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=
1
2
11
Note;
r
11
: Coefficient of the reliability of the whole test
r
xy
: Coefficient of the correlation between odd and even numbers
Then to determine the reliability of the test, the interpretation as follows:
0.00 0.20 : The correlation test is not reliable
0.21 0.40 : The correlation test is low reliable
0.41 0.60 : The correlation test is medium reliable
0.61 0.80 : The correlation test is high reliable
0.81 1.00 : The correlation test is perfect reliable
Before the item test of Reading Ability of Science Field Students (IPA) and Social
Field Students (IPS) of Eleventh Grade Student of SMA N 1 Bae Kudus in Academic Year
2009/2010 is going to be given to the samples of this research, the item test which is
consisting of 40 numbers of multiple choice had been tried to IPS 4 of SMA N 1 Bae Kudus
in Academic Year 2009/2010. Furthermore, the result of reliability of the item test was found
which r
11
is 0.80 (0.802131368), so the correlation of the reliability of the test based on
calculation reliability interprets high reliable. It means that the item test is reliable; therefore,
it is able to be used to collect the data.
3.4. Procedure of Collecting Data
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When we are doing something, of course those have some steps to finish them so
finally get the satisfying result. For collecting data, the researcher takes some following steps:
1. Asking permission to the Dean of the Faculty of Teacher Training and Education of
University of Muria Kudus be the.
2. After getting the letter for taking the data, finally asked permission to the headmaster
and the English teacher of SMA N 1 Bae Kudus to take the data.
3. Preparing the test to the eleventh year students of SMA N 1 Bae Kudus.
4. Taking the try out first to the same grade of sample in SMA N 1 Bae Kudus to know
the reliability of the test which are going to use to measure the sample that the total of
test is 40 numbers of questions in multiple choices.
5. Administering the test for 90 minutes (2 times hour of lesson, 45 minutes).
6. Giving the test to the samples which are the science field students and the social field
students of SMA N 1 Bae Kudus.
7. Analyzing the result to be the data list on a paper.
8. Finally it is got the result of doing this research which reading ability of science and
social field student and reading problem faced by them.
3.5. Technique of Analyzing Data
To know the accurate result of reading proficiency in mastering or difficulties of
science field students and social field students, the researcher is going to calculate by mean,
median, modus, and standard deviation. To know the central tendency, the researcher is going
to already list of both groups distribution. The steps for making the frequency distribution are
follows:
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1. Making the Sum of Interval
N log (3.3) 1 interval of Sum + =
Note:
N : The number of students
2. Making the Interval Wide (i)
interval of Sum
data) lowest The - data highest (The
(i) wide Interval =
3. Mean, Median, Modus, and Standard Deviation
After making the distribution frequencies in group, the researcher is going to
already arrange the central tendency by using the formula of mean, median, modus,
and standard deviation. They are following:
a. Computing Mean;
N
fx
x
=
Note:
f : Frequency
x : Middle grade
N : The data number of students
b. Computing Median;
| |
| |
i
fm
F
N
l Md
+ =
2
Note:
Md : Median
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l : The exact lower limit of the score group upon
which the median lies
N : The number of students
F : Sum of scores below
fm : Interval median frequency
i : Interval width
c. Computing Mode;
| |
| |
i
d d
d
l Mo
+
+ =
2 1
1
Note;
Mo : Mode
l : The exact lower limit of the score group upon
which the median lies
d
1
: Interval modus frequency minus frequency before
d
2
: Interval modus frequency minus the next
frequency
i : Interval width
d. Computing Standard Deviation;
( ) ( )
N
fx
N
fx
i S
2 2
'
+ =
Note;
S : Standard deviation
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i : Interval wide
f : Frequency
x : Score of middle grade
N : The number of students
4. T-test
A t-test allows us to compare the average scores of two groups and determine
how likely the difference between the two means occurred by chance. However, this
kind of this research is to measure the difference of the ability science field student
and social field student is categorized independent t-test which compares the averages
of two samples that are selected independently of each other. The formula is:
2
2 1
1 X X
s
t
X X
=
Note:
t : t-calculation
1 x : Mean of the first samples
2 x : Mean of the second samples
2 1 X X
s
\
|
+
+
+
=
2 1 2 1
2 1
2
2 1
2 1 n n n n
SS SS
s
X X
Note:
SS
1
: sum-square of the first sample
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SS
2
: sum-square of the second sample
n
1
: the number of the fist sample
n
2
: the number of the second sample
Furthermore, to calculate sum-square use this formula;
( )
=
n
x
x SS
2
1 2
1 1
( )
=
n
x
x SS
2
2 2
2 2
Note:
SS
1
: sum-square of the first sample
SS
2
: sum-square of the second sample
x
1
: the score of the first sample
x
2
: the score of the second sample
x
1
2
: the quadrate score of the first sample
x
2
2
: the quadrate score of the second sample
n
: the number of sample
The formula of the statistics hypothesizes are:
H
o
: IPA = IPS
H
a
: IPA IPS
Based on the formula of the statistics hypothesizes above, it can be made the final
criterion as follows:
Reject H
o
and accept H
a
if t
o
> t
t
Accept H
o
and reject H
a
if t
o
< t
t
Note;
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H
o
: There is no significant difference in the reading ability between Science
Field Students (IPA) and Social Field Students (IPS) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
H
a
: There is significant difference in the reading ability between Science
Field Students (IPA) and Social Field Students (IPS) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
IPA : The reading ability of Science Field Students (IPA) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
IPS : The reading ability of Social Field Students (IPS) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
t
o
: T-observation or t-calculation of the difference between Science Field
Students (IPA) and Social Field Students (IPS) of eleventh grade student
of SMA N 1 Bae Kudus in academic year 2009/2010
t
t
: t-table
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CHAPTER IV
RESEARCH FINDING AND DISCUSSION
In this chapter, the researcher is going to describe and discuss the data obtained from
collecting data. The main purpose of doing this research is to find out the reading ability of
Science field students (IPA) and Social field students (IPS) and the problems in reading
ability faced by Science field students (IPA) and Social field students (IPS) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
4.1. Data Description
In this study, to find the significant data of finding the result of the difference in
reading ability between science field students and social field students, the researcher uses
test. The test which is used to measure their ability is kind of reading question which is
include of reading skill. The number of the question given is forty questions which are the text
question belong to the whole question. Furthermore, the scope of this study is about reading
ability, so contain of the test is all about reading` skill which belongs to scanning, skimming,
deducing meaning from context and so on. The materials are given in the test is about genre
which is taken the material which have already been got for they was in SMA N 1 Bae.
Because the materials are from tenth and eleventh year student which have already been got
by the students, the researcher does not need to teach anymore that this study is related to
analysis research.
Exactly in the month of May 2010, the activity of doing the test to measure the ability
of science and social field students in reading is hold by the researcher. As mentioned in the
previous chapter that the sample of this study is the eleventh year student of SMA N 1 Bae
Kudus, to find the result the researcher decided one class in every field science and social
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because the number of the whole students of SMA N 1 Bae who are in eleventh year students
are 369 students that are 176 students joining in science field students, 171 students joining in
social field students, and 22 students joining in language field student. Because this study is
just measuring the ability of science and social, it is just taken two classes. For social field
students, the researcher took XI IPS 1 which was the first turn in measuring their ability was
hold on Wednesday, May 12
t h
2010, and for science field students, the researcher took XI IPA
3 which was the second turn for measuring the reading ability was hold on Saturday, May 15
t h
2010.
