ENGLISH DAY PROGRAM (A Case Study of the Second Semester Students of MTs Muhammadiyah 7 Klego Boyolali in the Academic Year of 2011/2012)

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1 ENGLISH DAY PROGRAM (A Case Study of the Second Semester Students of MTs Muhammadiyah 7 Klego Boyolali in the Academic Year of 2011/2012) A GRADUATING PAPER Submitted to the Board of Examiners in Partial Fulfillment of the Requirements for the Degree of SarjanaPendidikan Islam(S.Pd.I) in EnglishDepartment and Educational Faculty By: KHARIS NAJA NIM ENGLISH DEPARTMENTOF EDUCATIONAL FACULTY STATE INSTITUTE FORISLAMIC STUDIES (STAIN) SALATIGA 2013

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5 MOTTO Experience is the best teacher in our life

6 DEDICATION This graduating paper is whole heartedly dedicated to: My beloved Parents: Munajad and SitiAuliyahRohmah. Deeply thanks for the pure love, the struggle and the tears that become a pray. I realize all my virtue, all my success is yours. I know, time and place never limit your hand to guide me. My beautiful sister, my younger Brother and my younger Sister: Sinta Lailiana, Fakih Sarifudin and Ana Rusdiana. Thanks for giving the best dat in my life. My wife: FatchatulHidayah, S.PdI. Thanks for your shoulder and pray. I do love you. My big Family of Bani Harun. Thanks for the supports. My big Family in Lingkungan Bina Bakti Sosial (LIBBAS): Farchani, Lutfi, Mustofa, Kang Hudi, Zulfa, Amin, Rozak, Lek Rafiq, Alimah, Adi, Rozi, Jumangin. Thanks for the precious moments, guys. My Classmates TBI C 07. All of theenglish Department Lectures. All of my friends that I can t mention you one by one. ACKNOWLEDGMENT

7 In the name of Allah, The Most Gracious, The Most Merciful All praises due to Allah the Lord of universe, who always gives his creation his Mercy. I testify there is no God other than Allah and Muhammad is His messenger. Prayers and peace be upon all his family and companions, who leads human being to the right path, Islam, the path of the prophets and messengers. It needs a relative long period of time for the writer to finish this graduating paper. There are some difficulties in the process of composing it. However in the end, he can finish it well. It is just because of Allah, the Merciful, who helps him through some peoples around him. Many people help and give him valuable contribution to finish this graduating paper. Therefore, in this very glad occasion, he is very thankful to Dr. Imam Sutomo, M.Ag as the Head of State Islamic Studies Institute of Salatiga, Mr.Suwardi,M.Pd, as the chief of EducationFaculty, Mrs.Mashlihatul Umami, S.Pd.I. M.A, as chief of English Department and also as a counselor who has educated, supported, directed and given the writer advices, suggestions, and a recommendations for this thesis from beginning until the end, Dr. Zakiyudin, M.Ag,as his academic consultant, All lectures of State Institute of Islamic Studies of Salatiga and all Staff of State Institute of Islamic Studies of Salatiga His thankfulness is especially to Mrs. Bachiroh, S.Ag as the head master of MTs Muhammadiyah 7 Klego who permits him to do a research in her school. Thank very much to father and mother who always support him to finish this graduating paper soon. He also wants to say Thank you so much, because he has to do an long period of semester to get his academic title (S.Pd.I)

8 His Grateful is also given to his young brother and young sisters in Munajad s Family. Their support, advices, prays, and many things flow in his blood as the power of composing this graduating paper. Finally this graduating paper is expected to be able to provide useful knowledge and information to the readers. And the writer is pleased to accept more suggestion and contribution from the reader for the improvement of the graduating paper. Jazakumullahuakhsanaljaza Salatiga, October 9 th 2013 The Writer KharisNaja NIM

9 ABSTRACT Naja, Kharis English Day Program (A Case Study of the Second Semester Students of MTs Muhammadiyah 7 KlegoBoyolali in the Academic Year of 2011/2012). Counselor: Maslihatul Umami, S.PdI, M.A This study is located in MTs Muhammadiyah 7 Klego Boyolali. It was composed to find out the students about English Language Day Program, the profile of students English Achievement, and the correlation between English Language Day Program and students English Achievement. This research looks 67 students as sample of study from all students of the first grade students in the academic year of 2012/2013. The writer used test, questionnaire, documentation, and observation in collecting data, and statistic formula as the tool of analyzing data. The data which have been collected are analyzed by some books and documents for the theoretical data and using SPSS 16.0 windows for quantitative data. From the calculation of SPSS 16.0, the result of the correlation is 0,302. It means that there is significance correlation between English Day Program of MTs Muhammadiyah 7 Klego in the academic year of 2011/2012, but it is weak correlation. To sum up, English Language Day Program influence students English Achievement. Keywords: English Language Day Program, students English Achievement.

