plagiat merupakan tindakan tidak terpuji the ... filei the implementation of dictogloss technique to...

i

THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO

ENHANCE THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST

GRADE STUDENTS OF SMK BOPKRI I YOGYAKARTA

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By :

DEONISIA TYAS YUNIAWATI

Student Number: 031214043

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

ii


iii


iv

Once there was a little bunny who wanted to run away. So he said to his mother, “I am running away”. “If you run away”, said his mother, “I will run after you. For you are my little bunny”. “If you run after me,” s aid the little bunny, “I will become a fish in a trout stream and I will swim away from you.” “If you become a fish in a trout stream,” said his mother, “I will become a fisherman and I will fish for you.” “If you become a fisherman,” said the little bunny, “I will become a little boy and run into a house” “If you become a little boy and run into a house,” said the mother bunny, “I will become your mother and catch you in my arms and hug you”. “Shucks,” said the bunny, “I might just as well stay where I am and be your little bunny.” And so he did...........

(“The Runaway Bunny”, by: Margaret Wise Brown)

This thesis is dedicated to: • My beloved family, my parents, and my brother

• My late grandmother • My friends


v

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that the thesis I wrote does not contain the works or parts of the

works of other people, except those cited in the quotations and the bibliography,

as a scientific paper should.

Yogyakarta, March 13, 2008

The writer,

Deonisia Tyas Yuniawati


vi

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswi Universitas Sanata Dharma:

Nama : Deonisia Tyas Yuniawati

Nomor Mahasiswi : 031214043

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan

Universitas Sanata Dharma karya ilmiah saya yang berjudul:

THE IMPLEMENTATION OF “DICTOGLOSS” TECHNIQUE TO ENHANCE

THE MASTERY OF SIMPLE PAST TENSE FOR THE FIRST GRADE

STUDENTS OF SMK BOPKRI I YOGYAKARTA

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya atau memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya, Dibuat di Yogyakarta Pada tanggal: 11 Maret 2008 Yang menyatakan (Deonisia Tyas Yuniawati)


vii

ACKNOWLEDGEMENTS

I would really like to express my deepest gratitude to Jesus Christ and all

His angels that He had sent to accompany me during the good and bad times. I

would not be able to finish this thesis without His blessings.

I would also like to express my greatest gratitude to my major sponsor, the

one and only, Drs. Pius Nurwidasa Prihatin, M.Ed., who had willingly spent his

time to read, correct, discuss, and give feedback to my thesis. My special thanks

go to all of the lecturers in PBI who had taught me well and the staff of PBI’s

secretariat who are very helpful.

I am truly indebted to Drs. Y. Sarip Hidayat, the principle of SMK

Bopkri I Yogyakarta, who had permitted me to conduct this research. My special

thanks go to Drs. C. Suprantyo and Drs. Fx. Sri Swantoro, the English teachers,

for their valuable suggestions and advice.

My sincere gratitude goes to my beloved parents, Ambrosius Kismanto

and Chrispina Partinem, who have supported me through their affection and

companion. My apprecia tion goes to my little brother, Gregorius Dias S.P., who

has loved me in his own way.

My special thanks go to all my friends in Studio1 Disc Rent: mbak Eny,

mbak Eryn, Ika, Muzda, Diana, and Dita. I would never forget the joy, the

laughter, and the sorrow that we had shared all this time. I am also thankful to all

ALPHA staff and teachers who have given me chance to develop myself.


viii

My appreciation goes to Maria Dyah Lintang P, S.Pd., Dyah Ayu

Margareta, Dewie Angan, S.Pd, and Bernadeta Ajeng S.P for helping me in

doing the simulation to prepare the thesis defend. Your suggestions, criticisms,

and questions during the simulation are very meaningful for me. I also thank to

Yudhistira Bayu Aditya for being my faithful friend who is ready to be disturbed

in every single time.

My appreciation also goes to: Robertus Bangun S, S.Pd, Dr. Friska

Widiyati Yanong, “Vice”, Yawan Dewa, and Aulia for allowing me to feel the

new sensation and experience in this life. Their existence is very meaningful in

giving me back my strength and my self-confidence when I was down.

Finally, I thank all of the people that I could not mention here one by one,

I thank them for coloring my life.

Deonisia Tyas Yuniawati


ix

ABSTRACT

Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK Bopkri Yogyakarta. Yogyakarta: Sanata Dharma University Basically, language is used for communication. Grammar as the language rules, which influences four English skills, should be applied in the real communication. Vocational students, who are demanded to work after they graduate, should be able to communicate properly while proposing the job or making an application letter. Many cases show that students violate the rules while applying in the real communication. It happens since the focus of learning grammar is on the grammatical form itself rather than on the application of grammatical form in communicative context. The mastery of Simple Past is the focus to be enhanced in this thesis because the most frequent verbs used in English are in the Simple Past tense. Therefore, this research deals with the use of Dictogloss technique to enhance the mastery of simple past tense. The first thing to do is investigating whether Dictogloss has a positive effect to enhance the mastery of Simple Past Tense or not. There were two groups involved in this research. They were control group and experimental group. These two groups received the same materials and the same test, but they were taught with two different techniques. At the end of the research, the result of the pretest and posttest of these groups were compared. To investigate whether the use of Dictogloss showed an improvement, the researcher used the independent sample t-test. The mean score of control group is 67,76 and the mean score of experimental group is 70,56. To check the significance of these two mean scores, the researcher conducted the computation of the independent sample t-test. The result showed that the obtained value of the t was 2.512. It exceeded the value of t table for the 0.05 level of significance, which was 1.671. From this result, the researcher concluded that Dictogloss gave an improvement. Some recommendations are proposed based on the conclusion above. First, the researcher suggests the teacher implement Dictogloss technique to enhance the mastery of the simple past tense. Second, the teacher should have a good classroom management to maintain the classroom situation while implementing Dictogloss technique.


ix

ABSTRAK

Deonisia Tyas Yuniawati. 2008. Implementing “Dictogloss” Technique to Enhance the Mastery of Simple Past Tense for the First Grade Students of SMK Bopkri Yogyakarta. Yogyakarta: Universitas Sanata Dharma. Pada dasarnya, bahasa digunakan untuk berkomunikasi. Grammar sebagai aturan tatabahasa yang mempengaruhi empat kemampuan bahasa, harus diterapkan dalam komunikasi nyata Para pelajar SMK yang dituntut untuk bekerja setelah mereka lulus, sebaiknya mampu berkomunikasi secara layak ketika melamar sebuah pekerjaan atau membuat surat lamaran pekerjaan. Banyak bukti yang menunjukkan bahwa para pelajar melanggar aturan tata bahasa tersebut ketika menerapkan dalam komunikasi nyata. Hal ini terjadi karena fokus dalam pengajaran grammar adalah pada pengajaran pola tatabahasa itu sendiri daripada penerapan pola tatabahasa itu sendiri ke dalam konteks komunikasi. Penguasaan Simple Past adalah fokus dalam skripsi ini yang akan ditingkatkan karena kata-kata kerja yang sering digunakan dalam bahasa Inggris adalah Simple Past. Oleh karena itu, penelitian ini berkaitan dengan penggunaan teknik Dictogloss untuk meningkatkan penguasaan simple past tense. Hal pertama yang dilakukan adalah menyelidiki apakah penggunaan Dictogloss dapat meningkatkan penguasaan simple past tense atau tidak. Ada dua kelompok yang terlibat dalam penelitian ini. Mereka adalah kelompok kontrol dan kelompok eksperimental. Kedua kelompok mendapatkan materi dan tes yang sama, tetapi diajar dengan menggunakan teknik yang berbeda. Pada akhir penelitian, hasil tes dari kedua kelompok akan dibandingkan. Untuk meneliti apakah penggunaan Dictogloss menunjukkan peningkatan, peneliti menggunakan independent sample t-test Nilai rata-rata kelompok control adalah 67,76 sedangkan kelompok eksperimental adalah 70,56. Untuk menyelidiki apakah kedua nilai ini signifikan, peneliti menggunakan perhitungan dari independent sample t-test. Hasil menunjukkan bahwa nilai t yang dicari sama dengan 2.512. Nilai ini lebih besar daripada nilai t table pada tingkat signifikasi 0.05 yaitu 1.671. Dari hasil ini, peneliti menyimpulkan bahwa penggunaan Dictogloss menunjukkan peningkatan. Beberapa saran akan disampaikan berdasarkan kesimpilan di atas. Pertama, peneliti menyarankan kepada para guru untuk menerapkan teknik Dictogloss untuk meningkatkan penguasaan simple past tense. Kedua, seorang guru sebaiknya menguasai managemen kelas yang baik untuk memelihara situasi kelas ketika menerapkan teknik Dictogloss.

x


xi

TABLE OF CONTENTS

TITLE PAGE…………………………………………………………………… i

PAGE OF APPROVAL....................................................................................... ii

PAGE OF BOARD EXAMINERS...................................................................... iii

PAGE OF DEDICATION.................................................................................... iv

STATEMENT OF WORKS’S ORIGINALITY................................................ v

STATEMENT OF PUBLICITY…………………………………………………vi

ACKNOWLEDGEMENT.................................................................................... vii

ABSTRACT........................................................................................................... ix

ABSTRAK............................................................................................................. x

TABLE OF CONTENTS………………………………………………………. xi

LIST OF TABLES................................................................................................ xv

LIST OF APPENDICES........................................................................................ xvi

CHAPTER I: INTRODUCTION

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

B. Problem Formulation.. …………………………………......................... 4

C. Problem Limitation …………………………………….......................... 4

D. Objectives of the Study …………………………………....................... 5

E. Benefits of the Study……………………………………….................... 5

F. Definition of Terms………………………………………........................ 6


xii

CHAPTER II: REVIEW OF RELATED LITERATURE

A. Theoretical Description…………………………………....................... 9

1. A Brief Overview of Simple Past Tense...........................………….. 9

1.1. The Use of Simple Past Tense....................................................... 9

1.2. The Pattern of Simple Past Tense.................................................. 10

1.3. Type of Verbs................................................................................ 11

2. A Brief Overview of Teaching Grammar............................................ 13

2.1. The Nature of Teaching Grammar.................................................. 13

2.2. The Methods of Teaching Grammar................................................ 14

3. Dictogloss............................................................................................... 15

4. The Characteristics of first grade students of SMK............................... 16

5. The Rubrics............................................................................................. 17

6. The Previous Research............................................................................ 19

B. Theoretical Framework………………………………................................ 20

C. Hypotheses………………………………………………............................ 21

CHAPTER III: METHODOLOGY

A. Research Method ……………………………………….......................... 23

B. Research Setting and Research Samples..……………….......................... 24

1. Research Setting.................................................................................... 24

2. Research Samples.................................................................................. 25


xiii

C. Research Instruments................................................................................. 25

1. The Tests ……………………………………………............................. 25

1.1. The Type of the Test....................................................................... 27

2. Validity of the Test.................................................................................. 27

2.1. Content Validity............................................................................... 28

2.2. Construct Validity........................................................................... 29

2.3. Face Validity..................................................................................... 29

3. Reliability of the Test............................................................................... 30

3.1. Test Reliability.................................................................................. 30

3.2. Mark Reliability............................................................................... 31

D. Data Gathering Technique and Research Design ………........................... 33

E. Data Analysis Technique…………………………………........................ 35

1. Analysis on the Result of the Test ……………………................... 36

F. Research Procedures................................................................................... 38

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. The Data of the Test Results …………………………............................ 39

1. The Pretest and Posttest ……………………………............................ 39

1.1. Validity.......................................................................................... 40

1.2. Reliability....................................................................................... 41

1.3. Test Results.................................................................................... 42

2. Students’ Transcript on the Spoken Test............................................... 45


xiiii

B. Hypothesis Testing................................................................................... 46

1. Normality of Data Distribution............................................................ 46

2. t-test Calculation.................................................................................. 47

C. Other Findings....................................................................................... 48

CHAPTER V: CONCLUSIONS AND SUGGESTIONS

A. Conclusions............................................................................................ 50

B. Suggestions............................................................................................ 51

BIBLIOGRAPHY ………………………………………………………….. 52

APPENDICES............................................................................................... 55


xv

LIST OF TABLE Table 1. Sentence Pattern that uses past to be (was and were)................................ 9

Table 2. Sentence Pattern that uses full verb........................................................... 10

Table 3. The List of Regular and Irregular Verbs................................................... 11

Table 4. The form of auxiliary do........................................................................... 11 Table 5. The form of auxiliary have....................................................................... 11

Table 6. The form of auxiliary be............................................................................ 12

Table 7. The form of modal auxiliary...................................................................... 12

Table 8. The Weighting Table.................................................................................. 17

Table 9. The Diagram of The Randomized Pretest-Posttest Control Group Design 35

Table 10. The distribution of the test items............................................................... 41

Table 11. The Comparison of IAP students’ pretest and posttest score................... 44

Table 12. The mean score of IAP students’ pretest and posttest.............................. 45

Table 13. The Comparison of IAK students’ pretest and posttest score................... 46

Table 14. The mean score of IAK students’ pretest and posttest.............................. 47 Table 15. Tests of Normality for IAK (experimental group).................................... 48 Table 16. Tests of Normality for IAP (control group).............................................. 48


xvi

LIST OF APPENDICES Appendix 1. Permission Letter.............................................................................. 56

Appendix 2. Surat Keterangan Penelitian.............................................................. 58

Appendix 3. Lesson Plan....................................................................................... 60

Appendix 4. The Pretest........................................................................................ 63

Appendix 5. The Posttest....................................................................................... 67

Appendix 6. The Answer Key of Pretest and Posttest.......................................... 71

Appendix 7. The Control Group (IAP) pretest and posttest scores........................ 73

Appendix 8. The Experimental Group (IAK) pretest and posttest scores............. 74

Appendix 9. The Mean Scores of the Control Group (IAP) and the Experimental

Group (IAK).................................................................................... 75

Appendix 10. The Analysis of Students’ Transcript on the Spoken Test............ 76

Appendix 11. The Analysis of Scoring System for Spoken Test........................ 95

Appendix 12. The Computation of the test reliability......................................... 127

Appendix 13. The Computation of the independent sample t-test..................... 129

Appendix 14. Critical Value of the t.................................................................... 130


1

CHAPTER I

INTRODUCTION

There are six parts in this chapter. They are background of the study,

problem formulation, problem limitation, objectives of the study, benefits of the

study, and definition of terms.

A. Background of the Study

Basically, English as a language has three main functions. They are

ideational function, interpersonal function, and textual function. Halliday (1978)

says that language is a means for communication. In order to be able to

communicate, people need to learn “grammar” and “lexico-grammar”. Grammar

is the basic aspect that influences four English skills: listening, speaking, reading,

and writing. Richards, Platt and Weber (1985) says that “Gammar is a description

of the structure of a language and the way in which units such as words and

phrases are combined to produce sentences in the language”.

Traditionally, the aim of linguistics is describing the rules of English

usage, that is, grammar. Widdowson (1978) says that the attention has shifted

away from defining the formal feature of language to find the ways in which the

language is actually used in real communication. Since grammar is not taught

separately and specifically as a single subject, a lot of students are having

difficulty in mastering grammar. Many cases show that students are not

1


2

accustomed to applying language rules in the real communication. Nunan

(2003:157-161) also states his idea as quoted below:

Many learners could state rules, but then violated those very rules in communication, led to the notion that grammar instruction was of limited value.

He also said that many students remember to put an s at the end of a verb

while making third person singular declarative statement. In the real

communication with others, they often forget to apply this rule.

Nunan (2003: 160) states that the students have declarative knowledge

(they can state or declare the rule), but not procedural knowledge (they can’t or

don’t use the rule when using the language to communicate). Another researcher,

Lado (1964:95) says that:

Many teachers make the mistake of trying to explain everything at length while the class listens passively. Long explanations without active practice are a waste of time, and even with practice they are inefficient. Most of the class should be devoted to practice.

Broughton (1978:42) also states his idea that:

If the course designer, through lack of knowledge, introduces high, medium, and low frequency items in random order it will make their learning effort gives the pupils a smaller coverage than it could have given.

Broughton (1978:43) also comments that “It appears to be ‘law’ that high

frequency items are simple in form, low frequency items complex in form”. It

means that high frequency items should be introduced first to the learners, and it

turns out that the most frequent verbs used in English are Simple Past. The same

thing also happened to the researcher when she became the English private

teacher and she met the students who learnt English as a foreign language. Most


3

of the students confessed that they faced the difficulty when they were asked to be

able to write a paragraph consisting of at least 300 words using Simple Past Tense

and also to be able to speak or to tell a story that happened in the past, for their

English Practical Exam (Ujian Praktek Bahasa Inggris). They told the researcher

that their teacher at school only distributed the handouts and asked the students to

answer some questions related to the topic, without any further explanations.

Based on that phenomenon, the writer intends to propose Dictogloss as a

technique to enhance the mastery of simple past, since the simple past tense is the

most frequent used in English. The researcher chooses this technique because it is

highly learner-centered, in which the students are the leading role in the teaching

–learning process instead of the teacher. Dictogloss also gives the opportunity to

the students to apply the language rules in the real communication. Furthermore,

this technique is related to the second principle and the third principle in teaching

grammar. Nunan (2003:159-160) states that:

The second principle is using tasks that make clear the relationship between grammatical form and communicative function, and the third principle is focusing on the development of procedural rather than declarative knowledge.

This technique, “Dictogloss”, as stated by Nunan (2003:161), can be

applied in a classroom by involving learners collaborating in small groups,

actively using their language, and reflecting on the way grammar works in context

(thus reinforcing form/ function relationships). Further explanation about the

procedures of applying this technique in the classroom can be found in Chapter II.


4

B. Problem Formulation

There is one problem presented in this study, which is formulated as

follows:

1. Does Dictogloss have a positive effect on the mastery of simple past tense for

the first grade students of SMK Bopkri I Yogyakarta?

The conceptual hypothesis about the proposed research is:

Ho: The use of Dictogloss technique is not effective to improve the mastery

of simple past tense for the first grade students at SMK Bopkri I Yogyakarta.

H1: The use of Dictogloss technique is effective to improve the mastery of

simple past tense for the first grade students at SMK Bopkri I Yogyakarta.

The operational hypothesis and the statistical hypothesis will be discussed

further in Chapter II.

C. Problem Limitation

There are several techniques to teach grammar to senior high school

students, such as: memorization, drilling, and media (text, dialog, and picture).

However, in this thesis, the researcher chooses to use Dictogloss as an alternative

technique to aid the students.

The researcher focuses only on the first grade students of SMK Bopkri I

Yogyakarta. The researcher chooses these students because the first grade of

Senior High School is the basic step of Senior High School. Since, this is the basic

step, the researcher hopes that when the students have strong basics in learning

grammar, they will not find any difficulties in the second grade and the third


5

grade, especially when they are facing the final exam. Besides that, they have to

strengthen the foundation in order to learn the next material that is more difficult

and complicated.

D. Objectives of the Study

As mentioned in the problem definition, this research aims to evaluate the

effect of Dictogloss as a technique to enhance the mastery of the simple past

tense. It can be said that Dictogloss brings positive effect if the result of the post

test is higher than the pre-test and also if the students can apply the use of the

simple past tense into the real communication. Therefore, this study has two

objectives. First, to find out whether the use of Dictogloss makes the students

understand the use, the form, and the meaning of simple past tense or not. Second,

to find out whether the use of Dictogloss enable the students to apply the use, the

form, and the meaning of simple past tense in a written and spoken context or not.

E. Benefits of the Study

It is expected that this research may contribute valuable benefits for

English teachers, such as:

1. They will obtain the information of the procedure in conducting Dictogloss

technique to teach the simple past tense.

2. They will obtain the data of the result of students’ pre-test and post-test. So,

they could see students’ achievement after the researcher gave different

treatment to different groups.


6

3. They will obtain the descriptive analysis of students’ progress both in the

spoken and written test.

F. Definition of Terms

1. Simple Past Tense

Murcia and Freeman (1983:63) states that:

Simple Past Tense is used to express a habitual or repeated action/ event in the past and also to express past conditional or imaginative events in the subordinate clause.

2. Mastery

Mastery means masterly ability, expert knowledge, eminent skill or power

(Webster, 1999:1108). In mastering the simple past tense, there are three

important things to consider. They are the use of simple past tense in which

situation the reported speech is used, the form in which the rules are taken for

granted, and the meaning from which the utterances can be understood by others.

3. Dictogloss

Nunan (2003:161) says that:

Dictogloss involves learners collaborating in small groups, actively using their language, and reflecting on the way grammar works in context (thus reinforcing form/ function relationships).

4. Effectiveness

Effectiveness is defined as the significant improvement of the students’

mastery of simple past tense, seen from the difference mean scores between the


7

control group, taught by common technique and the experimental group, taught by

Dictogloss technique. The higher mean scores that the students get, the more

effective the technique will be.


8

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses related literature as a theoretical base upon which

the study outlined in Chapter I was laid. The discussion includes the theoretical

description, the theoretical framework, and the hypothesis.

