proposal penelitian tenteang corelation

RESEARCH PROPOSAL

CORRELATION BETWEN STUDENTS GRAMMAR MASTERY TOWARD STUDENTS' ABILITY IN CONSTRUCTING ENGLISH SENTENCES IN SIMPLE PRESENT TENSE

At GRADE VIII of MTs. NW KUMBUNG

In the SCHOOL YEAR 2010/2011

         

By:

M. JIHAD SATRIAWAN

NPM. 06461668

HAMZANWADI COLLEGE OF TEACHER TRANING

AND EDUCATION AT SELONG

DEPARTMENT OF LANGUAGE AND ART IN EDUCATION

ENGLISH LANGUAGE PROGRAM IN EDUCATION

                                                 2010                

Page of approval

CORRELATION BETWEN STUDENTS GRAMMAR MASTERY TOWARD STUDENTS' ABILITY IN CONSTRUCTING ENGLISH SENTENCES IN SIMPLE PRESENT TENSE

At GRADE VIII of MTs. NW KUMBUNG

In the SCHOOL YEAR 2010/2011

M. jihad Satriawan

NPM: 06461668

This is to certify that the proposal has been approval by the thesis proposal advisors for conducting further research.

Advisor i                                           Advisor ii

          Laila Wati, M.Pd                             Sri Wahyuni, S.Pd

          NIS: 33031213112                           NIS: 3303121150

Acknowledged by

The Head of English Program

B. RISMARINI NURSALY, M.Hum

NIS: 3303121259

ACKNOWLEDGEMENT

          All of the praise to Allah who has given me his power and the he is a lord of   world. All has give the health, power, honest and all of his help and don’t forget to blessing and salutation be upon the most honorable prophet Mumammad SAW has given us the light and guide us from the darkness to brightness so the people can to live in the peacefulness until now.

In the writing of proposal, the writer almost gets a difficulty and limited time for to do the proposal but the god always gives the solution to the problems. In other hand the writer has the problem in his self but it is not problems because the god always helps the writer to finish the duty for pass from the university at pancor. The writer wants to say tanks for the:

Ø My fisrt advisor Laila Wati, M.Pd and the second advisor Sri Wahyuni, S.Pd who has guided me to finished the proposal research.

Ø Especially for the all my friends who have given me the support and suggestion in write the proposal research.     

                                                                        Finally, since theme is nothing prefect in the world, so I’m sorry if there is a mistake in the proposal. The writer hhopefuls this proposal will has much contribution for teaching and learning in education world.

TABLE OF CONTENTS

TITLE             ……………………………………………………………………...i

PAGE OF APPROVAL........................................................................................... ii

ACKNOWLEDGEMENT..................................................................................... iii

TABLE OF CONTENTS....................................................................................... iv

CHAPTER I INTRODUCTION

1.1  Background of the Problem................................................................... 1

1.2  Statements of the Problems................................................................... 3

1.3  Objective of the Study........................................................................... 3

1.4  Significance of the Study...................................................................... 4

1.5  Scope and Limitation of the Study........................................................ 4

1.6  Assumption of the Study....................................................................... 4

1.7  Hypothesis of the Study........................................................................ 4

1.8  Definition of Key Terms........................................................................ 5

CHAPTER II REVIEW OF RELATED LITERATURE5

2.1  Grammar................................................................................................ 7

2.2  Tenses..................................................................................................... 8

2.3  Simple Present Tenses.......................................................................... 10

2.3.1 Definition of simple present tense.............................................. 10

2.3.2 Form of simple present tense...................................................... 12

         1. Verbal sentence....................................................................... 12

         2.  Nominal sentence .................................................................. 13

2.4  Uses of simple present tense................................................................ 14

2.5  Constructing English sentence............................................................. 16

2.6  Relevant Study.................................................................................... 16

2.7  Theoretical Framework........................................................................ 17

CHAPTER III RESEARCH METHDOLOGY

3.1  Research Design................................................................................... 18

3.2  Population and Sample of the Study................................................... 19

3.2.1 Population................................................................................ 19

3.3  Research Instrument............................................................................ 19

3.3.1 Validity of instrument.............................................................. 21

3.3.2 Reliability of instrument.......................................................... 21

3.4  Technique of Data Collection.............................................................. 22

3.5  Technique of Data Analysis................................................................. 23

REFERENCES

CHAPTER I

INTRODUCTION

            This chapter discusses about background of the problem, statement of the problem, objective of the study, significance of the study, scope and limitation of the study, assumption of the study, hypothesis of the study and definition of key terms.