10 TABLE OF CONTENTS TITLE i ATTENTIVE COUNSELOR NOTES. ii STATEMENT OFCERTIFICATION. iii DECLARATION iv MOTTO... v DEDICATION. vi ACKNOWLEDGMENT vii ABSTRACT. viii TABLE OF CONTENTS... ix CHAPTER I. INTRODUCTION.. 1 A. Background of the Study 1 B. Limitation of the Study... 3 C. Statement of the Problem 3 D. Objective of the Study... 4 E. Benefit of the Study 4 F. Clarification of Key Terms. 5 G. Previous Related Researches.. 6 H. Graduating Paper Outline... 9 CHAPTER II. THEORETICAL FRAMEWORK 10 A. English Language Day Program. 10 B. Achievement.. 11 C. Students English Achievement.. 12 CHAPTER III.RESEARCH METHOD A. Research Methodology 18 B. Technique of Data Collection.. 19 C. Technique of Data Analysis D. Description of School. 24 E. Statistical Hypothesis.. 32

11 CHAPTER IV. DATA PRESENTATION AND ANALYSIS. 33 A. Data Presentation.. 33 B. Data Analysis CAPTER V. CLOSURE 60 A. Conclusion.. 60 B. Suggestion 61 BIBLIOGRAPHY 63 APPENDIXES

12 CHAPTER I INTRODUCTION In this chapter, the writer will introduce about background of the study, limitation of the study, statement of the problem, objective of the study, benefit of the study, clarification of the terms, and previous review researches. A. Background of the Study Language is a subtle and complex instrument used to communicate an incredible number of different things. The language occupies an important role on developing knowledge people. Therefore, the Indonesian government always tries to increase the quality of language by improving several aspects that contributes to determine the quality of language in teaching learning process including teaching-learning English. For this reason, the result of language cannot be separated from a few elements dealing with teaching-learning English because language in general and teaching-learning English in particular are combined effort of several forces to achieve a common goal. There are many factors support of language in teaching-learning process including teachinglearning English like students, the teachers, time allotment, the use of methodology, teaching of materials, and other facilities working together to bring about the final result of teaching (Ramelan ). One of the elements that influence language teaching and learning is method. The success or failure of the teaching program is usually measured by method.it will establish the content and the way to teach language (Sumardi ). In English teaching, there are many methods that can be used. Every method has its strengths and weaknesses. Then teachers should try to choose and select the best method that is appropriate for teaching certain language skills or language elements.

13 As a foreign language, English is difficult to be learned by Indonesian people although it has been taught for years. Seeing this fact, people usually blame teachers as the factors who should be responsible for successful learning of it. People assume that the primary source of the unsatisfactory result of English teaching process is teachers. Our societies often question the teachers work and even consider them as unqualified resources. However, as member of scientific community, teacher should use a good and an appropriate method that are suitable with students condition in teaching. They should be able to find out elements from which the cause of the failure. Another essential skill of teaching is the teachers ability to manage the class sufficiently to allow learning to flourish. There are many factors that have a strong effect on success in foreign language learning. Abdul Chaer states those factors are motivation, age, teaching-learning process, the first language interference, and environment (Abdul Chaer ).According to Abd. Rachman Abror, the factors that influence learning consist of the intrapersonal and personal factors. The intrapersonal factors consist of cognitive structure variable, development readiness, and intellectual ability, motivation and attitude factors. Situational factors involve practice, the arrangement of instructional, certain group and social factors, and characteristics of the teacher (Abd. Rachman Abror ). In this study, MTs Muhammadiyah 7 Klego in Boyolali hasa problem in English teaching- learning process toward students English Achievement. In Indonesia, there are so many kinds of kindergarten school which have good efforts in English teaching-learning process in order to have good students in English achievement. However, there are also elementary schools which have less effort in English teaching-learning process, so they do not have better students in English Achievement. Based on this, MTs Muhammadiyah 7Klego which has different students background, tries to set up English

14 Language Day Program in order to get the students have an equal ability in English achievement. In the background of study, the writerusedto EnglishDay Program in order tothey having high motivation also have a good English achievement in learning English. The program aimed to promote English speaking for purposeful communication. It was hoped that by providing a lot of fun and enjoyment, such as activities could help to sustain and increase pupils interesting in learning English.Based on the statements above, the writerhere is interested in a research entitled English Day Program A Case study of the second semester students of MTs Muhammadiyah 7Klego, Boyolali in the Academic Year 2011/2012. B. Limitation of the Study According to A.S. Hornby (1974:8)English achievement is something done successfully, with effort and skill. English Achivement has four skills in English to increased about our skill, such as speaking, listening, reading and writing. There are four skills in English influnce the students achievement. Not only four skills in English achievement to high students achievement but also there are language aspects to increase students achievement such as grammar and vocabulary. The writer has limited the paper to the speaking skills to thesecond semester students of MTs Muhammadiyah 7 Klego, Boyolali in the Academic Year 2011/2012). C. Statement of the Problem Based on the background of the study, the writer formulates the problems as follows: 1. How is the students perseptionabout English Day Program of second semester students of MTs Muhammadiyah 7Klego, Boyolali in academic year of 2011/2012?

