings
derived from the result of the students’ increase in writing skill in terms of
content and organization meanwhile speaking skill in terms of pronunciation
and vocabulary. In findings, the data showed that the increase of students’ in
writing and speaking skill were significant after analysing t-test and t-table
value. The application of Participation Point System (PPS) Method in
teaching English at the eleventh grade students of SMA Muhammadiyah 9
Makassar can improve the students’ achievement and their ability to
understand the material in pre-test and post-test inside the learning process
48
where the KKM in SMA Muhammadiyah 9 Makassar especially for English
subject was 75.
1. The Achievement of the Students’ Writing Skill in Terms of
Content
One of the important things in writing is the content. A content in
writing have to relevant with the topic. As Weigle (2009) state that the
content of writing should be clear to reader so that the reader can
understand the message coveyed and gain information from it. Result of
the data analysis through the writing test showed that the students’ writing
skill in terms of content has increased. It was indicated by the students’
score in pre-test and post-test.
The mean score of the students in pre-test was 48.30. In terms of
content in pre-test, the students were still confused to write a text because
they has limited knowledge and little substance in their writing. In pre-test
there were 6 (30%) out of students classified into poor score, 10 (50%) out
of them classified into fair score, 4 (20%) out of students classified into
fairly good score, and none of them classified into good, very good and
excellent score. While the mean score of the students in post-test, it was
78.25. It has increased and higher than pre-test. The students can write the
content with the relevant topic. In post-test there were 2 (10%) out of
students classified into low score, 5 (25%) out of them classified into fairly
good score, 1 (5%) out of them classified into excellent score, none of them
classified into very good and excellent score.
In the treatment at the first meeting the researcher actually found
49
that there were most of students got problem in writing because the most
of them still confused to make paragraph. The second until the last
meeting, they tried to read and understand the content of the text and they
also pay attention to the explanation that given by the researcher to them
at the end of meeting.
Based on the result of the t-test, the researcher found that there was
significant difference between the result of the pre-test and post-test. It
means that there was significant difference of the pre-test before and after
teaching and learning processed by using Participation Point System. Thus,
by using Participation Point System (PPS) Method could be improved
students’ writing skill in terms of content.
2. The Achievement of the Students’ Writing Skill in Terms of
Organization
In addition, organization in writing skill. It is one of writing
aspects that help the readers easy to get the point in our writing. Every text
has their organization or usually called generic structure. Narrative text
itself consist of orientation, complication, resolution, and re-orientation.
As A.R Coulthard as cited in Hirsyam (2016) state that
organization concern with the way how the writer arranges and organizes
their idea and their messages in writing from which consisted of some partial
order. The result of the data analysis through the written test shows that the
students’ writing skill in terms of organization has increased. It was
indicated by the students’ score in pre-test and post-test.
50
The means score of the students in pre-test was 45.80. The students
looked confused and disconnected in their writing. Students’ writing does
not completely told in the orientation of the story such as they did not show
the complete setting in the story like character, place, and situation. Besides
that, in terms of complication, they were not totally narrated. In pre-test,
there were 7 (35%) out of students classified into poor score, 10 (50%) out
of them classified into fairly, 3 (15%) out of them classified into fairly good,
none of them classified into good, very good and excellent score.
Meanwhile, the mean score of the students in post-test was 78.25.
It has increased and higher than pre-test. After the implementation of
treatment in six meetings, the students organize their writing. They had
shown clear orientation and had used signal words which indicate sequence.
In post-test, there were 7 (35%) out of students classified into fairly good
score, 12 (60%) out of them classified into fairly, 1 (5%) out of them
classified into excellent score.
From the discussion above, the researcher could be conclude that
using Participation Point System (PPS) Method was one of good methods
that could improve the students’ writing skill in terms of content and
organization at the eleventh grades Students of SMA Muhammadiyah 9
Makassar.
3. The Achievement of the Students’ Speaking Skill in Terms of
Pronunciation
Pronunciation is one of aspects in speaking. As in Primarora (2015)
state that pronunciation is the way for students to produce the utterance
51
words clearly when they speak. The result of the data analysis through the
speaking test shows that the students’ speaking skill in terms of
pronunciation has increased. It was indicated by the students’ score in pre-
test and post-test. The mean score of the students in pre-test was 43.30. The
students’ score was lack because they only speak English but they did not
pay attention with the correct pronunciation. They still influenced by the
mother tongue. In pre-test, there were 10 (50%) out of students classified
into poor score, 6 (30%) out of them classified into fairly score, 4 (20%) out
of them classified into fairly good score, none of them classified into good,
very good and excellent score.
Meanwhile the mean score of the students in post-test was 67.55. It
has increased and higher than pre-test. The students can speak effectively
and they can use correct pronunciation. As Andi Tenri, et al (2013) state that
correct pronunciation of individual sounds and words make the listeners be
able to hear and distinguish the words we are saying. In post-test, there were
6 (30%) out of students classified into fairly score, 8 (40%) out of them
classified into fairly score good score, 5 (25%) out of them classified into
very good score, and 1 (5%) out of them classified into excellent score.
Based on the result of the t-test, the researcher found that there was
significant difference between the result of the pre-test and post-test. It
means that there was significant difference before and after teaching and
learning process by using Participation Point System (PPS) Method.
52
4. The Achievement of the Students’ Speaking Skill in Terms of
Vocabulary
Vocabulary is one of important aspects in speaking. Large
vocabulary should be improved in order that the words might be used
appropriately. As Andi Tenri, et al. (2013) state that one cannot
communicate effectively or express their ideas in both oral and written
forms if they do not have sufficient vocabulary; without vocabulary nothing
can be conveyed. The result of the data analysis through the speaking test
shows that the students’ speaking skill in terms of vocabulary has increased.
It was indicated by the students’ score in pre-test and post-test.
The mean score of the students in pre-test was 42.45. The students’
score was lack because their vocabulary was very limited so it was hard to
understand by listener. In pre-test, there were 10 (50%) out of students
classified into poor score, 7 (35%) out of them classified into fairly score, 3
(15%) out of them classified into fairly good score, none of them classified
into good, very good and excellent score.
