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= r
XY
( )( )
( ) { } ( ) { }
2 2 2 2
= r
XY
46
=
=
=
=
= 0,229
From this calculation, it can be said that item number 1 isnt
valid because
tabel xy
r r < (0,229 < 0.309)
From all calculation of each item, it is known that 25 items are
valid. They are number 2, 3, 4, 5, 6, 8, 9, 11, 12, 13, 14, 15, 16, 17, 18,
19, 21, 22, 23, 24, 25, 27, 28, 29, 30.
While items number 1, 7, 10, 20, 26 are not valid, so, those
items are not used as items given to experimental and control class.
(See Appendix 7)
2. Reliability
Reliability of the test shows the stability and the consistency of the test
score when the test is used.
To get the reliability of reading comprehension test, the writer uses the
formula, as follows:
r
11
=
47
In which:
r
11 = instrument reliability
K = the number of items in the test
vt = total variance
pq = sum of the variance of items scored
dichotomoustly
Example of reliability calculation:
y = 738
y
2
= 13914
N = 42
Vt
2
=
=
=
=
= 23, 08
P.q= 6,33
Vt
2
= 23,08
K = 30
r
11
=
48
=
=
= 1,03 . 0,72
= 0,745
From this calculation 745 , 0
11
= r ,then it is consulted with
tabel
r with N=42 and % 5 = , 304 , 0 =
tabel
r . So,
tabel
r r >
11
= 0,745 >
0,304. This can be said that r11 is higher than
tabel
r . So, the items which
are tested are reliable.
3. Level of Difficulty
To know the level value of difficulty, the following formula is used:
Where :
P = The index of difficulty (FV)
B = Number of students who answer the item correctly
Js = Number of students
Then, the calculation was consulted with the criterion, as follow:
1. Item with 0,00 < P 0,30 is difficult item
2. Item with 0,30 < P 0,70 is fair item
3. Item with 0,70 < P 1,00 is easy item
Js
B
P =
49
Example of Level of difficulty calculation:
B = 35
Js = 42
P = = 0,83
The analysis of level of difficulty is done to know the balance of test
item which is made. After the writer calculated the test it could be
categorized, as follows:
1. Item numbers 1, 2, 6, 8, 20, 21, 22, 23, 29, 30 are categorized
into easy items.
2. Item number 3, 4, 7, 9, 10, 11, 12, 14, 15, 16, 17, 18, 19, 25, 26,
27, 28 are categorized into fair items.
3. Item number 5, 13, 24 are categorized into difficult items.
The calculations can be seen in the appendix 8.
4. The Discrimination Power
The formula that the writer used to know the discriminating power, is
as follows:
JB
BB
JA
BA
D :
Where:
D = Index of discrimination
BA = Number of students in upper group who answer the item
Correctly
50
BB = Number of students in lower group who answer the item
Correctly
JA = Number of students in upper group
JB = Number of students in lower group
Example of discrimination power calculation:
BA = 20
JA = 21
BB = 15
JB = 21
D =
=
= 0,95 0,71
= 0,24
Item number 1 with D=0,24 can categorized as satisfactory. Other
calculations can be seen in appendix .
From the result of all calculations, it is known that items number
3,6,7,8,20,21,23,24,26,27,29 have bad discrimination power. Items
number 1,2,5,9,10,11,14,15,16,17,22,25,30 have satisfactory
discrimination power and for items number 4,12,13,18,19,28 have
good discrimination power. (see appendix 9)
51
From this calculation we know that item number 1 is satisfactory item.
It is based on the following category:
D = 0,00 0,20 : bad
D = 0,21 0,40 : satisfactory/fair
D = 0,41 0,70 : good
D = 0,71 1,00 : very good
D = negative / should be discarded
B. Research Findings
After finishing the computation of validity, the reliability, the level
of difficulty and the discrimination power of the test item, the writer
carries out pretest and posttest to both control and experimental class to
know the students reading comprehension.
1. Students reading comprehension taught using STAD Technique
(Experimental Class)
Before the students in experimental class were taught using
STAD, they got pre-test. The result of the average score of the pre-test
was 70,2. After they were taught using STAD, they got posttest to
know whether STAD was effective to improve the reading
comprehension. The average score of posttest was 77, 6.
52
Table 4.1
Achievement of pre-test and posttest of experimental class
No Experimental class
(VIII E)
Pre-test
score
Post test
score
1 Ade Trianto 72 76
2 Akmad Rizal 64 76
3 Akhmad Syehroni 60 72
4 Anjas Oktavian 72 80
5 Asih Mullihati 76 80
6 Dewi Alina 56 72
7 Dewi Fitriani 68 76
8 Diartiningsih 72 76
9 Dwi Atika Anggrianti 76 80
10 Evi Fitriana 72 76
11 Eka Prasetyo Adman 76 84
12 Evi Yulianti 76 84
13 Fajar Sidik 72 76
14 Fajar Yuli yanto 72 76
15 Faqid Abdul Jabar 60 72
16 Farida Dani Cahyanti 72 84
17 Gufron Affani 72 76
18 Guntur Muamar C 68 80
53
19 Imam Safii 72 76
20 Indra Tantowi 76 80
21 Irfan Hadiaas Putra 72 68
22 Khaerunisa Aulia Ulfa 76 84
23 M. Subhan 76 80
24 M. Ulul Azmi 64 80
25 Moh. Miftahul Ifan 64 80
26 Mohammad Mahatier 68 72
27 Mul Andika 68 76
28 Naena Tri Safika 76 84
29 Nur Ellis 72 84
30 Saisah Rahmawati 72 84
31 Setiawan Beni 72 84
32 Septian Candra
Kumara
72 76
33 Siska Suryati 76 80
34 Siti Khotijah 72 76
35 Susanti 60 72
36 Toto Riyanto 68 76
37 Umi Salamah 68 80
38 Uswatun Khasanah 72 72
39 Wahyu Febrian 68 72
54
40 Windi Indar Dwi Fani 68 72
Sum 2808 3104
Mean 70,2 77,6
Based on the data above, it can be seen that the students of
experimental class taught using STAD have an improvement of 7,4
points (77,6-70,2)
In addition, the students in the experimental class have an
improvement points on team as the process of STAD technique in the
class. The finally can reach super team, great team, and good team.
