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Skripsi Novita Sari
Skripsi Novita Sari
Reading Comprehension
THESIS
By:
NOVITA SARI
SRN. 1811230120
2022
i
ii
MOTTO
(Novita Sari)
iii
DEDICATIONS
iv
(Barhum Setiawan Kurniawan) thank you for your support,
love, motivation and you make me happy when finishing this
thesis.
Mr. Dr. Irwan Satria, M.Pd as Commander of MENWA at
UIN Fatmawati Sukarno campus, who have provided
support.
The big family of MENWA UIN Fatmawati Sukarno
campus, who has given me a million stories and life
experiences that are very valuable.
The Big Family of English Class D Tadris, thank you for
sharing stories for eight semesters together.
The Big Family of KKN group 106 who have given me a
million stories and life experiences that are very valuable.
Religion, Nation and My Almamater UIN Fatmawati
Sukarno Bengkulu.
v
vi
vii
ACKNOWLEDGMENT
viii
5. And for my almamater.
The research realizes that this thesis is still far from being
perfecrt. The research hopes that thesis is useful for the research in
particular and readers ini general.
Novita Sari
SRN. 1811230120
ix
ABSTRAK
Novita Sari, 2022. Pengaruh Game Dalam Pembelajaran
Terhadap Pemahaman Membaca Siswa (Penelitian Kuasi
Eksperimental Pada Siswa Kelas VIII SMP PANCASILA
Bengkulu). Skripsi, Program Studi Pendidikan Bahasa Inggris,
Fakultas Tarbiyah dan Tadris, Universitas Islam Negeri
Fatmawati Sukarno (UINFAS) Bengkulu.
Advisors:1. Dr.H. Ali Akbarjono, M.Pd2. Feny Martina, M.Pd
x
ABSTRACT
Novita Sari, 2022. The Effect of Gamification in Learning on
Students’ Reading Comprehension (Quasi-Experimental
Research at The Eight Grade Students of Junior High School
Pancasila Bengkulu). Thesis, English Study Program, Fakultas
Tarbiyah and Tadris, Universitas Islam Negeri Fatmawati
Sukarno (UINFAS) Bengkulu.
Advisors: 1. Dr.H. Ali Akbarjono, M.Pd 2. Feny Martina, M.Pd
xi
PREFACE
the author trully get lots challenges and obstructions but with help
paper. Because of that, the author says thank you to all individuals
SWT replies all helps and bless you all. The author realized that. In
this paper still imperfect in arrangement and the content. Then the
author hope the criticism from the readers can help the author in
Novita Sari
1811230120
xii
TABLE OF CONTENT
COVER .......................................................................................................
ACKNOWLEDGEMENT .......................... Error! Bookmark not defined.
TABLES OF CONTENTS ........................ iError! Bookmark not defined.
LIST OF TABLES .................................................................................... v
LIST OF DIAGRAM ..............................................................................vii
CHAPTER 1 INTRODUCTION ............................................................. 1
A.Background of study ................................. Error! Bookmark not defined.
B.Identification of Problems ................................................................... 6
C.Limitation of the Problem.................................................................... 6
D.Research Questions .............................................................................. 7
E.Research Objectives ............................................................................. 7
F.Significances of the Research .............................................................. 7
G.Definition of Key Terms ..................................................................... 8
CHAPTER 11 LITERATURE RIVIEW ................................................ 1
A.Definition of Reading Comprehension ............................................. 10
B.Purpose of Reading ............................................................................. 12
C.Skills in Reading Comprehension ..................................................... 13
a. Skimming ................................................................................. 13
b. Scanning ................................................................................... 14
c. Intensive Reading .................................................................... 14
d. Extensive Reading ................................................................... 14
D.Elements Affecting Reading Comprehension ........................................ 15
1) Background Knowledge ......................................................... 15
2) Vocabulary ............................................................................... 15
3) Comprehension Strategies ...................................................... 15
xiii
4) Comprehension Skill ............................................................... 15
5) Motivation ................................................................................ 15
E.Reading Comprehension Skills for Junior High School ......................... 16
F.Gamification in Learning English ...................................................... 17
1) Definition of Gamification in Learning ..................................... 17
2) Advantages of Gamification .................................................. 19
3) Weaknesses of Gamification ................................................. 22
4) Use of Gamification in the Teaching of English ........................ 22
5) Step to Implement Gamification in Learning............................. 25
G.Previous Studies .................................................................................. 27
H.Hypothesis ............................................................................................ 30
CHAPTER III RESEARCH METHODOLOGY ...................................... 31
A.Research Design .................................................................................. 32
B.Population and Sample ....................................................................... 32
C.Instrument of the Research ................................................................. 33
D.Data Collecting Techniques ............................................................... 34
E.Data Analysis Techniques .................................................................. 36
CHAPTER IV RESEARCH RESULT ...................................................... 40
A.Research Result ................................................................................... 40
B. The Rate Percentage and Frequency of the Pre-test and Post- test .... 41
C.Classification of Students‘ Pre-test and Post-test Score ......................... 43
D.The Mean Score and Standart Devitiation in Pre-test and Post-test....... 44
E.Discussion ............................................................................................. 47
CHAPTER V CONCLUSION AND SUGGESTION……………… …. .49
A.Conclusion ............................................................................................ 49
B.Suggestion ............................................................................................ 49
REFERENCES ………………………………………………….