However, in the process of measuring reading ability, forty four students of XI IPA 3
were not able to join all because there were two of them who were absent because of getting
sick, so the number of XI IPA 3 were forty two. Yet, the whole of XI IPS 1 that is consisting
of forty two were able to join all in the activity in measuring reading ability. When the
researcher was holding the test to find the data of both fields, the process of answering forty
questions is able to run well without any problems and obstacles. The whole students of both
science field students and social field students are able to follow the rule to finish the test
which was given by the researcher.
4.1.1. The Data of reading ability of Science field students (IPA) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010
After holding the test to measure the reading ability of science field students, the
researcher found that the highest score of science field students is 95 and the lowest score of
science field students is 52.5. The whole result score in measuring of the reading ability of
science field students is able to seen in the table 4.1.
Table 4.1 Score of reading ability of Science field students (IPA) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010.
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NO. Student No. Right Answer Score
1 10177
34 85
2 10179
23 57.5
3 10184
27 67.5
4 10190 24 60
5 10208 24 60
6 10226 26 65
7 10228 31 77.5
8 10229 24 60
9 10232
27 67.5
10 10250
38 95
11 10252
36 90
12 10267 33 82.5
13 10283 26 65
14 10286 25 62.5
15 10295 28 70
16 10316 27 67.5
17 10321
30 75
18 10330
30 75
19 10333
28 70
20 10369 31 77.5
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Continued,
NO. Student No. Right Answer Score
21 10375
33 82.5
22 10389
33 82.5
23 10404
25 62.5
24 10405 22 55
25 10410 22 55
26 10416 0 0
27 10418 30 75
28 10425 27 67.5
29 10426 27 67.5
30 10434 34 85
31 10437 30 75
32 10438
33 82.5
33 10445
30 75
34 10452
27 67.5
35 10468
0 0
36 10487
35 87.5
37 10490
24 60
38 10503
25 62.5
39 10511 24 60
40 10515 27 67.5
41 10532 30 75
42 10536 24 60
43 10537 21 52.5
44 10540 28 70
From the data above, the result of measuring reading ability of science field students
of eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010 is able to be
made the frequency and the percentage table which the highest frequency is in the interval
66.7 - 73.7. However, based on the result of science field students in answering the reading
test, it could be proved as follows;
Table 4.2 The frequency and percentage of reading ability of Science field students (IPA)
of eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010.
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No. Interval f %
1 88 - 95
2 4.76
2 80.9 - 87.9
7 16.67
3 73.8 - 80.8
8 19.05
4 66.7 - 73.7
12 28.57
5 59.6 - 66.6
10 23.81
6 52.5 - 59.5
3 7.14
42 100
Therefore, based on list in the table of the data above, it can be made the Graphic
Polygon as follows:
Picture 4.1 Graphic Polygon of reading ability of Science field students (IPA) of
eleventh grade student of SMA N 1 Bae Kudus in academic year
2009/2010.
However, if the result of the table above draws a Bar Diagram as follows:
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Picture 4.2 Bar Diagram of reading ability of Science field students (IPA) of
eleventh grade student of SMA N 1 Bae Kudus in academic year
2009/2010
After the researcher puts the data into the formula, the reading ability of science field
students of SMA N 1 Bae Kudus in academic year 2009/2010 has the average score (Mean):
72.23, Median: 78.65, Mode: 69.32 and Standard Deviation: 10.68. Based on those findings,
the researcher concludes that the reading ability of science field students of SMA N 1 Bae
Kudus in academic year 2009/2010 can be categorized as good. The complete calculation of
mean, median, mode and standard deviation of the result of measuring reading ability of
science field students is presented in appendix 12
4.1.2. The Data of reading ability of Social field students (IPS) of eleventh grade
student of SMA N 1 Bae Kudus in academic year 2009/2010
Different with the result belongs to science field students with categorized good, the
reading ability of social field students (IPS) of eleventh grade student of SMA N 1 Bae Kudus
in academic year 2009/2010 is able to be categorized sufficient. We could see the result of
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their scores in table 4.3 which have 97.5 for the highest test score and the lowest score is 30.
However, the highest score in this sample of research is got in social field student and for the
lowest score in this sample of research is also got in social field student.
Table 4.3 Score of reading ability of Social field students (IPS) of eleventh grade student
of SMA N 1 Bae Kudus in academic year 2009/2010.
NO. Student No. Right Answer Score
1 10189 23 57.5
2 10191 24 60
3 10192 24 60
4 10193 33 82.5
5 10199 24 60
6 10213 28 70
7 10219 22 55
8 10221 28 70
9 10246 19 47.5
10 10268 19 47.5
11 10280 30 75
12 10302 39 97.5
13 10319 21 52.5
14 10320 16 40
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Continued,
15 10338 21 52.5
16 10340 24 60
17 10345 28 70
18 10352 32 80
19 10353 28 70
20 10360 32 80
21 10365 14 35
22 10378 22 55
23 10380 34 85
24 10384 23 57.5
25 10387 21 52.5
26 10407 30 75
27 10411 21 52.5
28 10419 36 90
29 10420 21 52.5
30 10433 27 67.5
31 10441 19 47.5
32 10462 21 52.5
33 10463 30 75
34 10475 19 47.5
35 10489 31 77.5
36 10505 21 52.5
37 10509 34 85
38 10522 24 60
39 10529 31 77.5
40 10530 35 87.5
41 10531 21 52.5
42 10534 21 52.5
From the data above (the result of measuring reading ability of social field students), it
is able to be made the frequency and the percentage table which the highest frequency is in
the interval 42.1 53.1. However, based on the result of social field students in answering the
reading test, it could be proved as follows;
Table 4.4 The frequency and percentage of reading ability of Science field students (IPS)
of eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010.
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No. Interval f %
1 86.5 - 97.5 3
7.14
2 75.4 - 86.4 7
16.67
3 64.3 - 75.3 8
19.05
4 53.2 - 64.2 9
21.43
5 42.1 53.1 13
30.95
6 30 - 42 2
4.76
42 100
Therefore, based on list in the table of the data above, it can be made the Graphic
Polygon as follows:
Picture 4.3 Graphic Polygon of reading ability of Social field students (IPS) of
eleventh grade student of SMA N 1 Bae Kudus in academic year
2009/2010.
However, if the result of the table above draws a Bar Diagram as follows:
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Picture 4.4 Bar Diagram of reading ability of Social field students (IPS) of
eleventh grade student of SMA N 1 Bae Kudus in academic year
2009/2010
After the researcher puts the data into the formula, science field students who are
categorized good are different with social field students. When the result of social field
students are put to the formula, the result are categorized sufficient. The researcher got the
average score (Mean) of social field students: 62.4, Median: 59.59, Mode: 50.85 and Standard
Deviation: 21.20. The whole descriptions of calculation of measuring the ability of social field
students are enclosed in appendix 13.