2. Students reading comprehension Taught without Using STAD
Technique (Control Class)
Students in control class were taught without STAD. They
also got pre-test and posttest. The data shows that the average score of
the pre-test was 69,35 and the average score of the posttest was 72,55.
Table 4.2
Achievement of pre-test and posttest of Control Class
No Control class
(VII D)
Pre-test
Score
Post test
Score
1 Agus Saefulloh 68 72
2 Almahfitotun 68 68
3 Andri Liko Gunawan 62 68
55
4 Esti Rahayu 68 62
5 Fatmawati 68 72
6 Heri Setiawan 60 72
7 Intan Kafita K 64 72
8 Inu Fabrianto 68 72
9 Irkham Mukhlisin 80 72
10 Junaidi 72 72
11 Khalmatusadiyah 72 68
12 Kuguh Riyanto 76 76
13 Muhammad Safii 72 72
14 Ning Susanti 68 72
15 Nur Asih Purwaningsih 64 64
16 Nurhaji Susilo 72 76
17 Nurhayati 72 76
18 Pepi Laras Santi 72 76
19 Rendi Ismawan 68 72
20 Reni Irawati 68 72
21 Reni Sugiarti 68 72
22 Reno Una Eji 68 76
23 Reska Handayani 72 68
24 Rini Puspitasari 72 76
25 Riska Amalia 68 80
56
Yuniarsih
26 Riska Nuriyadoh 64 72
27 Riska Putriana 68 72
28 Riris Andrea 72 72
29 Rita Muniroh 72 76
30 Rizky Riyandi 72 72
31 Safuloh 68 72
32 Septian Adi Negoro 72 72
33 Slamet Raharjo 76 80
34 Sri Kisnawati 68 76
35 Sri Mulyani 72 76
36 Suhesti 72 76
37 Supriyadi 68 72
38 Utik Rukhmawati 64 68
39 Yustain 68 72
40 Yogi Ariman 68 76
Sum 2774 2902
Mean 69,35 72,55
Based on the data above, it can be seen that the students of
control class taught without STAD have an improvement of 3,2 points
(72,55-69,35)
57
3. Difference of reading comprehension between students taught
using STAD technique and those taught without STAD technique.
Based on the data above, it can be seen that the posttest score
of experimental class (3104 with the average score/mean 77,6) is
higher than posttest of control class (2902 with the average score/mean
is 72,55). In addition, the improvement of mean of experimental class
is 7,4 point while the improvement of mean of control class is 3,2
point.
Analysis of t-test
This table is used to analyze t-test formula.
Table 4.3
Table of t-test
No Experimental
class
Control
Class
x y x
2
y
2
Pre
Test
Post
Test
Pre
Test
Post
Test
1 72 76 68 72 4 4 16 16
2 64 76 68 68 12 0 144 0
3 60 72 62 68 12 6 144 36
4 72 80 68 62 8 -6 64 36
5 76 80 68 72 4 4 16 16
6 56 72 60 72 16 12 256 144
7 68 76 64 72 8 8 64 64
58
8 72 76 68 72 4 4 16 16
9 76 80 80 72 4 -8 16 64
10 72 76 72 72 4 0 16 0
11 76 84 72 68 8 -4 64 16
12 76 84 76 76 8 0 64 0
13 72 76 72 72 4 0 16 0
14 72 76 68 72 4 4 16 16
15 60 72 64 64 12 0 144 0
16 72 84 72 76 12 4 144 16
17 72 76 72 76 4 4 16 16
18 68 80 72 76 12 4 144 16
19 72 76 68 72 4 4 16 16
20 76 80 68 72 4 4 16 16
21 72 68 68 72 -4 4 16 16
22 76 84 68 76 8 8 64 64
23 76 80 72 68 4 -4 16 16
24 64 80 72 76 16 4 256 16
25 64 80 68 80 16 12 256 144
26 68 72 64 72 4 8 16 64
27 68 76 68 72 8 4 64 16
28 76 84 72 72 8 0 64 0
29 72 84 72 76 12 4 144 16
59
30 72 84 72 72 12 0 144 0
31 72 84 68 72 12 4 144 16
32 72 76 72 72 4 0 16 0
33 76 80 76 80 4 4 16 16
34 72 76 68 76 4 8 16 64
35 60 72 72 76 12 4 144 16
36 68 76 72 76 8 4 64 16
37 68 80 68 72 12 4 144 16
38 72 72 64 68 0 4 0 16
39 68 72 68 72 4 4 16 16
40 68 72 68 76 4 8 16 64
Sum 2808 3104 2774 2909 296 128 3008 1096
Mean 70,2 77,6 69,35 72,55 7,4 3,2
X 40 1/Nx 0,025 t-
calcul
a-tion
4,481
Y 40 1/Ny 0,025 t-table 1,991
x = 296 Nx = 40
y = 128 Ny = 40
60
Mean
Mx = = = 7,4
My = = = 3,2
Deviation
x
2
= x
2
- = 3008 = 3008 -
= 3008-2190,4
= 817,6
y
2
= y
2
- = 1096 - = 1096 -
= 1096-409,6
= 686,4
t =
=
=
61
=
=
=
= 4,481
The t-table value for = 5 % , with db = n
1
+ n
2
-2 = 40 + 40 -2 = 78,
is 1,991
Because t-obtained value > t-table ,so there is significant difference in
the students reading comprehension between the experimental and
control class.
