Professional Documents
Culture Documents
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirement for the Degree of Strata 1 (S1)
BY :
HELTY
NIM: 205014000448
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
BY :
HELTY
NIM: 205014000448
A Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training
in Partial Fulfillment of the Requirements for the Degree of Strata 1 (S1)
BY :
HELTY
NIM: 205014000448
Approved by:
Key words: Gaya Belajar, Kosakata, IAIN Sultan Thaha Saifuddin Jambi
The writer
OUTLINE
Page
ACKNOWLEDGEMENT ............................................................................ i
ABSTRACT IN ENGLISH............................................................................ iii
A. Questionnaire
B. Vocabulary Test
C. The Key Answer
D. Syllabus of the Subject
E. Distribusi Ujicoba Soal I
F. Daya Beda dan tingkat Kesukaran Soal yang di Uji Cobakan
G. Distribusi Ujicoba Soal II
H. The Culculation of The Reliability of The Test
I. Statement Letter of the Research
J. Biography
CHAPTER I
INTRODUCTION
1
Paul Eggen and Don Kauchak. Educational Psychology windows on classrooms 5th
edition, New Jersey: Merrill Prentice Hall. 2001. P122-152
2
Douglas Brown. Principle of Language Learning and Teaching. New Jersey: prentice
Hall, inc.1987.
3
Paul Eggen and Don Kauchak. Ibid. P550
Each learner has his own preferred ways in learning. The learners bring
their unique learning style into classroom. Learners as the raw input have certain
characteristics both physiology and psychology which are able to influence
learning process as well as achievement.4 It is understood that learners tendencies
and preferred ways in learning and how they go about learning will also influence
their success. Having different preferences, tendencies, and ways among learners
in learning English show that learners have their own learning style types which
also influence their learning outcome. This is in line with Willing (1988) suggest
that accommodating learning style and strategy preferences in the classroom can
result in improving learner satisfaction and attainment.5
The characteristic of each learner type display several activities inside
classroom and outside classroom can enrich students vocabulary. Lets take an
example for concrete learner. Mostly activities of learning for this learner type are
learning by games, pictures, films, videos and cassettes. Here, the students
possibilities of obtaining new vocabularies are widely enough. Furthermore, the
chances for analytical learners enlarge their vocabularies are the same as concrete
learners since they take reading as their dominant activities in learning. Having
reading habit may automatically give them wide horizon as well as many
vocabularies.
Based on the learners styles described above this study is intended to
investigate on students learning style types and how it influences the students
level of success.
B. The Scope and Limitation of the Study
This study focuses on the students learning style and their influence
toward their achievement in learning vocabulary at first semester of English
department student IAIN Sultan Thaha Saifuddin Jambi for academic year
2008/2009.
This study is to describe and analyse about students learning style in
vocabulary course.
4
M.Ngalim Purwanto. Psikologi Pendidikan.Bandung: Remaja Rosdakarya. 1990. p107.
5
Ken Willing. Learning Style in Adult Migrant Education. National Curruculum
Resources Centre Adult Adelaide, South Australia: NCRC. 1988. p1.
C. The Statements of the Problem
Based on the background mentioned above, the writer conducts a study
concerning the tendency of students learning style and how they influence the
students success.
The general question for this research is How are the student learning
styles and their influence toward their achievement?
This main question can be formulated into more specific questions as
follows:
1. Does each student have his own learning style?
2. Does the student learning style influence his achievement in
vocabulary?
6
Joan Rubin and Irene Thomson. How To Be A More Successful Language Learner.
Boston: Heinle and Heinle Publisher, Inc.1982. p8.
7
Ken Willing. Op Cit. P68
study will be carried out to describe and analyse the student learning style and
their achievement in vocabulary.
This chapter discusses (A) Learner differences such as: (1) age, (2)
motivation, (3) learning strategy, (4) learning style. (B) Types of vocabulary, and
(C) Vocabulary achievement.
A. Learner Differences
Students are different in a hundred ways. Good teachers have always
adapted to individual students characteristics; it is part of being a flexible and
creative teacher. In order to teach effectively, the teachers need to learn their
student, since some of the procedures will vary depending upon in their classes.