4.2. Hypothesis Testing
In this level of sub chapter is to prove that science field students are different with
social field student. The hypothesis of this research states that there is a significant difference
in the reading ability between Science Field Students (IPA) and Social Field Students (IPS) of
eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010. To test the
hypothesis, the researcher analyzed the data of the final score of science field students and
social field students by using the formula of independent t-test on the level of significance
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0.05 and the degree of freedom (df) 82 which is gained from; (N
1
+N
2
) 2 so (IPA; 42 + IPS;
42) 2 = 82. The value of t-observation (t
0
) based on the result of the calculation is 3.520.
Furthermore, on the level significance 0.05, the value of t-table (t
t
) is 1.990. On the other
word, t-observation is higher than t-table (t
0
= 3.520 > t
t
= 1.990). However, if the data of the
final score of science field students and social field students by using t-test on the level of
significance 0.01 which the degree of freedom (df) is 82 has 2.632 of the value of t-table (t
t
).
In other word, even though the result is analyzed using the level of significance 0.01, the
result of t-observation is also higher than t-table (t
0
= 3.520 > t
t
= 2.632). So, the Null
Hypothesis (H
0
) states that there is no significant difference in the reading ability between
Science Field Students (IPA) and Social Field Students (IPS) of eleventh grade student of
SMA N 1 Bae Kudus in academic year 2009/2010 is rejected. However, the Alternative
Hypothesis (H
a
) states that there is significant difference in the reading ability between
Science Field Students (IPA) and Social Field Students (IPS) of eleventh grade student of
SMA N 1 Bae Kudus in academic year 2009/2010 is accepted. Therefore, the researcher
concludes that there is a significant difference in the reading ability between Science Field
Students (IPA) and Social Field Students (IPS) of eleventh grade student of SMA N 1 Bae
Kudus in academic year 2009/2010. The complete calculation is presented in appendix 14.
4.3. Discussion
After analyzing the result of score which is taken from the test of both students who
join in science field students which belongs to logic- mathematic intelligence and social field
students which belongs to inter-personal intelligence of eleventh year student of SMA N 1
Bae Kudus in academic year 2009/2010 in reading ability, it is able to be found the significant
differences of reading ability which belongs to their capability. Meanwhile, with the number
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of the test is 40 questions, the researcher could calculate easily because the student will get
score 100 if they could answer the whole question correctly.
Based on the result of the science field students and social field students in reading
ability for answering the questions which are included the genre which have already been
learned since they were studying in SMA N 1 Bae Kudus is going to be elaborated as follows:
Firstly, it is going to elaborate the reading ability of science field students which
belongs to logic- mathematic intelligence based on the final result of the test which includes
the genre texts that have already been learnt since they were in tenth year student in SMA N 1
Bae Kudus. With 40 questions of multiple choice, science field students have the highest
score 95 which means excellent and 52.5 for the lowest score which means low. After the
final result score of science field students is calculated, the average score (Mean) belongs to
science field students are 72.23 which mean good. However, the Median has 78.65, Mode has
69.32, and Standard Deviation has 10.68.
Secondly, after science field students were already elaborated above, it is the turn to
know the final result of social field students which belongs to inter-personal intelligence. The
question which was given to measure reading ability in social field students is the same as
which was given to measure reading ability in science field students. With the same question
of reading text and the same number of question of the test also, social field students has the
highest score 97.5 which means excellent and 35 for the lowest score which means poor.
When it is calculated, the average score (Mean) of the result belongs to social field students is
62.4 which mean sufficient. Furthermore, the Median has 59.59, Mode has 50.85, and
Standard Deviation has 21.20.
Finally, after it holds the test which has number 40 questions to measure reading
ability of both science field students and social field students, it is found the significant result.
The result is that science field students which belongs to logic- mathematic intelligence is
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more capable in reading ability than social field students which belongs to inter-personal
intelligence. The result is able to be proved from the final calculation of average score of both
science and social field students. Science field students belongs to good but social field
students belongs to sufficient and the lowest score in doing the test which has number 40
questions, science field students belongs to low but social field students belongs to poor. Even
though the highest score of both science and social field students is excellent, for the highest
score is achieved by social field students with 97.5.
Furthermore, the result of doing the research to find out is there any significant
difference in reading ability between science field students and social field students of
eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010 shows that the
hypothesis of the research is accepted. Based on the calculation of t-test, with the level of
significance 0.05, the degree of freedom (df) 82, and t-table (t
t
) 1.990, the t-observation (t
0
)
obtained is 3.520. In other words, t-observation is higher than t-table (t
0
> t
t
). Nonetheless,
even though the result of science field students and social field students in reading abil ity is
analyzed using the level of significance 0.01, the result of t-observation is also higher than t-
table (t
0
= 3.520 > t
t
= 2.632). Therefore, Reject H
o
and accept H
a
because t
o
> t
t
. On the other
hand, Science Field Students (IPA) is different with Social Field Students (IPS) in the reading
ability of eleventh grade student of SMA N 1 Bae Kudus in academic year 2009/2010.
Based on the result of reading ability of science field students which has good and
social field students which has sufficient on the average of score calculation, the researcher
assumes that the intelligence that is improved majority in their field is significantly influence
in mastering reading ability. In the fact that the result scoring of test which in include reading
skill, both of science and social is significantly different. For science field students that
belong to logic- mathematic intelligence, they are used to face with the materials which need
their brain to improve logic, number. However Gunawan (2007: 234) stated that the learners
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with the improved well of logic- mathematic, they are going to like to search the way to solve
the problem, and have the high interest in analogy and syllogism. So, the students which are
improved the intelligence in logic- mathematic, they will be genius in something that needs to
think much.
For example, in mastering linguistic the learners who belong to logic mathematic will
more understand and feel easier than the learners who have the low of logic-mathematic. On
the other hand, the students with logic- mathematic is able to understand and apply reading
ability, because in reading ability, for example skimming, it needs to activate the brain to
analog and conclude implicit information from the text. However, the learners with the logic-
mathematic also ought to be able to understand and apply in writing ability because in
writing, to be able to write the good statement, the writer should be organize the word what
the writer has, but it need to hold the research to prove about the learners belong to logic-
mathematic can understand well in writing.
Furthermore, based on the result scoring of the test which content reading ability,
science field students which belongs to logic-mathematic has good result, for social field
students which belong to inter-personal intelligence has sufficient result. As elaborated above
that the intelligence which majority improved is significantly influences to master reading
ability. Gunawan (2007: 237) argued that inter-personal intelligence is the ability to observe
and understand others which involved give the effective respond in communication. So, the
social field students in improving the inter-personal intelligence are not used to face with the
materials which need their brain to improve logic, number as like in science field students.
The result if social field students are faced about the material or question which needs to
activate the brain to analog, they will get difficulties. Because in learning process, social field
students are used to with the materials that do not need to analog, like history, PKn,
Economic.
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Based on the result of scoring test to measure reading ability, social field students
which belong to inter-personal intelligence get difficulty when they are faced with the reading
skill especially to skim. Because in the result of scoring, the question of the test that needs to
activate the ability to skim and to infer from the information which is drawn in the text based
on the number of sample social field students 42, the false answer is higher than the true
answer.