15 2. How is the profile of English Day Program of second semester students of MTs Muhammadiyah 7 Klego, Boyolali in academic year of 2011/2012? 3. Is there any significant influence of English Day Program of second semester students of MTs Muhammadiyah 7 Klego, Boyolali in academic year of 2011/2012? D. Objective of the Study 1. Objective of the study is presented in the following : a. To explore the studentsaboutenglish Day Program of second semester students of MTs Muhammadiyah 7 Klego, Boyolali in academic year of 2011/2012. b. To describe the profile of English Day Program of second semester students of MTs Muhammadiyah 7 Klego, Boyolali in academic year of 2011/2012. c. To know the significant influence of English DayProgram of first grade students of MTs Muhammadiyah 7 Klego, Boyolali in academic year of 2011/2012. E. Benefit of the study: The writer hopes that this research paper will have some benefits in English teaching learning. a. Theoretically 1. The result of this research can be used as input in language teaching learning atmts Muhammadiyah 7Klego, Boyolali. 2. The result of this research can be used as the reference for those who want to conduct a research in language teaching-learning. b. Practically

16 1. The readers will get a large knowledge of the procedure of English Day program in MTs Muhammadiyah 7 Klego, Boyolali in the academic year of 2011/ The writer hopes that the result of this research can improve the language teaching-learning process in MTs Muhammadiyah 7Klego, Boyolali. F. Clarification of Key Terms To make easy and understandable, the writer wants to explain the meaning of the title at glance. It consists of three main terms, which are necessary to be explained. They are as follows: 1) Influence According to Hornby, influence is power to affect somebody s character, beliefs or action through example, fear, admiration, etc; [C] person, fact etc. that exercises of such power (AS. Hornby ). 2) English Day Program It is the process by which an activity originates or is change through responding to a situation. The profit cannot attribute to growth or the temporary state the organism as in fatigue or under drags. The Program is aimed to promote English speaking for purposeful communication. It was hoped that by providing a lot of fun and enjoyment, such as activities could help to sustain and increase pupils interesting in learning English (Joseph. 1997:1). 3) Achievement Achievement is something done successfully, with effort and skill (AS.Hornby ).

17 G. Previous Review Researches In this topic of English Achievement, the writer finds some related researches, Firstly, Misbakhul Munir ( ) who writes The Correlation between the Interest of Learning English and English Achievement of Students of the SLTP N 3 Mertoyudan Magelang in The Year of ). In his research, the writer finds that the mean of the observation is 128,117, including the category is enough. Therefore, the interest of learning English student of SLTP N 3 Mertoyudan Magelang is enough.based on the data of achievement on chapter IV the most score frequency is 6 (enough), with the absolute frequency 6,1 and the relative frequency 50,8%. The observation mean is 6,492, it is closed with 6, so that it can be categorized enough. It can be concluded that the English achievement of SLTP N 3 Mertuyudan Magelang is enough. From the analysis on chapter IV, it can be concluded that there is any significant positive correlation between the interest of English learning and the English achievement on student class 2 SLTP N 3 Mertuyudan Magelang in the year It means that higher the interest of English learning is the higher the achievement will be. Secondly, there is Farida Nairoturrahmah ( ) who writes A Study on the Correlation Between students Motivation and Their Achievement of English at SLTP Sultan Fattah Salatiga in The Academic Years of 2003/2004. In her research, the writer finds that the types of motivation presented among the first year students of SLTP Sultan Fattah in learning English are principles to open communication, principles tosearch meaningfulness, principle of prerequisite, principle of active appropriate practice, principle of pleasant and consequence. The students having high motivation also have a good achievement in learning English at SLTP Sultan Fattah Salatiga.The correlation between motivation and achievement in learning English was found out that there was significantly positive correlation among them. The coefficient obtained was 0, 7825 and the number of subject 30 was 0,361.

18 The last researcher is Siti Barokah ( ), who compose A Comparative Study on The Effectiveness of Using Eclectic and Grammar Translation Methods to English Achievement of the Second Year Students of MTs Ahmad Yani Wonotunggal, Batang in the Academic Year of 2005/2006. In her research, the writer finds that the students English achievement of MTs Ahmad Yani Wonotunggal, Batang who are taught by eclectic method better than the students English achievement that are taught by grammar-translation method. The mean of eclectic method (Experiment group) is 67, 68.The students English achievement of MTs Ahmad Yani Wonotunggal, Batang who are taught by grammartranslation method are lower than the students English achievement who taught by eclectic method. The mean of grammar-translation method (control group) is 62, 31.There is a significant difference of the English achievement of the second year students of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method and grammar-translation method because the result of t-test is 2,82 higher than t-table (2,00), so, the hypothesis is accepted. Misbakhul Munir writes The Correlation between the Interest of English Learning and the English achievement. He found that there is any significant positive correlation between the interest of English learning and the English achievement on student class 2 SLTP N 3 Mertoyudan Magelang in the Year Farida Niraturrahmah has analyzed about The correlation between students motivation and their English achievement. According to her, the correlation between motivation and achievement in learning English was found out that there was significantly positive correlation between them. Siti Barokah also composed a thesis about comparative study on the effectiveness of using eclectic and grammar translation methods to English achievement. She concluded that there is a significant difference of the English achievement of the second year