xiv
LIST OF TABLES
xv
LIST OF DIAGRAM
xvi
DOCUMENTATION
1. Pre-test activity
2. Treatment activity
3. Post-test activity
xvii
CHAPTER I
INTRODUCTION
A. Background of Research
reading is a process done and used for the reader to find out
1
2
of the class and the ability of the students because every class
students themselves but also comes from the way the teacher
English learning.
B. Identification of problems
follows:
comprehension.
meaning of words.
text.
D. Research Question
follow:
the students who are not using it?(The students are the Eight
E. Research Objective
Pancasila Bengkulu.
1. Practically
2. Theoretically
Reading comprehension.
13
REVIEW OF LITERATURE
A. Definition of Reading
14
15
text that is read by the reader, in this case reading is not just
2017).
et al., 2020).
the reader read. It means that the reader must ensure that they
jono,2021).
text
namely (1) questions that aim to find out the main idea, (2)
1. Main Idea
The main idea is the big idea developed from the paragraph,
about what is in the story. The reader will not understand the
2. Vocabulary
4. Inferences
5. References
phrases. This means that the words are used as signals for the
23
called pronouns.
C. Purpose of Reading
someone finds a person who read a novel then they ask their
reason why they read a novel then find another one who read
a novel and ask the same thing, the answer of each of them is
the text that prompts this action. It also can be concluded that
to grab what the writer says. It means that the technique aids
a. Skimming
document.
b. Scanning
c. Intensive Reading
task that forced the student to focus on the text. The aim is
d. Extensive Reading
a. Reader
1) Background Knowledge
28
2) Vocabulary
3) Comprehension Strategies
occur.
4) Comprehension Skill
5) Motivation
successfully.
b. Text
1) Genre
29
comprehension.
2) Text Structure
organize text
3) Text Feature
understanding.
religion, and health. Perusing will give you with all of that
junior high school level when they learn read an English text
comprehension, namely:
a. Vocabulary
c. Main Idea
d. References
e. Inferences
participants.
experience.
34
2. Advantages of Gamification
in Lui, 2013).
2017).
a. Increase motivation
b. Enhance creativity
c. Increase interest
activities
challenges
encouragement
namely:
38
activities
excel
3. Weaknesses of gamification
boring.
as:
described
c. Destructive psychology
gamification.
a. Kahoot!
b. Quizizz
c. Quizlet Live
d. Gimkit
points when they hit a streak, and even lose less points
when incorrect.
42
e. Baambozzle
f. Factile
g. Quizalize
h. Wordwall
activities.
follows:
learning.
c. Create a quest
points. The student with the most points after six weeks
comprehension
H. Previous Studies
engagement.
in the study, we can point out two main findings: (i) there is
still very limited literature in the field of SLA and, (ii) results
gamification learning.
I. Hypothesis
after:
RESEARCH METHODOLOGY
A. Research Design
52
53
Questionnaire
Pre- Post-
Experimental Gamification
test Test
treatment
Pre- Post-
Control Questionnaire
test Test
The table above shows that both classes will give a pre-
1. Population
2. Sample
2021/2022.
controlled class 35
experimental class 32
55
1. Pre-test
2. Treatment
Kahoot!