However, the researcher calculate the result of science field students and social field
students, although science field students with the logic- mathematic have good result and
social field students with the inter-personal have sufficient result, the average of the result in
mastering reading skill, they has low capability when they are faced the questions that need to
skim, to infer which the questions are implicit based on the text that elaborated. Because
reading skill is like skimming and making inference is the ability of mastering reading that
needs to read the whole text and understands clearly about the information arranged perfectly
by the writer. After the researcher get the result of the ability which belongs by the science
field students and social field students, the researcher has a notion that the science field
students with logic- mathematic intelligence which is majority improved in their field, in
mastering linguistic based on four skills of language (listening, speaking, reading, and
writing), they are more capable in reading and writing than social field student. Furthermore,
for social field student with inter-personal intelligence which is majority improved in their
field, social field student in mastering four skills of language, if they inspect frequently, will
be more capable in listening and speaking than science field students.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. CONCLUSION
Finally, after the researcher calculates the result of the test measuring reading ability
of science field student and social field student of eleventh year student of SMA N 1 Bae
Kudus in the academic year 2009/2010, it is able to conclude that:
There is significant difference in the reading ability between Science Field Students
(IPA) and Social Field Students (IPS) of eleventh grade student of SMA N 1 Bae Kudus in
academic year 2009/2010. Hence, on the level significance 0.05 the result is t
0
= 3.520 > t
t
=
1.990 and on the level of significance 0.01 is t
0
= 3.520 > t
t
= 2.632. Moreover, Science field
student has good result because average score (Mean) of the result is 72.23 and Social field
student has sufficient result because the average score (Mean) of the result is 62.4.
5.2. SUGGESTION
In this sub chapter, as the end of the discussion, based on the result of holding the
research that has the title The Reading Ability of Science Field Students (IPS) and Social
Field Students (IPS) of Eleventh Grade Student of SMA N 1 Bae Kudus in Academic Year
2009/2010 the researcher has some suggestion as follows:
1. The English teachers of Senior High School especially in SMA N 1 Bae Kudus could not
treat to both science field students and social field students in a same because they have
different characteristics and especially when one teacher hold both science and social
because they are different in improving the intelligence. Usually if an English teacher
holds the science and social class, he/she will teach the method by the same. The English
teachers of Senior High School especially in SMA N 1 Bae Kudus have to find the right
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method of teaching English to differ both science and social field students, particularly for
social field students that have lower capability than science field students. Furthermore, in
reading skill, the teachers have to teach in deeper understanding to the learners in
skimming and making inference, because both students are very low in mastering it.
2. The students in science and social field especially in SMA N 1 Bae Kudus have to study
more and more about reading to improve their capability in reading skill especially
skimming and making inference. Particularly for social field students because they have
low capability in this scope.
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APPENDICES
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Appendix 1
LIST OF THE STUDENTS IPA 3
SMA N 1 BAE KUDUS
No.
No.
Induk
Nama No.
No.
Induk
Nama
1 10177 Aji Satriyanto 36 10487 Novi Tiara
2 10179 Andy Kristiyan 37 10490 Pipit Arianto
3 10184 Barir Ismaya Shofa 38 10503 Yulius Anggara Pandu K.
4 10190 Eren Gilang Permana 39 10511 Dyah Ayu Sulistyaningrum
5 10208 Okky Agustha Putra 40 10515 Faiqatun Nikmah
6 10226 Arini Septiyan Irawati 41 10532 Puwo Kuncoro Noor Adhi P.
7 10228 Awalia Prikawati 42 10536 Sri Utami Ningsih
8 10229 Bunga Angalian Sari 43 10537 Tantiyo Nuryadi
9 10232 Febby Dwi Andriani 44 10540 Tri Handayani
10 10250 Reny Anggraeini
11 10252 Riska Ayu Fardani
12 10267 Azza Aunillah
13 10283 Latifa Nurul Safitri
14 10286 Min Zahrotul Umami
15 10295 Riska Arini
16 10316 Elin Kaeriyah
17 10321 Haneysa Fitria Bellona
18 10330 Nujumullaily
19 10333 Rahma Noor Alifah
20 10369 Meana Wulandari
21 10375 Riza Maulida
22 10389 Andi Dwi Nugroho
23 10404 Faka Maghtamika
24 10405 Fita Dwi Istiqomah
25 10410 Lejar Budi Utomo
26 10416 Mohamad Zaenuri
27 10418 Muh. Fajrifitian Fahrizal
28 10425 Yunfia Nabella
29 10426 Abdul Rozaq
30 10434 Defika Ina Ferdiani
31 10437 Dini Tiyan Kurniasari
32 10438 Diyanata Amaliya
33 10445 Juli Noor Farida
34 10452 Nisa Kharisma Hidayati
35 10468 Arif Putra Risky
Appendix 2
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LIST OF THE STUDENTS IPS 1
SMA N 1 BAE KUDUS
No.
No.
Induk
Nama No.
No.
Induk
Nama
1 10189 Dinda Tahta Alfina 36 10505 Abimanyu Theophano
2 10191 Etamina Rosalia Juwita 37 10509 Devi Kristin Wibawanti
3 10192 Fikri Faila Sufah 38 10522 Iwung Yanzon Karissa
4 10193 Findi Ina Kurnia 39 10529 Nurus Saadah
5 10199 Istiqomah 40 10530 Ockta Delvia
6 10213 Suharni 41 10531 Priskila Dian Febriana
7 10219 Agus Riswanto 42 10534 Robert William Ruhulessin
8 10221 Ajeng Fauqiyyatul Alfani
9 10246 Nuryanti
10 10268 Bayu Nugroho
11 10280 Faza Fatihunnuha
12 10302 Qainal Furqon Ibnu M.
13 10319 Fatimatul Hidayah
14 10320 Handani Aji Angkasa
15 10338 Fois Setiawan
16 10340 Ulya Khana Oktiviani
17 10345 Adzicky Samaawa
18 10352 Dini Arina Hapsari
19 10353 Erwan Beni Saputro
20 10360 Heny Aningtiasih
21 10365 M. Aditya Wardhana
22 10378 Shofiatul Hanani
23 10380 Voni Meiyana Sari
24 10384 Yuni Anwardani
25 10387 Adhitya Bahrizal Ilmy
26 10407 Imroatul Munandhifah
27 10411 Lilian Anggriani
28 10419 Muizatun Naila
29 10420 Nailil Hidayah
30 10433 David Saputra Ramadhan
31 10441 Fardah Hanifah
32 10462 Sri Ratih Sekar Pawestri
33 10463 Susanti
34 10475 Dwi Prasetyo Utomo
35 10489 Oktiavia Riskha A.
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Appendix 3
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MURIA KUDUS
2010
TEST ITEM FOR MEASURING
THE READING PROFICIENCY OF
SCIENCE FIELD STUDENTS (IPA) AND SOCIAL FIELD STUDENTS (IPS)
11
th
GRADE STUDENT
SMA 1 BAE KUDUS 2009/2010
Read the following text carefully then choose the correct answer by giving a cross sign
(X) on a, b, c, d or e on the answer sheet has been given.