19 students of MTs Ahmad Yani Wonotunggal, Batang taught by eclectic method and grammartranslation method because the result of t-test is 2,82 higher than t-test (2,00). Based on these three related researches the writer has bravely to do the research about students English achievement again entitled English DayProgram A Case study of the Second semester students of MTs Muhammadiyah 7Klego, Boyolali in the Academic Year 2011/2012. H. Graduating Paper Outline This research consists of five chapters as the following: Chapter I is introduction; it consists of background of the study, limitation of the study, statement of the problem, objective and benefit of the study, clarification of key terms, previous related researches and graduating paper outline. Chapter II is theoretical framework; itconsists ofenglish Day Program, AchievementandEnglish achievement. Chapter III is research methodology; it consists of research design, the technique of data collection, data presentation, data analysis, statistical hypothesis and description of school. Chapter IV is data presentation and discussion; it consists of the analysis of Using English Language Daily Activities, analysis of students English achievement, product moment correlation analysis, hypothetical conclusions, and interpretation research report. Chapter V is closure; it consists of conclusion and suggestion.

20 CHAPTER II THEORETICAL FRAMEWORK In this chapter, the writer will explain three topics related to theoretical frameworksuch as : English Day Program, Achievement, and English Achievement. Each term will be explained in the following: A. English Day Program The Program is aimed to promote English speaking for purposeful communication. It was hoped that by providing a lot of fun and enjoyment, such as activities could help to sustain and increase pupils interesting in learning English ( Choi Wan St. Joseph. 1997:1). It is an additional program in MTs Muhammadiyah 7 Klego, Boyolali in order to the students to improve their English achievement equally. In this Language Day Program, the writer can get some programs that are conducted as an extra- curricular activity which aimed at promoting the learning and use of English in the school. This was achieved through a series of interesting activities which stimulated the active use of language for meaningful communication. Three activities were designed for pupils of each level. The activities aimed to promote English speaking for purposeful communication. It was hoped that by providing a lot of fun and enjoyment, such activities could help to sustain and increase pupils interest in learning English. P.1 Fun with action songs Number Games Video shows P.2 Game (Repeat if it is True) Game (Face to Face) P.3 Grammar Game Simulation ( In a Shop) Acting out Songs P.4 Simulation ( Go Shopping) Quizzes Game (Understand yourself) P.5 Game Role Play Guessing Game P.6 Treasure Hunt Simulation ( In a Restaurant) Song and Rhymes

21 The English Language Day Program proved to be very successful. The pupils including the helpers, participated actively and happily in the activities, though to varying degrees. Their experience in the event had a lasting effect on their attitude towards learning to speak English. Speaking and listening to English in the activities gave them the feeling of communication in the language. It boosted their confidence and made them aware of their capability in expressingthemselves in English, however limited their language resources were. Even more important was their realization that they shouldtake an active role in learning the foreign language, that it was their responsibility to take more initiative to speak English. All teachers agreed that this growing awareness of students and change of attitude were the greatest achievement of the English activity day. According to Joseph (1997:1) there are nine of the micro-skills involved in speaking in which we find ourselves: 1. Pronounce the distinctive sounds of a language clearly enough so that people can distinguish them. This includes making tonal distinctions. 2. Use stress and rhythmic patterns, and intonation patterns of the language clearly enough so that people can understand what is said. 3. Use the correct forms of words. This may mean, for example, changes in the tense, case, or gender. 4. Put words together in correct word other. 5. Use vocabulary appropriately. 6. Use the register or language variety that is appropriate to the situation and the relationship to the conversation partner.

22 7. Make clear to the listener the main sentence constituents, such as subject, verb, and object by whatever means the language uses. 8. Make the main ideas stand out from supporting ideas or information. 9. Make the discourse hang together so that people can follow what you are saying. The writer also may choose to try some of the techniques of the communicative method from the review that follows (Joseph. 1997:2): a. Role play Role-playing game is a game in which the participants assume the roles of characters and collaboratively create stories. Participants determine the actions of their characters based on their characterization, and the actions succeed or fail according to a formal system of rules and guidelines. Within the rules, they may improvise freely; their choices shape the direction and outcome of the games.role playing games used at school must have simple rules because the teacher cannot spend the whole lesson in explaining them. The main thing is to make students think about the roles and motives of the historical persons. By reconstructing historical events, students may understand history better than just by learning the events, the causes and consequences from the book, from the blackboard or by listening to the teacher. b. Interviews The interview method of research is a conversation with a purpose and is nonexperimental in design. The interviewer in one-to-one conversation collects detailed personal information from individuals using oral questions. The interview is used

23 widely to supplement and extend our knowledge about individual thoughts, feelings and behaviors. Or how they think they feel and behave. Interviews can give us both quantitative and qualitative data about participants' thoughts, feelings and behaviors. This is due to the standardization and/or free ranging nature of questions asked. c. Information gap Information gap activity is an activity where learners are missing the information they need to complete a task and need to talk to each other to find it. For instance, learner A has a biography of a famous person with all the place names missing, whilst Learner B has the same text with all the dates missing. Together they can complete the text by asking each other question. In the classroom information gap activities are useful for various reasons. They provide an opportunity for extended speaking practice, they represent real communication, motivation can be high, and they require sub-skills such as clarifying meaning and re-phrasing. Typical types of information gap activities you might find include; describe and draw, spot the difference, jigsaw readings and listening and split dictations. d. Language Exchanges Language exchange is a method of language learning based on mutual language practicing by learning partners who are speakers of different languages. Language exchange is sometimes called Tandem language learning. In modern contexts, "language exchange" most often refers to mutual teaching of partners' first languages. Language exchanges are generally considered helpful for developing language proficiency, especially in speaking fluency and listening comprehension. Language exchanges that take place through writing or text chats, also improve