The theoretical description will give a detailed discussion of six key

concepts in this study. The first is about a brief overview of simple past tense.

The discussion is limited to the use, the form of Simple Past Tense, and type of

verbs used in Simple Past Tense.

The second is about a brief overview of teaching grammar. Here, the

researcher discussed the nature of teaching grammar and the method of teaching

grammar. The third is about Dictogloss. The fourth is about the characteristics of

first grade students of SMK. It discussed the common characteristics of SMK

students based on KTSP. The fifth is about the rubrics which are used in scoring

the spoken test. The sixth is about the previous research. It discussed some

previous researches that had been conducted by many experts in exploring the

benefits of using Dictogloss.

By discussing those concepts, the tentative answers will be theoretically

stated in the theoretical framework and the formulated hypothesis is aimed at

answering the problem formulations presented in Chapter I.

8


9

A. Theoretical Description

This section presents some related theories as the guideline to conduct this

study. As mentioned above, this section is divided into six main parts, namely a

brief overview of simple past tense, a brief overview of teaching grammar,

Dictogloss, the characteristics of first grade students of SMK, the rubrics, and the

previous research.

1. A Brief Overview of Simple Past Tense

A Brief Overview of Simple Past Tense is limited to the use, the pattern

of Simple Past Tense, and type of verbs used in Simple Past Tense.

1.1. The Use of Simple Past Tense

Azar (1992:32) says that Simple Past Tense is used to talk about activities

or situation that began and ended at a particular time in the past, for examples,

yesterday, last night, two days ago. Murcia and Freeman (1983:63) also proposes

that Simple Past Tense is used to express a habitual or repeated action/ event in

the past (suggest that some changes in this habit/ event have taken place). For

example: Sam walked his dog every day last year. Sam had a habit to take his dog

for a walk and it was done every day but it’s done a year ago and now it isn’t

done anymore. Murcia and Freeman (1983: 62) states that Simple Past Tense is

used to express an event with duration that applied in the past with the

implication that it no longer applies in the present as shown by this sentence:

Prof. Nelson taught at Yale for 30 years.


10

1.2. The Pattern of Simple Past Tense

Gumpol (1995: 57) divides the pattern into two subdivisions: the sentence

pattern that uses past to be (was and were) and the sentence pattern that uses full

verb.

Table 1: Sentence pattern that uses past to be (was and were)

Sentence Pattern Examples

(+) S + was/ were + adj/ adv/ n I was sick

She was an actress

We were in the zoo

(-) S+ was not/ were not + adj/ adv/ n I was not sick

She was not an actress

We were not in the zoo

(?) Was / Were + S + adj/ adv/ n ? Was I sick?

Was she an actress?

Were we in the zoo?

(-?) Wasn’t/ Weren’t + S + adj/ adv/ n? Wasn’t I sick?

Wasn’t she an actress?

Weren’t we in the zoo?

Table 2: Sentence pattern that uses full verb

Sentence Pattern Examples

(+) S + V2 They studied

(-) S + did not + V1 The did not study

(?) Did + S + V1 Did they study?

(-?) Didn’t + S + V1 Didn’t they study?


11

Simple past tense has certain adverbial of time and it must refer to some

point of period in the past. The following are the examples of the adverbial of

time:

Yesterday, Then, in....(1985), the other day, A moment ago, earlier this week. It

is also possible that simple past tense goes along with adverbial of frequency to

indicate the past time habit. The examples of adverbial of frequency are:

Always : She always studied harder.

Sometimes : Peter sometimes walked to school.

Never : Maria never had breakfast.

Usually : Jane usually swam in the river.

1.3. Type of Verbs

There were two main ways of forming past tenses, namely regular and

irregular. Regular verbs formed a past tense by adding –(e)d to the dictionary or

infinitive form of the verb. Irregular verbs did not add the –(e)d ending but

changed the vowel dictionary form. The following are the examples of regular

and irregular verbs and their past form.

DICTIONARY FORM

SIMPLE PAST

PAST PARTICIPLE

PRESENT PARTICIPLE

REGULAR VERBS

finish stop hope wait play try

finished stopped hoped waited played tried

finished stopped hoped waited played tried

finishing stopping hoping waiting playing trying

IRREGULAR VERBS

see make sing eat put go

saw made sang ate put went

seen made sung eaten put gone

seeing making singing eating putting going

Table 3. The List of Regular and Irregular Verbs Azar(1992:21)


12

There are some common auxiliaries that used in simple past tense. Quirk

and Greenbaum’s (1973: 35-37) explain about the auxiliaries do, have, be, and

modal auxiliaries. The explanation as follows:

The auxiliary do has the following forms:

Non- negative Negative Present do/ does do not/ does not

Past did did not Table 4. The form of auxiliary do The auxiliary have has the following forms:

Non- negative Negative Present have/ has have not/ has not

Past had had not Table 5. The form of auxiliary have

The auxiliary be has the following forms:

Non- negative Negative Present is, am, are is not, am not, are not

Past was, were was not, were not Table 6. The form of auxiliary be

Modal auxiliaries have the following forms:

Present Past Negative can could can not; could not may might may not; might not shall should shall not; should not will would will not; would not Table 7. The form of modal auxiliary

There are common difficulties faced by students in mastering simple past

tense, such as: the use of auxiliaries, adverbial of time, negative –interrogative

form, and regular- irregular verbs. Therefore, the researcher used students’

difficulty as indicators to measure students’ mastery of simple past tense.


13

2. A Brief Overview of Teaching Grammar

Richard & Rogers (1989:1) says his idea as quoted below:

The changes in language methods for many centuries have reflected the changes in the kind of the learners’ proficiency, the changes in theory of the nature of language, and/ or the changes in the theory of language learning.

Cooper (1972:2) similarly states that method, the way of teaching a

language, is based on the belief of what the learners want to master, what a

language is, and how the learners want to learn the language. Based on the

explanation above, in this section, the researcher would like to discuss the nature

of teaching grammar and the methods of teaching grammar.

2.1. The Nature of Teaching Grammar

Teaching grammar is considered important, since grammar is the basic

aspect in teaching a language. Students’ mastery of grammar will influence their

English skills, such as: listening, speaking, writing, and reading. The proper

construction of structure while communicating with other is very needed. If

people get wrong in constructing their sentence, others will get no meaning from

their utterances. By mastering grammar, people are capable of expressing their

meaning as fully and clearly as possible. There are also some principles in

teaching grammar.

Nunan (2003:158) says that there are three principles in teaching grammar.

The first principle is combining both “inductive and deductive methods”. In the

deductive methods, the teacher gives grammatical rules and gives some exercises

to apply the rules in order to help the learners understand.. While in inductive


14

methods, the teacher gives the learners some exercises and helps the learners to

find the pattern of grammatical rules.

The second principle is using some exercises that make the relationship

between grammatical form and communicative function becomes obvious, since

many grammar exercises still focus on the grammatical form, rather than apply

the rules into communicative context. The third principle which is stated by

Nunan (2003:160) is focusing on the development of “procedural knowledge”

rather than “declarative knowledge”. As we know that declarative knowledge is

the knowledge of knowing language rules, while procedural knowledge is the

capability to use the knowledge for communication.

2.2. The Methods of Teaching Grammar

Lado (1964: 92) states that there are three approaches to the teaching of

grammar. The first approach is: “Grammar-Translation Method”. Lado (1964:92)

states that in the grammar-translation method, the students are asked to memorize

the rules and they are hoped to apply the rules on their own. Because the students

couldn’t apply the rules into the target language, they have a low self esteem

about the language. Therefore, grammar-translation method is not being used

anymore today.

The second approach is “Mimicry-memorization Method”. Lado (1964:93)

says that the students learn some basic sentence through imitation. The meaning

is given in the native language, and the learners are not allowed to translate word

by word. Furthermore, the learners practice in the form of dialogue.

The third approach proposed by Lado (1964: 93) is “Pattern-practice

Approach”. Similar to Mimicry-memorization Method, the students are asked to


15

repeat a pair of different sentences. Before doing the repetition, the teacher had

already explained some grammatical points.

3.Dictogloss

Nowadays, there is a relatively simple technique named Dictogloss. The

term Dictogloss is used in several different senses. Nunan (2003:161) states that

Dictogloss involves learners collaborating in small groups, actively using their language, and reflecting on the way grammar works in context (thus reinforcing form/ function relationships).

Wajnryb, as cited by Read (1988) says that there are four stages in the

Dictogloss procedure. They are preparation, dictation, reconstruction, and

analysis. The further explanation would be as following:

1) Preparation

The teacher divides the students into groups. Each group consists of five or

six students. The teacher tells about the topic of the text and some of the

vocabularies. The text itself should be an authentic text, should be attractive

and should form a logical sequence. The text consists of four or five

sentences.

2) Dictation

The teacher reads the text twice. For the first time, the teacher reads at normal

speed and the students are not allowed to write anything down. For the second

time, the students start to take notes.

3) Reconstruction


16

The students start to reconstruct the text based on their notes while writing

down the passage. They collaborate with the members of their group in

reconstructing the text.

4) Analysis and correction

The students start to analyze and correct their notes. The teacher asks the

student from each group as the representation to come in front of the class.

The student writes down the reconstruction of the text in the blackboard. The

teacher starts to analyze the text by comparing students’ writing in the

blackboard. By doing so, the teacher also gives the explanation about the use,

the meaning, and the form of simple past tense. Then, the teacher shows the

original text and the students start to have the correction of their text

reconstruction. The teacher asks the students to form a dialogue with their

partner about their daily communication. Thus, the students reflect on the way

grammar works in context and reinforce their function relationship.

4. The Characteristics of first grade students of SMK

As we know that the vocational students are very different with senior

high school students in common. They are supposed to work after they graduate.

Learning a language, especially English, should be meaningful. It should have a

commercial purpose which enables the students to communicate properly while

proposing the job or making an application letter. Or in other words, their ability

in mastering some grammatical points should be put into communicative context.


17

Based on KTSP (Kurikulum Tingkat Satuan Pendidikan), the aspects of

teaching English are divided into three levels as follows:

ü Basic communication for novice level

ü Basic communication for elementary level

ü Basic communication for intermediate level

5. The Rubrics

Blaz (2001:23) states that “A rubric is the most commonly used method

for scoring, evaluating, and grading a performance assessment”. There are two

types of rubrics: holistic and analytical. Blaz (2001:27) also comments that:

A holistic rubric evaluates the overall performance and rates it in a qualitative manner. An analytical rubric breaks down the performance into the different levels of behavior expected, assigning each a point value (which can be weighted if desired), and which are totaled for a quantitative measure.

Therefore, in measuring students’ competency in the spoken test, the researcher

used an analytical rubric. The researcher also employed the weighting table to

score the students’ competency in the spoken test. The weighting table as

follows:

Table 8. The Weighting Table Hughes (1989:113)

WEIGHTING TABLE

AREA\ LEVEL I II III IV V Grammar 4 8 12 16 20

Vocabulary 3 6 9 12 15 Comprehension 2 4 6 8 10

Fluency 2 4 6 8 10 Pronunciation 1 2 3 4 5

TOTAL


18

There are some proficiency descriptions in weighting the score for each level and

area as follows:

LEVEL AREA: GRAMMAR I. inadequate and inaccurate use of grammar; constant errors showing lack of control of few major patterns; preventing communication II. frequent errors showing lack of control of some major patterns; causing

misunderstanding III. occasional error showing good control of some patterns; still

understandable IV. few errors; no mistakes with the pattern; understandable V. rich use of grammar with no more than two errors LEVEL AREA: VOCABULARY I. inadequate and inaccurate use of vocabulary; even for the simplest

conversation II. limited vocabulary to basic personal (time, food, family). III. inaccurate choice of words to discuss social topic. IV. adequate use of general vocabulary to cope with social situation V. rich use of vocabulary; attempts to be elaborated LEVEL AREA: COMPREHENSION I. responses barely comprehensible II. responses mostly comprehensible; constant repetition and rephrasing;

requiring interpretation by the listener III. responses mostly comprehensible; occasional repetition and rephrasing;

requiring interpretation by the listener IV. responses comprehensible; requiring minimal interpretation V. responses readily comprehensible LEVEL AREA: FLUENCY I. speech halting and uneven; long pauses; incomplete thoughts II. speech is very slow and uneven; frequent pauses; few or no incomplete

thoughts III. speech is frequently hesitant but manages to continue; complete thoughts IV. speech is effortless and smooth; complete thoughts V. speech continuous with little stumbling LEVEL AREA: PRONUNCIATION I. pronunciation frequently intelligible II. frequent errors; little or no communication


19

III. few mispronunciation; occasional problems with communication IV. few mispronunciation; no interfere with communication V. no mispronunciation; communication with ease

Blaz (2001: 39) & Hughes (1989: 111-112)

6. The Previous Research

There are so many previous researches that have proved to us whether the

use of Dictation is really effective to be applied in the classroom. Julia Read, an

Indonesian teacher who worked at University of England has applied this

technique to teach Indonesian language to her foreign students. She prefers this

technique, after observing many phenomenon that happened to language teachers.

One of the phenomenon is when a teacher has taught a grammatical point, and the

students have understood it, they don’t apply the grammatical point the next time

they speak or write productively. Therefore, by using this technique, it is hoped

that the grammatical point can be applied into communicative context.

Colleen Maloney-Berman from SUNY Buffalo reports that his previous

research using Dictogloss has shown the effectiveness of this technique in raising

elementary school immersion students’ awareness of linguistic elements while

reproducing content-related

text(http://intranet.usc.edu.au/wacana/4/issue4/.html)

Kowal and Swain (1994:25) conclude that Dictogloss provided a

successful vehicle for encouraging their students to create meaning and to process

language syntactically. Klein (1986) also comments that:


20

Learners learn by comparing their own output with what others produces, thereby developing an awareness of their language performance and its discrepancy with others.

B. Theoretical Framework

In this research, the researcher tries to evaluate the use of Dictogloss as a

technique in teaching grammar to the first grade students of SMK Bopkri I

Yogyakarta. The researcher tries to investigate whether or not Dictogloss as a

technique has a positive effect to enhance the students’ mastery of simple past

tense. There are some considerations in applying this technique, first because it is

a relatively simple one, second because it can help the students to learn from

context and the third because it suits to the learners’ age.

Since language is used for communication, students should not only know

about the knowledge of language rules, but also are able to use the knowledge for

communication. As we know that many learners are able to give explanation of a

grammatical rule or principle from the standard textbook, but then violate the rule

when using language communicatively. For example, there is a student who is

able to tell his friend to put an s at the end of the verb when making third person

singular declarative statement, but when he makes such statement, he leaves off

the s.

The first grade of vocational high school students is the basic step or good

step for both the teacher and the students. It is an appropriate step for the teacher

to fix students’ misconception or mistake in learning English, especially

grammar. So that, when the students face final examination they have already

prepared.


21

Since Dictogloss is a simple technique, the researcher hopes that by using

this technique, the students are able to use the knowledge of language rules for

communication. Considering the students’ weaknesses in listening the target

language forms, the teacher should be patient in dictating the passages which

contains the target language forms to the students.

The steps the researcher did to investigate students’ progress in mastering

simple past tense were:

1. Constructing the test of simple past tense.

2. Conducting the pilot test to determine the reliability coefficient of the test.

3. Scoring the test result and finding the reliability coefficient.

4. Administering the pre-test.

5. Implementing “Dictogloss”.

6. Administering the post-test.

There are three things to consider in mastering simple past tense. They are

the form of simple past tense, the meaning of simple past tense, and the function

of simple past tense. Also, there are six elements or common difficulties which

are faced by the students in mastering simple past tense. They are: the use of

auxiliaries, adverbial of time, negative and interrogative form, regular and

irregular verbs.

C. Hypotheses

There are three hypotheses as stated previously in Chapter I. The

hypotheses are:

1. Conceptual hypothesis


22

Ho: The use of Dictogloss technique is not effective to improve the mastery

of simple past tense for the first grade students at SMK Bopkri I Yogyakarta.

H1: The use of Dictogloss technique is effective to improve the mastery of

simple past tense for the first grade students at SMK Bopkri I Yogyakarta.

2. Operational hypothesis

Ho: The mean score of the students in the experimental group is the same

with those students in the control group.

H1: The mean score of the students in the experimental group is significantly

higher than those in the control group.

3. Statistical hypothesis

Ho: ?E = ?C

H1: ?E > ?C

Where,

?E = the mean score of posttest of Experimental Group (IAK)

?C= the mean score of posttest of Control Group (IAP)

The meaning of this hypothesis is that the null hypothesis will be

rejected if the mean score of the posttest of Experimental Group (IAK) is

significantly higher than that of Control Group (IAP). Therefore, in order to

check the significance between those two mean scores, the researcher conducted

the computation of the independent sample t-test.

Since the number of pairs equals 30, the degree of freedom (df) is n1+n2-2

= 30+30-2 =58. Assuming that the level of significance (a) equals 0.05 and df=


23

58, the table value for t required for rejection of the null hypothesis equals 1.671

(see appendix 14).


CHAPTER III

METHODOLOGY

This chapter presents information about the method used in this study. The

discussion involves (1) research method, (2) research setting and participants, (3)

research instrument, (4) data gathering technique, (5) data analysis technique, (6)

research procedure.

A. Research Method

In this research, the researcher used experimental as the research method.

Fraenkel and Wallen (1993:230) reveals that

Experimental research is the only type of research that directly attempts to influence a particular variable and it is the only type that can really test hypotheses about cause and effect relationship.

The researcher used the experimental method, because she can decide the

nature of treatment. The treatment was applied to observe and measure whether

or not the Dictogloss technique caused any difference on the learners’ behavior

and achievement in mastering Simple Past Tense. Two groups were needed to

conduct this experiment. One group acts as the control group and one group acts

as the experimental group. Those two groups were given different treatment.

In trying to accomplish this study, the researcher used a test to gain the

data. The use of the test was to help the researcher to collect information and to

analyze it. In checking the significance of the two mean scores result from two

different groups, the researcher conducted the computation of the independent

23


24

sample t-test. The information gained by the researcher is whether Dictogloss has

positive effect to enhance students’ mastery of simple past tense or not.

The researcher conducted the pretest to both of the groups to know

students’ mastery of simple past tense. Then, the researcher conducted the

posttest at the end of the research. Before conducting the pretest and the posttest,

the researcher had conducted the pilot test first in SMA Binatama Sleman to

measure the reliability and the validity of the test itself. The experiment in SMK

Bopkri I Yogyakarta lasted only two weeks with the consideration that the

researcher had known the class condition and the students’ capability while doing

PPL for six months. The researcher needed two meetings to teach the students

from two groups and four meetings to conduct pretest and posttest from those two

groups.

B. Research Setting and Research Samples

1. Research Setting

The research was conducted at SMK Bopkri I Yogyakarta. SMK Bopkri I

Yogyakarta is one of the vocational high schools in Yogyakarta that is located at

Jalan Cik Di Tiro No.37 Yogyakarta. There were two reasons why the researcher

conducted the treatment at SMK Bopkri I Yogyakarta. The first reason was

because the researcher had taught there while doing PPL (Program Pengalaman

Lapangan) II. She found that the first grade students had not mastered the

grammar, especially Simple Past Tense properly, so she intended to apply this

technique. The second reason was related to the permission. Some researchers

had conducted the research in this place, and they were welcomed, so that it

would be easy to get the permission from the headmaster of this school.


25

2. Research Samples

The subjects in this research were the first grade students at SMK Bopkri I

Yogyakarta. There were two classes for the first grade students that can be found

in SMK Bopkri I Yogyakarta. Furthermore, there were no criteria in selecting the

class for the sample. Therefore, in selecting the subjects of the study, the cluster

sample was employed to get the sample of the research. Ary, Donald, Cheser

L.Jacobs, and Asghar Razavigh (1990:175) states that “Cluster sampling is kind

of probability sampling where the unit chosen is not individual but a group of

individuals who are naturally together”.

Employing the cluster sampling method, the choice went to the students

of IAP and IAK. There were 30 students from each group involved in this

research. Those two groups were taught by different technique, IAK as the

experimental group was taught by using Dictogloss technique, whereas IAP as

the control group was taught by using common technique.

C. Research Instruments

There is only one instrument used in this research. It is test. There are two

kinds of tests, pretest and posttest. They are used to collect data or information

from the subject under the study. The tests involve the description, validity, and

reliability of the tests. Next, it would be briefly described.

1. The Tests

In this research, there were two tests, which were used to measure the

mastery of simple past tense for the first grade students at SMK Bopkri I

Yogyakarta. The tests were pretest and posttest. The tests were prepared and


26

designed by the researcher herself. This instrument was applied to answer the

question in the problem formulation, that is: whether the use of Dictogloss has a

positive effect to enhance the mastery of simple past tense for the first grade

students of SMK Bopkri I Yogyakarta or not.

The pre-test and the post-test had different content because they had

different purposes and importance. The pre-test was designed to get the

information about the learners’ achievement before treatment, while the post-test

was designed to check the result about the learners’ achievement after the

treatment.