Text 1 (For the questions number 1 until 4)
Sea world in Ancol Dreamland is a place where many kinds of fish are kept in
captivity. It is designed similar to the real underwater life. There are big and small fish, and
beautiful corals. People can come and see them there. The fish swim to and from in aquarium
as big as volleyball court. Some people enjoy seeing the fish and they think that it is important
to keep some kind of fish in captivity so that we can study and find out about them. They can
see underwater life without diving into the sea.
Sea World Indonesia is divided into two worlds, fresh water and salt water. In the
fresh section, you can find out about ecosystem, South American fish, African fish, baby
crocodiles and giant robber crabs. Salt water consists of a special appearance thank (dugong),
jelly fish, coral reef, miniature corals, many kinds of fish, dangerous sea creatures, the
underwater world and much more.
1. What is the main idea of the second paragraph?
a. The location of Sea World
b. The activities under water
c. The fresh water and salt water ecosystem in Sea World
d. The size of the aquarium in Sea World
e. The real underwater life of Ancol Dreamland
2. What is the form of the text?
a. News item
b. Report
c. Anecdote
d. Narrative
e. Descriptive
3. The following statements are correct according to text, EXCEPT .
a. We can see underwater life without diving into the sea
b. The ecosystem in salt water is different from the one in fresh water
c. In fresh water ecosystem we can find jelly fish
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d. Crocodiles are only found in fresh water ecosystem
e. Sea World is designed as real as underwater life
4. baby crocodiles and giant robber crabs.
The word giant means .
a. High
b. Long
c. Wide
d. Large
e. Small
Text 2 (For questions number 5 until 9)
Eating vegetables and fruits is a sure way to better health. Some may wish to take
them in the form of juice or tables. Whatever it is, natures goodness prevails. Vegetables like
bitter guard contain a compound known as charantin, which helps to lower the blood sugar
levels of diabetics. It has insulin- like compounds and also appears to have anti-cancer
properties. Cucumber has a hard skin that is an excellent source of important minerals. It
helps improve the skins condition as it is rich in potassium. Potassium is known as the
youth mineral. It gives elasticity to skin tissue and promotes muscle flexibility. It also
promotes hair growth due to its high silica content, and is believed to help in dissolving
kidney stones.
Celery is high in organic sodium, which helps insomnia. Those who have problems
falling asleep should therefore eat more celery. Sodium works together with potassium to
calm and balance the nervous system. Spinach is believed to have remarkable qualities such
as restoring energy, increasing vitality and improving the quality of the blood. It contains
twice as much iron as other green vegetables.
Fruits like apple contain good amounts of vitamin A, B, B2, B6, Biotin and Folic Acid as
well as minerals like chlorine, copper, iron, magnesium and manganese. All these benefit the
skin, hair and nails. Citrus fruits like grapefruit, lemon, lime, orange and pomelo, are rich in
vitamin C. this vitamin supports the bodys immune system. Guavas are richer in vitamin C
than oranges. However, the Chinese believe over-consumption of guavas can cause
constipations.
5. Fruits and vegetables can be consumed in the form of .
a. Juice or tablets
b. Raw materials
c. Dried or roosted
d. Ripe or unripe
e. None of the above
6. If people want to lower their blood sugar levels of diabetics, they need .
a. Potassium
b. Charantin
c. Celery
d. Cucumber
e. Sodium
7. The silica found in cucumber promotes healthy .
a. Eyes
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b. Bones
c. Organs
d. Hair
e. All of the above
8. It contains twice as much iron as . (Paragraph 2
nd
)
The word it refers to .
a. Celery
b. Sodium
c. Spinach
d. Potassium
e. Cucumber
9. Celery is high in organic sodium, which helps insomnia. The word insomnia has the
same meaning with .
a. Blindness
b. Bleeding- nose
c. Sleeplessness
d. Impossible
e. Sleepness
Text 3 (For question number 10 until 15)
The noble prizes, awarded annually for distinguish work in chemistry, physics,
physiology or medicine, literature and International peace, were made available by a fund
bequeathed. For that purpose by Swedish Philanthropist, Alfred Bernhard Nobel, The prizes,
awarded since 1901, are administered by The Nobel Foundation in Stockholm in 1969; a prize
for economics endowed by the central Bank of Sweden was added.
Candidates for the prizes must be-nominated in writing by a qualified authority in the
field of competition. Candidates are judged by Swedish and Norwegian academies and
institutes on the basis of their contribution to mankind. The awards are usually presented in
Stockholm on December 10, with the King of Sweden officiating, an appropriate tribute to
Alfred Nobel on the anniversary of his death. Each prize includes a gold medal, a diploma,
and a cash award of about one million dollars.
10. What does this passage mainly discuss?
a. Alfred Bernhard Nobel
b. The Nobel prizes
c. Great contribution to mankind
d. Swedish Philanthropy
e. Nobel Foundation
11. How often are the Nobel prizes awarded?
a. Five times a year
b. One a year
c. Twice a year
d. Once every two years
e. Once every five years
12. A Nobel prize would not be given to
a. An author who wrote a novel
b. A doctor who discovered a vaccine
c. A composer who wrote a symphony
d. A diplomat who negotiated a peace settlement
e. An economist who negotiate the trade
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13. When are usually the awards presented?
a. 10
th
December
b. 1
st
December
c. 11
th
December
d. 21
st
December
e. 31
st
December
14. Why were the prizes named for Alfred Bernhard Nobel?
a. He left money in his will to establish a fund for the prizes
b. He won the first Nobel prize for his work in philanthropy
c. He is living in Sweden now
d. He serves a chairman of the committee to choose the recipients of the prizes
e. He wanted to dedicate his life on humanity
15. Which individual or organization serves as administrator for the trust?
a. The King of Sweden
b. The Nobel Foundation
c. The Central Bank of Sweden
d. Swedish Foundation
e. Norwegian Foundation
Text 4 (For questions number 16 until 20)
Once upon a time, there was a nettle growing in a meadow. The nettle was really sad
because nobody liked him. It is because he stung others although he didnt mean it.
Once day, a beautiful butterfly settled on one of the nettles leaves. Why are you so
quiet? she asked the nettle.
Because I sting everyone, said the nettle sadly, I cant help giving up that habit
You dont sting me, said the butterfly. She paused for a moment.
I was wondering, said the butterfly again. Would you keep my eggs safe during the
winter?
Nobody had ever asked the nettle a favor before. He was thrilled. Id be honored, he
said.
And so, all through the snow and storms, the nettle kept the eggs safe and dry under its
leaves. No animals would dare to eat them. in the spring, the eggs hatched out into
caterpillars. Latter, each caterpillar turned into chrysalis. And in the middle of summer, it
changed into a beautiful butterfly.
Thank you, said the butterfly, for looking after me all winter. I think your leaves
are the strongest and safest leaves in the world.
And from that day on, every winter, the nettle has looked after the eggs of the
beautiful butterflies.