24 reading comprehension and writing ability. Given that language exchanges generally take place between native speakers of different languages, there is also the side benefit of improving cross-cultural communication. Language exchanges have also been viewed as a helpful tool to aid language learning at language schools. Language exchanges tend to benefit oral proficiency, fluency, colloquial vocabulary acquisition, and vernacular usage. However, there are also concerns that language exchanges cannot be used as a substitute for formal language education, given the difficulty of using language exchanges in learning formal grammar and writing skills. e. Pair work Pair work is a classroom activity in which the whole class is divided into pairs. (It is really a type of group work, using 'groups' of two.) Because the point of pair work is to get students speaking and listening, the content of a pair work session should be mainly oral. (For some types of pair work, it is best if students have no books, papers, or pencils.) It is difficult to give instructions once a pair-work session is underway, so the activity should be well planned and carefully explained. Otherwise it is likely to be unproductive. The idea of pair work is to improve listening and speaking skills by requiring students to exchange information with each other. Pair work should always be accompanied by some sort of test to ascertain whether or not information really has been exchanged. In some kinds of pair work, split dictations for example, the test is built in to the activity itself. In other cases, it will be a follow-up activity of some sort. The Program proved to be very successful. The pupils including the helpers, participated actively and happily in the activities, though to varying degrees. Their

25 experience in the event had a lasting effect on their attitude towards learning to speak English. B. Achievement According to A.S. Hornby (1974: 8)achievement is something done successfully, with effort and skill. Achievement is the result of an activity that has been done, created both individually and in groups (Djamarah, 1994:19). While, according to Hasan Abdul Mas ud Dahar in Djamarah (1994:21) the achievement is what has to be created the work pleasing results obtained by working.in education world, it is something which is gotten by a teacher or student in a period of learning. Students achievement usually are showed by their grades in progress report. Although it can not always be used as arepresentative of their ability, it is as far regarded as a tool to measure the students ability or achievement. There are two factors that influencethe students achievement. Those factors are internal and external. The Internal factors come from inside of the students themselvessuch as: motivation, character, health, psychology, and others. On the other hand, external factors are from outside the students themselves, such as: environment, teachers, socio-economy condition, curriculum, study tools, and others. For instance, a student who is in sick or tired condition will be difficult to concentrate in his or her learning process. Student, who is left behind in his intelligence, will also be difficult to reach their good achievment. It means that physical and psychological aspect influence of the students achievement. Furthermore, there are external factors of students which influence their achievement. Unfriendly weather, incorrect method which is used by a teacher in teaching-learning process, crowded situation, conflict within parents and children, and

26 other external factors also influence students achievement. Students as the learners have some ways to achieve their ability by themselves. C. Student English Achievement To know the English achievement of thestudents, a teacher can utilize many instruments, such as: instrument by the principal respondent, colleagues English teacher, English teacher who teaches the class and instrument with student respondents. English language is the official language of many commonwealth countries and widely understood and used. English Language is used in more countries in the word compared to other languages as well as compared to other languages and it is also more widely used of people. English language is a device to verbal and non-verbal communication. In the education context, it is needed to communicate for accessing information dealy life. It is needed to communicate personally, change information and as international language(diknas.2003:6).in our country, Indonesian language is used to communicate with other countries, and English is used a foreign language. Furthermore, it is also international language, so it is very important to study this language.then, English achievement is very important to increase students skill in order to they have activity to speak English a good, such as writing, speaking, reading, and listening. According to Harris David (1969.9) inthe objectives of English lesson are: a. To develop the students ability in English language verbally and non-verbally. The ability consists of listening, writing, speaking, and reading. b. To increase the students awareness that English language is the one of foreign languages to be device for study. c. To give the students experiences.

27 d. To increase the students understanding about language and show them that there is relation between language and culture. Language exists in two forms, spoken and written. Two linguistic activities are associated with both speech and writing. Listening and reading are either the parallel decoding processes by which we understand spoken or a written message. We may say that language includes four skills as listening, speaking, reading, and writing (Harris David ).

28 CHAPTER III RESEARCH METHODOLOGY In this chapter, the writer is going to review research design, technique of data collection, technique of data analysis,description of school,and the statistical hypothesis. It will be used as a source of discussion and presentation in the next chapter. A. Research Design To find out the describe of English Day Program, the writer distributes questionnaire about the English Day Program, so he can get the students perspective about this program. The writer takes the second semester students of MTs Muhammadiyah 7 Klego in the academic year of 2011/2012. This students view about English Language Day Program is called independent variable. Besides, the writer takes the students English Achievement as dependent variable by using students report of semester II. 1. Subject of the Research The subjects of the research are the second semester students of MTs Muhammadiyah 7 Klego in the academic year of 2011/2012. To clarify the subject of the research the writer explains in the following explanation: a. Population Population is all individuals from whom the data is collected. They are the subject of the research that has their own characteristics and are limited by certain condition that is different from another (Azwar,1998:77). In this research, the population is the secondsemester students of MTs Muhammadiyah 7 Klego in the academic year of 2011/2012. The total numbers of students are 67 students. They are divided into two classes, A and B. There are 34 students in A class and 33 students in B class.

