Professional Documents
Culture Documents
A RESEARCH PAPER
By:
________________________________
By:
_______________________
Supervisor I Supervisor II
_______________________ _______________________
Approved by:
Chief of Head of
STKIP - Subang English Education Study Programme
_______________________ _______________________
To my parent who taught me to be more patient
Alhamdulillahi rabbil ‘alamin, by the grace of Allah SWT who has given
his most generous motivation to the writer to complete this paper entitled
In his study, the writer has tried to focus on using the communicative
approach, to help students easy to choose the dialy English expression correctly.
The aims of writing this paper are: firstly, to fulfill one of the requirements for the
The writer is aware of her weakness that paper is far from perfect,
therefore, she would greatly appreciate all comment, criticism and meaningful and
helpful suggestion.
Finally the writer hopes that her writing will be useful particularly to the
writer helpself and generally to the readers who are interested in this field of
study.
The Writer
i
ACKNOWLEDGEMENT
ii
ABSTRACT
iii
TABLE OF CONTENTS
PREFACE ........................................................................................................... i
ACKNOWLEDGEMENT .................................................................................. ii
iv
3.2 SUBJECT OF RESEARCH .......................................... 16
RESEARCHER ............................................................. 33
REFERENCES
APPENDICES
CURRICULUM VITAE
v
CHAPTER I
INTRODUCTION
1.1 BACKGROUND
Everybody has learned their language since they were children, especially
their mother tongue. The process occurs naturally and properly with a view to
communication by using language, we can share our ideas and thought with other
people. In that way, a smooth interaction between people can take place.
communicate not only by using our mother tongue but also by using a foreign
Moreover, English is also very important for us, especially in the world of
education and working world we should use English to communicate with other
English has been the first foreign language taught formally in Indonesia
for years. With regard to the new curriculum, students of primary beginning from
the fourth class have an opportunity to learn English at school. Thus, English
1
2
university. School as formal institution not only has a role to expand academic
ability, but also other ability such as social skill and emotion.
all know that mostly Indonesian students have some difficulties to improve their
determining how a language is spoken. In School Base Curriculum 2006, there are
The main material for descriptive text is Giving Order. Here, students
must be able to give orders to a person or some persons who is or are near with
them, such as their friends, their teachers, or the other ones. Of course, they have
In learning English sometimes the students are bored with certain teaching
atmosphere. There are various approaches and methods used for teaching
written or oral language when they are motivated and are not nervous.
teaching of second and foreign languages that emphasizes interaction as both the
defined set of teaching practices. It can best be defined with a list of general
principles.
The writer hopes by using this approach in teaching speaking can improve
Teaching speaking is not easy, moreover if the students do not use English
in their daily as well. The students will not have a courage to speak without
enough knowledge and bravery. Besides, there are many aspects that discourage
In this case the writer hopes, that the students can improve their ability to
speaking to the students is really important especially for the fifth grade students
in SDN 2 Pamoyanan whose speaking skill still belong to the pre elementary
The writer has limited the paper to the teaching speaking by using
The problems that the writer would like to observe in his study are:
1.5 HYPOTHESIS
follows:
The samples of the research are twenty students which are choosen
randomly from thirty seven students at the fifth grade of primary students SD
“just for estimating so if the subject less than a hundred or more, much better we
take it all so the research make up population. Furthermore, if there are many
subjects, then the sample will be taken between 10-15% or 20-25% or more.”
6
guide us in the investigation, because it deals with the ways we conduct the
research.
present time.
Chapter I is introduction.
7
consists of: Background of the problem, Reason for choosing topic, Limitation of
the study, Research problem, Hypotesis, Aim of the study, Population and
In this part the writer has tried to review some related literatures and
In this chapter the writer gives the conclusion and sugestion of the
research.
Dictionary).
8
THEORETICAL FOUNDATION
1. Teaching is one of the means by which education is often achieved (if it is)
1992)
3. Teaching is supporting adults with little English and little formal education
(CERI: 2000)
has full state certification and has demonstrated subject area competence
9
10
Speaking is the productive skill in the oral mode. It, like the other skills, is
more complicated than it seems at first and involves more than just pronouncing
words.
It is thinking of what one wishes to say, choosing the right words from our
movements: movements of the rib cage, the vocal cords, and the mouth. (Smith,
Anne, 2009)
conversation partner.
where the convention is that the audience does not interrupt the speech.