C. Discussion
According to the result of the pre-test and posttest and the
hypothesis test, it shows the teaching reading comprehension using STAD
technique is effective in improving students reading comprehension to the
eighth grade students of SMP Negeri 03 Wanasari in the Academic year
2010/2011.
The effectiveness of using STAD in improving students reading
comprehension can be seen in the hypothesis test. The result of the
calculation of t-test is that the value of t-calculation is 4,481. It is
62
consulted with t-table on significant level 5% is 1,991. It means that the
value of t-calculation > t-table. It can be concluded that there is a
significant difference between teaching reading comprehension taught
using STAD technique and taught without STAD technique.
According to the mean score of both groups, the mean score of
experimental class is higher than the mean score of control class. It also
means that teaching reading comprehension using STAD technique is
better than teaching reading comprehension taught without STAD
technique.
1. Students reading comprehension taught using STAD Technique
(Experimental Class).
Applying STAD technique in learning process in teaching
reading comprehension gives positive benefit for students reading
comprehension. There are: The process teaching learning of STAD
technique the students not only learn from the teacher, but they also
can learn from each other. By using the STAD technique, both class
and individual learn to development of human resources. It can
motivate the students to work together and enable them to solve the
problem they could not have solved alone. The students who have not
understood the text yet, can ask other students who already understand.
As we know from the research findings, the students which
are taught using STAD technique have higher score than without
63
STAD technique. It is proved by the calculation of mean score on
experimental class was 77,6 and control class was 72,55.
So, the writer concludes that this technique is very useful to
make the students more active, get easy and improve students
achievement in reading comprehension, and make their social relation
more positive.
2. Students reading comprehension Taught without STAD
Technique
Students reading comprehension is lower. It is proved by
when they are taught without STAD technique. Students read the
reading passage one by one in every meet. They learn and try to get the
new information of the reading passage individually. The students only
get the information of the reading passage they read themselves. They
do not share with their friends. So, students only get little information
because their ability. Students are forced to do their task individually
although it is known that they have difference information each other.
As we know from the research findings, the students which
are taught without STAD technique have lower score than using STAD
technique. It is proved by the calculation of mean score on control
class was 72.55 and experimental class was 77.6.
From this situation and result of research finding the writer
concludes that conventional technique is not good enough use in
teaching reading comprehension.
64
3. Difference of reading comprehension between students taught
using STAD technique and those taught without STAD technique.
Teaching reading comprehension using STAD technique
make the classroom climate interest the students to study and learn
more. Students feel comfortable to learn and teacher will also teach
well. Teaching reading comprehension without STAD technique make
students be passive teaching and sometime both teacher and students
become bored.
As we know from the research findings, the students which
are taught using STAD technique have higher score than teaching
without STAD technique. It is proved by the calculation of mean score
on experimental class was 77,6 and control class was 72,55. In
percentage of the average achievement in reading comprehension, the
control class had 72,55% and the experimental class had 77,6%. So,
we can say that there was 5,05% difference. It can be concluded that
the difference is statisfically significant. The calculation of hypothesis
test indicated taccount > ttable. Therefore, the null hypothesis, there is no
significant difference in the students reading comprehension
achievement between those taught using STAD technique and those
taught without STAD technique is rejected.
65
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
A. Conclusions
Based on the investigation and discussion in the previous chapters, the
writer concludes that:
1. STAD technique applied in teaching reading can be an effective
method. It is proper since there is a significance difference between the
experimental class and the control class when the study is conducted.
2. The main factor that affects students progress is the students interest
in the way of teaching given so that they are motivated to learn in the
class room. In this case, they are gained into some groups of learning.
3. The result of the average/ mean score of posttest from the experimental
class is 77,6, and the control class is 72,55. Based on the data result of
the average score above, it can be concluded STAD technique helps
the students improve their reading comprehension.
B. Suggestion
Based on the result of the study, some suggestions are presented in
an effort to improve the students score of simple past tense:
1. The writer suggests that the teacher should use STAD technique in
teaching reading comprehension. It can be seen in the experimental
class which has higher score of reading test test after they were taught
66
using STAD technique than the control class taught without STAD
technique
2. Because the population of this study is limited, the eighth grade
students of SMP Negeri 03 Wanasari in the academic year 2010/2011,
it is suggested that the similar research can be conducted to other
institution as well to see how STAD technique could be applied
effectively.
67
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Appendix 1
LIST OF STUDENTS OF EXPERIMENTAL CLASS (VIIIE)