16. The main character of the text above is .
a. Storms
b. The sad nettle
c. A beautiful butterfly
d. Caterpillar
e. Chrysalis
17. And in the middle of summer, it changes into a beautiful butterfly.
The word it at the sentence above refers to .
a. The nettle
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b. A butterfly
c. Caterpillar
d. Chrysalis
e. The egg
18. Find the word at the text which has the same meaning as protect.
a. Help
b. Dare
c. Hatch
d. Sting
e. Keep safe
19. The purpose of the text above is to .
a. Tell past events
b. Entertain the readers
c. Explain about the sad nettle
d. Describe what is a nettle
e. Retell an event with humorous twist
20. The sentence which is in the past tense form is .
a. I sting everyone
b. Id be honored
c. Would you keep my eggs safe during the winter?
d. He stung others
e. I cant help giving up the habit
Text 5 (For questions number 21 until 25)
Whales are the largest animals on earth. Bigger than elephants, they may grow 95 feet
long, and weigh 150 tons. A baby blue whale, just born, can be 23 long and weigh 3 ton.
Although whales live in the oceans and swim like fish, they are not fish. They are
mammals, like cows and elephants. Unlike fish they bear young live, not as eggs. Their babies
live on their mothers milk. They breathe through their lungs and hold their breath when they
go under water. If they cannot come to the surface to breathe fresh air, they will draw. They
are warm-brooded. Fish, however, lay eggs, breathe oxygen in the water, and are cold-
blooded.
Whales live in all the oceans. In the winter some of them go to warm waters to breed
and in the summer most of them go to cold waters to feed. There are two kinds of whales,
whales with teeth (too-thed whales) and whales without teeth (baleen whales). The toothed
whales eat fish and squid, which they can catch with their teeth, although they swallow their
feed without chewing it. The baleen whales eat plankton (small sea animals and plants). When
they find plankton, they open their mouths and swing into the plankton. When they close their
mouths they squeeze out the water and swallow the plankton.
Whales have few enemies. Only human beings and the killer whales attack whales.
And whales do not seem to fight among themselves. They usually live from 20 to 30 years.
21. The difference between whales and fish is that whales .
a. Do not have to come to the surface to get fresh air
b. Deliver their young like elephants do
c. Will die if they cannot get oxygen in the water
d. Are mammals that are cold blooded
e. Can easily breathe when they are under water
22. A suitable title for the text is
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a. Large animals on earth
b. Difference between whales and elephants
c. Whales, the biggest animals on earth
d. Similarity between fish and whales
e. The life of whales in the oceans
23. Which of the following is TRUE about whales?
a. Like fish, whales can live in all kinds of waters
b. Whales are generally 95 feet long and weigh 150 tons
c. Big animals living in the ocean tend to be their enemies
d. Their life-span is usually longer than human being
e. A new-born baby whale may with one- fiftieth of its mother
24. Whales occasionally live in warm water .
a. To get more food
b. For reproduction
c. To avoid winter
d. For fresh air
e. To feed their babies
25. From the text we may conclude that
a. A whales can eat both squid and plankton
b. Toothed whales chew their food before swallowing it
c. The two type of whales live in different waters
d. Baleen whales swallow the water containing plankton
e. Each type of whales eat a specific kind of food
Text 6 (For questions number 26 until 31)
The Negative Impact of Rock Music
Rock music is a kind of music fascinating many people. Underground and heavy
metal, for example, offer different package of style and performance. Nevertheless rock music
has many negative impacts on young generation.
Many controversies have sprung around this kind of music. Those who cannot tolerate
with rock music consider it a negative influence on young people and others do not approve
of the way rockers dress and behave.
Some people regard rock as Satanism because some rock singer s have crazy
performance on the stage. They often bit the head off small animals and drink their blood
before or while singing in front of their fanatic fans.
We also hear that there are occasions where teens commit suicide or vandalism after
going to such a concert or listening to the music. Some of them even try to use drugs to
imitate their idol star.
I feel that we must concern with our young generation. I am appealing the music and
entertainment promoters not to invite rockers or hold rock concerts because they usually
present wild impacts on young generation.
26. What does the text tell us about?
a. The prospective future of rock music
b. The development of rock music industry
c. The vandalism committed by rock fans
d. The efforts taken to stop rock concert in the country
e. The bad influence of rock music on young generation
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27. Which one of the following statements is NOT TRUE according to the text above?
a. Rock differs from other kinds of music
b. Rock singers often show wild performance on stage
c. Drugs and alcohol drinks are common in rock concert
d. All People approve of the way rockers dress and behave
e. Some rock fans do vandalism after going to rock concert
28. Rock music is a kind of music fascinating many people.(1
st
paragraph)
The underlined word is best replaced by .
a. Gathering
b. Shocking
c. Charming
d. Amazing
e. Boring
29. They often bit the head off small animals and (Paragraph 3)
The word they refers to .
a. Some people
b. Rock fans
c. Music promoters
d. Rock singers
e. Young generation
30. What is the purpose of the text?
a. To persuade the readers that something is the case
b. To persuade the readers that something should be the case
c. To describe a particular person or thing
d. To present two pints of view about an issue
e. To describe how something is accomplished through steps.
31. According to generic structure, the last paragraph is a/an .
a. Reiteration
b. Description
c. Recommendation
d. Re-orientation
e. Evaluative summation
Text 7 (For questions number 32 until 35)
The Magic Box
Once upon a time, there was a poor farmer who dug up a big box in his field. He took
it home and showed it to his wife. His wife cleaned it and kept it in their house. One day, she
dropped an apple into it. Immediately the box began to fill up with apples. No matter how
many were taken out, others took their place. So the farmer and his wife sold the apples and
were able to live quite comfortable.
Then the farmer dropped a coin into the box. At once, the apples disappeared and the
box began to fill itself with coins. Everyday the farmer and his wife collected hundreds and
hundreds of coins from the box. Soon they became very rich.
Now the farmers grandfather lived with the couple. He was not very strong and he
could not go out to work. So the farmer asked the old man to help him take the money out of
the box. When his grandfather became tired and wanted to rest, the farmer shouted at him,
Why are you so lazy? Why cant you work harder?
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The old man did not say anything but he continued working until he fell inside the box
and died. At once the money disappeared and the box began to fill up with dead grandfathers.
The farmer had to pull them out and bury them. To do this, he had to spend all the
money he had collected. When he had used up all the money, the box broke and the farmer
was just as poor as he was before.
32. The main idea of paragraph 2 is that .
a. The farmer and his wife had a magic box
b. The apples disappeared accidentally because of the farmers fool
c. The farmer and his wife competed to collect the money from the box.
d. The farmer dropped a coin into the box to have a lot of money
e. The farmer become rich because of the coin
33. How was the farmer according to the writer?
a. Rich
b. Patient
c. Greedy
d. Friendly
e. Generous
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34. Which statement is TRUE according to the text?
a. The poor farmer found a big box when he dug his field
b. His wife cleaned the box and kept it for herself
c. The farmer become richer after his grandfathers death
d. The box was full of precious this when it was found
e. The grandfather died because he was killed
35. What do we learn from the text?
a. All the glitters are not fold
b. Its good to be tricky
c. Flattery will get you nowhere
d. Its not good to be greedy
e. Being honest is very important in life
Text 8 (For questions number 36 until 40)
It was very hot in the small courtroom and everybody was feeling sleep. After a tiring
morning, the clerks were anxious to get off lunch and even the judge must have felt relieved
when the last can come up before ticourt. A short, middle-eged man with grey hair and small
blue was no standing before him. The man had a foolish expression on his face and the kept
looking around stupidly as if he stealing a cheap watch. The witness who was called did not
give a very clear account of what happened. He claimed to have seen a man outside the house
one night, but on being questioned further, he confessed that he was not sure whether this was
the man. The judge considered the matter for a short time and then declared that as there was
no real proof, the man could not be found guilty of any crime. He said that the case was
dismissed and then rose to go. Meanwhile, the accused looked very puzzled. It was clear hat
he had not understood a thing. Noticing this, the judge paused for a moment and then the man
said suddenly. Excuse me sir but do I have to give the watch back or not?