The forms of the tests were divided into two sections, written test and

spoken test. The written test is a kind of test in which the researcher can know

exactly which part that the students usually made mistake and because it was easy

to measure. The written test consisted of 20 questions. There were 10 questions in

part I and 10 questions in part II and III. The first question in part I was used to

access students’ mastery in using regular verb, the second question was used to

access students’ mastery in using auxiliary verb, the third question was used to

access students’ mastery in using adverbial of time. The fourth until sixth

questions were used to access students’ mastery in using regular verbs. The

seventh question was used to access students’ mastery in using adverbial of time.

The eight until tenth questions were used to access students’ mastery in using

irregular verbs.

The five questions in part II were used to access students’ mastery in

using regular and irregular verb, adverbial of time, auxiliaries, and interrogative

sentences. The five questions in part III were used to access students’ mastery in

using negative and interrogative sentence. The spoken test was used to measure


27

students’ ability in applying the rules of simple past tense into the real

communicative context.

1.1. The Type of the Test

Tests are used to obtain information. The information that we are intended

to measure varies from one to other. Based on the objective of the test, this test

was an achievement test. Hughes (1989:13) points out that an achievement test is

directly related to language courses, its purpose being to establish how successful

individual students, groups of students, or the courses themselves have been in

achieving objectives. There are two kinds of achievement test: final achievement

tests and progress achievement tests. In this research, the researcher used

progress achievement tests. Progress achievement tests are intended to measure

the progress that the students are making. In this case, the tests were made to find

out whether Dictogloss has a positive effect on the mastery of simple past tense

for the first grade students at SMK Bopkri I Yogyakarta or not.

2. Validity of the Test

Validity is one of the characteristics of a good test. Hughes (1989:22)

reveals that a test said to be valid if it measures accurately what is intended to

measure. This concept is similar as Heaton’s (1979:153). In his book, Heaton

revealed that a test is said to be valid if it measures what is supposed to measure

and nothing else.

Dean Brown (1988:102) also indicates that the validity of a test should be

examined only after the reliability of the test is determined to be acceptable.

There are four kinds of validity and each concerns a different aspect of the


28

concept of validity. Those are: “content validity, criterion-related validity,

construct validity and face validity”. The test was valid in terms of having its

content, construct, and face validities. The following are the discussion on the

validity of the test.

2.1. Content Validity

Hughes (1989:22) states that a test is said to have content validity if its

contents constitutes a representative sample of the language skills, structures, etc.

with which it is meant to be concerned. It means that the test must be constructed

in such a way so that it includes a proper sample of the materials that have been

taught and learnt. To fulfill the content, the researcher made the test which

consisted of a representative sample of the simple past tense. It means that the

elements in the simple past tense were covered in the test. Commonly, there are

six elements of difficulties which are faced by the students in mastering simple

past tense. They are: the use of auxiliaries, adverbial of time, negative and

interrogative form, regular and irregular verbs. The test in this research has

content validity since its content was relevant to the purpose of the test, which is

to measure students’ progress in learning simple past tense.

2.2. Construct Validity

Hughes (1989:26) says that a test is said to have construct validity if it can

be demonstrated that it measures just the ability which is supposed to measure.

There are usually three steps that should be taken to measure construct validity

(Fraenkel and Wallen, 1993: 145). To reveal that the construction of the test in


29

this research had the construct validity, the researcher will discuss those three

steps:

§ The variable being measured was clearly defined

The variable (the elements of language) being identified here was the mastery of

simple past tense for the first grade students of SMK Bopkri I Yogyakarta.

§ Formulate the hypothesis

The researcher proposed the hypothesis based on the theory underlying the

variable. The hypothesis in this research was closely related to the objective of

the test, which is to find out whether the use of Dictogloss has a positive effect to

enhance the mastery of simple past tense for the first grade students of SMK

Bopkri I Yogyakarta or not.

§ Test the hypothesis

The hypothesis was then tested. The students of SMK Bopkri I Yogyakarta were

given the test to measure their progress in learning simple past tense. Since the

test had the content validity, as it was explained before, it could be said that the

test was really measuring students’ progress, furthermore to find out whether the

use of Dictogloss has a positive effect to enhance the mastery of simple past tense

for the first grade students at SMK Bopkri I Yogyakarta or not. As a conclusion,

the researcher could say that the test in this research has the construct validity.

2.3. Face Validity

Hughes (1989:27) says that a test is said to have face validity if it looks as

if it measures what is supposed to measure. The tests in this research are used to

measure students’ progress in learning simple past tense as well as to measure

students’ competency in the spoken test. In the spoken test, the students are really


30

required to speak. In the written test, students are required to do their best effort

in order to measure their progress.

Therefore, the researcher could say that the tests in this research had the

face validity because it really measures what is supposed to measure.

3. Reliability of the Test

Heaton (1979:155) suggests that a test must be reliable. He also says that

in order to have a test which is valid, a test must first be reliable as a measuring

instrument. He classifies reliability into two categories: test-reliability and mark-

reliability.

3.1. Test-reliability

There are factors affecting the reliability of a test, such as:

§ The extent of the sample of material selected for testing

The reliability is concerned with the size of the sample. Therefore, the

larger the sample, the more tasks the testee has to perform, the greater the

probability that the test as a whole is reliable. Hence, objective tests tend to show

more reliability as they allow a wide field to be covered. In this test, the condition

is assured by number of the test items.

§ The instruction

When carrying out the test, the instruction should be clear as to assure that

the students thoroughly understand how to perform the task. In this research, this

aspect of reliability was assured by the simplicity of the tasks or instructions.

§ Personal factors such as motivation and illness


31

Personal factors such as motivation and illness in doing the test

administered also become important factors because they can influence the results

of the test. In order to arise the students’ motivation in doing the test, the

researcher told the students to do the best in the test and the results were used to

see their abilities.

3.2. Mark Reliability

Heaton (1979:155-156) states that the scoring of the test is an important

factor affecting the reliability of a test. Being consistent in scoring a test also

determines the reliability of the test. Therefore, this reliability denotes the extent

to which the same marks or grades are given if the same test is marked by two or

more different examiners or the same test is marked by the same examiner at

different time. Objective tests can fulfill the mark reliability, but subjective tests

may still have difficulties in fulfilling the reliability.

The reliability of the test was obtained by adopting Spearman- Brown

split-half formula and was computed by using Pearson Product Moment. Ary

(1990:213) states that:

The most common procedure is to correlate the scores on the odd numbered items of the test with the scores on the even numbered items. Then, to trans form the split half correlation into an appropriate reliability estimate for the entire test, the Spearman Brown formula is employed.

The formula of the Spearman Brown Split- Half and the Pearson r correlation

are described as follows:

1. The Spearman-Brown formula:

=


32

where, = the estimated reliability of the entire test

r1/21/2 = the Pearson r correlation between the two halves

2. The Pearson r correlation

where:

r = Pearson r

? X = sum of the scores in x distribution

? Y = sum of the scores in y distribution

? XY = sum of the product of paired x and y scores

? X2 = sum of the squared scores in x distribution

? Y2 = sum of the squared scores in y distribution

N = number of subjects

The result of the computation than could be seen as the reliability coefficient.

According to Best (1970: 257), the reliability coefficient and its relation are as

follows:

0.00-0.20 negligible

0.20-0.40 low and slight

0.40-0.60 moderate

0.60-0.80 substantial

0.80-1.00 high to very high


33

To know the reliability of the test, a pilot test was administered. Heaton

(1979: 158) states that a pilot test is a try-out of the test to a small but

representative group of testees. In this study, a try out of simple past tense was

conducted to a group of students of the first grade students of SMA Binatama

Sleman After conducting the try out, the reliability coefficient of the test items

was counted based on the formula suggested by Lado. Then, if the test is reliable,

the real test could be given to other group of students.

D. Data Gathering Technique and Research Design

First, the researcher conducted the pilot test on May 7, 2007 in SMA

Binatama Sleman to measure the validity and reliability coefficient of the tests.

Then, the researcher started to conduct the experiment in SMK Bopkri I

Yogyakarta. The researcher conducted the pretest for IAK in May 22, 2007 and

the pretest for IAP in May 25, 2007. The procedure was the same for those two

groups.

The pretest was divided into two forms, written test and spoken test. The

researcher conducted the written test first. The researcher distributed the test

papers and the answer sheets to the students. Before doing the test, there was an

explanation of what the students should do in every part of the test. The

researcher had to check whether they understood the instruction or not. After

finishing the written test, the test papers were collected. After that, the researcher

conducted the spoken test. The researcher asked the students to come one by one

in front of the class. The researcher recorded students’ utterances in the tape-

recorder. The results of the written test and spoken test were examined in data

analysis.


34

The researcher implemented the treatment in IAK as the experimental

group. The researcher gave special treatment by using Dictogloss technique to

teach the students simple past tense. The treatment was given in May 29, 2007.

Then, on May 31, 2007 the researcher gave the treatment in IAP as the control

group. The researcher used common technique to teach simple past tense, that

was deductive technique.

To determine students’ mastery of simple past tense the researcher

decided to conduct the posttest. The form of the posttest was also divided into

two forms, written test and spoken test. The same procedure to conduct the

posttest was also applied as well as the procedure to conduct the pretest. The

researcher conducted the posttest in IAP as the control group in June 1, 2007.

Then, the researcher conducted the posttest in IAK as the experimental group in

June 4, 2007. The results of the posttest in both groups were considered to show

better progress than the result of pretest. After completing all the steps above, the

researcher started to analyze the data.

In this research, the researcher used “The Randomized Pretest-Posttest

Control Group Design”, since the purpose of the design is to find out the

students’ different achievement after the treatment. In this case, random

assignment is used to form the groups. The first measurement serves as the

pretest and the second as the posttest. The diagram of this design is as follows:

Treatment Group: R(Random Assignment ) O(Pretest) X1 (Treatment) O (Posttest) Control Group : R(Random Assignment) O(Pretest) X2 (Treatment) O (Posttest) Table 9. The Diagram of The Randomized Pretest-Posttest Control Group Design


35

E. Data Analysis Technique

After all the steps above have already been conducted, the next step is

data analysis. According to Selinger and Shohamy (1989), data analysis is a

process of organizing, ordering and summarizing the data into patterns, or

categories in such a way in order to arrive at the results and conclusions of the

research. It is important to do the data analysis to find out the results and

conclusions after all the data needed have been gathered.

1. Analysis on the Result of the Test

The tests were prepared and designed by the researcher. The researcher used

achievement test because she aimed to measure students’ achievement on their

mastery of simple past tense after the treatment. The test instrument was used to

clarify the pre-test and post-test result after the treatment. The researcher also

employed the weighting table to score the students’ competency in the spoken

test. The scoring system as follows:

LEVEL AREA: GRAMMAR I. inadequate and inaccurate use of grammar; constant errors showing lack of control of few major patterns; preventing communication II. frequent errors showing lack of control of some major patterns; causing

misunderstanding

WEIGHTING TABLE




TOTAL


36

III. occasional error showing good control of some patterns; still understandable

IV. few errors; no mistakes with the pattern; understandable V. rich use of grammar with no more than two errors LEVEL AREA: VOCABULARY I. inadequate and inaccurate use of vocabulary; even for the simplest

conversation II. limited vocabulary to basic personal (time, food, family). III. inaccurate choice of words to discuss social topic. IV. adequate use of general vocabulary to cope with social situation V. rich use of vocabulary; attempts to be elaborated LEVEL AREA: COMPREHENSION I. responses barely comprehensible II. responses mostly comprehensible; constant repetition and rephrasing;

requiring interpretation by the listener III. responses mostly comprehensible; occasional repetition and rephrasing;

requiring interpretation by the listener IV. responses comprehensible; requiring minimal interpretation V. responses readily comprehensible LEVEL AREA: FLUENCY I. speech halting and uneven; long pauses; incomplete thoughts II. speech is very slow and uneven; frequent pauses; few or no incomplete

thoughts III. speech is frequently hesitant but manages to continue; complete thoughts IV. speech is effortless and smooth; complete thoughts V. speech continuous with little stumbling LEVEL AREA: PRONUNCIATION I. pronunciation frequently intelligible II. frequent errors; little or no communication III. few mispronunciation; occasional problems with communication IV. few mispronunciation; no interfere with communication V. no mispronunciation; communication with ease

Blaz (2001: 39) & Hughes (1989: 111-112)

Having scored the result of written test and spoken test both in pretest and

posttest, the researcher started to analyze them. The researcher used independent

t-test in analyzing the data. The independent t-test was used since this type of test


37

was relevant to the research method. The function of the independent t-test was to

see whether Dictogloss technique has a positive effect to enhance students’

mastery of simple past tense or not. .According to Ary (1990: 194), the formula

for the independent t-test is:

t =

Where:

t : the t-ratio

1- 2 : the observed difference between two means

S 1- 2 : the standard error of the difference between two means

It was needed to calculate the standard error of the difference between two

means because it was sometimes referred to as the error term for the t-test. The

formula was as follows:

S 1- 2 =

Where:

S 1- 2 : the standard error of the difference between two means

: the number of cases in the experimental group

: the number of cases in the control group

: the sum of the squared deviation scores in the control group

: the sum of the squared deviation scores in the experimental

group


38

The researcher checked whether the data had been normally distributed

before calculating the data using t-test for independent sample. The researcher

used SPSS 15 Program to find out the normality of the data. Also, the researcher

used both manual calculation and modern calculation from SPSS 15 Program to

calculate the t-test for independent sample.

F. Research Procedure In this study, the researcher used six subsequent steps. They are:

1. The researcher identified the problem and research participants.

2. The researcher asked the permission from the English teacher of SMK Bopkri

I Yogyakarta, where the research would be conducted.

3. The researcher constructed the research test. The researcher would prepare the

test which is related to Simple Past Tense.

4. The researcher administered the pilot test to measure the va lidity and the

reliability of the test itself.

5. The researcher employed the pretest and posttest to the research participants

of SMK Bopkri I Yogyakarta.

6. The researcher analyzed the results of the test and drew conclusions.


CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

All the data gathered in this study is presented in this chapter. The first is

the data of the test result. It presents the test result of the experimental group and

the control group. The second is the presentation of the t-test. It is made to prove

whether the difference between the mean scores of the experimental group and

the control group is significant.

A. The Data of the Test Results

There were two tests used in this research, the pretest and the posttest.

The detail discussion of those two tests will be presented in the next part of the

chapter. The researcher would also include the discussion of students’ transcript

on the spoken test.

1. The Pretest and Posttest

The researcher herself made the pretest and the posttest after consulting to

the advisor and some English teachers. The materials given to the students

through the teaching and learning activities were included as the items of the test.

The researcher copied as many as needed both for the control group and the

experimental group.

The result of the test showed the ability of the students’ mastery of simple

past tense. Before conducting the pretest as well as the posttest, the researcher

had conducted the pilot test to measure the validity and reliability of the test.

39


40

Here, the validity and reliability of the test were presented first before presenting

the results of the pretest and posttest.

1.1. Validity

Hughes (1989:22) says that a test is said to be valid if it measures

accurately what is intended to measure. In his book, Heaton (1975:153) also says

that a test is said to be valid if it measures what is supposed to measure and

nothing else. The researcher emphasizes on the content validity. Hughes

(1989:22) says that a test is said to have content validity if its contents constitutes

a representative sample of the language skills, structures, etc. with which it is

meant to be concerned. Therefore, the distribution of the test items was made in

order to ensure the validity of the test. The test was divided into two sections,

written test and the spoken test. The following is the content validity of the

written test items:

No. Topics Test items number Total

1. Auxiliaries 2, 14, 16, 17 4

2. Adverbial of Time 3, 7, 11, 13, 15 5

3. Negative and Interrogative Form 16, 17, 18, 19, 20 5

4. Regular and Irregular Verb 1, 4, 5, 6, 8, 9 6

Table 10. The distribution of the test items

From the above table, we can infer that all the topics taught in class have

been covered in the test items. Therefore, the test has its content validity. The

total number of the test items was 20 items. There were 40% of items represent

the topic of auxiliaries, 50% of items represent the topic of adverbial of time,


41

50% of items represent the topic of negative and interrogative form, and 60% of

items represent the topic of regular and irregular verb.

For the spoken test items, Hughes (1989: 110) says that scoring will be

valid if clearly recognizable and appropriate descriptions of criterial levels are

written and scorers are trained to use them. The following is the weighting table

which includes the criterial levels:

The maximum score for the spoken test is 60, since the portion of spoken

test is 60% and the portion of written test is 40%. This was because one of the

basic principles in teaching grammar is focusing on the development of

procedural knowledge rather than declarative knowledge. It was important that

the students were able to use the knowledge for communication. Therefore, the

portion for spoken test was higher than the written test.

1.2. Reliability

The researcher administered a pilot test first to count the reliability

coefficient. Then, if the test is reliable, the real test could be given to other group

of students. The calculation on the reliability of the test was taken by using the

formula suggested by Lado. The first formula is known as the split half method. It

WEIGHTING TABLE




TOTAL


42

is used to count the reliability of only half of the test because the test involves

two halves of the test. Therefore, to find the reliability of the entire test, the

second formula, the spearman-brown is used. The following are the Pearson r

correlation and the Spearman Brown Split-Half formula.

The Pearson r correlation:

The Spearman Brown Split- Half:

=

The result of the computation showed that the reliability coefficient is

0.64. The complete computation presented in the appendix. According to Best

(1970:257), if the reliability coefficient 0. 64, it means substantial. Therefore, the

test was considered reliable and could be used as the instrument of the research.

The reliability for the spoken test was taken by the method suggested by

Hughes. Hughes (1989:110) states that scoring will be reliable if there is more

than one scorer for each performance. Therefore, in giving the score for the

spoken test, the researcher asked the favor of one of the ninth semester students

of English Language Education Study Program of Sanata Dharma University.

1.3 Test Results

The following was the report of the results of the pretest and posttest

score of both control group (class IAP) and the experimental group (class IAK).


43

PRETEST POSTTEST Student Written Spoken Total Written Spoken Total

1. 8 49 57 27 51 78 2. 11 41 52 22 45 67 3. 13 42 55 18 48 66 4. 8 41 49 30 43 73 5. 12 37 49 26 41 67 6. 7 38 45 29 41 70 7. 14 38 52 24 41 65 8. 8 43 51 28 47 75 9. 6 35 41 27 37 64 10. 10 34 44 25 34 59 11. 20 41 61 23 38 61 12. 10 42 52 21 42 63 13. 12 41 53 13 45 58 14. 13 41 54 14 52 66 15. 19 41 60 21 47 68 16. 8 41 49 27 47 74 17. 8 41 49 27 45 72 18. 24 41 65 34 53 87 19. 13 38 51 27 48 75 20. 12 38 50 23 47 70 21. 17 37 54 14 44 58 22. 12 32 44 29 35 64 23. 12 32 44 16 35 51 24. 8 42 50 25 46 71 25. 8 42 50 16 47 63 26. 17 41 58 36 38 74 27. 8 41 49 16 38 54 28. 8 42 50 26 48 74 29. 8 41 49 27 47 74 30. 8 41 49 27 45 72

Table 10. The Comparison of IAP students’ pretest and posttest score

From, the calculation from SPSS 15, we can see the mean score on their

pretest and posttest as follows:

Descriptive Statistics

N Range Minimum Maximum Mean Std. Deviation Variance

PRETEST1AP 30 24,00 41,00 65,00 51,1667 5,32453 28,351

POSTTEST1AP 30 36,00 51,00 87,00 67,7667 7,63695 58,323

Valid N (listwise) 30

Table 12. The mean score of IAP students’ pretest and posttest


44

From the calculation above, we can conclude that the mean score for the

pretest is 51.16. It means that from 100% of the total score, the students’ score in

IAP (control group) is 51,16 % in average. Then, the mean score for the posttest

is 67.76. It means that from 100% of the total score, the students’ score in IAP

(control group) is 67, 76% in average.


1. 7 33 40 33 53 86 2. 10 32 42 19 50 69 3. 5 36 41 31 56 87 4. 9 45 54 26 49 75 5. 7 36 43 15 43 58 6. 8 41 49 22 56 78 7. 7 37 44 20 46 66 8. 10 43 53 36 51 87 9. 6 39 45 15 45 60 10. 16 39 55 26 47 73 11. 16 30 46 30 30 60 12. 11 44 55 35 56 91 13. 2 47 49 23 49 72 14. 4 43 47 37 49 86 15. 7 35 42 13 41 54 16. 8 32 41 12 42 54 17. 9 37 46 33 49 82 18. 20 36 56 20 49 69 19. 5 41 46 21 43 64 20. 10 39 49 31 42 73 21. 14 37 51 26 45 71 22. 7 37 44 13 40 53 23. 8 35 43 13 37 50 24. 15 41 56 28 45 73 25. 12 41 53 24 47 71 26. 10 33 43 19 41 60 27. 10 38 48 20 44 64 28. 10 48 58 24 56 80 29. 28 32 60 39 56 95 30. 7 35 42 18 38 56

Table 13. The Comparison of IAK students’ pretest and posttest score


45

From, the calculation from SPSS 15, we can see the mean score on the ir pretest

and posttest as follows:

Descriptive Statistics

N Range Minimum Maximum Mean Std. Deviation Variance PRETESTIAK 30 20,00 40,00 60,00 48,0333 5,77440 33,344 POSTTESTIAK 30 45,00 50,00 95,00 70,5667 12,37819 153,220 Valid N (listwise) 30

Table 14. The mean score of IAK students’ pretest and posttest From the calculation above, we can conclude that the mean score for the

pretest is 48.03. It means that from 100% of the total score, the students’ score in

IAK (experimental group) is 48.03 % in average. Then, the mean score for the

posttest is 70,56. It means that from 100% of the total score, the students’ score in

IAK (experimental group) is 70,56% in average.