Kahoot! Together
session
3. Pos-test
After give treatment, the researchers give the posttest for the
57
treatment
Table 3.3
Grid Of Reading Comprehension Test
Components Item
N Variable of Reading Indicator s
o Comprehensi
on
Total 25
58
Table 3.4
The Creteria Score of Reading Comprehension
No Score Creteria
1 90-100 Excellent
3 70-79 Good
4 60-69 Average
5 50-59 Poor
D. Validity Test.
1. Validity Test
namely the pre-test and post-test that will be used in this study,
the writing first conducts a try out (try out). The trials of
by Karl Person.
∑ ∑ ∑
Formula : rxy=
√∑ ∑ ∑ ∑
Explanation:
N = Total of students
For scoring the test, the score ranging from 0-100 will be
S = 𝑅/𝑁 x 100
Where:
S = the score
60
others:
to the test to see how good they were. There ware a few questions
61
2. Reliability
∑
r11=
Explanation:
k = number of items
= Total Variance
62
pre-test and post-test questions that are already valid, where the
E. Research Procedure
follows:
a control group.
63
a. Pre-test
narrative text.
b. Post-test
∑ ∑ ∑
rxy=
√∑ ∑ ∑ ∑
Explanation:
65
N = Total of students
For scoring the test, the score ranging from 0-100 will be
S = 𝑅/𝑁 x 100
Where:
S = the score
√ 𝑁 𝑁
𝑁 𝑁 𝑁 𝑁
Where:
2. Nomality Test
3. Homogeneity Test
follows:
b. Input the data to the data view by first fit the variable view
class
Ok
was:
statistical results.
sugiyono is:
Y = a+bX
Explanation:
(Dependent)
(Independent)
70
CHAPTER IV
1. Findings
1 VII 7 5
2 VIII 8 5
3 IX 9 6
Total 40 Students
because they were doing the same thing over and over and it
was given to students before the treatment was carried out three
times with the condition that the score had to be stable so that the
treatment could be carried out, and the post-test was given at the
end of the treatment. The findings in this study are: a) The data is
B. Research Result
Percentage Improvement
increase is 36%.
and Post-Test
40
35
30
25
20
15
10
5
0
36% 7.55% 8.96%
Mean Score
in pre-test
in post-test
got good score, and none of students got fairly good, fair,
Score
(9.37%) got poor and 5 and no one students got very poor
score.
79
post-test from 32
and post-test
40
35
30
25
20
15 Series 3
10 Series 2
5
0 Series 1
and post-test
following table :
(0.336), while the mean score in posttest was (8.96) and its
7 as follows :
in post-test
posttest (9.72 < 2.0395), it that is, the t-test is higher than the
t-table.
82
Learning Process
100%
90%
80%
70%
First Meeting
60%
Second Meeting
50% Third Meeting
40% Fourth Meeting
30%
20%
10%
0%
83
90%
85%
80% Post-
test
75%
70%
65%
75% 89%
84
succees.
2. Discussion
while the mean score in post-test was (8.96) and its standard
was given to the students. The result of the test show there is
comprehension.
87
CAPTER V
research.
A. Conclusion
8.96 and the t.test was 9.72 which higher that t-table
B. Suggestion
technique as follows:
words in narration.
REFERENCES
Dwi Agus Kurniawan, Sabila Eka Septi, and Miftahul Zannah. (2021). ―The
Study of Differences and Influences of Teacher Communication and
Discipline Characters of Students.‖ Jurnal Ilmiah Sekolah Dasar 5 (4):
631. https://doi.org/10.23887/jisd.v5i4.40127.
Zubaedi, Asiyah, Abd. Amri Siregar, Jaenullah, and Alimni. (2021.) ―The
Relationship of Education on Healthy Living Values of Multicultural
Islamic Perspective with Healthy Lifestyle Behavior of Junior High
School Students in Bengkulu , Indonesia.‖ Research Square, 1–15.
Deterding, Sebastian, Dan Dixon, Rilla Khaled, and Lennart Nacke. 2011.
―From Game Design Elements to Gamefulness: Defining
‗Gamification.‘‖ Proceedings of the 15th International Academic
MindTrek Conference: Envisioning Future Media Environments,
MindTrek (2011.) https://doi.org/10.1145/2181037.2181040.
Febriani, Hanura, and Ali Akbar Jono. (2021). ―Improving Students ‘ Reading
Comprehension of Procedural Text Using KWL Strategy.‖ Jurnall Al-
Lughah 10 (1): 95–113.
Martha Rapp Ruddell. (2007). Teaching Content Reading and Writing.
Haboke: John Willey and Sons. Journal for the Education of Gifted
Young Scientists, 57-66.