36. Why was the judge glad when the last case came up?
a. He was excused
b. He was hungry
c. He found the old man foolish
d. The courtroom was too crowded
e. He felt relieved
37. The foolish expression on the face the man showed that he
a. Acted as if he was not guilty
b. Tried very had to look stupid
c. Had not done what he was accused of
d. Seemed not to know why was in court
e. Had never been in court before
38. Who is meant by the witness?
a. The owner of the watch
b. The man who was called for trial
c. The man who had broken into the house
d. The man who conducted the trial
e. The person who saw the happening
39. Why did the judge decide to release the accused?
a. The man was not guilty
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b. The judge wanted to leave quickly
c. The judge was not sure of the mans guilt
d. Somebody else had done the crime
e. The man had stolen only a cheap watch
40. According to the passage which of these statements is TRUE?
a. The witness did not tell the truth
b. The accused unintentionally admitted the crime
c. The man was a professional thief
d. The judge asked the accused to return the watch
e. The trial took considerable time
---- Good Luck ----
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Appendix 4
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MURIA KUDUS
2010
TEST ITEM FOR MEASURING
THE READING PROFICIENCY OF
SCIENCE FIELD STUDENTS (IPA) AND SOCIAL FIELD STUDENTS (IPS)
11
th
GRADE STUDENT
SMA 1 BAE KUDUS 2009/2010
Name :.....................................................................
No. :.....................................................................
Class / Field :.....................................................................
Date :.....................................................................
Time :.....................................................................
Signature :.....................................................................
ANSWER SHEET
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A
B
C
D
E
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
A
B
C
D
E
Appendix 5
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ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITY OF MURIA KUDUS
2010
TEST ITEM FOR MEASURING
THE READING PROFICIENCY OF
SCIENCE FIELD STUDENTS (IPA) AND SOCIAL FIELD STUDENTS (IPS)
11
th
GRADE STUDENT
SMA 1 BAE KUDUS 2009/2010
ANSWER KEY
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A
B
C
D
E
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
A
B
C
D
E
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Appendix 9
The Calculation of Reliability of the Reading Ability the try-out in IPA 4 of SMA N 1 BAE
KUDUS
r
xy
=
( )( )
( ) { } ( ) { }
2
2
2
2
y y N x x N
y x xy N
=
( )( )
( ) ( ) { }( ) ( ) { }
2 2
599 8449 43 569 7693 43
599 569 8014 43
=
( )( ) 358801 363307 323761 330799
340831 344602
=
4506 7038
3771
=
31713228
3771
=
449902 . 5631
3771
= 0.6696632167
= 0.67
r
11
=
xy
xy
r
r
+
1
2
=
( ) 6696632167 . 0 1
6696632167 . 0 2
+
=
7 1.66963216
339264334 . 1
= 0.802131368
= 0.80
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Appendix 10
The Calculation of Reliability of the Reading Ability of Science Field Student (IPA) for text
test.
r
xy
=
( )( )
( ) { } ( ) { }
2
2
2
2
y y N x x N
y x xy N
=
( )( )
( ) ( ) { }( ) ( ) { }
2 2
593 8585 42 590 8528 42
593 590 8459 42
=
( )( ) 351649 360570 348100 358176
349870 355278
=
8921 10076
5408
=
89887996
5408
=
928014 . 9480
5408
= 0.570408297
= 0.57
r
11
=
xy
xy
r
r
+
1
2
=
( ) 57 . 0 1
57 . 0 2
+
=
1.57
140816593 . 1
= 0.726445852
= 0.73
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Appendix 11
The Calculation of Reliability of the Reading Ability of Social Field Student (IPS) for text
test.
r
xy
=
( )( )
( ) { } ( ) { }
2
2
2
2
y y N x x N
y x xy N
=
( )( )
( ) ( ) { }( ) ( ) { }
2 2
534 7242 42 537 7221 42
534 537 7142 42
=
( )( ) 256156 304164 288369 303282
286758 300006
=
19008 14913
13248
=
283466304
13248
=
45758 . 16836
13248
= 0.78686389
= 0.79
r
11
=
xy
xy
r
r
+
1
2
=
( ) 0.78686389 1
0.78686389 2
+
=
1.78686389
1.57372772
= 0.880720549
= 0.88
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Appendix 12
The Calculation of Mean, Median, Modus and Standard Deviation of the Reading Ability of
Science Field Student (IPA) for text test.
K = 1 + (3.3) Log N
= 1 + (3.3) Log 42
= 1 + (3.3) 1.62324929
= 1 + 5.35672266
= 6.35672266
= 6
i =
K
score lowest The - score highest The
=
6
5 . 52 95
=
6
5 . 42
= 7.083333333
= 8 (round up)
No. Interval f x fx x fx x
2
fx
2
1 88 - 95
2
91.5 183 3 6 9 18
2 80.9 - 87.9
7
84.4 590.8 2 14 4 28
3 73.8 - 80.8
8
77.3 618.4 1 8 1 8
4 66.7 - 73.7
12
70.2 842.4 0 0 0 0
5 59.6 - 66.6
10
63.1 631 -1 -10 1 10
6 52.5 - 59.5
3
56 168 -2 -6 4 12
42 - 3033.6 3 12 19 76
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x =
N
fx
=
42
6 . 3033
= 72.22857143
= 72.23
Me = i
fm
F
N
l
(
(
+
2
= 8
12
10
2
42
65 . 66
(
(
+
= 8
12
10 21
65 . 66
(
+
= 8
12
11
65 . 66
(
+
= 8 0.9166667 65 . 66 +
= 66.65 + 7.3333336
= 73.983334
= 73.98
Mo = i
d d
d
l
+
+
2 1
1
= 8
4 2
2
65 . 66
+
+
=
6
16
65 . 66 +
= 66.65 + 2.666666667
= 69.31666667
= 69.32
Standard Deviation
N = 42
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fx = 12
c =
N
fx
'
=
42
12
= 0.285714286
= 0.28
c
2
= 0.081632653
= 0.082
ci = 8 28 . 0
= 2.285714286
= 2.28
SD =
2
2
'
c
N
fx
i
= 082 . 0
42
76
8
= 082 . 0 80952381 . 1 8
= ( ) 082 . 0 345185418 . 1 8
= 10.76148334 0.082
= 10.67985069
= 10.68
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Appendix 13
The Calculation of Mean, Median, Modus and Standard Deviation of the Reading Ability of
Social Field Student (IPS) for text test.