2. Students’ Transcript on the Spoken Test

As we know that the test was divided into two forms, the written test and

spoken test. It was expected that the students mastered procedural knowledge

rather than declarative knowledge. Thus, the students were able to apply the

knowledge of simple past tense into the real communicative context. By doing so,

we can conclude that the students had mastered the simple past tense both written

and orally.

As we can see from the result of the posttest, most of the students made

some progress in uttering their utterances. It means that they could apply the

knowledge of simple past tense into the real communicative context, even though


46

some of them still made few grammatical mistakes. The analysis of students’

transcript on the spoken test can be seen in the appendix 10.

B. Hypothesis Testing

This section includes the presentation of the normality of the data

distribution and t-test calculation.

1. Normality of Data Distribution

As we know that the data should be normally distributed, the researcher

checked the normality of the data distribution by using SPSS 15 Program. The

following is the result of the computation of the pretest and posttest of normality

for IAK as the experimental group and IAP as the control group.

Table 15. Tests of Normality for IAK (experimental group)

Kolmogorov-Smirnov(a) Shapiro-Wilk

Statistic df Sig. Statistic df Sig. PRETESTIAK ,138 30 ,153 ,931 30 ,053

POSTTESTIAK ,103 30 ,200(*) ,966 30 ,432

* This is a lower bound of the true significance. a Lilliefors Significance Correction Table 16. Tests of Normality for IAP (control group)

Kolmogorov-Smirnov(a) Shapiro-Wilk

Statistic df Sig. Statistic df Sig. PRETEST1AP ,142 30 ,126 ,954 30 ,212

POSTTEST1AP ,105 30 ,200(*) ,978 30 ,765

* This is a lower bound of the true significance. a Lilliefors Significance Correction

As we can see from the calculation above, the value of significance is

higher than 0.05 (a). Jogiyanto (2004:171) says that data is considered normally

distributed when the value of the significance is higher than 0.05 (a). The value


47

of significance for the pretest of IAK is 0.153 and the value of significance for

the posttest of IAK is 0.200. It means that the data in pretest and posttest are

considered distributed normally because the values of significance are higher than

0.05 (a). It is also obvious for the value of significance for the pretest and posttest

of IAP. The value of significance for the pretest of IAP is 0.126 and the value of

significance for the posttest of IAP is 0.200. Both of the values of significance are

higher than 0.05 (a). So, the data are considered distributed normally.

2. t-test Calculation The researcher used t-test for independent samples to find the significance

of the difference between the mean scores of the two samples as well as to

answer the problem formulation and to test the hypothesis. The data of the mean

scores of IAK as the experimental group and IAP as the control group was

presented on the appendix as well as the complete calculation of the independent

sample t-test.

The calculation of the standard error of the difference between the two

mean gained scores was 2.36 (see appendix) and the value of the t-test was 2.512

(see the appendix). Furthermore, to determine the significance of the result, it

needed to calculate the degrees of freedom and consulted the t-table. In this

research, the number of degrees of freedom for independent t-test equaled n1+n2-

2, that meant 30+30-2= 58. The degree of freedom was 58 in 0.05 level. In this

case:

2.512 > 1.671

tobs > ttable


48

In the hypothesis, when tobs > 1.671, Ho is rejected. So, based on the

manual calculation, the null hypothesis is rejected and the research hypothesis is

accepted. Therefore, the answer of the problem formulation was concluded from

the calculation that Dictogloss technique has positive effect to enhance the

mastery of simple past tense for the first grade students of SMK Bopkri I

Yogyakarta.

C. Other Findings

The result above showed that the Dictogloss technique has positive effect

to enhance the mastery of simple past tense for the first grade students of SMK

Bopkri I Yogyakarta. During the experiment, the researcher had observed some

contributions of Dictogloss technique which can be used in class.

The first contribution is related to students’ reaction to the teacher’s

technique. Positive reaction made students motivated to learn in class. Of course,

both students in two groups reacted positively to teacher’s technique, but the

students in the experimental group seemed to be more motivated. It was because

the students were the center of their teaching- learning process. They discussed in

a group how to construct the text, how to analyze and how to correct their own

notes. By doing so, the students activated their background knowledge first

before coming to the researcher’s explanation. Then, after listening to the

researcher’s explanation, the students came to the real practice by making a short

dialogue. Unconsciously, the students had combined their declarative knowledge

and procedural knowledge. By applying Dictogloss technique, it prevented the

students to get bored easily.


49

On the other hand, the students in control group also had motivation but

not as high as those in experimental group. It was because the students kept

listening the researcher’s explanation without having chance to apply their

declarative knowledge into the real communicative context. Furthermore, the

teacher would be the center of the teaching- learning process.

The second contribution is related to the students’ understanding. The

students in the experimental group had better understanding than those in the

control group. It was also proved from their result in doing the test.


CHAPTER V

CONCLUSIONS AND SUGGESTIONS

This chapter concludes the study in two ways. The first is presenting the

conclusions, which is drawn from the findings and the data analysis as described

in Chapter IV. The second is presenting the suggestions for the teachers of

English in vocational high school and other researchers who would like to conduct

a similar study.

A. Conclusions

Based on the research findings and the data analysis, the researcher

concluded the research as follows:

1. It is effective to use Dictogloss to teach simple past tense to the first grade

students of the vocational high school. Dictogloss gives a positive effect for

the students to enhance their mastery of simple past tense, especially to

enhance the competence of simple past tense.

2. Dictogloss is shown to be more effective as indicated by the fact that the mean

score of the experimental group is higher than the mean score of the control

group.

B. Suggestions

The result of the study showed that Dictogloss has a positive effect to

enhance students’ mastery of simple past tense, especially for their competence.

50


51

Yet, there are some notes that must be taken into consideration when this strategy

was used in order to support the teaching and learning process.

1. The implementation of Dictogloss needs a control from the teacher. Teacher

should be able to maintain the classroom situation. Firstly, the students will

tend to be noisy when they are put in a group. The teacher should make the

students focus while listening to the reading passage. Then, the teacher would

probably move around in every group to check students’ work in

reconstructing the passage. The teacher should make sure that every student

takes part while reconstructing, analyzing, and correcting the passage.

2. For other researchers who would like to do the same research, it would be

better if the research is conducted deeply in order to see students’ performance

in producing utterances. The researcher should make sure that the students will

apply six elements of simple past tense when they produce utterances. It

means that longer times are needed to do the research.

Knowing the effect of Dictogloss as it is discussed in chapter IV, it is

hoped that the implementation of Dictogloss would influence the students to have

better improvement in their competence of simple past tense as well as in their

real performance in producing utterances using simple past tense.


52

BIBLIOGRAPHY

Aitchinson, Jean. (1978). Linguistics. New York: David McKay and co., Inc.

Ary, Donald, Cheser L. Jacobs, and Asghar Razavigh. (1990). Introduction to Research in Education 4th ed. New York: Holt, Rinehart and Winston, Inc.

Azar, Betty Schrampfer. (1992). Fundamentals of English Grammar 2nd ed. New Jersey: Prentice Hall.

Bach, Edmon. (1964). An Introduction to Transformational Grammars. New York: Holt, Rinehart and Winston, Inc.

Best, John W., and James V. Kahn. (1970). Research in Education 2nd ed. New Jersey: Prentice-Hall, Inc.

Blaz, Deborah. (2001). A Collection of Performance Tasks and Rubrics: Foreign Language. New York: Eye On Education.

Broughton, Geoffrey; Brumfit, Christopher; Flaverll, Roger; Hill, Peter and Pincas, Anita. (1978). Teaching English as a Foreign Language. London: Routledge & Regan Paul Ltd.

Brown, J.D. (1988). Understanding Research in Second Language Learning. Cambridge: Cambridge University Press.

Cooper, Robert L. (1972). “What Do We Learn When We Learn A Language?”. English Teaching Forum Volume X.

Curme, George O. (1996). English Grammar. New York: Barnes and Noble, Inc.

Departemen Pendidikan dan Kebudayaan. KTSP: Kurikulum Tingkat Satuan Pendidikan. Jakarta: Departemen Pendidikan dan Kebudayaan.

Doughty and William. (1998). Focus on Form in Classroom Second Language

Acquisition. Melbourne: Cambridge University Press.

Fraenkel, Jack R. and Wallen, Norman E. (1993). How to Design and Evaluate Research in Education. New York: McGraw-Hill, Inc.

Fromkin, Victoria and Rodman, Robert. (1974). An Introduction to Language. New York: Holt, Rinehart and Winston, Inc.

Gumpol, W.Y. (1995). Mastery of Sixteen Tenses. Yogyakarta: Penerbit Kanisius.

Halliday. (1978). Language as a Social Semiotic System. English Teaching Forum Volume XII.


53

Heaton, J.B. (1979). Writing English Language Tests. London: Longman Group Limited.

Hughes, Arthur. (1989). Testing for Language Teachers. Great Britain: Cambridge University Press.

Jogiyanto H.M., Prof. Dr. M.B.A, Akt. (2004). Metodologi Penelitian Bisnis: Salah Kaprah dan Pengalaman-Pengalaman. Yogyakarta: BPFE-YOGYAKARTA.

Klein, W. (1986). Second Language Acquisition. Cambridge: Cambridge University Press.

Kowal, M., & Swain, M. (1994). Using collaborative language production tasks to promote students language awarness. Language Awarness III: 1-21.

Lado, Robert. (1964). Language Teaching-Scientific Approach. New York: McGraw-Hill, Inc.

McKay, Sandra L. (1985). Teaching Grammar- Form, Function and Technique. New York: Pegamon Press.

Millinton-Ward, John. (1953). The Use of Tenses in English. New York: Longmans, Green and Co.

Murcia & Freeman. (1983). The Grammar Book: an ESL/ EFL teachers course. New York: Newbury House Publishers.

Nunan, David. (2003). Practical English Language Teaching. New York: McGraw-Hill.

Pusat Kurikulum, Balitbang Depdiknas. (2003). Standard Kompetensi Berbahasa Inggris SMA. Jakarta: Pusat Kurikulum, Balitbang Depdiknas.

Quirk, R. and S. Greenbaum. (1973). A University Grammar of English. London: Longman Group, Ltd.

Read, Julia. (2006). Increasing Noticing Through a Dictogloss Technique, accessed on November 28, 2006. from: (http://intranet.usc.edu.au/wacana/4/issue4/.html)

Richards, J.J. Platt, and H. Weber. (1985). Longman Dictionary of Applied Linguistics. London: Longman.

Richards, Jack. C&Rodgers, Theodore. S. (1989). Approaches and Methods in Language Teaching. NewYork: Cambridge University Press.

Siegel, Sydney. (1956). Non Parametric Statistics: for the Behavioral Sciences. New York: McGraw-Hill Book.


54

Selinger&Shohany. (1989). The Power of Test: A Critical Perspective on The Uses of Language Tests. New York: Pearson Education.

Ur, Penny. (1964). A Course in Language Teaching. Cambridge: Cambridge University Press.

Wajnryb, Ruth. (1988). The Dictogloss method of language teaching: A text-based, communicative approach to grammar. English Teaching Forum XXVI, 3:35-38.

Webster. (1999). Webster’s New Explorer Dictionary and Thesaurus. Springfield: A Division of Merriam-Webster, Inc.

Westimardiningsih, Fransiska. (2002). The effect of students’ knowledge of simple past tense on the students’ ability to produce past tense sentences: a case study of the second grade students of the Kanisius Bambanglipuro Junior High School. Yogyakarta: Unpublished Thesis.

Widiastuti, Paula. (2003). A Study on the difficulties in mastering the simple present tense and the simple past tense among the third grade students of SLTP Kanisius Bambanglipuro Bantul Yogyakarta. Yogyakarta: Unpublished Thesis.

Widdowson. (1978). Teaching Language as Communication. London: Oxford University Press.

Widdowson. (1983). The Use of Tenses in English. Pekalongan: Harapan.


55

APPENDICES


60

Appendix 3.1. Lesson Plan (meeting 2)

LESSON PLAN I. COURSE IDENTITY

1. Subject : English 2. Class : X 3. Topic : Simple Past Tense 4. Time Allocation : 1 x 60’ 5. Meeting : 2 6. Name of the teacher : Deonisia Tyas Yuniawati ( Tyas)

II. STANDARD COMPETENCE/ BASIC COMPETENCE

Standard Competence Basic Competence Indicators

Communicate in spoken and written language by using appropriate variety of language fluently and accurately in interactional discourse and/ or monologue in the form of descriptive which directs to the variety of interpersonal meaning.

Understand the use, the meaning, and the form of Simple Past Tense

a. Students are able to reconstruct, the text.

b. Students are able to analyze, correcting and revise the text.

c. Students are able to apply in the communicative context by making a short dialogue.


61

III. LEARNING ACTIVITIES

LEARNING ACTIVITIES TIME ALLOCATION

MATERIAL

1. Pre Activities: a) The teacher introduces the topic “The Frog Prince”

3’

2. Whilst Activities: a) The teacher gives the list of difficult vocabulary. b) The teacher reads the text in a normal speed. c) The students start to take notes. d) The students start to reconstruct the text. e) The students start analyzing and correcting their notes f) The teacher asks about the sentence pattern used in the passage. g) The teacher explains the use and the pattern of Simple Past Tense

3’ 5’ 7’ 5’ 5’ 5’ 15’

3. Post Activities: a) The students practice to make a dialog using Simple Past Tense. b) The teacher summarizes the lesson and closes the lesson.

10’ 2’

ü Reading passage titled “The Frog Prince”

IV. LEARNING MEDIA AND LEARNING SOURCES

Learning Media:

ü Blackboard

ü Chalks


62

Learning Sources:

ü Doughty and William. 1998. Focus on Form in Classroom Second Language Acquisition. Melbourne: Cambridge University

Press.

The Reading Passage titled “The Frog Prince”:

1. Once upon a time there was a king.

2. He had a beautiful, young daughter.

3 For her birthday, the king gave her a golden ball that she played with everyday.

4. The king and his daughter lived near a dark forest.

5. There was a deep well near the castle.


63

Appendix 4. The Pretest

Nomor urut siswa:............. I. Pilihlah salah satu jawaban yang paling benar dengan memberi tanda silang (X)

di depan jawaban!

1. Untuk membentuk kata kerja beraturan/ regular dalam Simple Past Tense, biasanya kita memberi akhiran.... a. – es b. - s c. – (e)d d. – ing

2. Kata kerja bantu/ auxiliary verb yang digunakan untuk membentuk kalimat negatif dalam Simple Past Tense adalah... a. does + not b. am + not c. did + not d. is + not

3. Berikut ini adalah keterangan waktu yang biasa digunakan Simple Past Tense,

kecuali... a. two years ago b. next week c. last year d. yesterday

4. Berikut ini adalah kata- kata kerja beraturan/ regular dalam Simple Past Tense, kecuali... a. drank b. stayed c. studied d. worked

5. Bentuk kata kerja live dalam Simple Past Tense adalah... a. left b. leaf c. leave d. lived

6. Bentuk kata kerja present dari listened adalah... a. listens b. listening c. listen d. listened


64

7. Untuk menyatakan kebiasaan yang sering dilakukan di masa lampau, kita menggunakan... a. used to b. never c. seldom d. often

8. Berikut ini adalah kata- katakerja tidak beraturan/ irregular dalam Simple Past Tense, kecuali.... a. slept b. played c. sang d. wrote

9. Bentuk kata kerja present untuk shook adalah...

a. shaken b. shake c. shooken d. show

10. Bentuk kata kerja throw dalam Simple Past Tense adalah... a. thrown b. through c. threw d. throat

II. Lengkapilah percakapan dibawah ini berdasarkan gambar yang tersedia dibawah! 11. Yanto : “You look tired today. What happened?” Susie : “Yeah... I had to help my grandfather yesterday.”

Yanto : “What did your grandfather do yesterday?” Susie : “_______________________________(carry)”


65

12. Andy Lau : “What time did you have breakfast this morning?” Gong Li : “______________________________________” 13. Candra : “I really had a good time with my friend last week”. Diaz : “Really? What did you do last week?” Candra : “__________________________(eat)” 14. A : “_______________________________(study)?” B : “No, she didn’t. She wrote a letter two hours ago”. 15. Doni : “What time did you sleep last night?’ Bagas : “___________________________”


66

III. Ubahlah kalimat- kalimat positif di bawah ini menjadi kalimat negatif (negative

sentence) dan kalimat pertanyaan (Y/N Questions)! 1. I made a big mistake yesterday.

a. ____________________________________________________________. b. ____________________________________________________________?

2. Andy Lau and Katty played volleyball last week.

a. ____________________________________________________________. b. ____________________________________________________________?

3. My mother washed the dishes two hours ago.

a. ____________________________________________________________. b. ____________________________________________________________?

4. Kunto Wibisono was very handsome.

a. ___________________________________________________________. b. ___________________________________________________________?

5. I was sick yesterday.

a. ___________________________________________________________.

b. ___________________________________________________________?


67

Appendix 5. The Posttest

Nomor urut siswa:............. I. Pilihlah salah satu jawaban yang paling benar dengan memberi tanda silang (X)

di depan jawaban!

1. A: “When did you have breakfast?” B: “Well, I had breakfast.......”

a. this morning b. this evening c. tomorrow morning d. next week

2. The old two friends met in the conference. They.......hands by saying good morning. a. shake b. shaken c. shook d. shout

3. A: “What did you say to her ?” B: “Well, I said that we.....pleased to meet her.”

a. is b. was c. am d. were

4. A: “Where did you come from?” B: “I......from Australia.”

a. coming b. come c. came d. comes

5. A: “Where did you study?” B: “I....at SMK Bopkri I Yogyakarta.”

a. study b. studied c. studies d. studying

6. A: “Did you say “I Love You?” B: “No, I......’I Love You’.”

a. don’t say b. didn’t say


68

c. doesn’t say d. haven’t said

7. A: “What did you do yesterday at 5 p.m.?” B: “I....TV with my parents”.

a. watch b. watches c. watching d. watched

8. A: “When did you have dinner?” B: “ I had dinner.......”

a. tomorrow evening b. this morning c. this evening d. next two weeks

9. A: “What did Mr. Pran teach you?” B: “ Mr. Pran.......an English subject to us”.

a. teach b. teaches c. taught d. teaching

10. A: “Why were you absent yesterday ?” B: “I.....sick yesterday”.

e. am a. are b. was c. is

II. Lengkapilah percakapan dibawah ini berdasarkan gambar yang tersedia dibawah! 11. Yanto : “You look tired today. What happened?” Susie : “Yeah... I had to help my grandfather yesterday.”

Yanto : “What did your grandfather do yesterday?” Susie : “_______________________________(carry)”


69

12. Tono : “What time did the concert begin this evening?” Tina : “______________________________________” 13. Dita : “When were you born?” Ayu : “__________________________________” 14. A : “What did the man probably do” B : “_____________________(get confused)”. 15. Doni : “What time did you sleep last night?’ Bagas : “___________________________”


70

III. Ubahlah kalimat- kalimat positif di bawah ini menjadi kalimat negatif (negative

sentence) dan kalimat pertanyaan (Y/N Questions)! 16. Nina played video game this evening.

a. ____________________________________________________________. b. ____________________________________________________________?

17. Rumangun did his homework last night.

a. ____________________________________________________________. b. ____________________________________________________________?

18. Rita and Daniel took a picture in the garden.

a. ____________________________________________________________. b. ____________________________________________________________?

19. My father was very happy yesterday.

a. ___________________________________________________________. b. ___________________________________________________________?

20. Toni and Tono were very naughty children.

a. ___________________________________________________________.

b. ___________________________________________________________?


71

Appendix 6. The Answer Key of Pretest and Posttest PRETEST PART I 1. C 2. C 3. B 4. A 5. D 6. C 7. A 8. B 9. B 10. C PART II 11. My grandfather carried the woods yesterday. 12. I had breakfast at 9a.m. 13. I ate with my friend last week. 14. Did she study? 15. I slept at 11 p.m. last night. PART III 16. a. I didn’t make a big mistake yesterday. b. Did I (you) make a big mistake yesterday? 17. a. Andy Lau and Katty didn’t play volleyball last week. b. Did they (Andy Lau and Katty) play volleyball last week? 18. a. My mother didn’t wash the dishes two hours ago. b. Did my mother (she) wash the dishes two hours ago? 19. a. Kunto Wibisono was not very handsome. b. Was Kunto Wibisono very handsome? 20. a. I was not sick yesterday. b. Was I / Were you sick yesterday?