Meanwhile the mean score of the students in post-test was 62.50. It
has increased and higher than pre-test. The students had limited vocabulary
but the meaning could be understood by the listener. As Rahman (2012)
state that speaking is an oral communication involving two elements namely
the speaker who gives the messages and the listener who receives the
message. In post-test, there were 2 (10%) out of students classified into poor
score, 7 (35%) out of them classified into fairly score, 6 (30%) out of them
53
classified into fairly good score, 4 (20%) out of them classified into very
good score, and 1 (5%) out of them classified into excellent score.
Based on the result of the t-test, the researcher found that there was
significant difference between the result of the pre-test and post-test. It
means that there was significant difference before and after teaching and
learning process by using Participation Point System (PPS) Method. It
concluded that the result of the research was suitable with the theory of
Jeffrey (2003) states that Participation Points System (PPS) is a very simple
yet, very effective method of motivating students to overcome their
passivity. In addition, Hadley (1997) states that PPS is a method of
motivating classroom participation, especially communicative participation
by giving students something tangible participation, by giving students
something tangible (such as discs, marbles, poker chips, etc.)
From those results, it can be concluded that Participation Point
System (PPS) Method is effective to be used in teaching English at the
Eleventh Grade Students of SMA Muhammadiyah 9 Makassar.
54
CHAPTER V
CONCLUSION AND SUGGESTION
Based on the description in the previous chapter, the researcher puts forward
conclusion and suggestion as follows:
A. Conclusion
Based on the findings and discussion in the previous chapter, the researcher
concludes this research as follows:
1. The use of Participation Point System Method was effective to improve
students’ writing skill in terms of content. It was proved by the Sig. (2-tailed)
(0.000) that was lower than α = 0.05. It also proved by the students’ mean
score before giving treatment was 48.30 (pre-test) to be 78.25 (post-test) after
giving treatment with 62.00% improvement. It indicated that the students’
content score between pre-test and post-test was significantly different. Thus,
it can be concluded that there was a significant effect of using Participation
Point System Method in improving students’ writing skill at the eleventh
grades students of SMA Muhammadiyah 9 Makassar.
2. The use of Participation Point System Method was effective to improve
students’ writing skill in terms of organization. It was proved by the Sig. (2-
tailed) (0.000) which was lower than α = 0.05. It also proved by the students’
mean score before giving treatment was 45.80 (pre-test) to be 78.25 (post-
test) after giving treatment with 70.85% improvement. It indicated that the
students’ organization score between pre-test and post-test was significantly
55
different. Thus, it can be concluded that there was a significant effect of using
Participation Point System Method in improving students’ writing skill at the
eleventh grades students of SMA Muhammadiyah 9 Makassar.
3. The use of Participation Point System Method was effective to improve
students’ speaking skill in terms of pronunciation. It was proved by the Sig.
(2-tailed) (0.000) which was lower than α = 0.05. It also proved by the
students’ mean score before giving treatment was 43.30 (pre-test) to be 67.55
(post-test) after giving treatment with 56.00% improvement. It indicated that
the students’ pronunciation score between pre-test and post-test was
significantly different. Thus, it can be concluded that there was a significant
effect of using Participation Point System Method in improving students’
speaking skill at the eleventh grades students of SMA Muhammadiyah 9
Makassar.
4. The use of Participation Point System Method was effective to improve
students’ speaking skill in terms of vocabulary. It was proved by the Sig. (2-
tailed) (0.000) which was lower than α = 0.05. It also proved by the students’
mean score before giving treatment was 42.45 (pre-test) to be 62.50. (post-
test) after giving treatment with 47.23% improvement. It indicated that the
students’ vocabulary score between pre-test and post-test was significantly
different. Thus, it can be concluded that there was a significant effect of using
Participation Point System Method in improving students’ speaking skill at
the eleventh grades students of SMA Muhammadiyah 9 Makassar.
56
B. Suggestion
The researcher presents some suggestion as follows:
1. The teacher should more creative to enrich their teaching in the classroom. It
is suggested to the English teachers at the eleventh grade of SMA
Muhammadiyah 9 Makassar use Participation Point System Method as
alternative way that can be used in teaching English because it is effective to
improve the student skill especially writing and speaking skill.
2. The students should be pay attention while the teacher explain about the
material and ask the teacher their difficulties on learning if there is something
misunderstand.
3. For the next researcher who has similar research with this research, I
suggested to conduct more perfect research with different framework and
contexts that could enrich knowledge by giving contribution to develop
English teaching and learning process.
57
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APPENDICES
APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
Sekolah : SMA Muhammadiyah 9 Makassar
Mata Pelajaran : Bahasa Inggris
Kelas / Semester : XI / 2 (Dua)
Materi Pokok : Teks Naratif
Alokasi Waktu : 6 pertemuan
A. Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya.
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab,
peduli (toleransi, gotong royong), santun, percaya diri, responsif dan pro-
aktif dan menunjukkan sikap sebagai bagian dari solusi atas berbagai
permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial
dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam
pergaulan dunia.
KI 3 : Memahami, menerapkan, menganalisis pengetahuan faktual, konseptual,
prosedural berdasarkan rasa ingin tahunya tentang ilmu pengetahuan,
teknologi, seni, budaya, dan humaniora dengan wawasan
kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab
fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada
bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk
memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara
mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan.
B. Kompetensi Dasar dan Indikator:
Kompetensi Dasar Indikator
3.5 Membedakan fungsi sosial,
struktur teks, dan unsur
kebahasaan beberapa teks
naratif dengan memberi dan
meminta informasi terkait
cerita pendek, sesuai dengan
konteks penggunaannya
3.5.1 Mengidentifikasi fungsi sosial,
struktur teks dan unsur
kebahasaan yang digunakan
dalam teks tersebut.
4.5. Menangkap makna secara
kontekstual terkait dengan
fungsi sosial, struktur teks,
dan unsur kebahasaan teks
naratif terkait cerita pendek
4.5.1 Menceritakan kembali teks
naratif yang telah disimak
secara tertulis dengan
menggunakan bahasa yang
sederhana
C. Tujuan Pembelajaran
Sikap:
1. Selama dan setelah proses pembelajaran, peserta didik dapat mensyukuri
kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar
komunikasi internasional yang diwujudkan dalam semangat belajar.
2. Selama dan setelah proses pembelajaran, peserta didik mampu meneladani sikap
dan tindakan peduli, percaya diri, disiplin, dan cinta damai yang ditunjukkan oleh
tokoh dalam teks naratif.