The speaker nevertheless can see the audience and judge from the
is being understood.
broadcast.
11
c. use the correct forms of words. this may mean, for example, changes in
h. make the main ideas stand out from supporting ideas or information.
i. make the discourse hang together so that people can follow what you
are saying.
of second and foreign languages that emphasizes interaction as both the means
defined set of teaching practices. It can best be defined with a list of general
language.
14. Language analysis and grammar explanation may help some learners, but
17. Make use of topical items with which pupils are already familiar in their
own language.
20. Spontaneous and improvised practice helps to make minds more flexible
The writer also may choose to try some of the techniques of the
1. Role Play
2. Interviews
3. Information Gap
4. Games
5. Language Exchanges
6. Surveys
7. Pair Work
8. Learning by teaching
The writer focuses to use games technique in this research. Most students
approach will restrict their activities solely to these. Some courses will have the
2.4 CURRICULUM
tujuan, isi, dan bahan pelajaran serta cara yang digunakan sebagai pedoman
The fact is not only the subject matter will be discussed during the course
that must be planned but first of all, the behavior one expect the students to show
after the completion of the course. Therefore, in the end the teacher must have a
set of ideas.
RESEARCH METHODOLOGY
In order to achieve the aim of the research, the writer used Correlational
method. The writer choose Correlational method because he wanted to find out
variables are. The researcher looks at things that already exist and determines if
and in what way those things are related to each other. The purpose of doing
population. The samples would be the fifth grade students. There were one class
and the writer took twenty students randomly from them as the sample by lottere.
16
17
The data needed was taken from a test. The test is used to identify the
students‟ achievement. The test is objective tests in the term of mutiple choice
The writer gave the students pre-test to find out their skill of speaking
Post-test was given to the students to find out their ability of speaking after
Here are the pe-test and post test instrument which was given to the
students:
5.
a. Go straight! c. Go left!
b. Go back! d. Go right!
6.
a. Go right! c. Go straight!
b. Go left! d. Go back!
7.
a. Read the book, please! c. Put them into your bag!
b. Use the pen, please! d. Use your ruler!
8.
a. Use your ruler! c. Put them into your bag!
b.Use the pen, please! d. Read the book, please!
9.
a. Get me a glass of milk! c. Get me a cup of coffee!
b. Get me a bowl of noodle! d. Get me a plate of rice!
10.
a. Get me a glass of milk! c. Get me a bowl of noodle!
b. Get me a cup of coffee! d. Get me a plate of rice!
The data gathered from the experiment was analyzed using the t-test. The
Find out the mean (M) of each group. According to Burns (1995:33) that
for the most common measure of central tendency in educational research is the
arithmatic mean, the mean (M) is simply the sum of all the scores (∑X) devided
∑X
M = (Burns, 1995:33)
n
Where
19
n is the samples
(1995:39) that standard deviation reflects the amount of spread that the scores
exhibit around some central tendency measure, usually the mean. The standard
(∑X)2
∑X2 -
Sd = N (Burns, 1995:39)
N–1
Where
Sd is standard deviation
According to Burns (1995:140) that as with the standard error of the mean,
a critical ratio is formed to find the deviation in standard error unit teams of the
difference between the means. This ratio is called the ratio. In this research the
M1 – M2
t= Sd12 Sd22 (Burns, 1995:140)
+
N1 N2
20
Where
4. Treatment
- Pre-speaking
- While speaking
- Post-speaking
This chapter displays the analysis and interpretations of the data which has
In order to measure the reliability and validity of the test instrument, the
instrument was tried out to another class before enrolling the program and pretest.
follows:
Moment fomula to get the correlation coefficient, and the figure 0.943 was
21
22
Before constructing the test, the particular test had been made based
experimental group and the control group have an equal level in speaking. The
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 5.950 1.099 level (t-table) (t-value)
Group C 17 2.588 2.717 0.703 35 0.05 1.684 4.782
The table shows that there is a difference in means (M) or standard
deviation (S). The t-test, however, describes that the two groups are similar in the
level.
The post-test was carried out to both groups at the end of the program to
find out whether there are any differences between the experimental group and the
N M S p- t-critical t-obs.