Most scholar and practitioners in the field today agree that both the rate
and the degree of success of second language learning are affected by individual
learner differences.8 Many also believed those learner factors such as aptitude,
attitude, motivation, personality, age, cognitive style, and preferred learning
strategies need to be considered in any comprehensive theory of second language
acquisition. Ellis (1985) remarked that SLA researches may knowledge the
importance of such factors in the eventual attainment of advanced levels of
proficiency or in approaches has tended to ignore individual differences or
minimize their importance.9
The learners live in different environments with their own socio-cultural
background. A number of the learners live in urban areas but most of them live in
the country areas. Differences in these two types of educational settings may have
5
great influence upon the process of teaching and learning.
Life experiences of learners living in urban areas might be far different
from those of learners in the country areas. With sophisticated facilities and
equipment such as tape recorders, video recorders, televisions and computers
8
R. Ellis. Understanding Second Language Acquisition. Oxford: Oxford University
Press. 1985
9
R. Ellis. Ibid
together with their programs. Some cities have foreigners of different
nationalities. On the other hand, to rural learners these things might be strange.
Like their urban counterparts, they are familiar with things found in their
environments. All of this may have influence upon the learners ways of thinking,
life style, learning style, and educational orientation as well as upon the types of
concepts learned through their interaction with their environments. The factors of
learner differences are going to look in detail, as follow:
1. Age
One of the significance factors to be considered to teach the student is
ages, since different ages lead to different competencies, needs, and cognitive
skill. For instance, children are more likely taught through playing or games while
adult are recently taught through use of abstract taught. Some people claim that
children are better learner than adult. It is supported by Jeremy Harmer, children
appear pick up new languages effortlessly. 10
Jeremy Harmer have divide three classifications of ages, there are:
10
Jeremy Harmer. The Practice of English Language Teaching (third edition completely
revised and updated). Longman. p:38
They are keen to talk about themselves, and respond well to learning that
uses themselves and their own lives as main topics in the classroom.
They have a limited attention span; unless activities are extremely
engaging they can easily get bored, losing interest after ten minutes or so.
b. Adolescents, teenage students are in fact overall the best language learner:
Identify has to be forged among classmates and friends; peer approval may
be considerably more important for the student than the attention of the
teacher which.
Teenagers, if they are engaged, have a great capacity to learn, a great
potential for creativity, and a passionate commitment to things, which
interest them.
Student must be encouraged to respond to text and situations with their
own thoughts and experience, rather than just by answering questions and
doing abstract learning activities.
We are able to discuss abstract issues with them. Indeed part of our job is
to provoke intellectual activity by helping them to be aware of contrasting
ideas and concepts, which they can resolve for themselves-though still
with our guidance.
2. Motivation
Several perspectives have been offered upon the subjective aspect of
language learning, notably in the motivation. Motivation is probably the most
often used for explaining the success or failure of virtually any complex task.11 It
is easy to claim that a learner will be successful with the proper motivation and
countless studies and experiment in human learning show that motivation is a key
to learning. Someone will be successful in his study if there is desire in him to
study. Desire and drive to study are called motivation. According to Gardner
(1985), motivation involves four aspects: a goal, effortful behaviour, a desire to
attain the goal and favourable attitudes toward the activity. 12 These four aspects
are dimensional, however and they in turn group themselves into two conceptually
distinct categories. The goal, although a factor involved in motivation, is not a
measurable component of motivation. So these three components are reflected in
the measures: intensity, desire to learn English, and attitudes toward learning
English.
Motivation depends on many things, too many to mention, but three of the
most important motivations are variety, success and sense of purpose. We all
know that monotony is very demotivating, whilst variety stimulates interest.
11
H.D. Brown, Op Cit.
12
R.C. Gardner Social Psychology and Second Language Learning: The Role of Attitudes
and motivation. 1981. London. P220
Attempting to learn something that has no meaning or relevance or purpose to
students is also demotivating, whilst meaningful language stimulates curiosity in
our students, thus motivating them. If students achieve success in task, they are
usually very pleased and not afraid to try again. Success is great motivator.
3. Learning Strategies
To distinguish learning strategy and learning style, this part is provided
with some concepts, which related to both terms directly and indirectly.