72

POSTTEST PART I 1. A 2. C 3. D 4. C 5. B 6. B 7. D 8. C 9. C 10. C PART II 11. My grandfather carried the woods yesterday. 12. The concert began at 7p.m. this evening. 13. I was born in 1989. 14. The man got confused. 15. I slept last night at 9p.m. PART III 16. a. Nina did not play video game this evening. b. Did she play video game this evening? 17. a. Rumangun did not do his homework last night. b. Did Rumangun do his homework last night? 18. a. Rita and Daniel did not take a picture in the garden. b. Did they (Rita and Daniel) take a picture in the garden? 19. a. My father was not very happy yesterday. b. Was my father very happy yesterday? 20. a. Toni and Tono were not naughty children. b. Were Toni and Tono naughty children?


73

Appendix 7. The Control Group (IAP) pretest and posttest scores


1. 8 49 57 27 51 78 2. 11 41 52 22 45 67 3. 13 42 55 18 48 66 4. 8 41 49 30 43 73 5. 12 37 49 26 41 67 6. 7 38 45 29 41 70 7. 14 38 52 24 41 65 8. 8 43 51 28 47 75 9. 6 35 41 27 37 64 10. 10 34 44 25 34 59 11. 20 41 61 23 38 61 12. 10 42 52 21 42 63 13. 12 41 53 13 45 58 14. 13 41 54 14 52 66 15. 19 41 60 21 47 68 16. 8 41 49 27 47 74 17. 8 41 49 27 45 72 18. 24 41 65 34 53 87 19. 13 38 51 27 48 75 20. 12 38 50 23 47 70 21. 17 37 54 14 44 58 22. 12 32 44 29 35 64 23. 12 32 44 16 35 51 24. 8 42 50 25 46 71 25. 8 42 50 16 47 63 26. 17 41 58 36 38 74 27. 8 41 49 16 38 54 28. 8 42 50 26 48 74 29. 8 41 49 27 47 74 30. 8 41 49 27 45 72


74

Appendix 8. The Experimental Group (IAK) pretest and posttest scores


1. 7 33 40 33 53 86 2. 10 32 42 19 50 69 3. 5 36 41 31 56 87 4. 9 45 54 26 49 75 5. 7 36 43 15 43 58 6. 8 41 49 22 56 78 7. 7 37 44 20 46 66 8. 10 43 53 36 51 87 9. 6 39 45 15 45 60 10. 16 39 55 26 47 73 11. 16 30 46 30 30 60 12. 11 44 55 35 56 91 13. 2 47 49 23 49 72 14. 4 43 47 37 49 86 15. 7 35 42 13 41 54 16. 8 32 41 12 42 54 17. 9 37 46 33 49 82 18. 20 36 56 20 49 69 19. 5 41 46 21 43 64 20. 10 39 49 31 42 73 21. 14 37 51 26 45 71 22. 7 37 44 13 40 53 23. 8 35 43 13 37 50 24. 15 41 56 28 45 73 25. 12 41 53 24 47 71 26. 10 33 43 19 41 60 27. 10 38 48 20 44 64 28. 10 48 58 24 56 80 29. 28 32 60 39 56 95 30. 7 35 42 18 38 56


75

Appendix 9. The Mean Scores of the Experimental Group (IAK) and the Control Group (IAP)

Experimental Group Control Group

X1 X1 X12 X2 X2 X2

2

46 23.47 550.84 26 9.4 88.36 46 23.47 550.84 25 8.4 70.56 39 16.47 271.26 25 8.4 70.56 36 13.47 181.44 24 7.4 54.76 36 13.47 181.44 24 7.4 54.76 35 12.47 155.50 24 7.4 54.76 34 11.47 131.56 24 7.4 54.76 29 6.47 41.86 23 6.4 40.96 27 4.47 19.98 23 6.4 40.96 24 1.47 2.16 23 6.4 40.96 23 0.47 0.22 22 5.4 29.16 22 -0.53 0.28 21 4.4 19.36 22 -0.53 0.28 21 4.4 19.36 21 -1.53 2.34 20 3.4 11.56 20 -2.53 6.40 20 3.4 11.56 18 -4.53 20.52 18 1.4 1.96 18 -4.53 20.52 16 -0.6 0.36 18 -4.53 20.52 15 -1.6 2.56 17 -5.53 30.58 15 -1.6 2.56 17 -5.53 30.58 13 -3.6 12.96 16 -6.53 42.64 13 -3.6 12.96 15 -7.53 56.70 12 -4.6 21.16 15 -7.53 56.70 11 -5.6 31.36 14 -8.53 72.76 11 -5.6 31.36 14 -8.53 72.76 8 -8.6 73.96 13 -9.53 90.82 7 -9.6 92.16 13 -9.53 90.82 5 -11.6 134.56 12 -10.53 110.88 5 -11.6 134.56 9 -13.53 183.06 4 -12.6 158.76 7 -15.53 241.18 0 -16.6 275.56

?= 676 / 30 = 22.53

? = 3237.44 ?= 498/ 30 = 16.6

? = 1649.2

X1 = the difference between posttest score and pretest score X1 = the deviation scores X1

2 = the squared deviation scores

X2 = the difference between posttest score and pretest score X2 = the deviation scores X2

2 = the squared deviation scores


76

Appendix 10. The Analysis of Students’ Transcript on the Spoken Test

STUDENTS’ NO.

PRETEST IAK POSTTEST I AK INDICATORS ANALYSIS

AUXILIARIES - ADVERBIAL OF TIME

I took a bath at 6 p.m. àAt 6 a.m. I got up...

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I go home...à I arrived in my house...

2. I took a bath at 6 p.m., I go to school, I went go to school at 7 a.m., I go home 2 p.m., I had my lunch then I slept in my bedroom at 5 p.m., I took a bath.

At 6 a.m. I got up and then I went to took a bath. At 7a.m. I went to church, at 9 a.m. I arrived in my house and I had breakfast and watched TV. At 10 a.m. I met with my friend.

IRREGULAR VERB

I went go to schoolà I went to church...


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

3. I get up at 7 am yesterday then took a bath, I have breakfast at 6 am, I went to school at 7a.m, I went home at a....(short pause) 2 pm then I have my look.

I have daily activities last Sunday. I always wake up at 4 o’clock in the morning and I cleaned the bed before. I had breakfast at 7 a.m. I had break at 2 p.m..

IRREGULAR VERB

I have breakfast at 6 a.m. à I had breakfast at 7 a.m.


I have breakfast and...(short pause) and... à I had breakfast at 7 a.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

4. I got up 6 a.m. yesterday then I took a bath. So, I have breakfast and....(short pause) and...at 7 o’clock I went to school. At 1 o’clock I arrive at home and...then at 2 o’clock I took a nap. At 4 o’clock I got up again and... I...and...I...at 5 o’clock I walk with my dog.

I have daily activities last Sunday. I always wake up at 4 o’clock in the morning and I cleaned the bed before. I had breakfast at 7 a.m. I had break at 2 p.m..

IRREGULAR VERB

I have breakfast... à I had breakfast at 7 a.m.

AUXILIARIES - 5. I Yesterday I got up at 6 p.m. and so I’m a bath on...and to dress

Yesterday I got up at 6 a.m. and so I took a bath

ADVERBIAL OF TIME

I Yesterday I got up at 6 p.m. à


77

Yesterday I got up at 6 a.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

up and breakfast and so, I’m going to school for studying. At 1 pm I’m going to my home and so I watching TV until night and so I’m sleep until morning.

and to dress up and breakfast. And so I going to Balaikota. And at 9 p.m. I’m going to my home and then I went to home my friend. IRREGULAR

VERB I’m bath on à I took a bath


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

6. I get up at 6 a.m. yesterday and then I took a bath. At 7 a.m. I go to school. I go home at 1 p.m. I had...my lunch next to I sleep.

Last Sunday at 7 a.m. I get up. I went to church at 10 a.m. I went home at 5 p.m. At 5 p.m. I’m play with friend and at 9 p.m. I sleep. IRREGULAR

VERB - At 7 a.m. I go to school à I went to church at 10 a.m. - I go home at 1 p.m. à I went home at 5 p.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

7. At 6 a.m. I....bath...I take a bath. At 6...6.30 a.m. I breakfast. At 6.45 I’m...I went to school with my friend. I go home at....30 p.m. I arrive at home, I sleeping and lunch......(long pause). At 60 p.m I cleaning at home and at.....17..at 17 I cooking for dinner.

I got up at 5.30 a.m. I cleaned my home at 6 a.m. I took a bath at 10 a.m. I had breakfast at 10.30 a.m. I ironed my clothes at 11 a.m.

IRREGULAR VERB

- At 6 a.m. I...bath...I take a bath à I took a bath at 10 a.m. - At 6..6.30 a.m. I breakfast à I had breakfast at 10.30 a.m.


-

NEGATIVE FORM

-

8. Yesterday I got up at 6 am. and then I took... I took a bath at my bathroom, so I...so I went to breakfast and then I

Last Sunday I woke up at 9 a.m. and then I went took a bath in bathroom. At 11 a.m. I went to INTERROGATIVE -


78

FORM REGULAR VERB -

went to school with my friends. I went to school by bus. I went home at 1 pm. and after that I went to lunch and I went to slept at my bathroom. I slept until 4...4pm. and I took a bath after that I went to...went to supermarket with my parents. I went at supermarket until 9 pm. and...after that I went to sleep at my bedroom.

the church. I went to home at 1 p.m. After that I had lunch and then I went to Kaliurang until 6 p.m. After arrived at home, I went to took a bath and slept.

IRREGULAR VERB

I went to lunch à After that I had lunch


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB At 3 p.m. I watching TV with my sisterà I watched TV with my brother.

9. I got up at 6 a.m then I’m took a bath. At 7 am. I went to school with my friends, I went to home at 2 pm. then I had my lunch. At 3 pm. I watching TV with my sister then I took a bath.

I got up at 7 a.m. then I took a bath at 8 a.m. At 9 a.m. I watched TV with my brother then I played with my friend at 11 a.m. At 1 p.m. I sleep, then at 5 p.m. I took a bath.

IRREGULAR VERB

I’m took a bath à I took a bath at 8 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

11. I wake up at 6 am..then I took a bath at 7 am, then I went to school. I went to home at 2 pm, e....then...e...Sleeping until 5 pm then I took a bath and I’m study hard..e...at 6 pm.

Last Sunday I woke up at 8 a.m. then I’ m took a bath and I’m watching TV and then to play with my friend and then to Galeria Mall and then I’m lunch at the restaurant and then I went to home.

IRREGULAR VERB

I wake up at 6 a.m. à Last Sunday I woke up at 8 a.m.

12. I got up at 6am. Last Sunday I got AUXILIARIES -


79

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

yesterday, e....then I took a bath and dress up for go...e...went to school (laugh and say:Sampai di sekolah) At school I’m studied and join with my friends to chat...yes..e..I went to home at 1 pm and I sleep in afternoon..ehm...next I...I,..I.. watch a TV and I sleep in this night at..ehm.. 9 pm.

up at 6 a.m. Next, I took a bath until at 6.15 a.m. I went to Balaikota in Yogyakarta to join a match. At 9.30 a.m. I went to home for relaxing my foot. Next, I slept in the afternoon.

IRREGULAR VERB

I sleep in this night at..ehm..9 p.m. à I slept in the afternoon.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

14. I get up at 6...6...6 am. yesterday, ehm.. then I took a bath. At 7 am to school. I (pause: ntar mbak...) I went home... ehm... 1 pm..

I got up at 6 a.m. and then sweep in the house and then I walking- walking with family to mall by motorcycle and I’m too happy. I’m housing at 2 p.m. and I’m iron my cloth.

IRREGULAR VERB

I get up at 6..6..6 a.m. à I got up at 6 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB ...then watch TV à I watched TV at 10 a.m.

15. I...(aduh aku jadi lupa)..I got up at 6 am. yesterday then I took a bath, then I took a breakfast when I to school, when I home... I went home at 2 pm then I had my lunch then watch TV then I took a bath then I study until 6 pm.

I got up at 7 a.m. then I took a bath. I helped my parents at 8 a.m. until 10 a.m. I watched TV at 10 a.m. I slept at 2 p.m. I took a bath at 4 p.m. I watched TV at 5 p.m. IRREGULAR

VERB -


-

NEGATIVE FORM

-

16. I get up at 7...7 am. yesterday then I took a bath. At 7 am. I went to school, I went home at 1 pm. then I had my lunch. At 2 to 4 I sleeping

I got up and then I took a bath. Then I played football. After playing football I sleep. At 2 p.m. I watched TV.

INTERROGATIVE FORM

-


80

REGULAR VERB - then took a bath. IRREGULAR VERB

I get up at 7...7 a.m. yesterday à I got up...


I got up at 6 p.m. yesterday à I went to church at 6.30 a.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

17. I got up at 6 pm yesterday. I took a bath before I went to school I pray to God. At 7 am. I went to school and school finish at 1 pm. then after I ... until in home I had my lunch then I took a bath for went to church for activities PPA then I went to home and study for prepare my school for today.

I went to church at 6.30 a.m. My church in GKI Keparakan Lor. Then after that I finished from church, my family and I went to home. After that I had breakfast at 9.40 a.m. After I had breakfast, I watched TV. At 10 p.m. I went to church again and finished it at 2 p.m. After that I had my lunch because I hungry. After I had lunch, at 3 p.m. I went to church with my friend to exercise for tambourine and keyboard. After that I went to home and took a bath before I study. After I study, I watched TV and then I sleep.

IRREGULAR VERB

-


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

18. I get up at 6 a.m. yesterday and then I took a bath at 7 a.m. I went to school with my friends and so I’m go home in my home and watching TV until night and then sleep until

I got up at 6 a.m. and I’m start to a bath. I went to Balaikota after did I watching TV.

IRREGULAR I get up at 6 a.m.


81

morning. VERB yesterday à I got up at 6 a.m.


Yesterday I get up at 6 a.m. à I got up at 6 a.m. last Sunday.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

19. Yesterday I get up at 6 a.m., and so I took a bath and ehm...to dress up and also I breakfast, ehm...at 7 a.m., I’m going to school, I school, I;m studying and at 1 p.m. I’m going to home, eh...salah...maksudnya I go to home, in my home I watching TV until night, I’m studying and then I’m sleep until morning.

I got up at 6 a.m. last Sunday. I’m start to take a bath because I will going to march in Balaikota. In Balaikota I march until 10 a.m. After that I and my friend going to checking on lab. So, I went to hospital for to keep my grandfather.

IRREGULAR VERB

Yesterday I get up at 6 a.m. à I got up at 6 a.m. last Sunday.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB - helped - studied

20. I going to school at 6...6 o’clock, (trus)...I am....ehm.... I went to home at forty o’clock. I’m... I had to lunch then I took a sleep, I tool to sleep, ehm... I am played a bulutangkis with my father, (trus)...I am take a bath at bathroom (trus)...the end.

I got up at 6 a.m. then I took a bath. I helped my mother at 9 a.m. until 10 a.m. I went to church at 11 a.m. until 3 p.m. I sleep at 4 p.m. I took a bath at 6 p.m. I studied at 7 p.m. until 9 p.m. And I sleep at 10 p.m.

IRREGULAR VERB

- got up - took a bath -went to


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

21. I...I woke up at 6 o’clock, I want to school at 7 a.m, I want to home at 1 p.m., I am lunch at 2 p.m., and I.....(tidur siang apa mbak? duh aku bingung, udah mbak....)

I got up at 6 a.m. I took a bath at 7 a.m. I went to church at 8 a.m. I came back at 10 a.m. I had lunch at 12 a.m. I took a nap at 1 p.m.

IRREGULAR VERB

I am lunch at 2 p.m. à I had lunch at 12 a.m.

AUXILIARIES - 22. I... I woke at 6 o’clock, I went go to school at 7 o’clock, I

I woken up at 6 a.m. and I took a bath at 6.30 a.m.

ADVERBIAL OF TIME

-


82

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

went home... I went go home at 2 o’clock, I took a nap at 2 o’clock, I watching TV at 4 o’clock, and I take a bath at 5 o’clock, and I played at 6 o’clock.

I and mother went to market and then I’m played with my friend. And then I’m took a nap at 2 p.m. And then I help my mother sweep in the home.

IRREGULAR VERB

I take a bath at 5 o’clock à I took a bath at 6.30 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

23. Any activities which I do...eh which I did yesterday: I wook aup and then I pray, after pray I’m take a bath, trus..after take a bath, I’m breakfast, trus,..then I’m going to school, I’m back to school at 1 o’clock p.m. trus...I’m enjoyed at home, I watch TV, and...4 o’clock p.m I’m playing football.

I woke up at 5 a.m. and then I jogging. After jogging, I took a bath and I watch TV. At 11 I’m sleep and then after sleep I’m playing football and then I took a bath and sleep again.

IRREGULAR VERB

- I wook aupà I woke up at 5 a.m. - I’m take a bath à I took a bath.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

24. I’m going to school at 6 o’clock, I went to home 14 o’clock, I had lunch and then I played and then I take a bath and then I watched TV and then studied...

Yesterday I got up at 7 a.m. and so I took a bath. I had breakfast at 8 a.m. and then I watched TV at 10 a.m. I meet with my friends (wis mbak...). IRREGULAR

VERB I take a bath à I took a bath.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I watching TV à I watched TV.

25. From 6 o’clock I go to school and ehm...13 I go to home. 13.30 I eat and 14 I go to eat, and...and 15 I sleep and 16 o’clock I go to bed and 17 I... I studying at home and...and 18 I watching TV.

6 a.m. I woke up. 6.30 a.m. I sweep floor at home. 6.30 a.m. I cooking vegetables.8 a.m. I tooking a bath. 8.30 a.m. I watched TV.

IRREGULAR VERB

-


83


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

26. I starting to school from 6 p.m....no 6 a.m. next 1.30 a.m., I’m going to school 6 a.m, ehm...next I am starting studying and activities studying from 7 a.m., next 1.30 a.m., I’m come back from my home 30 minutes 1 a.m., I’m lunch to eat together to my sister and my brother and then I’m...I’m to sleep then 30 minutes 2 a.m, next 3 a.m., next I’m dancing and look at my brother singing and dancing together, next I am cleaning and then my home 13 p.m. next 4 a.m., I’m take a bath and then 5 minutes from 5 a.m., then 6 p.m. I’m eating together and my family.

I wake up from bedroom I praying this morning. I took a bath and I’m going to (unclear) at 9 a.m. (very unclear voice!!!). I come back my house at 11 a.m. I love my family the watching TV together and eating together in the morning and then I’m sleeping.

IRREGULAR VERB

I’m take a bath à I took a bath


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

29. I woke up at 5 o’clock, prayed and I took a bath half past 5, I breakfast 6 o’clock, I go to school 45 to 7 , start study in class 7 o’clock, I went to home half past 1 o’clock, then I wash hand, face and foot, and then I had lunch at 2 o’clock, and then I took a nap 2 o’clock, and I watched TV at 4

I get up at 5 a.m. I was (unclear) at 5.30 a.m. I took a bath at 7 a.m. I had breakfast at 9 a.m. I helped my parents at 10 a.m. I played with my sister and brother at 11 a.m. I watched TV at 12 p.m. I had lunch at 1 p.m. I took a nap at 2 p.m. I washed my clothes at 4 p.m. I

IRREGULAR VERB

I breakfast 6 o’clock à I had breakfast at 9 a.m.


84

o’clock p.m., and then I took a bath at 5 o’clock p.m.

went to church at 5.30 p.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

30. I’m going to school at 7 o’clock a.m, and...and...and I went to home at 1 o’clock a.m., after I’m lunch and then I played basketball and after I took a bath.

I got up early yesterday. At 6.30 I took a bath. At 7 a.m. I had breakfast and at 11.30 I went to home my friend. I arrived at home at 5 p.m. At 7 p.m. I watched TV.

IRREGULAR VERB

I’m lunch à At 7 a.m. I had breakfast.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB - played

32. I’m breakfast, I’m go to school and I went go home, I’m cooking, I’m listening to the radio, I’m took a bath.

I got up at 5 a.m. I went to Mirota at 8 a.m. I played volleyball at 8 a.m. I had back from Mirota at 9 a.m. I took a nap at 2 p.m.

IRREGULAR VERB

- got up - went to - took a nap


- I watching TV at 6 o’clock p.m. à I watched TV at 1 p.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB - I watching TV at 6 o’clock p.m. à I watched TV at 1 p.m.

33. In the morning I wake up and then take a bath, I went to school at 6 o’clock, I went to home 1 o’clock, I’m lunch...e...2 p.m., I played at 5 p.m., I watching TV at 6 o’clock p.m.