3. Selama dan setelah proses pembelajaran, peserta didik mampu menunjukkan
perilaku jujur dan bertanggungjawab dalam mengerjakan tugas-tugas dalam
pembelajaran teks naratif.
Pengetahuan:
4. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
struktur teks naratif sederhana (orientation, complication, resolution dan coda).
5. Peserta didik dengan membaca teks naratif dan diskusi mampu menjelaskan
unsur kebahasaan teks naratif sederhana.
Keterampilan:
6. Peserta didik mampu menganalisis gagasan utama, makna kata, dan menggali
informasi tentang teks naratif lisan dan tulis.
7. Peserta didik mampu menafsirkan gagasan utama dan makna kata dalam teks
naratif lisan dan tulis.
8. Peserta didik mampu menyimpulkan dan menyajikan pesan moral (moral value)
dalam teks naratif lisan dan tulis.
9. Peserta didik mampu menceritakan kembali dengan bahasa mereka sendiri teks
naratif lisan dan tulis.
D. Materi Pembelajaran
1) Fungsi sosial
Memperoleh hiburan, menghibur dan mengajarkan nilai-nilai luhur,
meneladani nilai-nilai moral, dsb.
2) Struktur teks
• Pendahuluan (orientasi). Bagian ini memperkenalkan tokoh, tempat,
waktu, dan terjadinya cerita.
• Masalah yang terdapat di dalam cerita (komplikasi)
• Resolusi. Bagian ini menceritakan bagaimana masalah itu terselesaikan.
• Ulasan atau komentar umum (reorientasi), opsional.
3) Unsur kebahasaan
• Menggunakan simple past tense, past continous dan lainnya yang
relevan
• Menggunakan keterangan waktu
• Menggunakan kata benda dan frasa kata benda
• Menggunakan kata hubung waktu
• Kosa kata: terkait karakter, watak, dan setting dalam cerita pendek
• Penggunaan nominal singular dan plural secara tepat \Ucapan, tekanan
kata, intonasi, ejaan dan tanda baca, dan tulisan tangan
4) Topik
Cerita-cerita pendek yang memberikan keteladanan dan yang dapat
menumbuhkan perilaku yang termuat dalam KI.
E. Metode Pembelajaran
1. Pendekatan : Scientific
2. Model Pembelajaran : Participation Point System
3. Teknik Pembelajaran : Picture Series
F. Media, Alat, dan Sumber Pembelajaran
1. Media : Gambar tentang teks naratif “Timun Mas”
2. Alat : Sticky notes
3. Sumber Pembelajaran:
• Buku teks yang relevan
• Gambar-gambar yang relevan
G. Langah-Langkah Kegiatan Pembelajaran
1. Pertemuan Pertama
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
➢ Guru mempersilahkan peserta didik untuk
berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
10 menit
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta didik
guna memberikan background knowledge
agar peserta didik lebih mudah mencerna
teks yang diberikan
2 Kegiatan Inti Mengamati
➢ Guru memberi penjelasan mengenai
materi teks naratif “Timun Mas” kepada
peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “Timun Mas”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
➢ Peserta didik mencermati fungsi struktur
teks dan struktur yang digunakan dalam
teks naratif “Timun Mas”
➢ Peserta didik menirukan pengucapan guru
mengenai tahapan-tahapan menceritakan
kembali teks naratif “Timun Mas”
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “Timun Mas”
Memahami
➢ Peserta didik menulis dan
mempraktekkan story telling di depan
kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
70 menit
➢ Peserta didik menjawab pertanyaan yang
diberikan oleh guru sesuai dengan gambar
berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada setiap
individu.
➢ Peserta didik mempersiapkan cerita yang
akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh guru
untiuk menceritakan gambar yang telah
diberikan.
➢ Peserta didik menjelaskan fungsi sosial,
struktur, dan menyimpulkan nilai moral
yang terdapat pada teks naratif “Timun
Mas”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan kembali
struktur teks naratif “Timun Mas”
berdasarkan umpan balik (feedback) dari
guru dan teman.
➢ Guru menanyakan kesulitan yang dialami
peserta didik dalam memaparkan tahapan
yang dilakukan di depan kelas.
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
10 menit
2. Pertemuan Kedua
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
➢ Guru mempersilahkan peserta didik
untuk berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta
didik guna memberikan background
knowledge agar peserta didik lebih
mudah mencerna teks yang diberikan
10 menit
2 Kegiatan Inti Mengamati
➢ Guru memberi penjelasan mengenai
materi teks naratif “Cinderella” kepada
peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “Cinderella”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
➢ Guru memberikan contoh kepada siswa
cara membuat teks deskriptif
berdasarkan gambar berseri yang
diperlihatkan
70 menit
➢ Peserta didik mencermati fungsi
struktur teks dan struktur yang
digunakan dalam teks naratif
“Cinderella”
➢ Peserta didik mencari pesan yang
terkandung dalam teks naratif
“Cinderella”
➢ Peserta didik menirukan pengucapan
guru mengenai tahapan-tahapan
menceritakan kembali teks naratif
“Cinderella”
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “Cinderella”
Memahami
➢ Peserta didik mempraktekkan story
telling di depan kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
➢ Peserta didik menjawab pertanyaan
yang diberikan oleh guru sesuai dengan
gambar berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada
setiap individu.
➢ Peserta didik mempersiapkan cerita
yang akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh
guru untiuk menceritakan gambar yang
telah diberikan.
➢ Peserta didik menjelaskan fungsi
sosial, struktur, dan menyimpulkan
nilai moral yang terdapat pada teks
naratif “Cinderella”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan
kembali struktur teks naratif
“Cinderella” berdasarkan umpan balik
(feedback) dari guru dan teman.
➢ Guru menanyakan kesulitan yang
dialami peserta didik dalam
memaparkan tahapan yang dilakukan di
depan kelas.
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
10 menit
3. Pertemuan Ketiga
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
10 menit
➢ Guru mempersilahkan peserta didik
untuk berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta
didik guna memberikan background
knowledge agar peserta didik lebih
mudah mencerna teks yang diberikan
2 Kegiatan Inti Mengamati
➢ Guru memberi penjelasan mengenai
materi teks naratif “The Golden Slug”
kepada peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “The Golden Slug”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
➢ Peserta didik mencermati fungsi
struktur teks dan struktur yang
digunakan dalam teks naratif “The
Golden Slug”.