S(Xe-Xc) Df
Group E 20 7.4 1.188 level (t-table) (t-value)
Group C 17 6.588 2.029 0.552 35 0.05 1.684 1.966
This table indicates that the standard error of difference between means is
The writer used two groups as the sample, each group consists of 20 and
17 students, and the degree of freedom (df) is 19 and 16 for each group. Since the
is 35. The t-observation is 1.966. This t-observation greater than t-critical (1.966>
1.684). Consequently, it is quite safe to reject the null hypothesis. It means that
the two groups have different scores on the post-test, and the difference is
statistically significant. So, this fact support the claim that students who were
taught speaking by using communicative approach get better scores than those
were subtracted into the students‟ score of pretest. The result of computation is as
follow:
Group E Group C
Pre-test mean 5.95 2.588
Post-test mean 7.4 6.588
Improvement mean 1.45 4
Total improvement (%) 24.37 154.56
The table above shows that the experimental group improvement is lower
than the control group. It indicates that teaching speaking by using communicative
skill effectively (24.37%) from that what they got in the pre-test, while control
group can improve the students‟ speaking skill more than the experimental group
(154.56%).
Improvement %
Group E 1.45 24.37
Group C 4 154.56
Differences 2.55 130.19
For the data above, it presents that the total mean difference of students‟
speaking skill of the experimental group and the control group is 2.55. This table
25
shows that the differences between the experimental group and the control group
is 130.19%.
speaking skill is not better than the control group. It means that it doesn‟t support
4.5 DISCUSSION
The experimental and the control groups, at the beginning of the research,
variable.
The experimental and the control groups were analyzed differently. The
experimental group was observed directly by the writer to know their progress in
the program. The students‟ score of post-test and pre-test were compared to gain
shows that the experimental group is lower than the control group. It means that
the experimental group couldn‟t improve their speaking skill better than the
control group.
After carrying out the program and calculating the result of test, the result
understanding of English.
26
English vocabularies.
is not significant.
English teaching approach where it is the most effective in use. Because by using
communicative approach we can know and understand about the message from
the text directly. Picture can be used to explain the meaning of vocabulary items.
English is a language that is hard to learn. To find out that problem the
writer interviewed students, there are some problem that students faced in learning
English:
1. In speaking
2. In treasury of vocabulary
Some factors that make some words more difficult than others are:
Pronunciation “the word that is difficult to pronounce are more difficult to learn”.
“when two words overlap in meaning, learners are likely confuse them.
memorize and pronounce and write each vocabulary correctly, and try to perform
children can be the one way to help them in learning process. Young children,
especially those up to age of nine or ten, learn differently from older children in
word.
information from all side, learning from everything around them rather
then only focusing on the precise topic they are being thought.
d. They learn to talk about themselves, and response well to learning that
uses themselves and their own lives as main topics in the classroom.
they can easily get bored, losing interest after ten minutes or so.
In the light of these activities, it can be concluded that good teacher at this
level used to provide a rich diet of learning experiences which encourage their
students to get information from a variety of sources. They need to work with
arrange of activities for a given period, and the flexible enough to move on to the
other. Most learning is not the result of instruction. It is rather the result of
challenge, because in their ages, they still difficult to understand the meaning of
English words. There needs teacher‟s patiently in learning process, teacher must
they face compound word, when they need to produce language try to find the
right word to fit the intended meaning is frustating when the teacher‟s stored of
words is limited, and when words get confused with each other.
CHAPTER V
5.1 SUMMARY
Through communication by using language, we can share our ideas and througt
with other people. In that way, a smooth interaction between people can take
place.
As the foreign language in our country, English is widely taught for the
first time at elementary school. The teaching at the level aims to give knowledge
of the basic English to students and it will be developed when they are in the
to mention that speaking is one of the items on some language tests is reasonable
enough to be taught beside the enjoyable activities a learner may indulge in the
29
30
not the individual skills themselves. This integration of the component skills, not
analysis skills and synthesis skills is what we will call a person‟s speaking ability.
about meaning as they speak. The way in which the speaker makes these decisions
Instructional Design or Lesson planning. We believe that these will be helpful for
both the teachers and students in the teaching and learning process to achieve the
instructional objectives.
they do not account for extraneous variable which may have influenced the
results. In this study, the writer took the students of SDN 2 Pamoyanan as
population. The samples would be the fifth grade students. There was one class
and the writer took twenty students randomly from them as the sample by lottere.