1.1  Background of the Problem

      All of English teachers inform the students about the importance of English language. In supporting English language, the students should learn it. As other language, there are four skills in English language, they are writing, speaking, listening and reading skill. As the good teachers, they have obligation to teach the students to master language and make a good communication with other people. In learning language, the four skills are very important. All of the students need them to create a good communication with the others. The students are able to do something because their knowledge and they can do their activity.

      Teaching and learning process run well in classrooms if there is supporting from the family such as the father and mother of students and environment where students live. Parents have dominant effect to what (Petty and Jensen, 1980: 67). Parents may support their children in learning English by providing sufficient facilities, such as books, dictionary for construction a simple sentence especially in simple present tense. It is useful for students to know so that teaching and learning will be clear.

      The teaching and learning English process needs an understanding about grammar so it can guide us to know the simple present tense and how to use and create it. Every day student is able to use simple sentence but sometimes they can’t talk by using proper grammar in the speaking. When students perform speaking, grammar is usually neglected but in the writing, students need to understand the grammar to create a sentence in the simple sentence. The writing of language needs structure and grammar (Hornby, 375: 1974). Whatever the aspects of language will become reference of grammar study in constructing English sentence. Grammar can support students to construct English sentence in simple present tense. Mastery of grammar is very important for the students to apply their language in foreign language. The understanding of grammar guides the students to know and able to identity the component of simple sentence like S+V+C. Words will be sentence if consist of  S+V+C. As result, students are able to know the process of constructing simple present tense by understanding the way to construct good/correct sentence.

Grammar is one of the stimulation of English communication. Mastery grammar is useful in constructing of conversation in simple present tense where students make conversation at MTs/SMP by using the simple present tense. Realizing this fact, the writer is interested to investigate the correlation between students grammar mastery towards students' ability in constructing English simple present tense at Grade VIII of MTs NW Kumbung in the school year 2010/2011.

1.2  Statements of the Problem

      Based on the background of the problem above, the writer formulates the problem such as:

1.  Is there any correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense for the second year of MTs NW Kumbung in the school year 2010/2011?
2. How is the correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense for the second year of MTs NW Kumbung in the school year 2010/2011?

1.3  Objective of the Study

      Related to the statements of the problem, the objective of study are to find out what there or not there is correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense and to find out how significance the correlation between students’ grammar mastery towards students ability in constructing English sentence in simple present tense.

1.4  Significance of the Study

      The research findings at this study are expected to be useful for theoretically like, the result of the study is expected to be for development of theory especially about the correlation between students grammar mastery towards students ability in constructing English simple present tense.

1.5  Scope and Limitation of the Study

      This study is focused in scope and limitation of the following points.

1. The object of the study to limit on the correlation between students mastery of grammar at constructing English sentence simple present tense.

2.       The subject of studying is the students grade VIII of MTs NW Kumbung     in the school year 2010/2011.

1.6  Assumptions of the Study

      There are three assumptions formulated in this study, those are:

1. The students are able to construct the English sentence in simple present tense.
2. The students are able to master grammar.
3. The students are able to use simple present tense.

1.7  Hypothesis of the Study

      In this research, the hypothesis is directly in formulated as there is: correlation between student grammar mastery towards students' ability in constructing English sentence in simple present tense of MTs NW Kumbung the school year 2010/2011

1.8  Definition of Key Terms

      To clarify term used in this study, the writer states important terms as follow.

1. Mastery of Grammar

Grammar mastery is useful for students to promote a class high their skill in speaking, writing, reading, and listening. Betty (1993: xiii) say grammar promote the development of all language skills in a variety of ways. The skill of language needs the sporting of grammar mastery the students where language skill is not separate from grammar.

Grammar mastery ask the students to understand and using English grammar like noun, verb, to be, adverb, tenses and etc. teaching of students get easy in the learn English and create a good sentence.

2. Constructing English Sentence

English language has four skills to practice the language every day like speaking, reading, writing, and listening. Speaking and writing is produce language because they ask the students to create something with language. This study discuss about produce language especially writing skill.