I got early yesterday. I took a bath at 6 a.m. I do breakfast and I went to church. At 9.30 I arrived at home. I watched TV at 1 p.m..

IRREGULAR VERB

..then take a bath à I took a bath at 6 a.m.


- 34. I went to school at 6

a.m., and I went to home at 1 p.m, I played badminton, and I watched TV,

I got up at 7 a.m. I went to market at 9 a.m. and then I took a bath at 10 a.m. and

NEGATIVE FORM

-


85

INTERROGATIVE FORM

-

REGULAR VERB -

and I ate and I take a bath at 6 p.m.

then I watched TV at 11 a.m. and then I sleep at 1 p.m. I played badminton with my friend.

IRREGULAR VERB

I take a bath at 6 p.m. à I took a bath at 10 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

35. I woke up at 6 a.m, then I had breakfast at half past six a.m., and then I had ...no... I went to school at 7 o’clock a.m, after that I went to home at 13 p.m., then I had lunch at 14 a.m., after that I take a nap at 15 p.m, then I took a bath at 16 p.m., after that I played at 16 p.m.

I had breakfast at 6 a.m. then I went to church at 7 a.m. After that I went to play with my friend at 10 a.m. I had lunch at 2 p.m. then I took a nap at 3 p.m. After that I took a bath at 4 p.m. I watched TV at 5 p.m. then I studied at 6 p.m

IRREGULAR VERB

-I take a nap at 15 p.m. à I took a nap at 3 p.m.


At 6 o’clock I took a bath à I took a bath at 6 a.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

37. At 6 o’clock I took a bath, after took a bath, I went to school, I went to school with my friends, we went by bus. After in school, I...I with my friends studying. After 1.15 o’clock I went to home.

I took a bath at 6 a.m.. At 7 a.m. I’m going to church. After arrived in church, I played with my friend and my parents. And then at 9 a.m. I’m arrived (unclear), I ‘m have a lunch 12 p.m. I’m lunch then I’m sleeping.

IRREGULAR VERB

-


86

STUDENTS’ NO.

PRETEST IAP POSTTEST I AP INDICATORS ANALYSIS


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I watch TV at 2 p.m. à I watched TV at 2 p.m.

3. I woke up at 5 a.m. I went to school 7 a.m. I went home at 1 p.m. I watch TV at 2 p.m. I go to sleep at 3 p.m.

I woke up at 5 a.m. I went to school 6 a.m. I went to my friend home. I watched TV at 2 p.m. I took a sleep at 3 p.m.

IRREGULAR VERB

-

AUXILIARIES ADVERBIAL OF TIME

I get up at 7 p.m. à I got up at 6 a.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

4. I get up at 7 p.m. however....I taking a bath however, I going to school the next I going home the next I watching TV and then I studying.

I got up at 6 a.m. after that I cleaning bed, washing, praying, taking a bath, having breakfast. After that watching TV, got afternoon taking a bath.

IRREGULAR VERB

I get up at 7 p.m. à I got up at 6 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

5. I woke up at 6 a.m., I bath and breakfast to a half past six, I go to school at a half past six, I went to home at 2 p.m., I watching TV at 3 p.m.

I woke up at 7 a.m. I took a bath at 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 11 a.m.

IRREGULAR VERB

I bathà I took a bath at 8 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

6. I woke up at 7 eh..5 a.m. I to bath at 6 a.m. I went to school at half past six. I went home at 2 a.m. and I lunch at 3 a.m.

I woke up at 5 a.m. then I took a bath at half past 5 a.m. Then I went to school at half past seven. I went to home at 2 REGULAR VERB -


87

o’clock. I’m lunch at a half past three.

IRREGULAR VERB

I to bath à I took a bath


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

7. I get up at 5 a.m. in the morning. At 6.30 o’clock I cleaning the house and at 7 I went to school and then at 1 p.m. I went to home. At 1.30 p.m. I join preparation for study.

I got up at 5 a.m. I ate breakfast at 5 a.m. I went to school at 6.30 a.m. I went to home at 2 a.m. I have take a bath at 3 a.m.

IRREGULAR VERB

I get up at 5 a.m. in the morning à I got up at 5 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

8. My woke up at 5 a.m., I take a bath at 5.30 a.m., I breakfast at 7 a.m. I go to ehm....my....15 minutes past 7. I studying at school at 15 minutes past 7.

I woke up 6 a.m. I took a bath at 8 a.m. I breakfast at 9 a.m. I watched TV at 10 a.m. I taking a bed at 12 a.m.

IRREGULAR VERB

- My woke up at 5 a.m. à I woke up at 6 a.m. - I take a bath at 5.30 a.m. à I took a bath at 8 a.m.

AUXILIARIES - I am happy à I was happy

ADVERBIAL OF TIME

I watching TV 15 past 15 a.m. à I watched TV at 5 p.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I watching TV 15 past 15 a.m. à I watched TV at 5 p.m.

9. I wake up at 6 a.m. I breakfast at 6 past 15 a.m. I am happy. I go to school at 6 past 30 a.m. until at 30 past 15 a.m., sleeping... I sleeping go to bed at 30 past 30, and then I watching TV 15 past 15 a.m.

I wake up at 9 a.m. I take a bath at 10 a.m. and I breakfast at 11 a.m. and I played at...until 13 p.m. and I watched TV at 5 p.m. and I was happy.

IRREGULAR VERB

-

10. I’m getting up at 5 I woke up at 5 AUXILIARIES -


88

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

a.m., I’m taking a bath at 5.30 a.m., I’m going to school 6.15 p.m., I’m going home at 14 p.m.

p.m. I took a bath at 6 a.m. I went to church at 8 p.m. I take a nap at 2 p.m. I watching TV at 10 a.m.

IRREGULAR VERB

I’m taking a bath at 5.30 a.m. à I took a bath at 6 a.m.

AUXILIARIES I was breakfast

with my family à I had breakfast at 9 a.m.

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

11. I woke up at 5 a.m., I was cleaning the house, I did cleaned myself. I was breakfast with my family. I went to school at 7 a.m.

I got up at 6 a.m. I had breakfast at 9 a.m. I took a bath at 8 a.m. I watched TV at 11 a.m. I took a nap at 2 p.m.

IRREGULAR VERB

I was breakfast with my family à I had breakfast at 9 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

12. I wake up at 6 a.m, I bath and breakfast until a half past six. A half past six I went to school. 7 o’clock I study in school, 2 p.m., I’m sleeping.

I woke up at 7 a.m. I take a bath at 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 11 a.m.

IRREGULAR VERB

I wake up at 6 a.m. à I woke up at 7 a.m.

AUXILIARIES I’m woke up at 5 a.m. à I woke up at 6 a.m.

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

14. I’m woke up at 5 a.m., I go to school, I went to school 7 a.m., I going home at 2 a.m.

I woke up at 6 a.m. after that arranging bed, washing, and playing. However taking a bath having breakfast after that INTERROGATIVE -


89

FORM REGULAR VERB -

watching TV.

IRREGULAR VERB

I’m woke up at 5 a.m. à I woke up at 6 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

16. I woke up at 5 a.m., I went to school at half past 6, I went to home at 2 p.m., I lunch at 2 p.m. and I watching TV at 3 p.m.

I’m getting up at 6 a.m. after that arranging bed, washing, and playing. However taking a bath having breakfast after that I watched TV. IRREGULAR

VERB I watching TV at 3 p.m. à I watched TV.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

17. I woke up at 5 a.m. I bath at 6 a.m. I have breakfast at 6.15. I go to school at a half past six until 30 past 13 p.m. I go home at 30 past 13.

I wake up at 8 a.m. I take a bath at 9 a.m. I had breakfast at 10 a.m. I watching TV at 20 a.m-5 p.m. I played until 7 p.m.

IRREGULAR VERB

I have breakfast at 6.15 a.m. à I had breakfast at 10 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

18. I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaning the house. At 7 I went to school and then at 1 p.m. I went to home.

I woke up at 5 a.m. I ate breakfast at 6 a.m. and I went running at 6.30 a.m. I went to play at 2 a.m. I have took a bath at 3 p.m. IRREGULAR

VERB I wake up at 5 a.m. in the morning à I woke up at 5 a.m.


-

NEGATIVE FORM

-

20. I woke up at 6 a.m., I went to school at 7 a.m., and I went to home at 2 p.m., I lunch at 3 p.m. and I watch TV at 4 p.m.

I woke up at 6 a.m. I took a bath at 7 a.m. I had breakfast at 8 a.m. I cleaned the house at 10 INTERROGATIVE -


90

FORM REGULAR VERB -

a.m. I went shopping at 12 a.m. IRREGULAR

VERB I lunch at 3 p.m. à I had breakfast at 8 a.m.

AUXILIARIES I’m having breakfast at 6 a.m. à I had breakfast at 9 a.m.

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

21. I woke up at 5.30 a.m. I taking a bath at 5.30 a.m., I’m having breakfast at 6 a.m. I going to school at 7 a.m., I going home at 1 p.m.

I woke up at 5 a.m. I take a bath at 7 a.m. I had breakfast at 9 a.m. I went to play with friends at 10 a.m. At 5 p.m. I went home.

IRREGULAR VERB

I’m having breakfast at 6 a.m. à I had breakfast at 9 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

23. I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaned the room. At 7 I went to school then at 1 p.m. I went to home. At 1.30 a.m. I do preparation for study.

I woke up at 5 a.m. I ate breakfast at 6 a.m. I went running at 6.30 a.m. I went to play at 2 a.m. I took a bath at 3 a.m. IRREGULAR

VERB I wake up at 5 a.m. à I woke up at 5 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

24. I woke up at 5 a.m., I went to school at 7 a.m., I has dinner at 7 p.m., I studied at 7 p.m., I went to bed at 9 p.m.

I woke up at 5 a.m. I took a bath at 9 a.m. I had breakfast at 10 a.m. I watched TV at 5 p.m. I went to bed at 10 p.m.

IRREGULAR VERB

I has dinner at 7 p.m. à I had breakfast at 10 a.m.

25. I woke up at 5 a.m., I I wake up at 5 AUXILIARIES -


91

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

take a bath at 5 past 30 a.m., I breakfast at 6 a.m., I went to school at 6 past 30 a.m., I having lunch at 2 p.m.

a.m. this morning. I have jogging at 5 past 15 a.m. I had breakfast at 6 past 30 a.m. I washed clothes at 7 a.m. I take a bath at 9 a.m. I had lunch at 12 p.m. I take a nap at 2 p.m.

IRREGULAR VERB

I breakfast à I had breakfast


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I watching too à I watched TV

26. I woke up at 6 a.m., I went to school at 7 a.m., and I went to home at...at 2 p.m., I look at 3 p.m. and I watching too at 4 p.m.

I woke up at 6 a.m. I took a bath at 7 a.m. I breakfast at 8 a.m. I cleaned the house at 9 a.m. I watched TV at 9 a.m.

IRREGULAR VERB

-

AUXILIARIES I’m lunch at 3 a.m. à I had lunch at 3 p.m.

ADVERBIAL OF TIME

I’m lunch at 3 a.m. à I had lunch at 3 p.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

27 I woke up at 5 a.m. I took bath at 6 a.m. I went to school at half past six. I went home at 2 a.m. I’m lunch at 3 a.m.

I wake up at 6 a.m. I took a bath at half past 7. I went to school at 7 o’clock. I went to home at 2 o’clock. I had lunch at 3 p.m.

IRREGULAR VERB

I’m lunch at 3 a.m. à I had lunch at 3 p.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

28 I wake up at 6 a.m. and I go bath, I breakfast at 8.30 a.m. I go to school at 7 a.m. I go home at 2 p.m. and I’m sleeping at 3 p.m.

I woke up at 7 a.m. I cleaned the house at 8 a.m. I take a bath at 9 a.m. I breakfast at 10 a.m. I watching TV at 11 a.m.

IRREGULAR I wake up at 6


92

VERB a.m. à I woke up at 7 a.m.

AUXILIARIES I am taking a bath à I took a bath

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

29 I wake up at 7 a.m. however....I am taking a bath however, I going to school the next I going home the next I watching TV and then I studying.

I getting up at 5 a.m. after that arranging bed, washing clothes and praying however, I had jogging until 7 a.m. after that I took a bath and I breakfast and watching TV.

IRREGULAR VERB

I am taking a bath à I took a bath


I went to bed at 21 à I took a nap at 12 p.m.

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

32 I woke up at 5 a.m., I went to school at 7 a.m., I studying at school at 7 and I studying at home at 20, I went to bed at 21.

I got up at 6 a.m. I went to church at 7 a.m. I came home at 9 a.m. I watched TV at 10 a.m. I took a nap at 12 p.m.

IRREGULAR VERB

-


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

33 I wake up at 4 a.m. I went to school at 7 a.m. I going home the next is 1 a.m. I watching TV and the 2 a.m. I studying at 7 last night.

I got up at 5 a.m. I ate breakfast at 6 a.m. I took a bath 9 a.m. I slept at 2 p.m.

IRREGULAR VERB

I wake up at 4 a.m. à I got up at 5 a.m.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I watching TV at 2 p.m. à I watched TV

34. I woke up at 5 a.m. I went to school a half past six, I went to home at 2 a.m., I watching TV at 2 p.m., I sleep at 9 p.m.

I woke up at 5 a.m. I went to church at 6 a.m. I watched TV and I had lunch at 1p.m. I studied at 7 p.m. I went to bed at 9 p.m.

IRREGULAR -


93

VERB AUXILIARIES - ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

35 I wake up at 5 a.m. I went to school at 7 a.m. I going home at 9 a.m. I watching TV and studying.

I got up at 5 a.m. I breakfast at 6 a.m. (unclear voice........) I took a bath at 3 p.m.

IRREGULAR VERB


AUXILIARIES I was eating breakfast à I ate breakfast.

ADVERBIAL OF TIME

-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB -

36. I woke up at 5 a.m. I was cleaned the house. I cleaned with myself. I was eating breakfast with my family. I went to school at 7 a.m.

I got up at 5 a.m. I ate breakfast 6 a.m. I went to church at 7 a.m. I went to home at 9 a.m. I sleep at 5 a.m.

IRREGULAR VERB

I was eating breakfast à I ate breakfast.


-

NEGATIVE FORM

-

INTERROGATIVE FORM

-

REGULAR VERB I cleaning the house à I cleaned the house at 10 a.m.

37. I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaning the house. At 7 I went to school and then at 1 p.m. I went to home. At 1.30 a.m. I do preparation for study.

I woke up at 7 a.m. I take a bath 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 12 a.m.

IRREGULAR VERB

I wake up at 5 a.m. à I woke up at 7 a.m.

AUXILIARIES I was eating breakfast à I ate breakfast

ADVERBIAL OF TIME

-

38 I wake up at 5 a.m., I was cleaned the house, I cleaned by myself, I was eating breakfast with my family, I went to school at 7 a.m.

I got up at 8 a.m. I ate breakfast at 9 a.m. I went to take a bath 12 a.m. I sleep 2 a.m. I have take a bath at 6 a.m.

NEGATIVE FORM

-


94

INTERROGATIVE FORM

-

REGULAR VERB - IRREGULAR VERB



95

Appendix 11. The Analysis of Scoring System for Spoken Test

I. Pre-test and Post-test IAK 2. Agatha Anoeng Anindita Pre-test: I took a bath at 6 p.m., I go to school, I went go to school at 7 a.m., I go home 2 p.m., I had my lunch then I slept in my bedroom at 5 p.m., I took a bath. Correction: I took a bath at 6 a.m., I went to school, I went to school at 7 a.m., I went home at 2 p.m., I had lunch then I slept in my bedroom. At 5 p.m., I took a bath. Post-test:

Grammar : 12 Vocabulary : 9 Comprehension : 6 Fluency : 4 Pronunciation : 2 Total : 33

At 6 a.m. I got up and then I went to took a bath. At 7a.m. I went to church, at 9 a.m. I arrived in my house and I had breakfast and watched TV. At 10 a.m. I met with my friend. Correction: At 6 a.m., I got up and then I went to take a bath. At 7 a.m., I went to church. At 9 a.m., I arrived at my house and I had breakfast and watched TV. At 10 a.m. I met my friend.


3. Ayu Rachmawati Wulandari Pre-test: I get up at 7 am yesterday then took a bath, I have breakfast at 6 am, I went to school at 7a.m, I went home at a....(short pause) 2 pm then I have my look. Correction: I got up at 7 a.m. yesterday then I took a bath. I had breakfast at 6 a.m. I went to school at 7 a.m. I went home at 2 p.m. then I took off my clothes. Post-test:


I have daily activities last Sunday. I always wake up at 4 o’clock in the morning and I cleaned the bed before. I had breakfast at 7 a.m. I had break at 2

Grammar : 16 Vocabulary : 12 Comprehension : 10


96

p.m. Correction: This was my daily activities in last Sunday. I always woke up at 4 o’clock in the morning and I cleaned the bed. After that I had breakfast at 7 a.m. and I took a nap at 2 p.m.

Fluency : 8 Pronunciation : 4 Total : 50

4. Christina Sari T Pre-test: I got up 6 a.m. yesterday then I took a bath. So, I have breakfast and....(short pause) and...at 7 o’clock I went to school. At 1 o’clock I arrive at home and...then at 2 o’clock I took a nap. At 4 o’clock I got up again and... I...and...I...at 5 o’clock I walk with my dog. Correction: I got up at 6 a.m. yesterday. Then, I took a bath and I had breakfast. At 7 a.m. I went to school. At 1 p.m. I arrived at home and at 2 p.m. I took a nap. At 4 p.m. I got up and at 5 p.m. I walked with my dog.


Post-test: I got up early yesterday. At 5.30 a.m. I took a bath. At 6 a.m. I had breakfast and I went to Balaikota. At 9.30 a.m. I arrived at home. At 10 a.m. I took a nap and at 1 p.m. I watched TV. At 5 p.m. I went to church with my mother. Correction:-


5. Danny Rahayu S Pre-test: Yesterday I got up at 6 p.m. and so I’m a bath on...and to dress up and breakfast and so, I’m going to school for studying. At 1 pm I’m going to my home and so I watching TV until night and so I’m sleep until morning. Correction: Yesterday I got up at 6 p.m. and I took a bath. After that, I dressed up and I had breakfast. I went to school to study. At 1 p.m. I went home and I watched



97

TV lately. Then, I slept until morning. Post-test: Yesterday I got up at 6 a.m. and so I took a bath and to dress up and breakfast. And so I going to Balaikota. And at 9 p.m. I’m going to my home and then I went to home my friend. Correction:


Yesterday I got up at 6 a.m. and I took a bath. After that, I dressed up and I had breakfast. I went to Balaikota and at 9 a.m. I went home. Then, I went to my friend’s house.

6. Deni Wahyuningsih Pre-test: I get up at 6 a.m. yesterday and then I took a bath. At 7 a.m. I go to school. I go home at 1 p.m. I had...my lunch next to I sleep. Correction: I got up at 6 a.m. yesterday and then I took a bath. At 7 a.m. I went to school. I went home at 1 p.m. Then, I had lunch and I slept.


Post-test: Last Sunday at 7 a.m. I get up. I went to church at 10 a.m. I went home at 5 p.m. At 5 p.m. I’m play with friend and at 9 p.m. I sleep. Correction: Last Sunday at 7 a.m. I got up. I went to church at 10 a.m. I went home at 5 p.m. At 5 p.m. I played with my friend and at 9 p.m. I slept.


7. Digna Maya I Pre-test: At 6 a.m. I....bath...I take a bath. At 6...6.30 a.m. I breakfast. At 6.45 I’m...I went to school with my friend. I go home at....30 p.m. I arrive at home, I sleeping and lunch......(long pause). At 60 p.m I

Grammar : 12 Vocabulary : 12 Comprehension : 8 Fluency : 6 Pronunciation : 3


98

cleaning at home and at.....17..at 17 I cooking for dinner. Correction: I took a bath at 6 a.m. At 6.30 a.m. I had breakfast. At 6.45 a.m. I went to school with my friend. Then, I went home and after I arrived at home, I took a sleep and I had lunch. At 5 p.m. I cooked for dinner and at 6 p.m. I cleaned the house.

Total : 41

Post-test: I got up at 5.30 a.m. I cleaned my home at 6 a.m. I took a bath at 10 a.m. I had breakfast at 10.30 a.m. I ironed my clothes at 11 a.m. Correction: -


8. Dina Noviana Pre-test: Yesterday I got up at 6 am. and then I took... I took a bath at my bathroom, so I...so I went to breakfast and then I went to school with my friends. I went to school by bus. I went home at 1 pm. and after that I went to lunch and I went to slept at my bathroom. I slept until 4...4pm. and I took a bath after that I went to...went to supermarket with my parents. I went at supermarket until 9 pm. and...after that I went to sleep at my bedroom. Correction: Yesterday I got up at 6 a.m. and then I took a bath in my bathroom. I had breakfast and then I went to school with my friends. I went to school by bus. I went home at 1 p.m. and after that I had lunch. I slept in my bedroom until 4 p.m. After that I took a bath and I went to supermarket with my parents until 9 p.m. After that, I went to sleep in my bedroom.