According to willing learning strategy is a specific mental procedure for
gathering, processing, associating, categorizing, rehearsing and retrieving
information or patterned skills13. He states that learning style is individual
learners natural, habitual, and preferred ways of learning. From these the
definition can be explained that a learning strategy rely on the efforts of the
learner themselves in acquiring of their progress in learning language, while
learning style has owned by learners naturally.
Good language learners always attempt to seek the best ways to get progress in
learning; in other word they try to apply strategies for their learning. Robin and
Thompson state that things that should be taken charge of learning:
13
Ken willing, Op Cit.
Clarifying your objectives will help you develop a clearer direction and
will also provide you with some benchmarks to measure your
performance.
Establish a regular schedule:
Arrange your activity for studying in a day or a week regularly by
considering the best time of the day.
Plan to learn something new every day:
For additional class, learn something new everyday, especially enriching
vocabulary on your own ways.
Assess the difficulty of each task:
Be familiar whether the task is difficult or not. Then adjust the study time.
3. Monitor and Evaluate
Pay attention to your learning successes:
What efforts you have done up to reaching the success.
Pay attention to the learning successes of others:
Be sure how others learn better may work for you
Experiment to determine your modality preference:
Be familiar with preferred ways of better learning for certain task
Notice which strategies work and which dont:
Keep using strategies that work best for you and try working with
classmate if certain strategy doesnt work.
Experiment and note reaction:
When you use a new idiom try to watch the listener reaction if he as for
clarification you have probably use it in appropriately.
4. Learning Style
Some statements mention that education, ultimately, must come to grip the
different learning needs of individual learners. They, however, state that there is
still no connection between theory and practice in identifying learners needs.
They add that some educators today are raising critical questions about the ways
in which students learn. This effort and related research focus on student learning
skill and learning style.
Language teaching today is humanistic. Teachers are responsible for
taking students affective needs into consideration. Teachers initiate activities from
which students can learn, and then step aside to assist as needed.
Moreover, Sardiman (2007) emphasizes that determining the purpose of
learning, actually should be connected and suited with learners characteristics.14
He adds that having knowledge about learners characteristics will be very useful
in selecting the accurate ways in teaching. Viewing learners needs are important
enough to promote language learning; students preferred ways of learning
become main consideration of many recent investigations. It is based on research
evidence that moving from student learning style will meet their needs.
Each learner has his/her own preferences and the ways in learning a
language. Having different preferred ways show that each learner has his/her own
learning style. Educators attempt to define learning style differently. Willing
(1988) state that learning style is individual learners natural, habitual, and
preferred ways of learning.15 Moreover, Nunan (1991) defines it like the
following:
Learning style refers to any individual preferred
ways of going about learning. It is generally
considered that ones learning style will result from
personality variables, including psychological and
cognitive make-up, socio-cultural background, and
educational experience.16
Different terms are used to refer to different types of learning style.
Willing (1988) uses the terms of concrete, analytical, communicative, and
authority-oriented for learning style types.17 The characteristics of each type
usually performed are as follows:
Type 1: Concrete Learners
a. In class they prefer to learn by game.
14
Sardiman. Interaksi dan motivasi Belajar. Jakarta: Rajawali Perss.1992.p.120
15
Ken Willing. Op. Cit.p1
16
David Nunan. 1991. Language Teaching Methodology. New York: Prentice Hall, Ltd.
17
Ken Willing. Op. Cit
b. In class they prefer to learn by pictures, films, and
videos.
c. They like to learn by talking in pairs.
d. At home, they like to listen cassettes.
e. In class they like to listen cassettes.
f. They like to go out with the class and practice English.
Rubin and Thomson (1982) categorize learners into two types. They are
known as rule learners and intuitive learners.18 The characteristics of both types
are shown as following:
B. Types of Vocabulary
18
Irene Thomson and Rubin. Op Cit. p8
When someone talks about vocabulary, the first time comes to ones mind:
vocabulary is a group of words in certain language as a part of teaching and
learning foreign language.
In any languages one of the ways to improve English is by enlarging
vocabulary, as a very important language component. Someone cannot speak,
understand, read or write a foreign language without knowing a lot of words.
Therefore, Rubin and Thompson said vocabulary learning is at the heart of
mastering a foreign language.19
When learners has mastered the basic grammatical pattern of language,
they next task is to master vocabulary or at least that part of vocabulary that they
need.