➢ Peserta didik mencari pesan yang
terkandung dalam teks naratif “The
Golden Slug”
➢ Peserta didik menirukan pengucapan
guru mengenai tahapan-tahapan
menceritakan kembali teks naratif
“The Golden Slug”
70 menit
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “The Golden
Slug”
Memahami
➢ Peserta didik mempraktekkan story
telling di depan kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
➢ Peserta didik menjawab pertanyaan
yang diberikan oleh guru sesuai dengan
gambar berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada
setiap individu.
➢ Peserta didik mempersiapkan cerita
yang akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh
guru untiuk menceritakan gambar yang
telah diberikan.
➢ Peserta didik menjelaskan fungsi
sosial, struktur, dan menyimpulkan
nilai moral yang terdapat pada teks
naratif “The Golden Slug”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan
kembali struktur teks naratif “The
Golden Slug” berdasarkan umpan balik
(feedback) dari guru dan teman.
➢ Guru menanyakan kesulitan yang
dialami peserta didik dalam
memaparkan tahapan yang dilakukan di
depan kelas.
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
10 menit
4. Pertemuan Keempat
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
➢ Guru mempersilahkan peserta didik
untuk berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta
didik guna memberikan background
10 menit
knowledge agar peserta didik lebih
mudah mencerna teks yang diberikan
2 Kegiatan Inti Mengamati
➢ Guru memberi penjelasan mengenai
materi teks naratif “Loro Jonggrang”
kepada peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “Loro Jonggrang”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
➢ Peserta didik mencermati fungsi
struktur teks dan struktur yang
digunakan dalam teks naratif “Loro
Jonggrang”
➢ Peserta didik mencari pesan yang
terkandung dalam teks naratif “Loro
Jonggrang”
➢ Peserta didik menirukan pengucapan
guru mengenai tahapan-tahapan
menceritakan kembali teks naratif
“Loro Jonggrang”
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “Loro
Jonggrang”
Memahami
70 menit
➢ Peserta didik mempraktekkan story
telling di depan kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
➢ Peserta didik menjawab pertanyaan
yang diberikan oleh guru sesuai dengan
gambar berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada
setiap individu.
➢ Peserta didik mempersiapkan cerita
yang akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh
guru untiuk menceritakan gambar yang
telah diberikan.
➢ Peserta didik menjelaskan fungsi
sosial, struktur, dan menyimpulkan
nilai moral yang terdapat pada teks
naratif “Loro Jonggrang”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan
kembali struktur teks naratif “Loro
Jonggrang” berdasarkan umpan balik
(feedback) dari guru dan teman.
➢ Guru menanyakan kesulitan yang
dialami peserta didik dalam
10 menit
memaparkan tahapan yang dilakukan di
depan kelas.
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
5. Pertemuan Kelima
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
➢ Guru mempersilahkan peserta didik
untuk berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta
didik guna memberikan background
knowledge agar peserta didik lebih
mudah mencerna teks yang diberikan
10 menit
2 Kegiatan Inti Mengamati 70 menit
➢ Guru memberi penjelasan mengenai
materi teks naratif “Ali Baba” kepada
peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “Ali Baba”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
➢ Peserta didik mencermati fungsi
struktur teks dan struktur yang
digunakan dalam teks naratif “Ali
Baba”
➢ Peserta didik mencari pesan yang
terkandung dalam teks naratif “Ali
Baba”
➢ Peserta didik menirukan pengucapan
guru mengenai tahapan-tahapan
menceritakan kembali teks naratif “Ali
Baba”
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “Ali Baba”
Memahami
➢ Peserta didik mempraktekkan story
telling di depan kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
➢ Peserta didik menjawab pertanyaan
yang diberikan oleh guru sesuai dengan
gambar berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada
setiap individu.
➢ Peserta didik mempersiapkan cerita
yang akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh
guru untiuk menceritakan gambar yang
telah diberikan.
➢ Peserta didik menjelaskan fungsi
sosial, struktur, dan menyimpulkan
nilai moral yang terdapat pada teks
naratif “Ali Baba”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan
kembali struktur teks naratif “Ali
Baba” berdasarkan umpan balik
(feedback) dari guru dan teman.
➢ Guru menanyakan kesulitan yang
dialami peserta didik dalam
memaparkan tahapan yang dilakukan di
depan kelas.
10 menit
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
6. Pertemuan Keenam
No Tahap Kegiatan Belajar Alokasi
Waktu
1 Pendahuluan ➢ Guru mengucapkan salam dan bertegur
sapa dengan peserta didik
➢ Guru mempersilahkan peserta didik
untuk berdo’a
➢ Guru mengecek absensi peserta didik
➢ Guru memotivasi peserta didik untuk
fokus kepada materi yang akan
disampaikan
➢ Guru menjelaskan pengetahuan umum
tentang teks naratif kepada peserta
didik guna memberikan background
knowledge agar peserta didik lebih
mudah mencerna teks yang diberikan
10 menit
2 Kegiatan Inti Mengamati
➢ Guru memberi penjelasan mengenai
materi teks naratif “Snow White”
kepada peserta didik
➢ Guru memperlihatkan gambar berseri
tentang teks naratif “Snow White”.
➢ Peserta didik memperhatikan gambar
berseri beserta penjelasannya.
70 menit
➢ Peserta didik mencermati fungsi
struktur teks dan struktur yang
digunakan dalam teks naratif “Snow
White”
➢ Peserta didik mencari pesan yang
terkandung dalam teks naratif “Snow
White”
➢ Peserta didik menirukan pengucapan
guru mengenai tahapan-tahapan
menceritakan kembali teks naratif
“Snow White”
Mempertanyakan
➢ Dengan bimbingan guru, peserta didik
diberi kesempatan untuk
mempertanyakan materi pembelajaran
mengenai teks naratif “Snow White”
Memahami
➢ Peserta didik mempraktekkan story
telling di depan kelas
➢ Peserta didik memahami isi dari cerita
yang diceritakan
➢ Peserta didik menjawab pertanyaan
yang diberikan oleh guru sesuai dengan
gambar berseri tersebut.
Mengeksplorasi
➢ Guru membagikan gambar kepada
setiap individu.