Post-test: Grammar : 12


99

Last Sunday I woke up at 9 a.m. and then I went took a bath in bathroom. At 11 a.m. I went to the church. I went to home at 1 p.m. After that I had lunch and then I went to Kaliurang until 6 p.m. After arrived at home, I went to took a bath and slept. Correction: Last Sunday, I woke up at 9 a.m. and then I took a bath in the bathroom. At 11 a.m. I went to church and I went home at 1 p.m. After that, I had lunch and I went to Kaliurang until 6 p.m. After I arrived at home, I took a bath and I slept.

Vocabulary : 12 Comprehension : 10 Fluency : 8 Pronunciation : 4 Total : 46

9. Elawati

Pre-test: I got up at 6 a.m then I’m took a bath. At 7 am. I went to school with my friends, I went to home at 2 pm. then I had my lunch. At 3 pm. I watching TV with my sister then I took a bath. Correction: I got up at 6 a.m. and then I took a bath. At 7 a.m. I went to school with my friends. I went home at 2 p.m. and then I had lunch. At 3 p.m. I watched TV with my sister and then I took a bath.


Post-test: I got up at 7 a.m. then I took a bath at 8 a.m. At 9 a.m. I watched TV with my brother then I played with my friend at 11 a.m. At 1 p.m. I sleep, then at 5 p.m. I took a bath. Correction: I got up at 7 a.m. then I took a bath at 8 a.m. At 9 a.m. I watched TV with my brother then I played with my friend at 11 a.m. At 1 p.m. I slept, then at 5 p.m. I took a bath.


11. Faradina K Pre-test: I wake up at 6 am..then I took a bath at 7 am, then I went to school. I went to home at 2 pm,

Grammar : 12 Vocabulary : 12 Comprehension : 8 Fluency : 6


100

e....then...e...Sleeping until 5 pm then I took a bath and I’m study hard..e...at 6 pm. Correction: I got up at 6 a.m. and then I took a bath. At 7 a.m. I went to school and I went home at 2 p.m. I slept until 5 p.m. and then I took a bath. At 6 p.m. I studied hard.

Pronunciation : 1 Total : 39

Post-test: Last Sunday I woke up at 8 a.m. then I’ m took a bath and I’m watching TV and then to play with my friend and then to Galeria Mall and then I’m lunch at the restaurant and then I went to home. Correction: Last Sunday I woke up at 8 a.m. and then I took a bath. I watched TV and I played with my friend. Then, I went to Galeria Mall and I had lunch at the restaurant. After that, I went home.


12. Fransisca Romana M Pre-test: I got up at 6am. yesterday, e....then I took a bath and dress up for go...e...went to school (laugh and say:Sampai di sekolah) At school I’m studied and join with my friends to chat...yes..e..I went to home at 1 pm and I sleep in afternoon..ehm...next I...I,..I.. watch a TV and I sleep in this night at..ehm.. 9 pm. Correction: I got up at 6 a.m. yesterday and then I took a bath and I dressed up. Then I went to school to study. At school I also had chat with my friends. At 1 p.m. I went home and I slept in the afternoon. Then I watched TV at night and I slept at 9 p.m.


Post-test: Last Sunday I got up at 6 a.m. Next, I took a bath until at 6.15 a.m. I went to Balaikota in Yogyakarta to join a match. At 9.30 a.m. I went to home for relaxing my foot. Next, I slept in the afternoon. Correction: Last Sunday I got up at 6 a.m. then I took a bath until at 6.15 a.m. I went to Balaikota in



101

Yogyakarta to join a match. At 9.30 a.m. I went home then I slept in the afternoon. 14. Iin Marlina Sari Pre-test: I get up at 6...6...6 am. yesterday, ehm.. then I took a bath. At 7 am to school. I (pause: ntar mbak...) I went home... ehm... 1 pm. Correction: I got up at 6 a.m. yesterday then I took a bath. At 7 a.m. I went to school and I went home at p.m.


Post-test: I got up at 6 a.m. and then sweep in the house and then I walking- walking with family to mall by motorcycle and I’m too happy. I’m housing at 2 p.m. and I’m iron my cloth. Correction: I got up at 6 a.m. and I swept the floor. Then, I walked around with my family by motorcycle. We went to the mall and we were so happy. I went home at 2 p.m. and then I ironed my cloth.


15. Ika Wulandari

Pre-test: I...(aduh aku jadi lupa)..I got up at 6 am. yesterday then I took a bath, then I took a breakfast when I to school, when I home... I went home at 2 pm then I had my lunch then watch TV then I took a bath then I study until 6 pm. Correction: I got up at 6 a.m. yesterday and then I took a bath. After that, I had breakfast and I went to school. I went home at 2 p.m. and I had lunch. After that I watched TV and I took a bath. I studied until 6 p.m.


Post-test: I got up at 7 a.m. then I took a bath. I helped my parents at 8 a.m. until 10 a.m. I watched TV at 10 a.m. I slept at 2 p.m. I took a bath at 4 p.m. I watched TV at 5 p.m. Correction:-



102

Total : 56

16. Kiki Ariyani Pre-test: I get up at 7...7 am. yesterday then I took a bath. At 7 am. I went to school, I went home at 1 pm. then I had my lunch. At 2 to 4 I sleeping then took a bath. Correction: I got up at 7 a.m. yesterday then I took a bath. At 7 a.m. I went to school. I went home at 1 p.m. and I had lunch. I slept at 2 p.m.-4 p.m.. Then, I took a bath.


Post-test: I got up and then I took a bath. Then I played football. After playing football I sleep. At 2 p.m. I watched TV. Correction: I got up and then I took a bath. Then I played football. After playing football I slept. At 2 p.m. I watched TV.


17. Lily Yuni E

Pre-test: I got up at 6 pm yesterday. I took a bath before I went to school I pray to God. At 7 am. I went to school and school finish at 1 pm. then after I ... until in home I had my lunch then I took a bath for went to church for activities PPA then I went to home and study for prepare my school for today. Correction: I got up at 6 pm yesterday and I took a bath. Before I went to school I prayed to God. At 7 a.m. I went to school and I went home at 1 p.m. Then, I had lunch and I took a bath. I went to church for PPA’s activity. After that, I went home and I studied to prepare tomorrow’s lesson.


Post-test: I went to church at 6.30 a.m. My church in GKI

Grammar : 16 Vocabulary : 12


103

Keparakan Lor. Then after that I finished from church, my family and I went to home. After that I had breakfast at 9.40 a.m. After I had breakfast, I watched TV. At 10 p.m. I went to church again and finished it at 2 p.m. After that I had my lunch because I hungry. After I had lunch, at 3 p.m. I went to church with my friend to exercise for tambourine and keyboard. After that I went to home and took a bath before I study. After I study, I watched TV and then I sleep. Correction: I went to church at 6.30 a.m. My church in GKI Keparakan Lor. After that my family and I went home. I had breakfast at 9.40 a.m. and I watched TV. At 10 p.m. I went back to church and the eucharis finished at 2 p.m. After that I had lunch because I was so hungry. After having lunch, at 3 p.m. I went back to church with my friend to practice tambourine and keyboard. After that I went home and I took a bath before I studied. After studying, I watched TV and then I slept.

Comprehension : 10 Fluency : 8 Pronunciation : 3 Total : 49

18. Lina Andriyani Pre-test: I get up at 6 a.m. yesterday and then I took a bath at 7 a.m. I went to school with my friends and so I’m go home in my home and watching TV until night and then sleep until morning. Correction: I got up at 6 a.m. yesterday and then I took a bath at 7 a.m. I went to school with my friends. After that I went home and I watched TV lately. Then, I slept until morning.


Post-test: I got up at 6 a.m. and I’m start to a bath. I went to Balaikota after did I watching TV. Correction: I got up at 6 a.m. and I started to take a bath. I went to Balaikota and after that I watched TV.


19. Lucia Dianingtyas Grammar : 12


104

Pre-test: Yesterday I get up at 6 a.m., and so I took a bath and ehm...to dress up and also I breakfast, ehm...at 7 a.m., I’m going to school, I school, I;m studying and at 1 p.m. I’m going to home, eh...salah...maksudnya I go to home, in my home I watching TV until night, I’m studying and then I’m sleep until morning. Correction: Yesterday I got up at 6 a.m. and I took a bath. Then, I dressed up and I had breakfast. At 7 a.m. I went to school to study. At 1 p.m. I went home and I watched TV lately. After that I studied and I slept until morning. Post-test:


Last Sunday I got up at 6 a.m. I’m start to take a bath because I will going to march in Balaikota. In Balaikota I march until 10 a.m. After that I and my friend going to checking on lab. So, I went to hospital for to keep my grandfather. Correction: Last Sunday I got up at 6 a.m. I started to take a bath because I joined a march in Balaikota until 10 a.m. After that my friend and checked up in the laboratory . Then, I went to hospital to take care of my grandfather.


20. Margareta Bekti Riana Pre-test: I going to school at 6...6 o’clock, (trus)...I am....ehm.... I went to home at forty o’clock. I’m... I had to lunch then I took a sleep, I tool to sleep, ehm... I am played a bulutangkis with my father, (trus)...I am take a bath at bathroom (trus)...the end. Correction: I went to school at 6 o’clock and then I went home. After that, I had lunch and I took a sleep. Then, I played badminton with my father and I took a bath in the bathroom.


Post-test: I got up at 6 a.m. then I took a bath. I helped my



105

mother at 9 a.m. until 10 a.m. I went to church at 11 a.m. until 3 p.m. I sleep at 4 p.m. I took a bath at 6 p.m. I studied at 7 p.m. until 9 p.m. And I sleep at 10 p.m. Correction: got up at 6 a.m. then I took a bath. I helped my mother at 9 a.m. until 10 a.m. I went to church at 11 a.m. until 3 p.m. I slept at 4 p.m. I took a bath at 6 p.m. I studied at 7 p.m. until 9 p.m. And I slept at 10 p.m.


21. Maria Romambi Pre-test: I...I woke up at 6 o’clock, I want to school at 7 a.m, I want to home at 1 p.m., I am lunch at 2 p.m., and I.....(tidur siang apa mbak? duh aku bingung, udah mbak....) Correction: I woke up at 6 o’clock. I went to school at 7 a.m. I went home at 1 p.m. I had lunch at 2 p.m. and I took a nap.


Post-test: I got up at 6 a.m. I took a bath at 7 a.m. I went to church at 8 a.m. I came back at 10 a.m. I had lunch at 12 a.m. I took a nap at 1 p.m. Correction:-


22. Marini Wahyuli Pre-test: I... I woke at 6 o’clock, I went go to school at 7 o’clock, I went home... I went go home at 2 o’clock, I took a nap at 2 o’clock, I watching TV at 4 o’clock, and I take a bath at 5 o’clock, and I played at 6 o’clock. Correction: I woke up at 6 o’clock and I went to school at 7 o’clock. At 2 o’clock I went home and I took a nap. I watched TV at 4 o’clock and I took a bath at 5 o’clock. Then, I played at 6 o’clock.



106

Post-test: I woken up at 6 a.m. and I took a bath at 6.30 a.m. I and mother went to market and then I’m played with my friend. And then I’m took a nap at 2 p.m. And then I help my mother sweep in the home. Correction: I woke up at 6 a.m. and I took a bath at 6.30 a.m. My mother and I went to market and then I played with my friend. I took a nap at 2 p.m. and then I helped my mother to sweep the floor.


23. Profit Deo Sukarno Pre-test: Any activities which I do...eh which I did yesterday: I wook aup and then I pray, after pray I’m take a bath, trus..after take a bath, I’m breakfast, trus,..then I’m going to school, I’m back to school at 1 o’clock p.m. trus...I’m enjoyed at home, I watch TV, and...4 o’clock p.m I’m playing football. Correction: There were some activities which I did yesterday. I woke up and then I prayed. After praying, I took a bath and I had breakfast. Then, I went to school. I came back at 1 p.m. and I went home. After that I watched TV and at 4 p.m. I played football.


Post-test: I woke up at 5 a.m. and then I jogging. After jogging, I took a bath and I watch TV. At 11 I’m sleep and then after sleep I’m playing football and then I took a bath and sleep again. Correction: I woke up at 5 a.m. and then I did jogging. After jogging, I took a bath and I watched TV. At 11p.m. I slept and after sleeping I played football. After that I took a bath and I went to sleep.


24. Puri Raharti Pre-test: I’m going to school at 6 o’clock, I went to home



107

14 o’clock, I had lunch and then I played and then I took a bath and then I watched TV and then studied... Correction: I went to school at 6 a.m. I went home at 2 p.m. I had lunch and then I played. After that I took a bath, I watched TV, and I studied.


Post-test: Yesterday I got up at 7 a.m. and so I’m took a bath. I had breakfast at 8 a.m. and then I watched TV at 10 a.m. I meet with my friends (wis mbak...). Correction: Yesterday I got up at 7 a.m. and I took a bath. I had breakfast at 8 a.m. and then I watched TV at 10 a.m. After that I met my friends.


25. Purwati Pre-test:

From 6 o’clock I go to school and ehm...13 I go to home. 13.30 I eat and 14 I go to eat, and...and 15 I sleep and 16 o’clock I go to bed and 17 I... I studying at home and...and 18 I watching TV. Correction: I went to school at 6 a.m. and I went home at 1 p.m. I had lunch at 2 p.m. Then, I slept at 3 p.m. and at 5 p.m. I studied at home and I watched TV at 6 p.m. Post-test:


6 a.m. I woke up. 6.30 a.m. I sweep floor at home. 6.30 a.m. I cooking vegetables.8 a.m. I tooking a bath. 8.30 a.m. watching TV. Correction: I woke up at 6 a.m. and I swept the floor at 6.30 a.m. Then, I cooked the vegetables at 8 a.m. After that I took a bath at 8.30 a.m. and I watched TV.


26. Rahayu Pre-test: I starting to school from 6 p.m....no 6 a.m. next



108

1.30 a.m., I’m going to school 6 a.m, ehm...next I am starting studying and activities studying from 7 a.m., next 1.30 a.m., I’m come back from my home 30 minutes 1 a.m., I’m lunch to eat together to my sister and my brother and then I’m...I’m to sleep then 30 minutes 2 a.m, next 3 a.m., next I’m dancing and look at my brother singing and dancing together, next I am cleaning and then my home 13 p.m. next 4 a.m., I’m take a bath and then 5 minutes from 5 a.m., then 6 p.m. I’m eating together and my family. Correction: I went to school at 6 a.m. and I started to study from 7 a.m. until 1.30 p.m. I came back from school at 1.30 p.m. I had lunch together with my sister and my brother. I slept at 2.30 p.m. At 3 p.m. I danced and sang together with my brother. After that I cleaned my house and I took a bath at 5 p.m. I had dinner with my family at 6 p.m.

Total : 35

Post-test: I wake up from bedroom I praying this morning. I took a bath and I’m going to (unclear) at 9 a.m. (very unclear voice!!!). I come back my house at 11 a.m. I love my family the watching TV together and eating together in the morning and then I’m sleeping. Correction: I woke up and I prayed this morning. I took a bath at 9 a.m. I came back at 11 a.m. My family and I watched TV together and had breakfast in the morning. After that I slept.


29..Reni Yuliana S Pre-test: I woke up at 5 o’clock, prayed and I took a bath half past 5, I breakfast 6 o’clock, I go to school 45 to 7 , start study in class 7 o’clock, I went to home half past 1 o’clock, then I wash hand, face and foot, and then I had lunch at 2 o’clock, and then I took a nap 2 o’clock, and I watched TV at 4 o’clock p.m., and then I took a bath at 5 o’clock p.m. Correction: I woke up at 5 a.m. and I prayed. I took a bath at 5.30 a.m. and I had breakfast at 6 a.m. I went to



109

school at 7.45 a.m. and I started to study in class at 7 a.m. I went home at 1.30 p.m. then I washed my hand, my face, and my foot. At 2 p.m. I had lunch and I took a nap. At 4 p.m. I watched TV and I took a bath at 5 p.m. Post-test: I get up at 5 a.m. I was (unclear) at 5.30 a.m. I took a bath at 7 a.m. I had breakfast at 9 a.m. I helped my parents at 10 a.m. I played with my sister and brother at 11 a.m. I watched TV at 12 p.m. I had lunch at 1 p.m. I took a nap at 2 p.m. I washed my clothes at 4 p.m. I went to church at 5.30 p.m. Correction: I got up at 5 a.m. I took a bath at 7 a.m. I had breakfast at 9 a.m. I helped my parents at 10 a.m. I played with my sister and brother at 11 a.m. I watched TV at 12 p.m. I had lunch at 1 p.m. I took a nap at 2 p.m. I washed my clothes at 4 p.m. I went to church at 5.30 p.m.


30. Rima Isnawati Pre-test: I’m going to school at 7 o’clock a.m, and...and...and I went to home at 1 o’clock a.m., after I’m lunch and then I played basketball and after I took a bath. Correction: I went to school at 7 a.m. and I went home at a p.m. After that I had lunch and I played basketball. Then, I took a bath.


Post-test: I got up early yesterday. At 6.30 I took a bath. At 7 a.m. I had breakfast and at 11.30 I went to home my friend. I arrived at home at 5 p.m. At 7 p.m. I watched TV. Correction: I got up early yesterday. At 6.30 I took a bath. At 7 a.m. I had breakfast and at 11.30 I went to my friend’s house. I arrived at home at 5 p.m. At 7 p.m. I watched TV.



110

32. Syamsyianingrum Pre-test: I’m breakfast, I’m go to school and I went go home, I’m cooking, I’m listening to the radio, I’m took a bath. Correction: I had breakfast and I went to school. After that, I went home, I cooked, I listened to the radio, and I took a bath.


Post-test: I got up at 5 a.m. I went to Mirota at 8 a.m. I played volleyball at 8 a.m. I had back from Mirota at 9 a.m. I took a nap at 2 p.m. Correction: I got up at 5 a.m. I went to Mirota at 8 a.m. I played volleyball at 8 a.m. I came back from Mirota at 9 a.m. I took a nap at 2 p.m.


33. Tiara Dhinar K Pre-test: In the morning I wake up and then take a bath, I went to school at 6 o’clock, I went to home 1 o’clock, I’m lunch...e...2 p.m., I played at 5 p.m., I watching TV at 6 o’clock p.m. Correction: I woke up in the morning and I took a bath. I went to school at 6 a.m. and I went home at 1 p.m. I had lunch at 2 p.m. Then, I played at 5 p.m. and I watched TV at 6 p.m.


Post-test: I got early yesterday. I took a bath at 6 a.m. I do breakfast and I went to church. At 9.30 I arrived at home. At 1 p.m. I watched TV. Correction: I got up early yesterday. I took a bath at 6 a.m. I had breakfast and I went to church. At 9.30 I arrived at home. I watched TV at 1 p.m.



111

34. Tri Susila N Pre-test: I went to school at 6 a.m., and I went to home at 1 p.m, I played badminton, and I watched TV, and I ate and I take a bath at 6 p.m. Correction: I went to school at 6 a.m. and I went home at 1 p.m. After that, I played badminton and watched TV. Then, I ate and took a bath at 6 p.m.


Post-test: I got up at 7 a.m. I went to market at 9 a.m. and then I took a bath at 10 a.m. and then I watched TV at 11 a.m. and then I sleep at 1 p.m. I played badminton with my friend. Correction: I got up at 7 a.m. I went to market at 9 a.m. and then I took a bath at 10 a.m. I watched TV at 11 a.m. and I slept at 1 p.m. I played badminton with my friend.


35. Yesica Natalia BR Pre-test: I woke up at 6 a.m, then I had breakfast at half past six a.m., and then I had ...no... I went to school at 7 o’clock a.m, after that I went to home at 13 p.m., then I had lunch at 14 a.m., after that I take a nap at 15 p.m, then I took a bath at 16 p.m., after that I played at 16 p.m. Correction: I woke up at 6 a.m. and I had breakfast at 6.30 a.m. Then, I went to school at 7 a.m. and I went home at 1 p.m. I had lunch at 2 p.m. and I took a nap at 3 p.m. At 4 p.m. I took a bath and after that I played.


Post-test: I had breakfast at 6 a.m. then I went to church at 7 a.m. After that I went to play with my friend at 10 a.m. I had lunch at 2 p.m. then I took a nap at 3 p.m. After that I took a bath at 4 p.m. I watched TV at 5 p.m. then I studied at 6 p.m. Correction:-



112

Total : 56

37. Nina Kabes Pre-test: At 6 o’clock I took a bath, after took a bath, I went to school, I went to school with my friends, we went by bus. After in school, I...I with my friends studying. After 1.15 o’clock I went to home. Correction: At 6 a.m. I took a bath and I went to school with my friends. We went to school by bus. My friend and I studied at school. At 1.15 p.m. I went home.