31
The data needed was taken from a test. The test is used to identify the
students‟ achievement. The test is objective test. In the term multiple-choice items
consist of 10 items. After observing the data, that is the score of pre-test and post
test. The writer calculating the mark of t-value and at least gives the interpretation
of the calculation.
The writer used two groups as the sample, each group consists of 20 and
17 students, and the degree of freedom (df) is 19 and 16 for each group. Since the
35. The t-observation is 1.966. This t-observation greater than t-critical (1.966>
1.684). Consequently, it is quite safe to reject the null hypothesis. It means that
the two groups have different scores on the post-test, and the difference is
statistically significant. So, this fact support the claim that students who were
taught speaking by using Communicative approach get better scores than those
skill effectively (24.37%) from that what they got in the pre-test, while control
group can improve the students‟ speaking skill more than the experimental group
(154.56%).
live, make change from the of teacher and text book, helps the students feedback
has been very positive and they are enjoying the benefit of communicative
approach, so speaking practice becomes more effective. The writer would like
32
propose her suggestion that teachers should try to use communicative approach in
After carrying out the program and calculating the result of test, the result
understanding of English.
English vocabularies.
is not significant.
Relating to Hatch and Fahradi in research and statistic design for applied
Based on the problem stated the writer puts forward the hypothesis is
And after carrying out the program and calculating the result of test, the
From the finding, the writer would like propose her suggestion as follows:
writer thinks now is the time for teachers and students to learn using
them.
language learning.
Honesty, there are still many questions come to the writer‟s mind which
3. Are there any advantages that can be found out by using this method?
Hatch, Evelyn and Hossein Farhady, (1982), Research Design and Statistic
Bowley; ROWLEY, LONDON, TOKYO: Newbury House Publisher, Inc.
Hayes, David. Native Speaker Rule of Speaking and Foreign Language Learning.
Jean Brewster and Gail Allis, (2003), The Primary English Teacher’s Guide,
Harlow: Penguin English
Majid, Zainal Abdul Loga Mahesa Baskara. 1995. Rules of Speaking. Malaysia:
Pelanduk Publications.
Tillit, Bruce and Mary N. Bruder. 1993. Speaking Naturally. New York:
Cambridge University Press.
Tema : My School
Aspek/Skill : Speaking (Berbicara)
1. Standar Kompetensi
Mengungkapkan instruksi dan informasi sangat sederhana dalam konteks
sekolah.
2. Kompetensi Dasar
Bercakap-cakap untuk menyertai tindakan secara berterima yang melibatkan
tindak tutur: memberi contoh melakukan sesuatu, memberi aba-aba, dan
memberi petunjuk.
3. Indikator
Siswa dapat bercakap-cakap dengan tindak tutur:
Memberi contoh melakukan sesuatu
Memberi aba-aba
Memberi petunjuk
4. Tujuan pembelajaran
Pada akhir pembelajaran siswa dapat :
Menyampaikan dan mencontohkan sifat-sifat manusia/benda: I am tall ... ,
etc.
Memberikan aba-aba yang berhubungan dengan kegiatan sehari-hari:
Clean up the classroom, please! …etc.
Menyampaikan petunjuk tentang keadaan seseorang/sesuatu: One of my
pen is blue, ...etc.
5. Materi Pembelajaran
My School
I am tall
Clean up our classroom!
One of ...