K = 1 + (3.3) Log N
= 1 + (3.3) Log 42
= 1 + (3.3) 1.62324929
= 1 + 5.35672266
= 6.35672266
= 6
i =
K
score lowest The - score highest The
=
6
30 5 . 97
=
6
5 . 67
= 11.25
= 12 (round up)
No. Interval f x fx x fx x
2
fx
2
1 86.5 - 97.5 3 91 276 4 12 16 48
2 75.4 - 86.4 7 80.9 566.3 3 21 9 63
3 64.3 - 75.3 8 69.8 558.4 2 16 4 32
4 53.2 - 64.2 9 58.7 528.3 1 9 1 9
5 42.1 53.1 13 47.6 618.8 0 0 0 0
6 30 - 42 2 36.5 73 -1 -2 1 2
42 - 2620.8 9 56 31 154
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x =
N
fx
=
42
2620.8
= 62.4
Me = i
fm
F
N
l
(
(
+
2
= 12
13
2
2
42
05 . 42
(
(
+
= 12
13
2 21
05 . 42
(
+
= 12
13
19
05 . 42
(
+
=
13
228
05 . 42 +
= 18.5 + 17.53846154
= 59.58846154
= 59.59
Mo = i
d d
d
l
+
+
2 1
1
= 12
4 11
11
05 . 42
+
+
= 12
15
11
05 . 42 +
=
15
132
05 . 42 +
= 42.05 + 8.8
= 50.85
Standard Deviation
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N = 42
fx = 56
c =
N
fx
'
=
42
56
= 1.33333333
= 1.33
c
2
= 1.777777778
= 1.78
ci = 12 33 . 1
= 16
SD =
2
2
'
c
N
fx
i
= 78 . 1
42
154
12
= 78 . 1 666666667 . 3 12
= ( ) 78 . 1 9148542161 . 1 12
= 22.97825059 1.78
= 21.20047281
= 21.20
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Appendix 14
The Calculation of T-test of the Reading Ability between Science Field Student (IPA) and
Social Field Student (IPS)
Score Group of IPA Score Group of IPS
NO No. Induk x
1
x
1
2
No. Induk x
1
x
1
2
1 10177 85 7225 10189 57.5 3306.25
2 10179 57.5 3306.25 10191 60 3600
3 10184 67.5 4556.25 10192 60 3600
4 10190 60 3600 10193 82.5 6806.25
5 10208 60 3600 10199 60 3600
6 10226 65 4225 10213 70 4900
7 10228 77.5 6006.25 10219 55 3025
8 10229 60 3600 10221 70 4900
9 10232 67.5 4556.25 10246 47.5 2256.25
10 10250 95 9025 10268 47.5 2256.25
11 10252 90 8100 10280 75 5625
12 10267 82.5 6806.25 10302 97.5 9506.25
13 10283 65 4225 10319 52.5 2756.25
14 10286 62.5 3906.25 10320 40 1600
15 10295 70 4900 10338 52.5 2756.25
16 10316 67.5 4556.25 10340 60 3600
17 10321 75 5625 10345 70 4900
18 10330 75 5625 10352 80 6400
19 10333 70 4900 10353 70 4900
20 10369 77.5 6006.25 10360 80 6400
21 10375 82.5 6806.25 10365 35 1225
22 10389 82.5 6806.25 10378 55 3025
23 10404 62.5 3906.25 10380 85 7225
24 10405 55 3025 10384 57.5 3306.25
25 10410 55 3025 10387 52.5 2756.25
26 10416 0 0 10407 75 5625
27 10418 75 5625 10411 52.5 2756.25
28 10425 67.5 4556.25 10419 90 8100
29 10426 67.5 4556.25 10420 52.5 2756.25
30 10434 85 7225 10433 67.5 4556.25
31 10437 75 5625 10441 47.5 2256.25
32 10438 82.5 6806.25 10462 52.5 2756.25
33 10445 75 5625 10463 75 5625
34 10452 67.5 4556.25 10475 47.5 2256.25
35 10468 0 0 10489 77.5 6006.25
36 10487 87.5 7656.25 10505 52.5 2756.25
37 10490 60 3600 10509 85 7225
38 10503 62.5 3906.25 10522 60 3600
39 10511 60 3600 10529 77.5 6006.25
40 10515 67.5 4556.25 10530 87.5 7656.25
41 10532 75 5625 10531 52.5 2756.25
42 10536 60 3600 10534 52.5 2756.25
43 10537 52.5 2756.25
44 10540 70 4900
2957.5 212693.75
2677.5 179681.25
t
o
=
2 1
2 1
x x
s
x x
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Where,
2 1
x x
s
=
|
|
.
|
\
|
+
+
+
2 1 2 1
2 1
1 1
1 n n n n
SS SS
Meanwhile,
1
SS =
( )
n
x
x
2
1 2
1
2
SS =
( )
n
x
x
2
2 2
2
So, it is able to be calculated as follow;
1
SS =
( )
n
x
x
2
1 2
1
=
42
5 . 2957
75 . 212693
2
=
42
25 . 8746806
75 . 212693
= 2917 . 208257 75 . 212693
= 4436.45833
= 4436.46
2
SS =
( )
n
x
x
2
2 2
2
=
42
5 . 2677
25 . 17961
2
=
42
25 . 7169006
25 . 17961
= 625 . 170690 25 . 17961
= 8990.625
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-( 132 )-
= 8990.6
2 1
x x
s
=
|
.
|
\
|
+
+
+
42
1
42
1
1 42 42
8990.625 4436.45833
= ( ) 023809524 . 0 023809524 . 0
82
08333 . 13427
+
= 047619048 . 0 7449187 . 163
= 1 7.79737708
= 2.792378391
= 2.79
t
o
=
2 1
2 1
x x
s
x x
=
1 2.79237839
4 . 62 22857143 . 72
=
1 2.79237839
82857143 . 9
= 3.5197849948
= 3.520
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CURRICULUM VITAE
M Ainur Rofiq was born on July 5
t h
, 1987 in Jepara. He is the forth
son of Mr. Tasan and Mrs. Buteni. He has three older sisters. The first is
Nanik, the second is Haniatun Nasihah, and the third is Lutfiyah. Meanwhile,
he has two little sisters. The first is Musfirohtunnimah and the second is M
Fathur Rizal. He lives with his parents and his siblings at KH. ABD Manan Street RT 01 RW
05 Klumasari Banjaragung Bangsri 59453 Jepara.
He began his formal education in TK Tarbiyatul Athfal Banjaragung in 1992. Then he
continued to formal school of Elementary School in MI Matholiul Ulum Banjaragung in
1993. After six years, she decided to the Junior High Schools in MTs Matholiul Ulum
Banjaragung in 2002 and graduated in 2002. In 2005, he graduated from Senior High School
in MA Matholiul Ulum Banjaragung Bangsri.
After finishing his Senior High School education, he decided to out of the village to
find a few of experiment. He lived around six months in Kediri JATIM for having an informal
education. Furthermore, he continued his formal study at University of Muria Kudus, majored
in English Education Department Teacher Training and Education Faculty in 2006.