Amin, A., & et al. (2021). Learning style and motivation: gifted young
students in meaningful learning. Journal for the Education of Gifted
Young Scientists, 57-66.
Farris, P., & et al. (2004). Teaching Reading a Balanced Approach For
Today's Classrooms. New York: McGraw-Hill Companies.
Rapp Rudell, M. (2008). Teaching Content Reading and Writing, Fifth Edition.
Haboken: John Willey and Sons, inc.
92
Rumelhart, D.E., Hinton, G.E., & and Williams, R. (1985). Learning internal
representations by error propagantion (No. ICS-8506). California
Univ San Diego La Jolla Inst for Cognitive Science.
S, M., Beatrice and Jeffries, & Linda. (2007). Advanced Reading Power:
Extensive Reading, Vocabulary Building, Comprehension skills,
Reading Faster. New York: Longman.
Sailer, M., Hense, J., Mayr, S., & Mandl, H. (2017). How gamification
motivates: an experimental study of the effects of specific game
design elements on psychological need satisfaction. Dalam
Computers in Human Behavior (hal. 371-380).
`
( TREATMENT USING THE KAHOOT GAME IN ENGLISH
LEARNING)
(EXPLAINING AND DISCUSSING JOINT PROBLEMS USING THE
APPLICATION OF THE GAME METHOD (KHOOT GAME)
(Experimental Class)
Skill : Reading
A. Core Competencies
theory.
B. Basic Competencies
1.1 Being grateful for the chance that they able to learn
D. Learning Objectives
E. Learning Materials
participant.
4. Language features
and etc.
and etc.
Example
a. Fruit
b. Plant
c. Fruit seed
d. Seed ball
a. Nobody is perfect
b. Honestly is everything
Gamification strategy
H. Learning Activities
Pre-test
of multiple choices.
Meting learning 2
No Activity
Stages Time
. Teacher Students
on take a prayer, s
prayer and
and answer
presence teacher.
of the 2. Listen to
stu-dents. the
2. Deliverin explanati
g the on from
material teacher.
to be 3. Answer
discussed to the
. teacher‘s
3. Deliver question.
the
objective
s of
today‘s
meeting
learning.
4. Give
some
question
about
previous
meting of
narrative
text.
1. Devide 1. The
the students
students seat on 60
Core
2 into some groups. minute
Activity
groups. 2. Pay s
2. The attention
teacher to the
reviewed teacher‘s
the explanati
previous on.
students 4. Do the
task to 5. The
the students
students. collect
the
students
to collect
the paper.
the give s
students responder
to ask.
2. Summari
ze the
material
that have
been
discussed
3. Closing
with
greetings
APPENDIX II
LESSON PLAN
(Control Class)
Skill : Reading
A. Core Competencies
theory.
B. Basic Competencies
D. Learning Objectives
E. Learning Materials
resolution.
events.
the story.
ending.
5. Language features
a. Past tense, e.g. we went to the zoo, she was
etc.
and etc.
F. Learning Methods
Conventional strategy
H. Learning Activities
Pre-test
N Activity
Stages Time
o. Teacher Students
to take a a
2. Doing intro-
introduction. duction.
material to be explanation
discussed. from
objectives of
today‘s
meeting
learning.
narrative. explanation.
reading text
meaning in the
dictionary.
discussed. greetings
2. Close with
greetings
1.Assessment
APPENDIX III
PRE-TEST
Name :
Class :
Date :
Text 1
village to visit her own mother and brother. She brought along
her baby son. When it was time for her to leave, her brother said
forest.‖
followed behind, carrying her baby. When they were in the forest,
suddenly they saw a group of wolves. They began to run to avoid
the danger, but Ah Tim kicked against a stone and fell down. At
once the wolves caught him. The young woman cried to the
wolves, ― please eat my own son instead.‖ Then, she put her baby
son on the ground in front of the wolves and took her nephew
away.
woman was very good and kind. She had offered her own son‘s
They ran back to the house and called for help. All
men in the village fetched thick sticks and went back with her
into the forest. When they got there, they saw something very
Read the text, then choose the best choice to each questions.
1. What is the text tell about ?
a. A few villages
b. Mountains
c. Forests
a. Village
b. villanguits
c. Vunlikes
d. Vuncity
a. Cahaya
b. Mulai terang
c. Mulai gelap
d. Memancarkan cahaya
4. arrange these sentences into the correct form were in the
d. For play
d. wolves
a. My soon
c. intead
d. eat my own
because ….