6. Metode/teknik
Communicative Approach
7. Langkah-langkah Kegiatan
Kegiatan Pendahuluan (2 x 10 menit)
Percakapan pembuka
Memeriksa kehadiran siswa
Prolog dan membahas tujuan pembelajaran
Kegiatan Inti (2 x 60 menit)
Membahas kosakata dan struktur terkait dengan materi
Menghapal kosakata terkait
Latihan mengucapkan ungkapan-ungkapan terkait
Latihan percakapan dalam bentuk dialog
Simulasi penggunaan ungkapan terkait
Kegiatan Penutup (2 x 10 menit)
Menyimpulkan materi
Penugasan
8. Sumber Belajar
Buku teks yang relevan
Bahan rekaman
9. Penilaian
Teknik : Lisan
Bentuk : Dialog dua arah
Instrument :
Answer:
1-d 6-b
2-c 7-d
3-a 8-b
4-b 9-b
5-a 10- a
Items Number (x) Score Items Number (x2) Items Number (xy)
Num Students' Name y2
(y)
1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
1 Adi Saputra 1 0 1 1 0 1 1 0 0 0 5 1 0 1 1 0 1 1 0 0 0 25 5 0 5 5 0 5 5 0 0 0
2 Atu 1 1 0 1 1 0 0 1 0 0 5 1 1 0 1 1 0 0 1 0 0 25 5 5 0 5 5 0 0 5 0 0
3 Cucu Khotimah 0 1 1 0 1 1 1 0 1 1 7 0 1 1 0 1 1 1 0 1 1 49 0 7 7 0 7 7 7 0 7 7
4 Dewi 1 1 0 1 0 1 0 1 1 1 7 1 1 0 1 0 1 0 1 1 1 49 7 7 0 7 0 7 0 7 7 7
5 Didah Nurhasanah 0 0 1 0 1 0 1 0 0 1 4 0 0 1 0 1 0 1 0 0 1 16 0 0 4 0 4 0 4 0 0 4
6 Eni 1 0 0 1 0 0 0 1 1 0 4 1 0 0 1 0 0 0 1 1 0 16 4 0 0 4 0 0 0 4 4 0
7 Hilman 0 1 1 0 0 1 0 1 0 0 4 0 1 1 0 0 1 0 1 0 0 16 0 4 4 0 0 4 0 4 0 0
8 Iis 0 0 1 0 1 0 1 0 1 1 5 0 0 1 0 1 0 1 0 1 1 25 0 0 5 0 5 0 5 0 5 5
9 Ipah A. 1 1 0 1 0 0 1 1 0 0 5 1 1 0 1 0 0 1 1 0 0 25 5 5 0 5 0 0 5 5 0 0
10 Ipah B. 0 0 1 1 1 1 0 0 1 1 6 0 0 1 1 1 1 0 0 1 1 36 0 0 6 6 6 6 0 0 6 6
11 Linda 1 1 0 0 1 0 1 0 1 0 5 1 1 0 0 1 0 1 0 1 0 25 5 5 0 0 5 0 5 0 5 0
12 Mamad 0 0 0 0 0 1 0 1 1 1 4 0 0 0 0 0 1 0 1 1 1 16 0 0 0 0 0 4 0 4 4 4
13 Nopi 1 0 1 1 0 0 1 0 0 1 5 1 0 1 1 0 0 1 0 0 1 25 5 0 5 5 0 0 5 0 0 5
14 Rini Irnia 1 1 0 0 1 1 0 1 0 0 5 1 1 0 0 1 1 0 1 0 0 25 5 5 0 0 5 5 0 5 0 0
15 Tia 0 1 1 0 1 0 1 0 1 1 6 0 1 1 0 1 0 1 0 1 1 36 0 6 6 0 6 0 6 0 6 6
16 Ujang Suryana 1 0 0 1 0 1 0 1 1 0 5 1 0 0 1 0 1 0 1 1 0 25 5 0 0 5 0 5 0 5 5 0
17 Wiwi 0 1 1 1 0 1 0 1 0 1 6 0 1 1 1 0 1 0 1 0 1 36 0 6 6 6 0 6 0 6 0 6
Jumlah 9 9 9 9 8 9 8 9 9 9 88 9 9 9 9 8 9 8 9 9 9 470 46 50 48 48 43 49 42 45 49 50
rXY = N. XY-( X).( Y)
N X2-( X)2.N Y2-( Y)2
Nu Items X
m
Students' Name Score X Y X2 Y2
1 2 3 4 5 6 7 8 9 10 Y
1 Adi Saputra 1 0 1 1 0 1 1 0 0 0 5 3 2 9 4 6
2 Atu 1 1 0 1 1 0 0 1 0 0 5 2 3 4 9 6
3 Cucu Khotimah 0 1 1 0 1 1 1 0 1 1 7 4 3 16 9 12