Researcher asks students to reach their writing skill in constructing English sentence in simple present tense. The students are able to apply their habitual action; Allen (1974: 66) say simple present doesn’t really describe present action, but something permanent or habitual.

CHAPTER II

REVIEW OF RELATED LITERATURE

       This chapter discusses about grammar, tenses, simple present tenses, constructing English simple present tense, relevant study, and theoretical framework.

2.1  Grammar

      Grammar is one of knowledge that informs the students to construct a sentence becomes a paragraph. Hornby (1990: 107) defines that sentence is the largest unit of grammar. All of sentence will be perfect if sentence arrange based on grammar. Grammar will guide the students to create communication. Cahyono (1997:75) proposes that communicative competence is composed of grammatical competence a communication strategy.

      The teaching and learning of language need a knowledge that guide students to create a communicative sentence like grammar because grammar is important for students and teacher to construct some sentence when students learn other language, Keristi Borjars and Kate Barridoe (2001:12) says a knowledge of English grammatical structure is helpful when you are learning the grammatical structure of another language. Language can not be separated from grammar because grammar is one of the basic in studying language because students will create some message with the other and students are able to express their words and their actions. Azar (1993: 2) states that the present tense expresses events or situation that occurs at present. Wherever students will arrange any words become sentence to apply their expression and cross understanding between one and other people in the class and outside.

      Students need some sentence to express their opinion about anything and grammar is able to help them to make it correct. Grammar will help the students to arrange of words to be good sentence. Some of aspects grammar will guide and inform the students how to create a sentence and what will be used by students to communicate with foreign language. In other hand Students are able to find of sentence structure and the meaning of word.

      Grammar discuss about tense, article, noun, pronoun, adjective, adverb, conjunction, preposition and etc. In making sentences or paragraph, most of them are very useful. They are aspects of grammar which support the learner to learn English but in this research, the writer/researcher will be focus in tenses research. Tenses consist of 16 form tenses in the grammar, but researcher only focus in simple present tense form as the basic of grammar mastery to support English study.     

2.2 Tenses    

Tenses discuss about time and action so tenses is a sentence structure that express time action people  where they do  in present, past, and future. Tenses consist of  16 forms that is used to express an event is used by people to express their activity and it makes a communication with other people, George E.wishon and Julia M. burks (1980:192) states should be pointed out that tense in relation to action is a concept that exists in the mind of the speaker, students, or listener.

Tenses formations that consist of 16 forms, actually are used to explain the three tenses. (http://tensesbahasaEnglish.com/ tensespengantar) divided to be three tenses like present, past and future.

2.2.1. Present Tense  

The present tense is used to express the habitual action or event that happens in present. Some of tenses are used to express an action in this time and next time, in the sentence. Time is used like:

a. Simple present tense

b. Present continuous tense

c. Present perfect tense

d. Present perfect continuous tense

2.2.2. Past Tense

In this tense will discuss about past tense is used to express what action is happened in the past time and usually used verb².  The tenses are discussed about any tenses, such as:

a. Simple past tense

b. Past continuous tense

c. Past perfect tense

d. Past perfect continuous tense

e. Past future tense

f. Past future continuous tense

g. Past future perfect tense

h. Past future perfect continuous tense

2.2.3. Future Tense

In this case, future tense explains what will subject or someone will do and what someone will be planned in the next time. Tenses will discuss about any tenses that explain future tenses, they are:

a. Simple future tense

b. Future continuous tense

c. Future perfect tense

d. Future perfect continuous tense 

They are kinds of tenses which people use to express their language but in this research, the researcher focus in simple present tense.           

2.3  Simple Present Tense

2.3.1 Definition of simple present tense

Simple present tense is a simple sentence which used by people to express their daily activity. Simple sentence consists of S+V+C.  Keraf (1997: 47) states that simple tense is the sentence which consists of a subject, predicate, and a complement. The simple sentence use simple verb is used in the each sentence like the sample:

                   Formula: S + V + I

Subject	Verb	Complement
She You We They He She It I He They	studies Take Give Run Buys Reads Jumps Am Is Are	Hard The key The car Pass A shoe The  book The bridge A student A teacher a Lawyer

The table above explains about, if the subject is third person (he, she, or it) must be followed with verb is adding s/es, it depends on the verb. Because in the simple present tense, if verb like: go, do and etc, must be added with es different from, if verb like: axe, book and etc, must be added with s. Another form if verb like: study, fly and etc, must be changed become studies, flies. The differences among them are only the vowel and consonant at the end of verb.