Text 1
Read following the text to answer questions 11 to 16
FOX and A CAT
One day, a cat and a fox were having a conversation. The
fox, who was a conceited creature, boasted how clever she was.
―Why, I know at least a hundred tricks to get away from our
mutual enemies, the dogs,‖ she said.
―I know only one trick to get away from dogs,‖ said the cat. ―You
should teach me some of yours!‖.
―Well, maybe someday, when I have the time, I may teach you a
few of the simpler ones‖, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance.
The barking grew louder and louder – the dogs were coming in
their direction! At once the cat ran to the nearest tree and climbed
into its branches, well out of reach of any dog. ―This is the trick I
told you about, the only one I know‖, said the cat. ―Which one of
your hundred tricks are you going to use?‖.
The fox sat silently under the tree, wondering which trick she
should use. Before she could make up her mind, the dogs arrived.
They fell upon the fox and tore her to pieces..
11. What is the text tell about ?
a. Fox and a cat
b. Cat and animals
c. Fox and moise
d. Moise and the cat
12. Arrange the word bellow into the correct word form?
a. Rstation,vercle,icktr,arche
b. Conversation,clover,trick,hear
c. Hait.track,love,action
d. Near her tree house
13. Translate the word‖ Fox, Cat‖ into indonesian?
a. Anjing, rubah
b. Rubah, Kucing
c. Kucing, Anjing
d. Kelinci
e.
14. Arrange these sentence into the correct form‖were
direction their the dogs coming in‖?
a. The dogs were coming in their direction.
b. She couldn‘t climb the three
c. The dogs was a kind animal
d. The Dogs had not eaten lots of fruits
15. Who they will stay by using tricks?
a. Fox a cat trick
b. A cat trick
c. Fox trick
d. Fox a cat
16. What will happen when a pack of dog arrives?
a. They will pounce fox and cat
b. Honestly is everything
c. Bad deeds are punished
d. Good deeds never help you
Text 3
The following the text is for questions1 17 to 20
APPENDIX IV
POST-TEST
Name :
Class :
Date :
Text 1
village to visit her own mother and brother. She brought along
her baby son. When it was time for her to leave, her brother said
forest.‖
followed behind, carrying her baby. When they were in the forest,
the danger, but Ah Tim kicked against a stone and fell down. At
once the wolves caught him. The young woman cried to the
wolves, ― please eat my own son instead.‖ Then, she put her baby
son on the ground in front of the wolves and took her nephew
away.
woman was very good and kind. She had offered her own son‘s
They ran back to the house and called for help. All
men in the village fetched thick sticks and went back with her
into the forest. When they got there, they saw something very
strange. Instead of eating the woman‘s baby the wolves were
Read the text, then choose the best choice to each questions.
a. A few villages
b. Mountains
c. Forests
a. Village
b. villanguits
c. Vunlikes
d. Vuncity
a. Cahaya
b. Mulai terang
c. Mulai gelap
d. Memancarkan cahaya
4. arrange these sentences into the correct form were in the
d. For play
7. what happens when Ah Tim is in the forest.?
d. wolves
a. My soon
c. intead
d. eat my own
because ….
Text 1
Read following the text to answer questions 11 to 16
FOX and A CAT
One day, a cat and a fox were having a conversation. The
fox, who was a conceited creature, boasted how clever she was.
―Why, I know at least a hundred tricks to get away from our
mutual enemies, the dogs,‖ she said.
―I know only one trick to get away from dogs,‖ said the cat. ―You
should teach me some of yours!‖.
―Well, maybe someday, when I have the time, I may teach you a
few of the simpler ones‖, replied the fox airily.
Just then they heard the barking of a pack of dogs in the distance.
The barking grew louder and louder – the dogs were coming in
their direction! At once the cat ran to the nearest tree and climbed
into its branches, well out of reach of any dog. ―This is the trick I
told you about, the only one I know‖, said the cat. ―Which one of
your hundred tricks are you going to use?‖.
The fox sat silently under the tree, wondering which trick she
should use. Before she could make up her mind, the dogs arrived.
They fell upon the fox and tore her to pieces..