29 b. Sample Sample is the part of population from which the researcher takes the research as a data (Azwar,2010:79). In the second semester students of MTs Muhammadiyah 7 Klego has two classes which the total number of students are 67. However, the writer takes 67 students randomly as a data of this research. c. Sampling Sampling is the way or procedure which is done to sample from the population. There are two kinds of sampling technique, they are random and nonrandom sampling (Arikunto,1997:111). In the research, the writer uses random sampling because the classes have same quality, homogeneity and gives the same opportunity to students to be a member of sample without making stratification. Here, the writer takes 67 students of second semester students of MTs Muhammadiyah 7 Klego as the subject of the research. The detail data are as follow: No Table 3.1 List of Subject of the Research Students Name Number Achmad khoirul Hidayah Afif Khorul Ma rifah Agus Toni Arif Fathoni Dewanda Diana Ayu Lestari Eko Budiyanto Faiz Abdul Rocman Ilya Choirul Irsyad Imam Susilo Isnaini Nurul Furqon Khoirul Anwar Lusiana

30 M. Surya Fahrudi Miftachturrohmatil W Mufaridun Muh Irvan Bayu Prasetiyo Muhammad Ali Mahfud Novi Agustiany Putri Nur Istiqomah Ponco Yuli Nurwanto Ratna Intan Sari Reni Oktavia Rizki Yuliastuti Rudi Hermawan Santi Ratna Sari Siti Asiyah Soli Pujianti Upik Dyah Fatmawati Wahid Septiadi Zumrotun Agung Budiyatmo Ali Mursid Arif Maulana Dewi Novitasari Lukman Al Hakim M. Fajar Abadi Maskuryadi Muh Abdul Rozaq Muhamat Imam Syafi'i Muhammad Isnadi Muhammad Saiful Anam Muhammad Yuswanto Niken Novitasari Nur Chasanah Nur Cholis Rojid Nur Hayati Purwanta Ririn Astuti Saiful Anam Santoso Siti Marzukoh Siti Mutmainah Siti Napisatu Imroah Siti Zulaikah Sri Mulyani Suwito Umi Lufiyatun Wahyu Lestari Rita Apreliani Agung Hardiyanto

31 Anif Tiani Bambang Irawan Dayatullah Eryanti Fatmawati Harika Ambarwati 2. Technique of Data Collection In this study, the writer collects data through several ways as follows: a. Documentation Documentation is finding the data about all variables in the notebooks, newspaper, magazines, and so on (Arikunto, 1993:202) The benefit of this method is getting the data needed, especially for knowing the profile of students English Achievement and data about MTs Muhammadiyah 7 Klego including, the condition of MTs Muhammadiyah 7 Klego including, the historical, teachers, officers, and the students. b. Test To obtain the data, the writer uses the test method. Test instrument plays an important rule to collect the data. According to Madsen (1983:3) test not only can help to create the positive attitudes toward the class but also help students in mastering the language. Furthermore, in this research, the writer uses multiple- choice completion. Multiple choice completion is kind of item constructed by deleting a word from a sentence. It makes the students depend on context clues and sentence meaning (Madsen, 1983:16). In addition, the multiple choice is arranged for seasons of practicality: it is easy to administer and can be scored quickly. The most straightforward multiple-choice items may have little context, but might serve as a vocabulary or grammar check (Brown, 2004:194)

32 c. Questionnaire Questionnaire is printed question used to get information in the form of score from sample. It is the report of their privacy or the other things they know (Kartini Kartono ). This method is used by the writer to know the sample opinion or perspective about English Day Program. The witer changes the result of this questionnaire to be quantitative data obtained into questionnaire score: a. Score 4 for answer a. b. Score 3 for answer b c. Score 2 for answer c d. Score 1 for answer d In this research, the writer distributes the questionnaire and students are able to answer the questions directly. There are few steps in constructing and administrating questionnaire: a. The writer makes some indicators about English Language Day Program and distributes to the students. b. The writer evaluates the result of questionnaire and gives scores. c. The writer analyzes the influence of English Language Day Program toward students Achievement. 3. Technique of Data Analysis a. Scoring The test consists of 15 items which are divided into two kinds of test variation. The first test consists of 15 items of finding the deleting word of a sentence contains of Grammar. The second test consists of 15 items of Vocabulary. Each items has 1 score only. In scoring the test, the writer uses the scale This scale will be easier to determine the level of degrees of English Day Program

33 To know the percentage of two variables above, the writer uses the formula as follow: N P = FX 100% Explanation: P F N : the percentage : the frequency : the number of subject 3. Data Analysis 1. The calculation of English Day Program a. The interval calculation of English Day Program Based on the questionnaire distribution, the writer concludes that the highest score is 56 and the lowest score is 33. There are four intervals so the score of the interval calculation can be as follows; i = (highest score lowest score) i = (56-33 ) i = 24 4 i = 6 The interval distribution is as follows; a. Excellent : b. Good : c. Fair : d. Low : b. The percentage calculation P = F X 100% N