Whereas if subject I, you, we, and they, there is no addition at the end of verb ,because it is positive form of simple present tense that it will be divided into two forms, nominal sentence and verbal sentence. 

              2.3.2 Form of simple present tense                                                                                                                                     

A. Verbal Sentence 

                  1. Positive Form of Simple Present Tense

Verbal sentence is similar with simple present. The form of simple present is verbal sentence form. They follow the formula like this sample. 

     Formula Verbal:  S + V₁ s/es + C

Usually subject I, we, you, and they are not added es/s in the verb but the third person singular like the subject he, she, and it, must be added es/s. to the verb such as:

                                        : - My father reads a newspaper

                                         - He always comes late

                                         - I never go the zoo

                                         - You like to shop to market

                                         - We go to Rinjani Mountain yesterday

2.  Negative Form of Simple Present Tense

Negative sentence is used to reject something and using is a word not after verb ‘be’, like the formula bellow:

 

Formula:         I, you, we, they + do not + V₁

                              He, she, it + does not + V₁

                        For example:

-          I don't know the answer

-          You don't understand about that

-          He does not speak English well

-          She does not give me the money

3. Interrogative Form of Simple Present Tense 

This point express of the question sentence that needs yes/no answer by using do/does before subject.

 

Formula  :       Do + I, you, we, the + V₁

                         Does + he, she, it + V₁

For example :           Do you understand?

                   Does my father come to your home?

                   Do they play a game?

Usually those questions need answer yes or no. we can use W question to make interrogative sentence. We can put W question before do and does like the sample:

-          Who does jack live now?

-          Where do you go now?

-          Which does she like?

B.     Nominal Sentence

1. Positive Form of Nominal Sentence

Nominal sentence explains what are subject, condition and quality. Usually subject is followed by to be. To be is not followed by verb but it is followed by noun, adjective. It will guide the students to construct the nominal sentence in simple present tense.

                   Formula   :  S + to be {am, are, is} + Complement

                     Sample  :  I am a teacher

                                      He is hungry

 You are lazy   

        2. Negative Form of Nominal Sentence

 Negative form of nominal sentence usually used to reject something from other people. Following the Patten:

 Formula: S + to be {am, are, is} + Not + V + C.

Sample:   She is not teacher

 I am not hungry 

You are not my brother 

         3. Interrogative Form of Nominal Sentence 

Sentence question can be formulated by following Patten like:

Formula: to be {am, are, is} + S +V + C

Sample:      - Are you student?

  - Am I teacher?

  - Is he like a coffee?  

2.4 Uses of Simple Present Tense

 Simple present explain this time with simple form. Simple present tense is used to explain about habitual action, general truth, exclamatory, and plan or arrangement, Hilman (2002:183).

·         Simple present is used to explain and express habitual action in our life. Following the sample:

1.    He drinks coffee every afternoon

2.    I get up at five o’ clock

3.    I go to school every day

·         Simple present is used to state a general truth which can’t be disputed like the sample:

1.    The sunrise in the east

2.    Sugar is sweet and salt is salty

3.    One week has seven day

·         Simple present is used to exclamatory sentence like the sample:

1.    Here comes the rain

2.    Here goes

3.    There goes the bell

4.    There are many things to be done

·         Simple present is used to explain the plan or arrangement. Following the sample:

1.    He goes to Jakarta next week

2.    My brother leave for pancor by the next cidomo

Simple present tense used to express what people use in every day like sentence above. So teacher demands students to learn simple present become base on learn English sentence.

2.4  Constructing English Simple Present Tense

Lado (1961: 21) states that writing is painting graph sign which describing a language and it is understood by everyone and other people can read that graph signal if they can understand the language and the description of the graph. Sentence is expression own self everyone. 

To know about sentence, researcher explains what the sentence is?. Sentence is combination of some words in one meaning in the language. The sentence of simple present tense consist of subject + verb + complement so if students want to make sentences, students must know what is subject, verb and also the rules in arranging it into sentences.