11. What is the text tell about ?
a. Fox and a cat
b. Cat and animals
c. Fox and moise
d. Moise and the cat
12. Arrange the word bellow into the correct word form?
a. Rstation,vercle,icktr,arche
b. Conversation,clover,trick,hear
c. Hait.track,love,action
d. Near her tree house
13. Translate the word‖ Fox, Cat‖ into indonesian?
a. Anjing, rubah
b. Rubah, Kucing
c. Kucing, Anjing
d. Kelinci
14. Arrange these sentence into the correct form‖were
direction their the dogs coming in‖?
a. The dogs were coming in their direction.
b. She couldn‘t climb the three
c. The dogs was a kind animal
d. The Dogs had not eaten lots of fruits
15. Who they will stay by using tricks?
a. Fox a cat trick
b. A cat trick
c. Fox trick
d. Fox a cat
16. What will happen when a pack of dog arrives?
a. They will pounce fox and cat
b. Honestly is everything
c. Bad deeds are punished
d. Good deeds never help you
Text 3
The following the text is for questions1 17 to 20
QUESTION
No
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Total
1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 0 1 1 1 1 1 1 23
2 0 0 0 0 0 1 0 1 0 1 1 1 1 0 0 0 0 0 1 0 1 0 1 1 0 10
3 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 0 1 1 1 1 1 1 1 1 23
4 1 1 0 1 0 1 0 0 0 0 0 0 0 0 0 0 1 1 0 1 1 0 0 0 1 9
5 1 0 0 1 1 0 0 0 0 0 0 1 0 1 1 0 0 0 1 0 1 1 1 0 1 11
6 0 0 1 0 1 0 1 1 1 0 0 0 0 0 0 0 1 0 0 1 0 1 0 0 0 8
7 1 0 1 0 0 0 1 0 0 1 1 1 1 0 0 0 0 1 0 0 0 0 0 0 0 8
8 1 0 0 0 0 1 1 1 0 1 0 0 0 1 1 0 0 0 0 0 0 1 0 1 0 9
9 1 1 1 0 0 1 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0 0 1 6
10 0 0 1 0 1 1 0 1 1 0 0 1 0 0 1 0 0 0 0 1 1 1 0 0 0 10
11 1 1 1 1 1 0 1 1 1 1 0 1 1 1 0 1 1 1 1 1 1 1 0 1 1 21
12 0 1 1 1 0 0 1 0 1 0 0 0 0 0 0 0 1 1 1 0 0 1 1 0 0 10
13 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 0 0 0 21
14 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 0 1 1 1 1 1 1 1 1 23
15 1 0 0 0 0 0 0 1 1 0 0 1 0 0 1 0 0 1 0 0 0 1 1 1 1 10
16 0 0 0 1 1 0 0 0 1 0 0 0 1 1 0 1 0 0 0 0 0 0 0 0 0 6
17 1 1 1 1 1 1 1 1 1 1 0 1 0 1 1 1 1 1 1 1 1 1 1 1 1 23
18 1 1 1 1 1 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 23
19 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 1 1 1 1 0 0 1 1 1 1 22
20 0 1 0 1 0 0 0 0 0 1 1 0 0 1 0 1 0 0 0 0 1 1 0 1 1 10
21 0 1 0 0 0 0 0 0 1 0 0 0 1 0 0 1 0 0 1 1 1 1 0 0 0 8
22 0 0 0 0 0 1 0 1 0 1 0 1 0 1 0 0 0 0 1 0 0 1 0 1 0 8
23 1 1 0 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 21
UJI RELIABILITAS
Reliability
N %
Total 23 100,0
Reliability Statistics
Class
Descriptives
Class Statistic Std. Error
Pre Controlled Mean 16,23 ,436
Test Class 95% Confidence Lower Bound 15,34
Interval for Mean
Upper Bound 17,11
5% Trimmed Mean 16,31
Median 16,00
Variance 6,652
Std. Deviation 2,579
Minimum 10
Maximum 21
Range 11
Interquartile Range 5
Skewness -,268 ,398
Kurtosis -,236 ,778
Experiment Mean 16,03 ,346
al Class 95% Confidence Lower Bound 15,32
Interval for Mean
Upper Bound 16,74
5% Trimmed Mean 16,07
Median 16,00
Variance 3,838
Std. Deviation 1,959
Minimum 12
Maximum 19
Range 7
Interquartile Range 4
Skewness -,211 ,414
Kurtosis -,751 ,809
Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Pre Controlled *
,116 35 ,200 ,961 35 ,237
Tes Class
t Experimen
,150 32 ,065 ,949 32 ,138
tal Class
UJI HOMOGENITAS
PRE TEST
Oneway
3,302 1 65 ,074
ANOVA
Pre Test
Sum of Si
Squares df Mean Square F g.