What is vocabulary? If we find the meaning of vocabulary in dictionary,
vocabulary is list of the words with their meaning, especially in book for learning
foreign language20 and in Websters dictionary, vocabulary is a list or collection
of words or words and phrases usually alphabetical arranged, explained and
defined.21
There are type two kinds of vocabulary: active vocabulary and passive
vocabulary, 22 active vocabulary is vocabulary actually used in the speaking and
writing, it is also called as productive vocabulary. Passive vocabulary is
vocabulary that can understand in the context of reading and listening, it is also
called as receptive vocabulary.
In the other verse vocabulary divided into four kinds of vocabulary there
are:
Reading vocabulary is vocabulary that figure out the meaning by using
text.
Listening vocabulary is vocabulary by using sound.
19
Irene Thomson and Rubin. Op Cit. p.79
20
A.S Hornby, Oxford advanced Learners Dictionary (Oxford University Press, 1989)
21
Philip Babvock Gove, Websters Third New International Dictionary (USA:
Massachusetts. G&C. Meriam Company,1996), P. 2560
22
www.putlearningfirst.com/language/vocab1.html
Speaking vocabulary is vocabulary that used correct spelling and
pronouncing.
Writing vocabulary is vocabulary that uses by correctly grammar,
accurately thinking, & appropriately context.23
Based on thats opinion vocabulary does not only affect reading skill but
also listening, speaking, and writing skill as well. In speaking the words choose by
a native or speaker affects the impression they make, how well they understand,
and how people reach to it. In listening, vocabulary influence how much a listener
understands the how is well a reader influence how well can a reader comprehend
the writers ideas in reading material. In writing, the choise of word determines
how clearly and accurately the writer can express their ideas to the reader.
C. Vocabulary Achievement
According to guide of evaluation (1993), evaluation is asset of activities
used to gain, analyse, and interpret data about the students progress and learning
outcomes that are done systematically and continuously so that the result will
become meaningful information for decision making, in teaching learning
vocabulary. There are two kinds of evaluation procedures for this course:
procedure of evaluating learning achievement. The evaluation of learning progress
is intended to get three aspects, such as: (a) get information about students
learning progress, (b) obtain feed backs for remedial teaching and enrichment, and
(c) get feed backs for improvement of teaching and learning strategies. This kind
of evaluation is usually conducted after having completed six or seven
instructional material. This kind of evaluation is well known as mid semester test
or formative test (Ujian Tengah Semester). The scores of this test are combined
with those obtained from the end of six-month terms evaluation (semester) to
determine grades for the students report achievement for each scores he joined.
The evaluation of learning outcomes is intended to measure the
achievement of the instructional objectives at the end of each six-month terms
program of the university students. The evaluation which is given at the end of
23
www.harenet.ne.jp/waring/papers/phd.html
each six-month terms (Ujian Akhir Semester) or at the end of the academic year is
known as summative test or final test (Ujian Akhir Semester).
In learning English, one of the important elements that to be gained by the
students is vocabulary. The result of learning vocabulary is usually known as
vocabulary achievement. Thus vocabulary achievement can be defined as learning
outcomes of vocabulary mastered by the students after they gained the vocabulary
best. Vocabulary achievement can be seen from how much the students have
already mastered and improving their vocabularies are determined from these test
performances.
CHAPTER III
RESEARCH METHODOLOGY
This chapter will explain about design of the research, population and
sample, instrumentation and method of data gathering, technique of data analysis,
and procedure.
A. Research Design
This study is conducted to get description and evaluation about students
learning style in English department and their achievement at first semester of
State Institute for Islamic Studies Sultan Thaha Saifuddin Jambi in academic year
2008/2009.
This study is categorized as descriptive-evaluative in nature. It is called
descriptive research because this study tries to describe and interpret a condition,
idea, a process, cause and effect, as well as a tendency occurred and it is also
called a quantitative research because the writer uses some numerical data
analysed statistically.24 And this study is also called evaluative because it tries to
evaluate objectively about students learning style in English department and their
achievement at first semester of IAIN Sultan Thaha Saifuddin Jambi. The
evaluation is conducted by way of analysing the student learning style and their
achievement.
The data of this study can be categorized into qualitative and quantitative.