Simple present tense based on the sentence because simple tense is a simple of sentence. Students are able to write their habitual action with simple present and something about what students will do every day.

2.5  Relevant Study

In this part the writer states the relevant of study is a possible in adding the research point of view the correlation between students grammar mastery toward students ability in constructing English sentence in simple present tense. In this case actually the writer will apply the relevance research as follow:

The first study has done by Nurhidayati (2001) “ The Correlation Between Grammar Mastery Toward English Sentence Constructing for the first year students of  SMPN 2 Aikmel in the school year 2008/2009  

The second research that found by researcher is done by Rosida (2005) entitled “The Correlation Grammar and English Sentence for the second year students of SLTP 2 Masbagek in the school year 2004/2005.

2.6  Theoretical Framework

        The writer writes theoretical framework refers to the correlation between students grammar mastery towards students' ability in constructing English sentence in simple present tense at grade VIII of MTs NW Kumbung in the school year 2010/2011.

Cahyono (1997: 75) proposes that communication competence is composed of grammatical competence a communication strategies. Grammar is very important for study English especially in constructing simple sentence where is simple sentence consists the subject plus a predicate with finite verb.

English sentence usually consist of S+V+C and it is a pattern of simple sentence, (Frank, 1972: 220). A sentence is a full predication containing a subject plus a predicate with finite verb.

CHAPTER III

RESEARCH METHDOLOGY

             This chapter discusses about research design, population and sample of the study, research instrument, technique of data collection and technique of data analysis.

3.1  Research Design

      The design of this research was correlation research since it was to find the correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense at MTs NW Kumbung in the school year 2010/2011. According to latief (2006: 4), it seeks to examine the strength and direction of relationships among two or more variable.

The researcher would get data from the students at MTs NW Kumbung to know correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense and to found out significance the correlation was.

In those study, the researcher would use multiple choose test that it was consists 25 items and using writing test for to know the writing skill of students, where the researcher asked students to describe a picture. The result of students in each test in the writing test and multiple choose test would help the researcher to solved the problems, there was or no the correlation between grammar mastery towards constructing English sentence in simple present tense base on the population of MTs NW Kumbung especially students grade VIII

3.2  Population and Sample of the Study

      In this part, the writer describes about population and sample as reference in taking data.

3.2.1.       Population of the Study

      The population of those study covers of the second year students of MTs NW Kumbung in the school year 2010/2011. Arikunto (1998: 115) states that the whole of the research subject is called population research. The students of MTs NW Kumbung were become the subjects on those research that would investigate the correlation between students grammar mastery towards students' ability in constructing English sentence in simple present tense.

      The researcher, in those researches takes the sample from grade VIII of MTs NW Kumbung which had 39 students. MTs NW Kumbung had only two classes for grade VIII, so it is easier for the researcher would be easy to take sample.

3.3  Research Instrument

       Research instrument was very important for the researcher; it helped the researcher in collecting data from the subject. The researcher needed instrument to gain the data. Population and sample sustain of the researcher to gat the target data easily. The researcher designs of this study could be looked in this table bellow:

                             

Class	Population	sample
VIII	20	20
VIII	19	19
TOTAL	39	39

Instrument used in those studies is test. In this case the researcher used objective test to measure the ability of students in constructing English sentence in simple present tense and grammar mastery at MTs NW Kumbung in the school year 2010/2011. In this study the researcher used two kinds of tests; there were 25 items which form multiple choices for grammar test and describing a picture for writing test.

1.      Grammar Test

In those test researcher tried to know the ability of students in understanding about grammar especially simple present tense. Those tests consist of 25 questions in form of multiple choices.

From those test, researcher knew the students’ grammar mastery. In other hand, students were able to apply their knowledge in understanding and using English grammar.

2.      Writing Test

This test had relation to grammar tests previously. The researcher in those cases, asked the students to describe something they saw around them through the picture was prepared in the test.

  The aim of those tests was measure the students’ ability in constructing English sentence in simple present tense and to gave researcher the data needed in this research. Both data were compared to saw the correlation between grammar mastery and the ability in constructing English sentence in simple present tense.