➢ Peserta didik mempersiapkan cerita
yang akan diceritakan
Mengkomunikasikan
➢ Peserta didik dipilih secara acak oleh
guru untiuk menceritakan gambar yang
telah diberikan.
➢ Peserta didik menjelaskan fungsi
sosial, struktur, dan menyimpulkan
nilai moral yang terdapat pada teks
naratif “Snow White”.
3 Penutup ➢ Peserta didik memperoleh umpan balik
(feedback) dan penguatan dari guru dan
teman.
➢ Peserta didik menyempurnakan
kembali struktur teks naratif “Snow
White” berdasarkan umpan balik
(feedback) dari guru dan teman.
➢ Guru menanyakan kesulitan yang
dialami peserta didik dalam
memaparkan tahapan yang dilakukan di
depan kelas.
➢ Guru dan peserta didik menyimpulkan
kegiatan pembelajaran yang telah
dipelajari.
➢ Mengucapkan salam.
10 menit
H. Penilaian
1. Sikap Sosial
1. Jenis/Teknik Penilaian : penilaian diri
2. Bentuk Instrumen Penilaian Diri : lembar penilaian diri
Penilaian Sikap Sosial
No Pernyataan Ya Tidak
3. Pedoman Penskoran
Keterangan: Skor = 1 (Ya) Skor = 0 (Tidak)
SB = jika skor 11 - 12
B = jika skor 9 - 10
C = jika skor 6 – 8
2. Pengetahuan
1. Jenis/Teknik Penilaian : Tes lisan dan tes tulis
2. Pedoman Penilaian
Content : 1-6
Organization : 1-6
Pronunciation : 1-6
Vocabulary : 1-6
NA =𝑆𝑘𝑜𝑟 𝑑𝑖𝑝𝑒𝑟𝑜𝑙𝑒ℎ
𝑆𝑘𝑜𝑟 𝑀𝑎𝑘𝑠𝑖𝑚𝑎𝑙 X 100
1 Mengerjakan dengan mandiri atau sesuai perintah guru
2 Mengerjakan tugas tidak mencontek
3 Datang tepat waktu di kelas
4 Berpakaian rapi sesuai ketentuan
5 Mentaati aturan guru saat pembelajaran berlangsung
6 Berbicara, berbahasa lisan dan tulis dengan baik
7 Mengumpulkan tugas tepat waktu
8 Mengejakan tugas yang diberikan guru dengan baik
9 Tidak menyalahkan teman lain dalam bekerja
10 Meminta maaf atas kesalahan yang dilakukan
APPENDIX B
INSTRUMENTS
PRE-TEST
Name : ...............................
Nis : ...............................
Date : ...............................
Write down a narrative text with the theme ‘Malin Kundang’! (Minimal 3
paragraphs)
Good luck!
POST-TEST
Name : ...............................
Nis : ...............................
Date : ...............................
Write down a narrative text with the theme ‘‘Sangkuriang’’! Complete your
narrative text with rules below:
1. Use generic structure (orientation, complication, resolution and coda)!
2. Use content and organization exactly!
Orientation (character & setting), min 1 paragraph
………………………………………………………………………………
…………………………………………………………………………………..
………………………………………………………………………………….
Complication (conflict), min 2 paragraph
…………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Resolution (solution of the problems), min 1 paragraph
…………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Coda (lessons from the story/optional), min 1 paragraph
…………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Good luck!
APPENDIX C
DATA ANALYSIS
A. THE STUDENTS’ SCORE OF PRE-TEST IN WRITING SKILL
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
No Respondents Content Organization
1 ANDI WAHIDA 3 2
2 ANDI ZAKIR MUZAKKIR 2 3
3 ANGRAYANI 2 3
4 BAIQ WIRANDANINGRAT 3 2
5 CINDY AQILA SAFIRA 4 2
6 GALANG 4 2
7 HAJRAH 3 3
8 MUH. ALI SYAFE’I KISMAN 2 1
9 MUH. ILHAM PERMANA MAJID 3 4
10 MUH. RANDI 3 3
11 MUH. FADIL FAUZAN 4 4
12 MUHAMMAD KHAIRUN 2 4
13 MUHAMMAD FADLY SUDRAJAT 3 3
14 NURUL ANA 3 3
15 RADEN UMAR N 2 3
16 RAHMADANI 3 2
17 SALSABILA APRILIA 3 3
18 SAMPARA 4 4
19 TEGUH RAHUL FERDYAN 3 3
20 YUDHI PRATAMA 2 4
B. THE STUDENTS’ SCORE OF PRE-TEST IN SPEAKING SKILL
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
No Respondents Pronunciation Vocabulary
1 ANDI WAHIDA 2 2
2 ANDI ZAKIR MUZAKKIR 2 1
3 ANGRAYANI 1 3
4 BAIQ WIRANDANINGRAT 3 3
5 CINDY AQILA SAFIRA 2 2
6 GALANG 4 4
7 HAJRAH 3 2
8 MUH. ALI SYAFE’I KISMAN 1 1
9 MUH. ILHAM PERMANA MAJID 4 2
10 MUH. RANDI 3 3
11 MUH. FADIL FAUZAN 3 2
12 MUHAMMAD KHAIRUN 2 2
13 MUHAMMAD FADLY SUDRAJAT 4 4
14 NURUL ANA 2 3
15 RADEN UMAR N 2 3
16 RAHMADANI 3 4
17 SALSABILA APRILIA 2 3
18 SAMPARA 4 2
19 TEGUH RAHUL FERDYAN 3 2
20 YUDHI PRATAMA 2 3
C. THE STUDENTS’ SCORE OF POST-TEST IN WRITING SKILL
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
No Respondents Content Organization
1 ANDI WAHIDA 5 4
2 ANDI ZAKIR MUZAKKIR 4 5
3 ANGRAYANI 4 5
4 BAIQ WIRANDANINGRAT 5 5
5 CINDY AQILA SAFIRA 5 4
6 GALANG 6 5
7 HAJRAH 4 4
8 MUH. ALI SYAFE’I KISMAN 5 5
9 MUH. ILHAM PERMANA MAJID 4 4
10 MUH. RANDI 5 4
11 MUH. FADIL FAUZAN 5 5
12 MUHAMMAD KHAIRUN 4 5
13 MUHAMMAD FADLY SUDRAJAT 4 4
14 NURUL ANA 5 5
15 RADEN UMAR N 4 5