The data obtained from observation, and documentation are categorized into
qualitative. Meanwhile, the data obtained from questionnaire are categorized into
quantitative.
17
24
Sanafiah Faisal. Metodologi penelitian pendidikan. Usaha Nasional. P.119
The population of this research is the first year students of English
department. They are distributed into three parallel classes of English department
students. The population of this study is around 90 students, they are divided into
class A, B, and C with 30 students every classes.
To decide the sample of this study is taken on the basis of purposive
sampling. In purposive sampling the researcher establishes a set of criteria or list
and attribute that the study must process, then the researcher searches the subjects
who match with the criteria.25 In the descriptive research, it is desirable to have a
minimum of 15 % sample out of the population. In this case, the researcher is
going to find unlimited number of students who belong to each learner types.
C. Instrumentation
Technique of collecting data in this study was four kinds namely;
Observation, Documentation, Questionnaire, and Test.
1. Observation
Observation is the main technique in collecting the data about
was conducted six times while the lecturing of vocabulary course was
going on.
2. Documentation
Documentation technique was also to obtained. The written data
such as; (a) The lecturing preparation made by the lecturer, (b)
Vocabulary syllabi made by the lecturer, and (c) Students scores of
vocabulary test.
25
Suharsimi Arikunto. Procedure penelitian. Rienneka Cipta. P.128
3. Questionnaire
The questionnaire was aimed at getting the data about students
learning style in learning of vocabulary in first semester of IAIN Sultan
Thaha Saifuddin Jambi. The questionnaires consist of 27 items, the items
based on four learner style type. The items of the questionnaire for
learning style are not in one group. In other words, they are randomly
arranged.
4. Test
The materials for vocabulary test are taken on the basis of the
vocabulary syllabus used by English department of State Institute for
Islamic Studies Sultan Thaha Saifuddin Jambi. The total numbers of test
items are 50 items.
enter into table distribution of learning style types. To find out these data, the
f
P= X 100%
N
f is frequency
N is number of learner
p is percentage
E. Procedure
1. Preparation
Preparing the questionnaire
2. Operation
Distributing the questionnaire to be filled out by the respondents
Employing vocabulary test
3. Analysis
Analysis of the data of the questionnaire result
Analysis of the data of vocabulary test
Computing data gained from vocabulary test
Interpreting the result of analysis
Making conclusion
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSIONS
In this chapter, the researcher discussed the research finding and discussions.
It starts with the displaying of the data, and will be followed with the discussion
of the data.
A. Research Findings
There are two kinds of data that have to be displayed in this part. The first
one is the data taken from students learning style and the second one is data of
students score on vocabulary test.
The first research finding about student learning style will be presented in
the following table
NO Characteristic
1 The student like to study grammar
2 The student like study English by using English books
3 The student like to study alone
4 They want the teacher to let them find their mistakes
The student like to study English by reading news
5 papers
SCALA FOR COMMUNICATIVE LEARNING STYLE
NO Characteristic
They want the teacher to let them find the rules of
1 structural
2 The student like to speak to native speakers
The student like to communication by English with their
3 friend
4 The student like to watch English TV program
5 The student like to use English in shops, buses, etc
6 The student like to learn English by hearing them
7 The student like to learn by conversation
They want the teacher to let them find their own
8 mistakes
Others
0
1 2 3 4 5
Learning Style Types
Based on the diagram 4.1 above, it shows that various learning style
owned by learners data from the questionnaire, it was found that there are 27
(32,9%) students are belong to concrete learners, 10 (12,2%) students are
analytical learners, 13 (15,8%) students are communicative learners, 22 (26,8%)
students are authority-oriented learners, and 10 (12,2%) students do not belong to
any of those learning styles. The last one is considered as other learning style
since there is no predominant style attaches on them.
The other has data to be conveyed here is students score on vocabulary
test which grouped into each learning style in form of mean score. To give clearly
information above will be display in the following table.