Wali Kelas : Sucipto, S.Pd
NO NAMA L / P KETERANGAN
1 Ade Trianto L
2 Akmad Rizal L
3 Akmad Syekhroni L
4 Anjas Oktavian L
5 Asih Mulihati P
6 Dewi Alina P
7 Dewi Fitiani P
8 Diartiningsih P
9 Dwi Atika Anggrianti P
10 Evi Fitriana P
11 Eka Prasetyo Adman L
12 Evi Yulianti P
13 Fajar Sidik L
14 Fajar Yuli Yanto L
15 Faqid Abdul Jabar L
16 Farida Dani Cahyanti P
17 Gufron Affani L
18 Guntur Muamar C L
19 Imam Safii L
20 Indra Tantowi L
21 Irfan Hadiaas Putra L
22 Khaerunisa Aulia Ulfa P
23 M. Subhan L
24 M. Ulul Azmi L
25 Moh. Miftahul Ifan L
26 Mohammad Mahatier L
27 Mul Andika L
28 Naena Tri Safika P .
29 Nur Ellis P
30 Saisah Rahmawati P
31 Setiawan Beni L
32 Septian Candra Kumara L
33 Siska Suryati P
34 Siti Khotijah P
35 Susanti L
36 Toto Riyanto L
37 Umi Salamah P
38 Uswatun Khasanah P
39 Wahyu Febrian L
40 Windi Indar Dwi Fani P
Appendix 2
LIST OF STUDENTS OF CONTROL CLASS (VIII D)
Wali Kelas : Kuswandono, S.Pd
NO NAMA L/P KETERANGAN
1 Agus Saefulloh L
2 Almahfitotun P
3 Andri Liko Gunawan L
4 Esti Rahayu P
5 Fatmawati P
6 Heri Setiawan L
7 Intan Kafita K P
8 Inu Fabrianto L
9 Irkham Muklisin L
10 Junaidi L
11 Khalmatusadiyah P
12 Kuguh Riyanto L
13 Muhammad Safii L
14 Ning Susanti P -
15 Nur Asih Purwaningsih P
16 Nurhaji Susilo L
17 Nurhayati P
18 Pepi Laras Santi P
19 Rendi Ismawan L
20 Reni Irawati P
21 Reni Sugiarti P
22 Reno Una Eji L
23 Reska Handayani P
24 Rini Puspitasari P
25 Riska Amalia Yuniarsih P
26 Riska Nuriyadoh P
27 Riska Putriana P
28 Riris Andrea P
29 Rita Muniroh P
30 Rizky Riyandi L
31 Safuloh L
32 Septian Adi Negoro L
33 Slamet Raharjo L
34
35
Sri Kisnawati P
Sri Mulyani P
36 Suhesti P
37 Supriyadi L
38 Utik Rukmawati P
39 Yustain L
40 Yogi Ariman L
Appendix 3
LIST OF STUDENTS OF NON-TREATMENT CLASS (VIII C)
Wali Kelas : Sumroh Hartini, S.Pd
NO NAMA L/P KETERANGAN
1 Ahmad Bisri L
2 Ahmad Shokheh Prabowo L
3 Andri Syahrizal L
4 Dina Aulia Agustina P
5 Dliaur Rizqiyani P
6 Eko Agus Prasetyo L
7 Eli Rozana P
8 Fransiska ika Vidianita P
9 Gagah Heradewan L
10 Gifkar Ika Oktova L
11 Hera Zahara P
12 Iga Aqidatul Fitri P
13 Ilma Muktiasih P
14 Ilmiz Prayogi Roza L -
15 Intan Ashriyah Tri Wahyuningsih P
16 Laella Agustin P
17 M. Aliyul Mas'udi L
18 Maya Dwi Utari P
19 Moch. Bahrul Aini L
20 Mohamad Toha Mujtaba L
21 Monica Dwi Aryani P
22 Muhammad Abdul Aziz L
23 Muhammad Fikri Aziz L
24 Muhammad Khaidarmala L
25 Muhammad Shofiudin L
26 Nur Lailatul Khasanah P
27 Nurul Aini P
28 Puri Ratna Larasati P
29 Rida Faradina P
30 Ridwan L
31 Rinda Wirdayani P
32 Rindi Wirdayanti P
33 Rosawati P
34
35
Silfia Addina P
Sriania P
36 Suprikhatin P
37 Tuti A'lawiyah P
38 Utami Rahayu P
39 Yaya Budi Utama L
40 Yuanita P
41 Zaedun Mukti L
42 Zahara Ayatullah P
Appendix 4
ASSIGNING STUDENTS TO TEAMMATES
GROUP A Asih Mulihati
Diartiningsih
Imam Safii
Khairunisa Aulia Ulfa
Moh Miftahual Ifan
GROUP B Ade Trianto
Dewi Fitriani
Fajar Sidiq
Muhammad Mahatier
Setiawan Beni
Susanti
GROUP C Windi Indar Dwi Fani
Akmad Rizal
Dwi Atika Anggrianti
Farida Dani Cahyanti
M Ulul Azmi
Nur Ellis
GROUP D Akmad Syehroni
Dewi Alina
Gufron Affani
Indra Tantowi
Wahyu Febrian
M Subhan
GROUP E Fajar Yuli Yanto
Guntur Muamar C
Septian Candra Kumara
Toto Riyanto
Umi Salamah
GROUP F Anjas oktavian
Evi Fitriana
Faqid Abdul Jabar
Irfan Hadiaas putra
Saisah Rahmawati
Siti Khotijah
GROUP G Eka Prasetyo A
Evi Yulianti
Mul Andika
Naena Tri safika
Siska Suryati
Uswatun Khasanah
Appendix 5
ACHIEVEMENT OF PRE-TEST
(EXPERIMENTAL CLASS AND CONTROL CLASS)
No Experimental class
(VIII E)
Pre-test
score
Control class
(VIII D)
Pre-test
score
1 Ade Trianto 72 Agus Saefulloh 68
2 Akhmad Rizal 64 Almahfitotun 68
3 Akhmad Syehroni 60 Andri Liko Gunawan 62
4 Anjas Oktavian 72 Esti Rahayu 68
5 Asih Mulihati 76 Fatmawati 68
6 Dewi Alina 56 Heri Setiawan 60
7 Dewi Fitriani 68 Intan Kafita K. 64
8 Diartiningsih 72 Inu Fabrianto 68