4 Dewi 1 1 0 1 0 1 0 1 1 1 7 2 5 4 25 10
5 Didah Nurhasanah 0 0 1 0 1 0 1 0 0 1 4 3 1 9 1 3
6 Eni 1 0 0 1 0 0 0 1 1 0 4 2 2 4 4 4
7 Hilman 0 1 1 0 0 1 0 1 0 0 4 1 3 1 9 3
8 Iis 0 0 1 0 1 0 1 0 1 1 5 4 1 16 1 4
9 Ipah A. 1 1 0 1 0 0 1 1 0 0 5 2 3 4 9 6
10 Ipah B. 0 0 1 1 1 1 0 0 1 1 6 3 3 9 9 9
11 Linda 1 1 0 0 1 0 1 0 1 0 5 4 1 16 1 4
12 Mamad 0 0 0 0 0 1 0 1 1 1 4 1 3 1 9 3
13 Nopi 1 0 1 1 0 0 1 0 0 1 5 3 2 9 4 6
14 Rini Irnia 1 1 0 0 1 1 0 1 0 0 5 2 3 4 9 6
15 Tia 0 1 1 0 1 0 1 0 1 1 6 4 2 16 4 8
16 Ujang Suryana 1 0 0 1 0 1 0 1 1 0 5 2 3 4 9 6
17 Wiwi 0 1 1 1 0 1 0 1 0 1 6 1 5 1 25 5
Jumlah 9 9 9 9 8 9 8 9 9 9 88 43 45 127 141
= 17.141-88.43
17.45-882.17.127-432
= 2397-3784
765-7744.2159-1849
= 1387
6979.310
= 1387
2163490
= 1387
1470.881
= 0.943
t-count = 2rXY
1+rXY
= 1.886
1.943
= 0.971
∑X
M1 = n
= 119
20
= 5.95
(∑X)2
∑X2 -
Sd1 = N
N–1
1192
731 -
= 20
20 – 1
14161
731 -
= 20
19
= 731 – 708.05
19
= 22.95
19
= 1.208
= 1.099
Mean of Post-Test of Experimental Group
∑Y
M1 = n
= 148
20
= 7.4
(∑Y)2
∑Y2 -
Sd1 = N
N–1
1482
1122 -
= 20
20 – 1
21904
1122 -
= 20
19
= 1122 – 1095.2
19
= 26.8
19
= 1.411
= 1.188
Mean of Pre-Test of Control Group
∑X
M 2= n
= 44
17
= 2.588
(∑X)2
∑X2 -
Sd2 = N
N–1
442
232 -
= 17
17 – 1
1936
232 -
= 17
16
= 232 – 113.882
16
= 118.118
16
= 7.382
= 2.717
Mean of Post-Test of Control Group
∑Y
M1 = n
= 112
17
= 6.588
(∑Y)2
∑Y2 -
Sd1 = N
N–1
1122
672 -
= 17
17 – 1
12544
672 -
= 17
16
= 672 – 737.882
16
= 65.882
16
= 4.118
= 2.029
t Value of Pre-Test
M 1 – M2
t= Sd12 Sd22
+
N1 N2
5.950 – 2.588
= 1.0992 2.7172
+
20 17
3.362
= 1.208 7.382
+
20 17
3.362
= 0.060 + 0.434
3.362
= 0.494
3.362
= 0.703
= 4.782
t Value of Post-Test
M 1 – M2
t= Sd12 Sd22
+
N1 N2
7.400 – 6.588
= 1.1882 2.0292
+
20 17
0.812
= 1.411 4.117
+
20 17
0.812
= 0.071 + 0.242
0.812
= 0.171
0.812
= 0.413
= 1.966
Experimental Group
M of pre-test 5.95
M of post-test 7.4
Sd of pre-test 1.099
Sd of post-test 1.188
Control Group
M of pre-test 2.588
M of post-test 6.588
Sd of pre-test 2.717
Sd of post-test 2.029
Calculate the t
t of pre-test 4.782
t of post-test 1.966
= (N1 + N2) – 2
= (20 + 17) – 2
= 37 – 2
= 35
P = 0.05
tt = 1.684
Pre-test to = 0.431
Post-test to = 5.894
tt = 1.684
Standard Error
Pre-Test
S(Xe-Xc) = Se 2 + Sc 2
= 1.0992 + 2.7172
Ne Nc 20 17
Post-Test
S(Xe-Xc) = Se 2 + Sc 2
= 1.1182 + 2.0292
Ne Nc 20 17
Writer
FAHMI NURHAKIM
0518210058