B. Discussions
From the data above, it is acknowledged that the first year students of English
Department of Tarbyiah Faculty of State Institute for Islamic Studies of Sultan
Thaha Saifuddin Jambi can be grouped into four learning style types base on they
preferred ways of going about learning. These four learning style types are
concrete learners, analytical learners, communicative learners, and authority-
oriented learners. As it can be seen in the list of activities that each type of
learners may be potential to propose enriching vocabulary. Learners achievement
in vocabulary for each learning style types are in range of 70 to 75 except
analytical learners. Based on mean scores in table 1, the difference of mean score
between authority-oriented and communicative learners is 1.80 points. While
communicative and analytical learners have differences up to 15.92 points. The
different mean score between analytical and concrete is 12.15 points. Concrete
and communicative learners have differences up to 3.77 points. 4.05 points is the
difference of concrete and authority-oriented learners. The different mean score
between analytical and authority-oriented is 14.12 points.
The difference of 1.80 for authority-oriented learners and communicative
learners shows that these two learning style types have no significant difference in
vocabulary. It means that these learners tend to have approximately similar
mastery of vocabulary. 15.92 of different points of communicative and analytical
learners are considered significant enough. It displays that these two types of
learners have different mastery of vocabulary. For concrete and analytical
learners, 12.15 points is viewed enough to distinguish them in term of vocabulary
mastery. While concrete and communicative learners only have difference of 3.77
points, so that these two learning style types may gain similar mastery of
vocabulary. The other pair of learning style types that have a little bit different in
vocabulary mastery are concrete and authority-oriented learners since the
difference is only 4.05 points. The last pair that have to be displayed here are
analytical and authority-oriented learners. They got the difference of 14.12 points.
Therefore, they may be classified as the groups with two different mastery of
vocabulary
Beside four learning style types found by the researcher, there is other
finding considered unique. There are certain numbers of English learners who do
not belong to any of these learning style types since they do not have predominant
style. Therefore, they are grouped as others. The mean score of their vocabulary
test is the lowest one among other types of learners. It is 70.10. If it is compared
with mean score of concrete learners, the difference is 4.05 points, while with
analytical learners, it has significant different. It is 16.19 points. The smallest
difference among those of learning style types is 0.20 points compared with
communicative learners. If it is compared with authority-oriented learners, the
difference is 2.08 points. The lowest vocabulary mastery of this group of learners
is likely due to their absence of accurate preferred ways of going about learning.
In other words, their preferred ways in learning English tend not to meet their
needs. Therefore, their progresses are not maximal enough.
Something occurred surprisingly is the mean score of analytical learners in
term of their vocabulary mastery which reaches the highest one. The difference
with the second highest one, concrete learners mean score, is 12.15. The quite
significant different of this learning style types with others can be caused by their
preferred ways of going about learning that tend to be receptive. The researcher
analyzes that analytical learners tend to prefer learning mostly through reading.
As it is trusted by many experts that reading habit not only contributes wide
horizon and critical thinking but also gain more knowledge. In line with these,
learners who learn through reading may enrich their vocabulary unconsciously.
Having many vocabularies through reading is kinds of acquisition. The learners
get progress in their vocabulary as they gain their vocabulary in their mother
tongue.
In conclude, it can be said that various learning style types owned by
learners may relate to their difference mastery of vocabulary. In other words,
students preferred ways of going about learning tend to be taken into account of
their mastery of vocabulary.
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
It can be concluded that there are four learning style types of language
learners. They are concrete, analytical, communicative, and authority-oriented
learners. Small number of learners do not belong to any of those type since they
do not have predominant style of language learners. The levels of vocabulary
mastery for each learning style types are various. These are most likely due to the
learners different preferred ways of going about learning.
B. Suggestion
It is suggested to language learners to be familiar with their own learning
style types so that they can benefit the strength of their styles and manipulate the
weaknesses of their style. For language teachers, they may take learners style into
account for the sake of varying learning strategies and ways in carrying out the
lesson in the classroom so that they can promote learners need.
32
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Heaton, J. B. 1995. Writing English Language Test. USA: Longman Inc New
York.
Harmer, Jeremy. 2002. The Practice of English language Teaching 3rd Edition
Completely revised and updated. Longman.
33
Kolb, D. 1976. Learning Style Inventory in K. Willing. 1988. Learning Style in
Adult Migrant Education. South Australia: National Curriculum Resource
Centre.
Sudijono, Anas, Prof. Dr. 2008. Pengantar Statistik Pendidikan. Jakarta: PT.
Raja Grafindo Pusat.