Between Groups ,7
,651 1 ,651 ,123
27
Within Groups 345,140 65 5,310
Total 345,791 66
T-Test
Group Statistics
95%
Confidence
Interval of
the
Sig. Std. Difference
(2- Mean Error
taile Differen Differen Low Uppe
F Sig. t df d) ce ce er r
Pr Equal
3,
e variance ,35 - 1,32
30 ,074 65 ,727 ,197 ,564
Te s 0 ,928 3
2
st assumed
Equal
variance ,35 62,9 - 1,31
,724 ,197 ,557
s not 4 54 ,915 0
assumed
UJI NORMALITAS
POST TEST
Explore
Class
Descriptives
Statisti
Class c Std. Error
Pos Controlle Mean 16,31 ,431
t d Class 95% Lower
Tes 15,44
Confidence Bound
t Interval forUpper
Mean 17,19
Bound
5% Trimmed Mean 16,37
Median 17,00
Variance 6,516
Std. Deviation 2,553
Minimum 11
Maximum 21
Range 10
Interquartile Range 5
Skewness -,137 ,398
Kurtosis -,602 ,778
Experime Mean 18,00 ,473
ntal Class 95% Lower
17,04
Confidence Bound
Interval for Upper
18,96
Mean Bound
5% Trimmed Mean 17,94
Median 18,00
Variance 7,161
Std. Deviation 2,676
Minimum 13
Maximum 24
Range 11
Interquartile Range 4
Skewness ,183 ,414
Kurtosis -,405 ,809
Tests of Normality
a
Kolmogorov-Smirnov Shapiro-Wilk
Post Controlled
,125 35 ,181 ,957 35 ,182
Test Class
Experimental *
,094 32 ,200 ,976 32 ,678
Class
Post Test
,001 1 65 ,980
ANOVA
Post Test
Sum of Mean
Squares df Square F Sig.
Between
47,502 1 47,502 6,961 ,010
Groups
Total 491,045 66
UJI INDEPENDENT SAMPLES TEST
POST TEST
T-Test
Group Statistics
Post Controlled
35 16,31 2,553 ,431
Test Class
Experimental
32 18,00 2,676 ,473
Class
Levene'
s Test
for
Equality
of
Varianc
es t-test for Equality of Means
95%
Confidence
Interval of
Equal
varian
- -
ces 63,7
2,63 ,011 -1,686 ,640 2,96 -,407
not 84
3 5
assum
ed
UJI PAIRED SAMPLES TEST
KELAS KONTROL
T-Test
Pair 1 Controlled
Class Pre 16,23 35 2,579 ,436
Test
Controlled
Class Post 16,31 35 2,553 ,431
Test
N Correlation Sig.
Paired Differences
95%
Confidence
Interval of
Std. the
Erro Difference Sig.
Std. r (2-
Deviatio Mea Lowe Upp tailed
Mean n n r er t df )
Pai Contro
r 1 lled
Class
Pre
Test - -
-,086 ,284 ,048 -,183 ,012 34 ,083
Contro 1,785
lled
Class
Post
Test
UJI PAIRED SAMPLES TEST
KELAS EKSPERIMEN
T-Test
Pair 1 Experimental
Class Pre 16,03 32 1,959 ,346
Test
Experimental
Class Post 18,00 32 2,676 ,473
Test
N Correlation Sig.
Pair 1 Experimental
Class Pre Test &
32 ,843 ,000
Experimental
Class Post Test
95%
Confidence
Interval of
Std. the
Erro Difference Sig.
Std. r (2-
Deviatio Mea Lowe Upp tailed
Mean n n r er t df )
Pai Experime
r 1 ntal
Class
Pre Test - -
- -
- 1,470 ,260 1,43 7,57 31 ,000
1,969 2,499
Experime 9 7
ntal
Class
Post Test
Regression
a
Variables Entered/Removed
Variables
Model Variables Entered Removed Method
1 Experimental
b . Enter
Class Pre Test
Model Summary
Adjusted R Std. Error of the
Model R R Square Square Estimate
a
1 ,843 ,711 ,701 1,463
a
ANOVA
Sum
of
Squar Mean
Model es df Square F Sig.
1 Regression 157,76 b
1 157,764 73,680 ,000
4
Total 222,00
31
0