9 Dwi Atika Anggriati 76 Irkham Mukhlisin 80
10 Evi Fitriana 72 Junaidi 72
11 Eka Prasetyo Adman 76 khalmatusadiyah 72
12 Evi Yulianti 76 Kuguh Riyanto 76
13 Fajar Sidik 72 Muhammad Safii 72
14 Fajar Yuli Yanto 72 Ning Susanti 68
15 Faqid Abdul Jabar 60 Nur Asih Purwaningsih 64
16 Farida Dani Cahyanti 72 Nurhaji Susilo 72
17 Gufron Affani 72 Nurhayati 72
18 Guntur Muamar C 68 Pepi Laras Santi 72
19 Imam Safii 72 Rendi Ismawan 68
20 Indra Tantowi 76 Reni Irawati 68
21 Irfan Hadiaas Putra 72 Reni Sugiarti 68
22 Khaerunisa Aulia Ulfa 76 Reno Una Eji 68
23 M. Subhan 76 Reska Handayani 72
24 M. Ulul Azmi 64 Rini Puspitasari 72
25 Moh. Mifhtahul Ifan 64 Riska Amalia Yuniarsih 68
26 Mohammad Mahatier 68 Riska Nuriyadoh 64
27 Mul Andika 68 Riska Putriana 68
28 Naena Tri Safika 76 Riris Andrea 72
29 Nur Ellis 72 Rita Muniroh 72
30 Saisah Rahmawati 72 Rizky Riyandi 72
31 Setiawan Beni 72 Safuloh 68
32 Septian Candra Kumara 72 Septian Adi Negoro 72
33 Siska Suryati 76 Slamet Raharjo 76
34 Siti Khotijah 72 Sri Kisnawati 68
35 Susanti 60 Sri Mulyani 72
36 Toto Riyanto 68 Suhesti 72
37 Umi Salamah 68 Supriyadi 68
38 Uswatun Khasanah 72 Utik Rukhmawati 64
39 Wahyu Febrian 68 Yustain 68
40 Windi Indar Dwi Fani 68 Yogi Ariman 68
Sum 2808 2774
Mean 70,2 69,35
Appendix 6
ACHIEMENT OF POST TEST
(EXPERIMENTAL CLASS AND CONTROL CLASS)
No Experimental class
(VIII E)
Post
test
score
Control class
(VII D)
Post
test
score
1 Ade Trianto 76 Agus Saefulloh 72
2 Akhmad Rizal 76 Almahfitotun 68
3 Akhmad Syekhroni 72 Andri Liko Gunawan 68
4 Anjas Oktavian 80 Esti Rahayu 62
5 Asih Mulihati 80 Fatmawati 72
6 Dewi Alina 72 Heri Setiawan 72
7 Dewi Fitriani 76 Intan Kafita K. 72
8 Diartiningsih 76 Inu Fabrianto 72
9 Dwi Atika Anggrianti 80 Irkham Mukhlisin 72
10 Evi Fitriana 76 Junaidi 72
11 Eka Prasetyo Adman 84 Khalmatusadiyah 68
12 Evi Yulianti 84 Kuguh Riyanto 76
13 Fajar Sidik 76 Muhammad Safii 72
14 Fajar YuliYanto 76 Ning Susanti 72
15 Faqid Abdul Jabar 72 Nur Asih Purwaningsih 64
16 Farida Dani Cahyanti 84 Nurhaji Susilo 76
17 Gufron Affani 76 Nurhayati 76
18 Guntur Muamar C 80 Pepi Lars Santi 76
19 Imam Safii 76 Rendi Ismawan 72
20 Indra Tantowi 80 Reni Irawati 72
21 Irfan Hadiaas Putra 68 Reni Sugiarti 72
22 Khaerunisa Aulia Ulfa 84 Reno Una Eji 76
23 M. Subhan 80 Reska Handayani 68
24 M. Ulul Azmi 80 Rini Puspitasari 76
25 Moh. Miftahul Ifan 80 Riska Amalia Yuniarsih 80
26 Mohammad Mahatier 72 Riska Nuriyadoh 72
27 Mul Andika 76 Riska Putriana 72
28 Naena Tri Safika 84 Riris Andrea 72
29 Nur Ellis 84 Rita Muniroh 76
30 Saisah Rahmawati 84 Rizky Riyandi 72
31 Setiawan Beni 84 Safuloh 72
32 Septian Candra Kumara 76 Septian Adi Negoro 72
33 Siska Suryati 80 Slamet Raharjo 80
34 Siti Khotijah 76 Sri Kisnawati 76
35 Susanti 72 Sri Mulyani 76
36 Toto Riyanto 76 Suhesti 76
37 Umi Salamah 80 Supriyadi 72
38 Uswatun Khasanah 72 Utik Rahmawati 68
39 Wahyu Febrian 72 Yustain 72
40 Windi indar Dwi Fani 72 Yogi Ariman 76
Sum 3104 2902
Mean 77,6 72,55
Appendix 7
TABLE OF VALIDITAS ACCOUNT EACH TEST ITEM
No X Y NX
2
(X)
2
NY
2
(Y)
2
NY r
xy
Classification
1 35 738 245 39744 632 0,229 Invalid
2 31 738 341 39744 573 0,323 Valid
3 26 738 416 39744 467 0,395 Valid
4 25 738 425 39744 476 0,375 Valid
5 7 738 245 39744 166 0,579 Valid
6 34 738 272 39744 625 0,352 Valid
7 20 738 440 39744 335 -0,165 Invalid
8 33 738 297 39744 606 0,319 Valid
9 22 738 440 39744 425 0,386 Valid
10 25 738 425 39744 468 0,293 Invalid
11 26 738 416 39744 488 0,322 Valid
12 21 738 441 39744 415 0,461 Valid
13 10 738 320 39744 223 0,557 Valid
14 24 738 432 39744 462 0,408 Valid
15 28 738 392 39744 539 0,500 Valid
16 18 738 432 39744 336 0,399 Valid
17 16 738 416 39744 410 0,388 Valid
18 21 788 441 39744 414 0,451 Valid
19 13 738 377 39744 277 0,514 Valid
20 32 738 320 39744 590 0,226 Invalid
21 30 738 360 39744 557 0,315 Valid
22 31 738 341 39744 587 0,459 Valid
23 30 738 360 39744 555 0,309 Valid