Post-test: I took a bath at 6 a.m.. At 7 a.m. I’m going to church. After arrived in church, I played with my friend and my parents. And then at 9 a.m. I’m arrived (unclear), I ‘m have a lunch 12 p.m. I’m lunch then I’m sleeping. Correction: I took a bath at 6 a.m. and I went to church at 7 a.m. I played with my friend and my parents at church. At 12 p.m. I had lunch then I slept.



113

II. Pre-test and Post-test IAP 3. Anugrahati Pre-test: I woke up at 5 a.m. I went to school 7 a.m. I went home at 1 p.m. I watch TV at 2 p.m. I go to sleep at 3 p.m. Correction: I woke up at 5 a.m. I went to school 7 a.m. I went home at 1 p.m. I watched TV at 2 p.m. I went to sleep at 3 p.m.


Post-test: I woke up at 5 a.m. I went to school 6 a.m. I went to my friend home. I watch TV at 2 p.m. I took a sleep at 3 p.m. Correction: I woke up at 5 a.m. I went to school 6 a.m. I went to my friend’s house. I watched TV at 2 p.m. I took a sleep at 3 p.m.


4. Ari Wisnu W Pre-test: I get up at 7 p.m. however....I taking a bath however, I going to school the next I going home the next I watching TV and then I studying. Correction: I woke up at 7 a.m. and I took a bath. I went to school then I went home. After that I watched TV and I studied.


Post-test: I got up at 6 p.m. after that I cleaning bed, washing, praying, taking a bath, having breakfast. After that watching TV, got afternoon taking a bath. Correction: I got up at 6 a.m. and I cleaned the bed, washed, prayed, took a bath and I had breakfast. After that I watched TV and I took a bath.



114

Total : 45 5. Ayu Delta K Pre-test: I woke up at 6 a.m., I bath and breakfast to a half past six, I go to school at a half past six, I went to home at 2 p.m., I watching TV at 3 p.m. Correction: I woke up at 6 a.m. I took a bath and I had breakfast at 6.30 a.m. I went to school at 6.30 a.m. and I went home at 2 p.m. At 3p.m. I watched TV.


Post-test: I woke up at 7 a.m. I took a bath at 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 11 a.m. Correction: I woke up at 7 a.m. I took a bath at 8 a.m. I had breakfast at 9 a.m. I cleaned the house at 10 a.m. I watched TV at 11 a.m.


6. Callista Pramudhana P Pre-test: I woke up at 7 eh..5 a.m. I to bath at 6 a.m. I went to school at half past six. I went home at 2 a.m. and I lunch at 3 a.m. Correction: I woke up at 5 a.m. and I took a bath at 6 a.m. I went to school at 6.30 a.m. and I went home at 2 p.m. After that, I had lunch at 3 p.m.


Post-test: I woke up at 5 a.m. then I took bath at half past 5 a.m. Then I went to school at half past seven. I went to home at 2 o’clock. I’m lunch at a half past three. Correction: I woke up at 5 a.m. then I took bath at 5.30 a.m. Then I went to school at 7.30 a.m. I went home at 2 p.m. I had lunch at 3.30 p.m.


7. Desi Kurniawati



115

Pre-test: I get up at 5 a.m. in the morning. At 6.30 o’clock I cleaning the house and at 7 I went to school and then at 1 p.m. I went to home. At 1.30 p.m. I join preparation for study. Correction: I got up at 5 a.m. in the morning. At 6.30 a.m. I cleaned the house and at 7 a.m. I went to school and then at 1 p.m. I went home. At 1.30 p.m. I joined preparation to study.


Post-test: I got up at 5 a.m. I ate breakfast at 5 a.m. I went to school at 6.30 a.m. I went to home at 2 a.m. I have take a bath at 3 a.m. Correction: I got up at 5 a.m. I ate breakfast at 5 a.m. I went to school at 6.30 a.m. I went home at 2 a.m. I took a bath at 3 a.m.


8. Dian Indriani Pre-test: My woke up at 5 a.m., I take a bath at 5.30 a.m., I breakfast at 7 a.m. I go to ehm....my....15 minutes past 7. I studying at school at 15 minutes past 7. Correction: I woke up at 5 a.m. and I took a bath at 5.30 a.m. I had breakfast at 7 a.m. Then I went to school and studied at school at 7.15 a.m.


Post-test: I woke up 6 a.m. I took a bath at 8 a.m. I breakfast at 9 a.m. I watched TV at 10 a.m. I taking a bed at 12 a.m. Correction: I woke up 6 a.m. I took a bath at 8 a.m. I had breakfast at 9 a.m. I watched TV at 10 a.m. I slept at 12 a.m.


9. Dita Rahmadani


116

Pre-test: I wake up at 6 a.m. I breakfast at 6 past 15 a.m. I am happy. I go to school at 6 past 30 a.m. until at 30 past 15 a.m., sleeping... I sleeping go to bed at 30 past 30, and then I watching TV 15 past 15 a.m. Correction: I woke up at 6 a.m. and I had breakfast at 6.15 a.m. I was happy. I went to school at 6.30 a.m. After that I slept and I watched TV 3.15 p.m.


Post-test: I wake up at 9 a.m. I take a bath at 10 a.m. and I breakfast at 11 a.m. and I played at...until 13 p.m. and I watched TV at 5 p.m. I was happy. Correction: I woke up at 9 a.m. I took a bath at 10 a.m. and I had breakfast at 11 a.m. and I played until 1 p.m. and at 5 p.m. I watched TV. I was happy.


10. Elisabet Chris Maryani A Pre-test: I’m getting up at 5 a.m., I’m taking a bath at 5.30 a.m., I’m going to school 6.15 p.m., I’m going home at 14 p.m. Correction: I got up at 5 a.m. I took a bath at 5.30 a.m. I went to school at 6.15 a.m. and I went home at 2 p.m.


Post-test: I woke up at 5 p.m. I took a bath at 6 a.m. I went to church at 8 p.m. I take a nap at 2 p.m. I watching TV at 10 a.m. Correction: I woke up at 5 a.m. I took a bath at 6 a.m. I went to church at 8 a.m. and I took a nap at 2 p.m. At 10 p.m. I watched TV.


11. Elisabeth Sekar Candra U



117

Pre-test: I woke up at 5 a.m., I was cleaning the house, I did cleaned myself. I was breakfast with my family. I went to school at 7 a.m. Correction: I woke up at 5 a.m. I cleaned the house by myself. I had breakfast with my family. I went to school at 7 a.m.


Post-test: I got up at 6 a.m. I had breakfast at 9 a.m. I took a bath at 8 a.m. I watched TV at 11 a.m. I took a nap at 2 p.m. Correction:-


12. Esti Aprilia Pre-test: I wake up at 6 a.m, I bath and breakfast until a half past six. A half past six I went to school. 7 o’clock I study in school, 2 p.m., I’m sleeping. Correction: I woke up at 6 a.m. and I took a bath. I had breakfast until 6.30 a.m. At 6.30 a.m. I went to school and I studied at school. At 2 p.m. I slept.


Post-test: I woke up at 7 a.m. I take a bath at 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 11 a.m. Correction: I woke up at 7 a.m. I took a bath at 8 a.m. I had breakfast at 9 a.m. I cleaned the house at 10 a.m. I watched TV at 11 a.m.


14. Fransisca Dwi L Grammar : 12


118

Pre-test: I’m woke up at 5 a.m., I go to school, I went to school 7 a.m., I going home at 2 a.m. Correction: I woke up at 5 a.m. I went to school at 7 a.m. I went home at 2 p.m.


Post-test: I woke up at 6 a.m. after that arranging bed, washing, and playing. However taking a bath having breakfast after that watching TV. Correction: I woke up at 6 a.m. After that I arranged the bed, washed the clothes, and played. Then, I took a bath, I had breakfast and I watched TV.


16. Ika Setya M Pre-test: I woke up at 5 a.m., I went to school at half past 6, I went to home at 2 p.m., I lunch at 2 p.m. and I watching TV at 3 p.m. Correction: I woke up at 5 a.m., I went to school at 6.30 a.m. I went home at 2 p.m., I ate lunch at 2 p.m. and I watched TV at 3 p.m.


Post-test: I’m getting up at 6 a.m. after that arranging bed, washing, and playing. However taking a bath having breakfast after that I watched TV. Correction: I got up at 6 a.m. After that I arranged the bed, washed the clothes, and played. Then, I took a bath, I had breakfast and I watched TV.


17. Ika Ulvanalfa Pre-test: I woke up at 5 a.m. I bath at 6 a.m. I have breakfast at 6.15. I go to school at a half past six until



119

30 past 13 p.m. I go home at 30 past 13. Correction: I woke up at 5 a.m. I took a bath at 6 a.m. I had breakfast at 6.15 a.m. I went to school at 6.30 a.m. until 1.30 p.m. I went home at 1.30 p.m.


Post-test: I wake up at 8 a.m. I take a bath at 9 a.m. I had breakfast at 10 a.m. I watching TV at 20 a.m-5 p.m. I played until 7 p.m. Correction: I woke up at 8 a.m. I took a bath at 9 a.m. I had breakfast at 10 a.m. I watched TV at 2 p.m-5 p.m. I played until 7 p.m.


18. M. Rizky L Pre-test: I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaning the house. At 7 I went to school and then at 1 p.m. I went to home. Correction: I woke up at 5 a.m. in the morning. At 6 a.m. to 7 a.m. I cleaned the house. At 7 a.m. I went to school and then I went to home at 1 pm.


Post-test: I woke up at 5 a.m. I ate breakfast at 6 a.m. and I went running at 6.30 a.m. I went to play at 2 a.m. I have took a bath at 3 p.m. Correction: I woke up at 5 a.m. I ate breakfast at 6 a.m. and I went running at 6.30 a.m. I went to play at 2 p.m. I took a bath at 3 p.m.


20. Maria Oktora T Pre-test: I woke up at 6 a.m., I went to school at 7 a.m., and I went to home at 2 p.m., I lunch at 3 p.m. and I watch TV at 4 p.m. Correction:



120

I woke up at 6 a.m., I went to school at 7 a.m., and I went home at 2 p.m., I had lunch at 3 p.m. and I watched TV at 4 p.m.

Total : 41

Post-test: I woke up at 6 a.m. I took a bath at 7 a.m. I had breakfast at 8 a.m. I cleaned the house at 10 a.m. I went shopping at 12 a.m. Correction:-


21. Marzelli Arum L Pre-test: I woke up at 5.30 a.m. I taking a bath at 5.30 a.m., I’m having breakfast at 6 a.m. I going to school at 7 a.m., I going home at 1 p.m. Correction: I woke up at 5.30 a.m. I took a bath at 5.30 a.m., I’ had breakfast at 6 a.m. I went to school at 7 a.m. I went home at 1 p.m.


Post-test: I woke up at 5 a.m. I take a bath at 7 a.m. I had breakfast at 9 a.m. I went to play with friends at 10 a.m. At 5 p.m. I went home. Correction: I woke up at 5 a.m. I took a bath at 7 a.m. I had breakfast at 9 a.m. I went to play with my friends at 10 a.m. At 5 p.m. I went home.


23. Novia Erlita Pre-test: I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaned the room. At 7 I went to school then at 1 p.m. I went to home. At 1.30 a.m. I do preparation for study. Correction: I woke up at 5 a.m. in the morning. I cleaned the room at 6 a.m. to 7 a.m. I went to school at 7 a.m.



121

and I went home at 1 p.m. Then at 1.30 p.m. I did the preparation for studying. Post-test: I woke up at 5 a.m. I ate breakfast at 6 a.m. I went running at 6.30 a.m. I went to play at 2 a.m. I took a bath at 3 a.m. Correction:-


24. Novita Sari Pre-test: I woke up at 5 a.m., I went to school at 7 a.m., I has dinner at 7 p.m., I studied at 7 p.m., I went to bed at 9 p.m. Correction: I woke up at 5 a.m., I went to school at 7 a.m., I had dinner at 7 p.m., I studied at 7 p.m., I went to bed at 9 p.m.


Post-test: I woke up at 5 a.m. I took a bath at 9 a.m. I had breakfast at 10 a.m. I watched TV at 5 p.m. I went to bed at 10 p.m. Correction:-


25. Nur Hayani Pre-test: I woke up at 5 a.m., I take a bath at 5 past 30 a.m., I breakfast at 6 a.m., I went to school at 6 past 30 a.m., I having lunch at 2 p.m. Correction: I woke up at 5 a.m., I took a bath at 5.30 a.m., I had breakfast at 6 a.m., I went to school at 6.30 a.m. I had lunch at 2 p.m.


Post-test: I wake up at 5 a.m. this morning. I have jogging



122

at 5 past 15 a.m. I had breakfast at 6 past 30 a.m. I washed clothes at 7 a.m. I take a bath at 9 a.m. I had lunch at 12 p.m. I take a nap at 2 p.m. Correction: I woke up at 5 a.m. this morning. I had jogging at 5.15 a.m. I had breakfast at 6.30 a.m. I washed the clothes at 7 a.m. I took a bath at 9 a.m. I had lunch at 12 p.m. I took a nap at 2 p.m.


26. Nurul Halimah Pre-test: I woke up at 6 a.m., I went to school at 7 a.m., and I went to home at...at 2 p.m., I look at 3 p.m. and I watching too at 4 p.m. Correction: I woke up at 6 a.m., I went to school at 7 a.m., and I went home at 2 p.m. Then, I watched TV too at 4 p.m.


Post-test: I woke up at 6 a.m. I took a bath at 7 a.m. I breakfast at 8 a.m. I cleaned the house at 9 a.m. I watched TV at 9 a.m. Correction: I woke up at 6 a.m. I took a bath at 7 a.m. I had breakfast at 8 a.m. I cleaned the house at 9 a.m. I watched TV at 9 a.m.


27. Ori Martasari Pre-test: I woke up at 5 a.m. I took bath at 6 a.m. I went to school at half past six. I went home at 2 a.m. I’m lunch at 3 a.m. Correction: I woke up at 5 a.m. I took a bath at 6 a.m. I went to school at 6.30 a.m. I went home at 2 p.m. I had lunch at 3 p.m.


Post-test: I wake up at 6 a.m. I took a bath at half past 7. I went to school at 7 o’clock. I went to home at 2

Grammar : 12 Vocabulary : 12 Comprehension : 10


123

o’clock. I had lunch at 3 p.m. Correction: I woke up at 6 a.m. I took a bath at 7.30 a.m. I went to school at 7 a.m. I went home at 2 p.m. I had lunch at 3 p.m.

Fluency : 8 Pronunciation : 2 Total : 44

28. Putri Arlinawati Pre-test: I wake up at 6 a.m. and I go bath, I breakfast at 8.30 a.m. I go to school at 7 a.m. I go home at 2 p.m. and I’m sleeping at 3 p.m. Correction: I woke up at 6 a.m. and I took a bath. I had breakfast at 8.30 a.m. I went to school at 7 a.m. I went home at 2 p.m. and I slept at 3 p.m.


Post-test: I woke up at 7 a.m. I cleaned the house at 8 a.m. I take a bath at 9 a.m. I breakfast at 10 a.m. I watching TV at 11 a.m. Correction: I woke up at 7 a.m. I cleaned the house at 8 a.m. I took a bath at 9 a.m. I had breakfast at 10 a.m. I watched TV at 11 a.m.


29. Putri Yudhistirani Pre-test: I wake up at 7 a.m. however....I am taking a bath however, I going to school the next I going home the next I watching TV and then I studying. Correction: I woke up at 7 a.m. and I took a bath. I went to school and then I went home. After that I watched TV and then I studied.


Post-test: I getting up at 5 a.m. after that arranging bed, washing clothes and praying however, I had jogging until 7 a.m. after that I took a bath and I breakfast and watching TV.



124

Correction: I got up at 5 a.m. and then I arranged the bed, washed the clothes and prayed. Then, I had jogging until 7 a.m. After that I took a bath, I had breakfast and I watched TV.


32. Rina Kushandayani Pre-test: I woke up at 5 a.m., I went to school at 7 a.m., I studying at school at 7 and I studying at home at 20, I went to bed at 21. Correction: I woke up at 5 a.m., I went to school at 7 a.m., I studied at school at 7 a.m. and I studied at home at 8 p.m. then I went to bed at 9 p.m.


Post-test: I got up at 6 a.m. I went to church at 7 a.m. I came home at 9 a.m. I watched TV at 10 a.m. I took a nap at 12 p.m. Correction:-


33. Sangga Herta G Pre-test: I wake up at 4 a.m. I went to school at 7 a.m. I going home the next is 1 a.m. I watching TV and the 2 a.m. I studying at 7 last night. Correction: I woke up at 4 a.m. I went to school at 7 a.m. I went home at 1 p.m. and at 2 p.m. I watched TV. I studied at 7 p.m.


Post-test: I got up at 5 a.m. I ate breakfast at 6 a.m. I took a bath 9 a.m. I slept at 2 p.m. Correction:-



125


34. Stephany Christiani Pre-test: I woke up at 5 a.m. I went to school a half past six, I went to home at 2 a.m., I watching TV at 2 p.m., I sleep at 9 p.m. Correction: I woke up at 5 a.m. I went to school at 6.30 a.m. I went home at 2 p.m. I watched TV at 2 p.m. I slept at 9 p.m.


Post-test: I woke up at 5 a.m. I went to church at 6 a.m. I watched TV and I had lunch at 1p.m. I studied at 7 p.m. I went to bed at 9 p.m. Correction:-


35. Sugiyanto Saputro Pre-test: I wake up at 5 a.m. I went to school at 7 a.m. I going home at 9 a.m. I watching TV and studying. Correction: I woke up at 5 a.m. I went to school at 7 a.m. I went home at 9 a.m. Then, I watched TV and I studied.


Post-test: I got up at 5 a.m. I breakfast at 6 a.m. (unclear voice........) I took a bath at 3 p.m. Correction: I got up at 5 a.m. I had breakfast at 6 a.m. I took a bath at 3 p.m.



126

36. Susi Kristianingsih Pre-test: I woke up at 5 a.m. I was cleaned the house. I cleaned with myself. I was eating breakfast with my family. I went to school at 7 a.m. Correction: I woke up at 5 a.m. I cleaned the house by myself. I ate breakfast with my family and I went to school at 7 a.m.


Post-test: I got up at 5 a.m. I ate breakfast 6 a.m. I went to church at 7 a.m. I went to home at 9 a.m. I sleep at 5 a.m. Correction: I got up at 5 a.m. I ate breakfast 6 a.m. I went to church at 7 a.m. I went home at 9 a.m. I slept at 5 p.m.


37. Tri Ratnaningsih Pre-test: I wake up at 5 a.m. in the morning. At 6 to 7 o’clock I cleaning the house. At 7 I went to school and then at 1 p.m. I went to home. At 1.30 a.m. I do preparation for study. Correction: I woke up at 5 a.m. in the morning. I cleaned the house at 6 a.m. to 7 a.m. I went to school at 7 a.m. and I went home at 1 p.m. I prepared to study at 1.30 p.m.


Post-test: I woke up at 7 a.m. I take a bath 8 a.m. I breakfast at 9 a.m. I cleaned the house at 10 a.m. I watching TV at 12 a.m. Correction: I woke up at 7 a.m. I took a bath 8 a.m. I had breakfast at 9 a.m. I cleaned the house at 10 a.m. I watched TV at 12 p.m.


38. Utari Grammar : 12


127

Pre-test: I wake up at 5 a.m., I was cleaned the house, I cleaned by myself, I was eating breakfast with my family, I went to school at 7 a.m. Correction: I woke up at 5 a.m. I cleaned the house by myself. I ate breakfast with my family and I went to school at 7 a.m.


Post-test: I got up at 8 a.m. I ate breakfast at 9 a.m. I went to take a bath 12 a.m. I sleep 2 a.m. I have take a bath at 6 a.m. Correction: I got up at 8 a.m. I ate breakfast at 9 a.m. I took a bath 12 p.m. I slept at 2 p.m. I took a bath at 6 p.m.



128

Appendix 12. The Computation of the test reliability

N X Y X2 Y2 XY 1 12 5 144 25 60 2 10 14 100 196 140 3 13 12 169 144 156 4 15 16 225 256 240 5 17 16 289 256 272 6 ? X= 67 ? Y= 63 ? X2= 927 ? Y2= 877 ?XY=868

= 868- (67)(63) 5 v[927- 897.8] [877 – 793.8] = 868-844.2 v2429.44 = 23.8 49.28 = 0. 48 The Spearman – Brown Split Half Formula: rxx = 2r1/21/2

1+ r1/21/2

= 2 x 0.48 1 + 0.48 = 0. 96 1.48 = 0.64


129

Appendix 13. The Computation of the independent sample t-test

THE STANDARD OF ERROR

S 1- 2 =

=

=

=

=

S 1- 2 = 2,36

T-TEST FOR INDEPENDENT SAMPLE

t =

= 22.53-16.6 2.36 = 5.93 2.36 t = 2.512


130


plagiat merupakan tindakan tidak terpuji the ... filei the implementation of dictogloss technique to...

Documents