16 RAHMADANI 5 6
17 SALSABILA APRILIA 5 5
18 SAMPARA 6 5
19 TEGUH RAHUL FERDYAN 5 4
20 YUDHI PRATAMA 4 5
D. THE STUDENTS’ SCORE OF POST-TEST IN SPEAKING SKILL
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
No Respondents Pronunciation Vocabulary
1 ANDI WAHIDA 3 3
2 ANDI ZAKIR MUZAKKIR 4 2
3 ANGRAYANI 4 4
4 BAIQ WIRANDANINGRAT 3 5
5 CINDY AQILA SAFIRA 5 3
6 GALANG 6 5
7 HAJRAH 4 4
8 MUH. ALI SYAFE’I KISMAN 3 3
9 MUH. ILHAM PERMANA MAJID 5 3
10 MUH. RANDI 4 3
11 MUH. FADIL FAUZAN 4 4
12 MUHAMMAD KHAIRUN 3 4
13 MUHAMMAD FADLY SUDRAJAT 5 5
14 NURUL ANA 3 4
15 RADEN UMAR N 4 5
16 RAHMADANI 4 6
17 SALSABILA APRILIA 4 4
18 SAMPARA 5 3
19 TEGUH RAHUL FERDYAN 5 2
20 YUDHI PRATAMA 3 3
E. THE STUDENTS’ WRITING SKILL IN PRE-TEST AND POST-
TEST
1. Pre-Test
No Students Content Organization
1 S-1 50 33
2 S-2 33 33
3 S-3 33 50
4 S-4 50 50
5 S-5 67 33
6 S-6 67 33
7 S-7 50 33
8 S-8 33 33
9 S-9 50 50
10 S-10 50 17
11 S-11 67 67
12 S-12 33 50
13 S-13 50 67
14 S-14 50 67
15 S-15 33 50
16 S-16 50 50
17 S-17 50 50
18 S-18 67 33
19 S-19 50 50
20 S-20 33 67
Total ∑ 𝒙 = 966 ∑ 𝒙 = 916
Mean Score (X) 48.30 45.80
Note: The result of pre-test score of every student can be shown by us/ing the
following formula:
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
1. Content
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Organization
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Post-Test
No Students Content Organization
1 S-1 83 67
2 S-2 67 83
3 S-3 67 83
4 S-4 83 83
5 S-5 83 67
6 S-6 100 83
7 S-7 67 67
8 S-8 83 83
9 S-9 66 67
10 S-10 83 67
11 S-11 83 83
12 S-12 67 83
13 S-13 67 67
14 S-14 83 83
15 S-15 67 83
16 S-16 83 100
17 S-17 83 83
18 S-18 100 83
19 S-19 83 67
20 S-20 67 83
Total ∑ 𝒙 = 1565 ∑ 𝒙 = 1565
Mean Score (X) 78.25 78.25
Note: The result of pre-test score of every student can be shown by using the
following formula:
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
1. Content
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Organization
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
F. THE STUDENTS’ SPEAKING SKILL IN PRE-TEST AND POST-
TEST
1. Pre-Test
No Students Pronunciation Vocabulary
1 S-1 33 33
2 S-2 33 17
3 S-3 17 50
4 S-4 50 50
5 S-5 33 33
6 S-6 67 67
7 S-7 50 33
8 S-8 17 17
9 S-9 67 33
10 S-10 50 50
11 S-11 50 33
12 S-12 33 33
13 S-13 67 67
14 S-14 33 50
15 S-15 33 50
16 S-16 50 67
17 S-17 33 50
18 S-18 67 33
19 S-19 50 33
20 S-20 33 50
Total ∑ 𝒙 = 866 ∑ 𝒙 =849
Mean Score (X) 43.30 42.45
Note: The result of pre-test score of every student can be shown by using the
following formula:
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
1. Pronunciation
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Vocabulary
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Post-Test
No Students Pronunciation Vocabulary
1 S-1 50 50
2 S-2 67 33
3 S-3 67 67
4 S-4 50 83
5 S-5 83 50
6 S-6 100 83
7 S-7 67 67
8 S-8 50 50
9 S-9 83 50
10 S-10 67 50
11 S-11 67 67
12 S-12 50 67
13 S-13 83 83
14 S-14 50 67
15 S-15 67 83
16 S-16 67 100
17 S-17 67 67
18 S-18 83 50
19 S-19 83 33
20 S-20 50 50
Total ∑ 𝒙 = 1351 ∑ 𝒙 = 1.250
Mean Score (X) 67.55 62.50
Note: The result of pre-test score of every student can be shown by using the
following formula:
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
𝑇ℎ𝑒 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑋 100
1. Pronunciation
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
2. Vocabulary
𝑆𝑐𝑜𝑟𝑒 = 𝑇𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟
6𝑋 100
G. THE STUDENTS’ CLASSIFICATIONS OF WRITING AND
SPEAKING SKILL IN PRE-TEST AND POST-TEST
1. Content
No Respondents Pre-test Classifications Post-test Classifications
1 S-1 50 Fair 83 Very Good
2 S-2 33 Poor 67 Fairly Good
3 S-3 33 Poor 67 Fairly Good
4 S-4 50 Fair 83 Very Good
5 S-5 67 Fairly Good 83 Very Good
6 S-6 67 Fairly Good 100 Excellent
7 S-7 50 Fair 67 Fairly Good
8 S-8 33 Poor 83 Very Good
9 S-9 50 Fair 67 Fairly Good
10 S-10 50 Fair 83 Very Good
11 S-11 67 Fairly Good 83 Very Good
12 S-12 33 Poor 67 Fairly Good
13 S-13 50 Fair 67 Fairly Good
14 S-14 50 Fair 83 Very Good
15 S-15 33 Poor 67 Fairly Good
16 S-16 50 Fair 83 Very Good
17 S-17 50 Fair 83 Very Good
18 S-18 67 Fairly Good 100 Excellent
19 S-19 50 Fair 83 Very Good
20 S-20 33 Poor 67 Fairly Good
2. Organization
No Respondents Pre-test Classifications Post-test Classifications
1 S-1 33 Poor 67 Fairly Good
2 S-2 33 Poor 83 Very Good
3 S-3 50 Fair 83 Very Good