24 35 738 245 39744 638 0,309 Valid
25 23 738 437 39744 441 0,371 Valid
26 18 738 432 39744 329 0,129 Invalid
27 29 738 377 39744 543 0,363 Valid
28 14 738 392 39744 304 0,617 Valid
29 31 738 341 39744 574 0,334 Valid
30 30 738 360 39744 561 0,376 Valid
Creterion * if r
xy
< f
table
, it can be said as valid item
*if r
xy
> f
table
, Invailid item and should be discarded
*r
table
=0,304 (N = 42)
Appendix 8
TABLE OF LEVEL DIFFICULTY ACCOUNT
(Item test No. 1-30)
NO B P Level of Difficulty
1 35 0,83 Easy
2 31 0,74 Easy
3 26 0,62 Fair
4 25 0,59 Fair
5 7 0,17 Difficult
6 34 0,81 Easy
7 20 0,48 Fair
8 33 0,78 Easy
9 22 0,52 Fair
10 25 0,59 Fair
11 26 0,62 Fair
12 21 0,5 Fair
13 10 0,24 Difficult
14 24 0,57 Fair
15 28 0,67 Fair
16 18 0,43 Fair
17 16 0,38 Fair
18 21 0,5 Fair
19 13 0,31 Fair
20 32 0,76 Easy
21 30 0,71 Easy
22 31 0,74 Easy
23 30 0,71 Eas
24 35 0,83 Difficult
25 23 0,55 Fair
26 18 0,43 Fair
27 29 0,69 Fair
28 14 0,33 Fair
29 31 0,74 Easy
30 30 0,71 Easy
Appendix 9
TABLE OF DISCRIMINATION POWER EACH TEST ITEM
No
Soal JA BA B
A
/J
A
J
B
B
B
B
B/
J
B
D
Kriteria D
1 21 20 0,95 21 15 0,71 0,24 Fair
2 21 18 0,86 21 13 0,62 0,24 Fair
3 21 14 0,67 21 12 0,57 0,1 Bad
4 21 17 0,81 21 8 0,38 0,43 Good
5 21 7 0,33 21 0 0 0,33 Fair
6 21 19 0,90 21 15 0,71 0,19 Bad
7 21 9 0,43 21 11 0,52 -0,09 Very bad
8 21 18 0,86 21 15 0,71 0,15 Bad
9 21 15 0,71 21 7 0,33 0,38 Fair
10 21 16 0,76 21 9 0,43 0,33 Fair
11 21 16 0,76 21 10 0,48 0,28 Fair
12 21 15 0,71 21 6 0,28 0,43 Good
13 21 10 0,48 21 0 0 0,48 Good
14 21 16 0,76 21 8 0,38 0,38 Fair
15 21 17 0,81 21 10 0,48 0,33 Fair
16 21 11 0,52 21 7 0,33 0,19 Bad
17 21 11 0,52 21 5 0,24 0,28 Fair
18 21 15 0,71 21 6 0,28 0,43 Good
19 21 11 0,52 21 2 0,09 0,43 Good
20 21 17 0,81 21 15 0,71 0,10 Bad
21 21 16 0,76 21 14 0,67 0,09 Bad
22 21 18 0,86 21 13 0,62 0,24 Fair
23 21 17 0,81 21 13 0,62 0,19 Bad
24 21 19 0,90 21 16 0,76 0,14 Bad
25 21 15 0,71 21 8 0,38 0,33 Fair
26 21 9 0,43 21 9 0,43 0 Bad
27 21 16 0,76 21 13 0,62 0,14 Bad
28 21 13 0,62 21 1 0,05 0,57 Good
29 21 ' 17 0,81 21 14 0,67 0,14 Bad
30 21 18 0,86 21 12 0,57 0,29 Fair
Appendix 10
Table of t test
No Experimental class Control Class
x y x
2
y
2
Pre Test Post Test Pre Test Post Test
1 72 76 68 72 4 4 16 16
2 64 76 68 68 12 0 144 0
3 60 72 62 68 12 6 144 36
4 72 80 68 62 8 -6 64 36
5 76 80 68 72 4 4 16 16
6 56 72 60 72 16 12 256 144
7 68 76 64 72 8 8 64 64
8 72 76 68 72 4 4 16 16
9 76 80 80 72 4 -8 16 64
10 72 76 72 72 4 0 16 0
11 76 84 72 68 8 -4 64 16
12 76 84 76 76 8 0 64 0
13 72 76 72 72 4 0 16 0
14 72 76 68 72 4 4 16 16
15 60 72 64 64 12 0 144 0
16 72 84 72 76 12 4 144 16
17 72 76 72 76 4 4 16 16
18 68 80 72 76 12 4 144 16
19 72 76 68 72 4 4 16 16
20 76 80 68 72 4 4 16 16
21 72 68 68 72 -4 4 16 16
22 76 84 68 76 8 8 64 64
23 76 80 72 68 4 -4 16 16
24 64 80 72 76 16 4 256 16
25 64 80 68 80 16 12 256 144
26 68 72 64 72 4 8 16 64
27 68 76 68 72 8 4 64 16
28 76 84 72 72 8 0 64 0
29 72 84 72 76 12 4 144 16
30 72 84 72 72 12 0 144 0
31 72 84 68 72 12 4 144 16
32 72 76 72 72 4 0 16 0
33 76 80 76 80 4 4 16 16
34 72 76 68 76 4 8 16 64
35 60 72 72 76 12 4 144 16
36 68 76 72 76 8 4 64 16
No Experimental class Control Class
x y x
2
y
2
x = 296 Nx = 40
y = 128 Ny = 40
Mean
Mx = = = 7,4
My = = = 3,2
Deviation
x
2
= x
2
- = 3008 = 3008 -
= 3008-2190,4
= 817,6
y
2
= y
2
- = 1096 - = 1096 -
= 1096-409,6
= 686,4
t =
=
=
Pre Test Post Test Pre Test Post
Test
37 68 80 68 72 12 4 144 16
38 72 72 64 68 0 4 0 16
39 68 72 68 72 4 4 16 16
40 68 72 68 76 4 8 16 64
Sum 2808 3104 2774 2909 296 128 3008 1096
Mean 70,2 77,6 69,35 72,55 7,4 3,2
x 40 1/Nx 0,025 t-hitung 4,481
y 40 1/Nx 0,025 t-tabel 1,991
=
=
=
= 4,481
Value of t-table for = 5 % , with db = n
1
+ n
2
-2 = 40 + 40 -2 = 78,
Resulted t- table = 1,991
Because t-hitung > t-tabel ,so there is a significant difference between the result
of pre test ard post test.