34 In which: P F N : percentage : frequency : sample The percentage of each category is as follows: Category A = 6 X 100% 67 = 8 % Category B = 24 X 100% 67 = 36 % Category C= 21 X 100% 67 = 32 % Category D = 7 X 100% 67 = 11 % From the calculation above, we can see that the students perception about English Language Day Program are excellent (category A) is 10 % good (category B) is 42%, fair (category C ) is 36%, and low (category D) is 12 %. 2. The calculation of the score of Students English Achievement a. The interval calculation of students English Achievement Based on the table of students English Achievement, the interval calculation of students English Achievement is: i = (highest score lowest score) i = ( ) + 1 4

35 i = 35 4 i = 8.75 The interval distribution is as follows: a. Excellent : b. Good : c. Enough : d. Low : b. The percentage calculation P = F X 100% N In which: P F N : percentage : frequency : sample Category A = 3 X 100% 67 = 4 % Category B = 11 X 100% 67 = 16 % 67 Category C = 16 X 100% = 24 % Category D = 28 X 100% 67 = 42 % From the calculation above, we can see that the students English Achievement are excellent (category A) is 4%, good (category B) is 16% enough (category C) is 24% and low (category D) is 42%.

36 4. Description of School 1. School a. Name : MTs Muhammadiyah 7 Klego b. Address : Jl. Karanggede Gemolong Wates, Bade, Klego, Boyolali c. Status : Accreditation B d. Telephone : e. TIK MTs Muh7@Yahoo.com 2. Students Class Parallel class Male Female Total VII A VII B VII C VIII A VIII B IX A IX B Total Employee DT T OF TOTAL DT: definite teacher; T: Technician: OF: official 4. Facility Large area : m² Large building : ± m² No Facility Number Size Condition Note 1. Mosque 1 Good 2. Class room 7 Good 3. Boarding room 13 Good 4. Headmaster room 1 Good 5. Administration room 1 Good 6. Teacher office 1 Good

37 5. Specializations 6. Boarding School 7. Daily habit activity 7. Library room 1 Good 8. Medical room 1 Good 9. Computer Laboratory 1 Good 10 Sport Fields 1 Good 11. Sport Utensil 1 Good 12. Lobby/goest room 1 Good 13. Toilets 4 Good a. Three languages mastery ( English, Indonesia, Java) b. Green and clean c. Duha prayer 8. Extra-curricular a. English Club b. Scout c. Holy tread d. Computer e. Drum band f. Teenage scientific writing g. OSIS 9. List of Teacher and Official of MTs Muhammadiyah 7 Klego N SUBJECT OF NAME POSITION GRADUATION O STUDY 1. Bachiroh,S.Ag Headmaster S-1 IAIN Salatiga English 2. Kholil, S.Ag Curriculum S-1 UMS Solo Islamic Education 3. Ihsan Setyadi,S.Pd.I Students S-1 STAIN Salatiga Arabic 4. Afandi, S.Ag Teacher S-1 IAIN Jogja Islamic Education 5. Arif Supriyadi, S.Ag Teacher S-1 IAIN Salatiga Qur an Hadist 6. Dra. Marsiti Teacher S-1 UMS Solo Civics/Citizenship 7. Suparmin Teacher D-2 PGSLTP Mathematic 8. Mahmudah, S.Ag Teacher S-1 STAIN Surakarta Fiqih/Natural 9. Nurhayati S, S.Pd Teacher S-1 UMS Solo Indonesian

38 10. Munasih, S.Ag Teacher S-1 UMS Solo Akhlaq/ Natural 11. Sri Andas, S.Ag Teacher S-1 UNDARIS Cultural Art 12. Fitri Handayani, S.Pd Teacher S-1 UNDIP Mathematic 13. Sarwanto, S.Pd.I Teacher S-1 STAIN Surakarta Java 14. Eko Firliyanto Teacher MAN Sports 15. Anis istariyah S.Pd Teacher UMS Solo English 16. Lila Utami, S.Pd Teacher S-1 U.A.DAHLAN English 17. Musliadie, S.Pd.I Teacher S-1 STAI Bani Saleh Arabic 18. Slamet Widodo Administrator SMA - 20 Siti Auliyah R, S.Pd Administrator S-1 UNIVET Mudakir, S.Pd Technician S-1 UNIVET - Klego, July 23 th 2012 Headmaster Bachiroh, S.Ag