4 S-4 50 Fair 83 Very Good
5 S-5 33 Poor 67 Fairly Good
6 S-6 33 Poor 83 Very Good
7 S-7 33 Poor 67 Fairly Good
8 S-8 33 Poor 83 Very Good
9 S-9 50 Fair 67 Fairly Good
10 S-10 17 Poor 67 Fairly Good
11 S-11 67 Fairly Good 83 Very Good
12 S-12 50 Fair 83 Very Good
13 S-13 67 Fairly Good 67 Fairly Good
14 S-14 67 Fairly Good 83 Very Good
15 S-15 50 Fair 83 Very Good
16 S-16 50 Fair 100 Excellent
17 S-17 50 Fair 83 Very Good
18 S-18 33 Poor 83 Very Good
19 S-19 50 Fair 67 Fairly Good
20 S-20 67 Fairly Good 83 Very Good
3. Pronunciation
No Respondents Pre-test Classifications Post-test Classifications
1 S-1 33 Poor 50 Fair
2 S-2 33 Poor 67 Fairly Good
3 S-3 17 Poor 67 Fairly Good
4 S-4 50 Fair 50 Fair
5 S-5 33 Poor 83 Very Good
6 S-6 67 Fairly Good 100 Excellent
7 S-7 50 Fair 67 Fairly Good
8 S-8 17 Poor 50 Fair
9 S-9 67 Fairly Good 83 Very Good
10 S-10 50 Fair 67 Fairly Good
11 S-11 50 Fair 67 Fairly Good
12 S-12 33 Poor 50 Fair
13 S-13 67 Fairly Good 83 Very Good
14 S-14 33 Poor 50 Fair
15 S-15 33 Poor 67 Fairly Good
16 S-16 50 Fair 67 Fairly Good
17 S-17 33 Poor 67 Fairly Good
18 S-18 67 Fairly Good 83 Very Good
19 S-19 50 Fair 83 Very Good
20 S-20 33 Poor 50 Fair
4. Vocabulary
No Respondents Pre-test Classifications Post-test Classifications
1 S-1 33 Poor 50 Fair
2 S-2 17 Poor 33 Poor
3 S-3 50 Fair 67 Fairly Good
4 S-4 50 Fair 83 Very Good
5 S-5 33 Poor 50 Fair
6 S-6 67 Fairly Good 83 Very Good
7 S-7 33 Poor 67 Fairly Good
8 S-8 17 Poor 50 Fair
9 S-9 33 Poor 50 Fair
10 S-10 50 Fair 50 Fair
11 S-11 33 poor 67 Fairly Good
12 S-12 33 poor 67 Fairly Good
13 S-13 67 Fairly Good 83 Very Good
14 S-14 50 Fair 67 Fairly Good
15 S-15 50 Fair 83 Very Good
16 S-16 67 Fairly Good 100 Excellent
17 S-17 50 Fair 67 Fairly Good
18 S-18 33 Poor 50 Fair
19 S-19 33 poor 33 Poor
20 S-20 50 Fair 50 Fair
H. THE STUDENTS’ MEAN SCORE OF PRE-TEST AND POST-TEST
IN WRITING AND SPEAKING SKILL
1. Mean score of pre-test and post-test in terms of content
a. Pre-test
𝑋 =∑ 𝑥
N
=966
20
= 48.30
b. Post-test
𝑋 =∑ 𝑥
N
=1565
20
= 78.25
2. Mean score of pre-test and post-test in terms of organization
a. Pre-test
𝑋 =∑ 𝑥
N
=916
20
= 45.80
b. Post-test
𝑋 =∑ 𝑥
N
=1565
20
= 78.25
3. Mean score of pre-test and post-test in terms of pronunciation
a. Pre-test
𝑋 =∑ 𝑥
N
=866
20
= 43.30
b. Post-test
𝑋 =∑ 𝑥
N
=1351
20
= 67.55
4. Mean score of pre-test and post-test in terms of vocabulary
a. Pre-test
𝑋 =∑ 𝑥
N
=849
20
= 42.45
b. Post-test
𝑋 =∑ 𝑥
N
=1.250
20
= 62.50
I. FREQUENCIES VARIABLES OF PRE-TEST AND POST-TEST IN
WRITING AND SEPEAKING SKILL
1. Content
Statistics
PreTest PostTest
N Valid 20 20
Missing 0 0
Mean 48.3000 78.2500
Std. Error of Mean 2.65855 2.49726
Median 50.0000 83.0000
Mode 50.00 83.00
Std. Deviation 11.88940 11.16809
Variance 141.358 124.726
Range 33.00 34.00
Minimum 33.00 67.00
Maximum 67.00 100.00
Sum 962.00 1558.00
PreTest
Frequency Percent Valid Percent Cumulative Percent
Valid
33.00 6 30.0 30.0 30.0
50.00 10 50.0 50.0 80.0
67.00 4 20.0 20.0 100.0
Total 20 100.0 100.0
PostTest
Frequency Percent Valid Percent Cumulative Percent
Valid
67.00 8 40.0 40.0 40.0
83.00 10 50.0 50.0 90.0
100.00 2 10.0 10.0 100.0
Total 20 100.0 100.0
Histogram
2. Organization
Statistics
PreTest PostTest
N Valid 20 20
Missing 0 0
Mean 45.8000 78.2500
Std. Error of Mean 2.93383 2.17147
Median 50.0000 83.0000
Mode 50.00 83.00
Std. Deviation 13.12049 9.71109
Variance 172.147 94.305
Range 50.00 34.00
Minimum 17.00 67.00
Maximum 67.00 100.00
Sum 912.00 1558.00
PreTest
Frequency Percent Valid Percent Cumulative Percent
Valid
17.00 1 5.0 5.0 5.0
33.00 6 30.0 30.0 35.0
50.00 10 50.0 50.0 85.0
67.00 3 15.0 15.0 100.0
Total 20 100.0 100.0
PostTest
Frequency Percent Valid Percent Cumulative Percent
Valid
67.00 7 35.0 35.0 35.0
83.00 12 60.0 60.0 95.0
100.00 1 5.0 5.0 100.0
Total 20 100.0 100.0
Histogram
3. Pronunciation
Statistics
PreTest PostTest
N Valid 20 20
Missing 0 0
Mean 43.3000 67.5500
Std. Error of Mean 3.50488 3.28896
Median 41.5000 66.0000
Mode 33.00 66.00
Std. Deviation 15.67432 14.70866
Variance 245.684 216.345
Range 50.00 50.00
Minimum 17.00 50.00
Maximum 67.00 100.00
Sum 860.00 1343.00
PreTest
Frequency Percent Valid Percent Cumulative Percent
Valid
17.00 2 10.0 10.0 10.0
33.00 8 40.0 40.0 50.0
50.00 6 30.0 30.0 80.0
67.00 4 20.0 20.0 100.0
Total 20 100.0 100.0
PostTest
Frequency Percent Valid Percent Cumulative Percent
Valid
50.00 6 30.0 30.0 30.0
67.00 8 40.0 40.0 70.0
83.00 5 25.0 25.0 95.0
100.00 1 5.0 5.0 100.0