Appendix 11
INSTRUMENT TRY OUT
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Topic :
Hari / Tanggal :
Waktu :
Petunjuk Umum.
1. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.
2. Bacalah dengan teliti petunjuk mengerjakan soal.
3. Kerjakan soal pada lembar jawaban.
4. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.
October 23
rd
, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Methas
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. Im very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Where did Nadia meet Aulia?
a. The writers class
b. Methas class
c. Methas studio
d. Pianos class
2. Who is Ananda?
a. Methas friend
b. Aulias classmate
c. Methas sister
d. Aulias twin sister
3. How old is she?
a. 11 years old
b. 12 years old
c. 13 years old
d. 14 years old
4. What does Nadia know about Anandas mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
5. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called a
guide to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
6. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
7. Why must we note the date of publication?
a. It is practical affair
b. It is not describe everything
c. It is not change quickly
d. It is difficult to find
8. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
9. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
10. What does the word it refer to in paragraph 3?
a. Place
b. Travel book
c. Country
d. Note
SARS The New Ghost
SARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesnt
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
11. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
12. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. illness
13. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
14. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
15. Who has conducted research on SARS?
a. The doctors
b. The scientists
c. The government
d. The teachers
How about the Papaya?
Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School
16. To predict the taste of the fruit, we can judge from..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
17. When the papayas are ripe with a good appearance, they are usually.
a. Bitter
b. Tasteless
c. Sweet
d. Sour
18. Bangkok papaya is.
a. Thin
b. Thick
c. Slim
d. Thorny
19. The word in the text that meansbusuk is..
a. Rotten
b. Ripe
c. Fresh
d. overripe
20. The word in the text means menunda is.
a. To consume
b. To indicate
c. To postpone
d. To celebrity
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, I want to continue to act. But, I also want to be
a director or writer.
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
21. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
22. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
23. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
24. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
25. Is Daniel a car racer?
a. No, he isnt
b. Yes, he is
c. No, he doesnt
d. Yes, he does
TEEN CLUB
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nations capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School
26. Who are the club leaders?
a. Young people
b. Teacher
c. Animals tamer
d. Goverment
27. What does ECC stand for?
a. East Conservation Corps
b. East Conversation Corps
c. Earth Conversation Corps
d. Earth Conservation Corps
28. What are the ECC objectives?
a. Bring eagles back
b. Bring crows back
c. Bring owls back
d. Bring peacock back
29. What animals did ECC want to see return?
a. Crow
b. Owl
c. Eagle
d. Peacock
30. Where do club members come from?
a. Germany
b. Washington DC
c. Los angeles
d. London
Appendix 12
Instrument Try Out Key Answer
1. B Methas house
2. D Aulias twin sister
3. B 12 years old
4. A She is a music teacher
5. C She wants to be a singer
6. B Three
7. A It is partical affair
8. C Inspiring and entertaining
9. A The readers
10. B Travel book
11. D Severe Acute Respiratory
Syndrome
12. A Respiratory System
13. C Asia, North America, and
Europe
14. D Bodily contact and air
15. B The scientists
16. B The outer appearance
17. C Sweet
18. B Thick
19. A Rotten
20. C To postpone
21. B 21 years old
22. A He acted as Harry Potter
23. C Daniel Radcliffe
24. C Punk Rock
25. A No, he isnt
26. A Young People
27. D Earth Conservation
Corps
28. A Bring eagles back
29. C Eagle
30. B Washington DC
Appendix 13
INSTRUMENT OF TEST
Mata Pelajaran : Bahasa Inggris
Kelas : VIII
Topic :
Hari / Tanggal :
Waktu :
Petunjuk Umum.
5. Tulis nama, kelas, dan nomor absen pada lembar jawaban yang tersedia.
6. Bacalah dengan teliti petunjuk mengerjakan soal.
7. Kerjakan soal pada lembar jawaban.
8. Periksalah pekerjaan anda sekali lagi sebelum anda serahkan kepada pengawas.
Choose the correct answer by crossing ( X ) the letter A, B, C, or D.
October 23
rd
, Tuesday
I got a new friend. Her name is Aulia. I met her at my classmate, Methas
house. She is her cousin. Aulia is twelve years old. She has a twin sister. Her
name is Ananda. Both of them are smart and beautiful. They can sing very well.
They are also good at playing musical instruments, especially piano. Im very
happy they have become my new friends because I now can learn singing and
piano from them. I also talked to their mother. She is the best music teacher. She
has a populer studio in town. I want to be a singer, too. So, I must take a music
course in her studio.
Adapted from English for eighth grade Junior High School
1. Who is Ananda?
a. Methas friend
b. Aulias classmate
c. Methas sister
d. Aulias twin sister
2. How old is she?
a. 11 years
b. 12 years
c. 13 years
d. 14 years
3. What does Nadia know about Anandas mother?
a. She is a music teacher
b. She is a English teacher
c. She is a Match teacher
d. She is a singer
4. What does Nadia want to do?
a. She wants to be a music teacher
b. She wants to be a guide
c. She wants to be a singer
d. She wants to be a author
TRAVEL BOOKS
There are several ways you can find out about the countries and places you
want to visit. You can talk to your friends who have traveled to the places or you
can go and she films about them. Or you can read travel books.
There are three kinds of travel books. The first are those that give an
objective description of things to be done and seen. It can which are called a
guide to some place or other. If they are good, they will give an analysis or an
interpretation. Like the first kind they are inspiring and entertaining. But their
primary function is to assist the reader who wishes to plan in the most practical
way.
Whatever kind of travel book you choose, you must make sure that it does
not describe everything magical. You must also note its date of publication
because travel is a very practical affair and many things change quickly. Finally,
you should make sure that the contents are well presented and easy to find.