39 English Day Program MTs Muhammadiyah 7 Klego is one of junior high school that is set up as a boarding school system. It has a target in the last year, each student will be mastery in three languages, they are Indonesia, English and Java. They have more time with the students, so that teaching-learning process will be varied and dynamic. The Students have also more chance to communicate and share with the teacher about the material of a subject which is not understood yet or other problems. The writer notes that the communication between teachers and students in MTs Muhammadiyah 7 Klego nearly like the students and their parents. English Language Day Program is an additional program and after finishing regular program at pm. This program contains three materials. They are Vocabularies which is set up to increase and master many vocabularies. Matery vocabularies meant that the students understand the meaning and can make a sentence using the vocabularies. They also master in applying these vocabularies in every sentence, written and spoken. There is also English Club which is programmed for developing students talent and skill in English. In this program they can make a play, poem or poetry, sing a song, and else which are performend in English. English Language Day program has also aconversation class that is set up for building the students character and self-confidence in speaking English. Common problem found in Foreign Language Class student is they are nervous to practice in that language. Where as, we know that a success can be reached by continuous practices. Come from this statement, MTs Muhammadiyah 7 Klego sets conversation class to help the students in mastering English easier. Those three programs work effectively in second semester. In the nearly end of second semester, MTs Muhammadiyah 7 Klego designed new additional program for those

40 who left behind in English, called Remedial Term. In this program the teacher of English class will repeat some materials in English class which is needed. As an independent variable, the writer should take the score of this English Language Day Program. The writer took questionnaire as the tool of collecting data and will show it up as follows: TABLE 3.2 The Distribution of English Language Day Program (X) Answer Score No A B C D A B C D Total

41

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43 B. Statistical Hypothesis Based on the data presentation above, the writer can get the result about the correlation between English Language Day Program toward students English Achievement.

44 CHAPTER IV DATA PRESENTATION AND ANALYSIS In this chapter, the writer will analyze the data collected of the second semester students of MTs Muhammadiyah 7 Klego in the academic year of 2011/2012. The writer will find out whether there is a positive influence between English Language Day Program and the students English Achievement. A. Data Presentation Here, the writer will present the data of research consisting of students English Day score and the students English achievement score. To get better understanding, the writer presents them as follows: 1. The table of students scoreenglishday Program. TABLE4.1 NO NAME SCORE 1. Achmad khoirul Hidayah Afif Khorul Ma rifah Agus Toni Arif Fathoni Dewanda Diana Ayu Lestari Eko Budiyanto Faiz Abdul Rocman Ilya Choirul Irsyad Imam Susilo Isnaini Nurul Furqon Khoirul Anwar Lusiana M. Surya Fahrudi Miftachturrohmatil W Mufaridun Muh Irvan Bayu Prasetiyo Muhammad Ali Mahfud Novi Agustiany Putri 44

45 20. Nur Istiqomah Ponco Yuli Nurwanto Ratna Intan Sari Reni Oktavia Rizki Yuliastuti Rudi Hermawan Santi Ratna Sari Siti Asiyah Soli Pujianti Upik Dyah Fatmawati Wahid Septiadi Zumrotun Agung Budiyatmo Ali Mursid Arif Maulana Dewi Novitasari Lukman Al Hakim M. Fajar Abadi Maskuryadi Muh Abdul Rozaq Muhamat Imam Syafi'i Muhammad Isnadi Muhammad Saiful Anam Muhammad Yuswanto Niken Novitasari Nur Chasanah Nur Cholis Rojid Nur Hayati Purwanta Ririn Astuti Saiful Anam Santoso Siti Marzukoh Siti Mutmainah Siti Napisatu Imroah Siti Zulaikah Sri Mulyani Suwito Umi Lufiyatun Wahyu Lestari Rita Apreliani Agung Hardiyanto Anif Tiani Bambang Irawan Dayatullah Eryanti Fatmawati Harika Ambarwati 53

46 2. The table of Students score English Achievement. TABLE 4.2 NO NAME SCORE 1. Achmad khoirul Hidayah Afif Khorul Ma rifah Agus Toni Arif Fathoni Dewanda Diana Ayu Lestari Eko Budiyanto Faiz Abdul Rocman Ilya Choirul Irsyad Imam Susilo Isnaini Nurul Furqon Khoirul Anwar Lusiana M. Surya Fahrudi Miftachturrohmatil W Mufaridun Muh Irvan Bayu Prasetiyo Muhammad Ali Mahfud Novi Agustiany Putri Nur Istiqomah Ponco Yuli Nurwanto Ratna Intan Sari Reni Oktavia Rizki Yuliastuti Rudi Hermawan Santi Ratna Sari Siti Asiyah Soli Pujianti Upik Dyah Fatmawati Wahid Septiadi Zumrotun Agung Budiyatmo Ali Mursid Arif Maulana Dewi Novitasari Lukman Al Hakim M. Fajar Abadi Maskuryadi Muh Abdul Rozaq Muhamat Imam Syafi'i Muhammad Isnadi 71

47 42 Muhammad Saiful Anam Muhammad Yuswanto Niken Novitasari Nur Chasanah Nur Cholis Rojid Nur Hayati Purwanta Ririn Astuti Saiful Anam Santoso Siti Marzukoh Siti Mutmainah Siti Napisatu Imroah Siti Zulaikah Sri Mulyani Suwito Umi Lufiyatun Wahyu Lestari Rita Apreliani Agung Hardiyanto Anif Tiani Bambang Irawan Dayatullah Eryanti Fatmawati Harika Ambarwati 75 B. Data Analysis 1. Analysis of English Language Day Program a. The interval Calculation of English language Day Program To find out the score of English Language Day Program, the writer uses the following formula : i = ( highest score lowest score) i = ( ) i= 24 4 i = 6