Total 20 100.0 100.0
Histogram
4. Vocabulary
Statistics
PreTest PostTest
N Valid 20 20
Missing 0 0
Mean 42.4500 62.5000
Std. Error of Mean 3.33125 3.98781
Median 41.5000 66.0000
Mode 33.00 67.00
Std. Deviation 14.89781 17.83403
Variance 245.684 216.345
Range 50.00 50.00
Minimum 17.00 67.00
Maximum 67.00 100.00
Sum 860.00 1343.00
PreTest
Frequency Percent Valid Percent Cumulative Percent
Valid
17.00 2 10.0 10.0 10.0
33.00 8 40.0 40.0 50.0
50.00 7 35.0 30.0 80.0
67.00 3 15.0 20.0 100.0
Total 20 100.0 100.0
PostTest
Frequency Percent Valid Percent Cumulative Percent
Valid
33 2 10.0 10.0 10.0
50 7 35.0 35.0 45.0
67 6 30.0 30.0 75.0
83 4 20.0 20.0 95.0
100 1 5.0 5.0 100.0
Total 20 100.0 100.0
J. HYPOTHESIS TESTING IN WRITING AND SPEAKING SKILL
1. Content
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PreTest 48.1000 20 11.88940 2.65855
PostTest 77.9000 20 11.16809 2.49726
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 20 .712 .000
Paired Differences
T Df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
pretest –
posttst -29.80000 1.96326 1.96362 -33.90990 -25.69010 -15.176 19 .000
2. Organization
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
PreTest 45.6000 20 13.12049 2.93383
PostTest 77.9000 20 9.71109 2.17147
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 20 .404 .077
Paired Differences
T Df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
pretest –
posttst -32.30000 12.78198 2.85814 -38.28215 -26.31785 -11.301 19 .000
3. Pronunciation
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1 PreTest 43.0000 20 15.67432 3.50488
PostTest 67.1500 20 14.70866 3.28896
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 20 .654 .002
Paired Differences
t Df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
pretest –
posttst -24.15000 12.67104 2.83333 -38.28215 -30.08023 -18.21977 19 .000
4. Vocabulary
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Pair 1
PreTest 42.4500 20 14.89781 3.33125
PostTest 62.5000 20 17.83403 3.98781
Paired Samples Correlations
N Correlation Sig.
Pair 1 PreTest & PostTest 20 .761 .000
Paired Differences
t Df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error
Mean
95% Confidence Interval
of the Difference
Lower Upper
Pair
1
pretest –
posttst -20.50000 11.64146 2.60311 -25.49837 -14.60163 -7.702 19 .000
K. DISTRIBUTION OF T-TABLE
(Level of Significance) (Two-Tailed test)
0.5 0.2 0.1 0.05 0.02 0.01
1 3.078 6.314 12.706 31.821 63.657 636.619
2 1.886 2.920 4.303 6.965 9.923 31.598
3 1.638 2.353 3.182 4.541 5.841 12.941
4 1.533 2.132 2.776 3.747 4.604 8.610
5 1.476 2.015 2.571 3.365 4.032 6.859
6 1.440 1.943 2.447 3.143 3.707 5.959
7 1.415 1.895 2.365 2.998 3.499 5.405
8 1.397 1.860 2.306 2.896 3.355 5.041
9 1.383 1.833 2.262 2.821 3.250 4.781
10 1.372 1.812 2.228 2.764 3.169 4.587
11 1.363 1.796 2.201 2.718 3.106 4.437
12 1.356 1.782 2.179 2.681 3.055 4.318
13 1.350 1.771 2.160 2.650 3.012 4.221
14 1.345 1.761 2.145 2.624 2.977 4.140
15 1.341 1.753 2.131 2.602 2.947 4.073
16 1.337 1.746 2.120 2.583 2.921 4.015
17 1.333 1.740 2.110 2.567 2.898 3.965
18 1.330 1.734 2.101 2.552 2.878 3.922
19 1.328 1.729 2.093 2.539 2.861 3.883
20 1.325 1.725 2.086 2.528 2.845 3.850
21 1.323 1.721 2.080 2.518 2.831 3.819
22 1.321 1.717 2.074 2.508 2.819 3.792
23 1.319 1.714 2069 2.500 2.807 3.767
24 1.318 1.711 2.064 2.492 2.797 3.745
25 1.316 1.708 2.060 2.485 2.787 3.725
26 1.315 1.706 2.056 2.479 2.779 3.707
27 1.314 1.703 2.052 4.473 2.771 3.690
28 1.313 1.701 2.048 2.467 2.763 3.674
29 1.311 1.699 2.045 2.462 2.756 3.659
30 1.310 1.697 2.042 2.457 2.750 3.646
40 1. 303 1.684 2.021 2.423 2.704 3.551
APPENDIX D
DOCUMENTATION
CURRICULUM VITAE
NILAM CAHYA KASMAN, was born on September 26th 1996
in Bunggawai. She is the five childs from six siblings. Her father
is Kasman and her mother is Timang. In 2004 she started her
elementary school at SDN 33 Sossok and graduated in 2008.
Then, she continued her study at SMPN 1 Anggeraja and graduated in 2011. After
that, she continued her study at SMAN 1 Anggeraja and graduated in 2014. At the
next year, she was accepted as English Department student in Faculty of Teacher
Training and Education, Makassar Muhammadiyah University. At the end of her
study, she could finish her thesis in 2020 entitle The Effectiveness of Using
Participation Point System (PPS) Method at the Eleventh Grade Students of SMA
Muhammadiyah 9 Makassar (A Pre-Experimental Research Study).