Adapted from English for eighth grade Junior High School
5. How many kinds of travel books are mentioned?
a. Two
b. Three
c. Four
d. Five
6. What should the contents be like?
a. Inspiring and magical
b. Inspiring
c. Inspiring and entertaining
d. Entertaining and magical
7. What does the word you refer to?
a. The readers
b. Guide
c. Assistant author
d. The visitors
SARS The New Ghost
SARS stands for Severe Acute Respiratory Syndrome. It is an illness that
attacts the human respiratory system. This disease is very contagious. It doesnt
take a long time for this disease to become epidemic especially in Asia, North
America, and Europe. Many people catch the disease and many of them die of it.
In some countries such as Hong Kong, China, and Taiwan, it is not
unusual to catch SARS. This disease spreads through the air or even through
bodily contact.
Scientists have conducted research on this illness. They found out this
illness is caused by a virus named corona.
Adapted from English for eighth grade Junior High School
8. What does SARS stand for?
a. Severe Active Respiratory Syndrome
b. Severe Acute Respiration System
c. Severe Accurate Respiratory System
d. Severe Acute Respiratory Syndrome
9. What system is attacked by SARS?
a. Respiratory system
b. Disease
c. Virus
d. Illness
10. Where does the epidemic mostly happen?
a. Asia, China, and Europe
b. North America, Europe, and Hong Kong
c. Asia, North America, and Europe
d. Taiwan, Hong Kong, and Asia
11. How does the disease spread?
a. Water or air
b. Air and food
c. Food and bodily contact
d. Bodily contact and air
12. Who has conducted research on SARS?
a. The doctor
b. The scientists
c. The government
d. The teachers
How about the Papaya?
Bangkok papaya has dark green orange-green rind. Everybody knows that
the Bangkok papaya is thick and sweet, the Taiwan papaya has the same
characteristic as Bangkok papaya.
It is rather difficult to know about the taste from the outer appearance. The
most important thing is that the papayas are sweet when they are ripe and have a
fresh appearance.
Adapted from English for eighth grade Junior High School
13. To predict the taste of the fruit, we can judge from..
a. The fresh appearance
b. The outer appearance
c. The color
d. The size
14. When the papayas are ripe with a good appearance, they are usually.
a. Bitter
b. Tasteless
c. Sweet
d. Sour
15. Bangkok papaya is.
a. Thin
b. Thick
c. Slim
d. Thorny
16. The word in the text that meansbusuk is..
a. Rotten
b. Ripe
c. Fresh
d. overripe
Daniel Radcliffe
Dan was born on July 23, 1989 in London. He is the only child in the
family. He has become very famous after his role as the young wizard Harry
Potter.
He has wanted to be an actor since he was five years old. Now he has
become a famous actor. He said, I want to continue to act. But, I also want to be
a director or writer.
Daniel goes to an all boy school. It means there are no girls at all there. He
loves to play pranks on his friends.
As an English boy, Daniel loves football. He is a fan of Fulham football
club. He also likes to watch wrestling and formula one racing.
Music? He is a big fan, too. He prefers punk rock.
Now, Daniel is ready for his third Harry Potter movie.
Adapted from English for eighth grade Junior High School
17. How old is Daniel Radcliffe?
a. 20 years old
b. 21 years old
c. 22 years old
d. 23 years old
18. When did he become an actor?
a. He acted as Harry Potter
b. He acted as director
c. He acted as football player
d. He acted as writer
19. Who acted as Harry Potter?
a. Tom Felton
b. Rupert Grint
c. Daniel Radcliffe
d. Michael Gambon
20. What kind of music does he like?
a. R&B
b. Jazz
c. Punk rock
d. Pop
21. Is Daniel a car racer?
a. No, he isnt
b. Yes, he is
c. No, he doesnt
d. Yes, he does
TEEN CLUBS
Teen clubs are springing up in cities, towns, and schools across the
country. The clubs are headed by young people.
One of them is Earth Conservation Corps (ECC). ECC is a group of inner-
city kids from Washington DC. The kids are working hard to bring eagles back to
the nations capital. Club members come from housing projects plauged by
(terganggu oleh) poverty, drugs, and violent crime. But belonging to ECC puts
them in touch with a whole different environment and enables them to bring
beauty back to the earth.
Because of water pollution, bald eagles stopped nesting in Washington so
ECC members rolled up their sleeves and set about turning local rivers and creeks
(anak sungai) into prime natural habitats for sturgeon, bass, herring and bald
eagles. They started by removing 4,300 discarded tires from Washington waters,
providing fish passage around small dams, repairing stream banks, planting
gardens and trees and educating the community about the environment and their
work. They also put up nest boxes.
Adapted from English for eighth grade Junior High School
22. What does ECC stand for?
a. East Conservation Corps
b. East Conversation Corps
c. Earth Conversation Corps
d. Earth Conservation Corps
23. What are the ECC objectives?
a. Bring eagles back
b. Bring crows back
c. Bring owls back
d. Bring peacock back
24. Where do club members come from?
a. Germany
b. Washington DC
c. Los angeles
d. London
25. What animals did ECC want to see return?
a. Crow
b. Owl
c. Eagle
d. Peacock
Appendix 14
Instrument of Test Key Answer
1. D Aulias twin sister
2. B 12 years old
3. A She is a music teacher
4. C She wants to be a singer
5. B Three
6. C Inspiring and entertaining
7. A The readers
8. D Severe Acute Respiratory Syndrome
9. A Respiratory System
10. C Asia, North America, and Europe
11. D Bodily contact and air
12. B The scientists
13. B The outer appearance
14. C Sweet
15. B Thick
16. A Rotten
17. D Earth Conservation Corps
18. A Bring eagles back
19. C Eagle
20. B Washington DC
21. B 21 years old
22. A He acted as Harry Potter
23. C Daniel Radcliffe
24. C Punk Rock
25. A No, he isnt