3.3.1.       Validity of Instrument

      The test would be called valid if it measures what should be measured. Heaton (1989: 159) states that the validity of test is the extent to which is measured on what it is supposed to measure.

      In those studies, the validity of instrument was important to measure a validity of the test. So without sample or subject the research not validity and Test would be called valid if test is taken from material of grade VIII of MTs NW Kumbung in the school year 2010/2011.

3.3.2.       Reliability of Instrument

      Reliability was important in the test in taking data. It supported research to determine of the instrument used. Ary, et.all (2002: 49) says that reliability is important in a test to get reliable result of measurement.

      To know the reliability of test, the researcher used the reliability formula as follows:

Where:

r –xy = koefisien korelasi pearson product-Moment

∑   =  sum

x    =  score of test x

y    =  score of test y

x    =  mean core of test x

y    = mean score of test y

Sx = deviation x

Sy = deviation y

N   = subject

Soenardi, (2008: 173)

3.4  Technique of Data Collection

In collecting data, the researcher found out the students grammar mastery and student’s ability in constructing English sentence in simple present tenses of MTs NW Kumbung the school year 2010/2011.

The researcher took same steps in collecting data. The first step was that.  The researcher used the students’ test score which was given by the English teacher of MTs NW Kumbung.

3.5  Technique of Data Analysis

      In this case, the researcher had technique for data analysis. The researcher used two tests for get the data. The researcher had three procedures to analysis the data:

1.    Giving the students multiple choices and writing tests.

2.    Classifying the value of test that students answer.

3.    Calculating the level of correlation between two variables by using product-moment pattern.

From the procedure above, the researcher would easy to take the data from the students MTs NW Kumbung especially students grade VIII. This technique would help the researcher to found out of correlation between students grammar mastery towards students ability in constructing English sentence in simple present tense.

CHAPTER IV

RESEARCH RESULT AND DISCUSSION

            In this chapter, the researcher presents about research result and discussion

4.1 Research Result

These chapters will discussion about result research of correlation between students grammar mastery toward students ability in constructing English sentence in simple present tense at grade VIII of MTs NW kumbung in the school years 2010/2011.

The result research found out the relationship between grammar mastery and constructing English sentence in simple present tense with good value 0,78 level correlation. The researcher was use all of data and analyzing based on the coefficient correlation Pearson product- moment, look at the table bellow

The sequence of correlation level

Koefisien	Kadar korelasi
0,80-1,00 0,60-0,79 0,40-0,59 0,20-0,39 0,00-0,19	Tinggi Lumayan tinggi Sedang Rendah Dapat di abaikan

                                                                                    Soenardi (2008:168)

Base on the table above, researcher was getting the result research with relationship between grammar mastery and constructing English sentence especially in simple sentence. All of result research was explain in the appendixes’. In the appendix, the researcher was explaining all of data research and calculates all of data. The researcher used two test was difference. They were grammar test with multiple choose and writing test with constructing simple sentence.

4.2 Discussion

REFERENCES

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Allen, W. stannard. 1974. Living English Structure. London: Longman group UK limited

Azar, Betty Scharampfer. 1993. Understanding and Using English Grammar. Jakarta: Binarupa Aksara.

Cahyono, Bambang Yudi. 1997. Pengajaran Bahasa Inggris: Teknik Strategi Dalam Hasil Penelitian. Malang: IKIP Malang.

Frank, Marcella. 1972. Modern English a Practical Referent Guide. New York University.

Heaton, J.B. 1989. Writing English Language Test. New York: Longman Group Uk Limited.

Hornby. A.S. 1974. Oxford Advanced Learner's Dictionary of Current English. London: Oxford University Press.

http://tensesbahasaEnglish.com/ tensespengantar.

Julia and Goerge. 1980. Lets Write English. Oxford  university, press inc.

Kate and Keristi Borjars. 2001. Imtroduction English Grammar. Canada: van nostrand reinhold Ltd

Keraf, Gorys. 1997. Komposisi. Bandung: Nusa Indah Bandung.

Lado, Robert. 1961. Language Testing T he Construction and Use of Foreign Language. London: Green and Co. Ltd.

 Latief, mohammad adnan. 2006. Research in Education. Malang: state university

Nurkacanta, Sumantana ppn. 1983. Evaluasi Pendidikan Usaha Nasional . surabaya