THE INFLUENCE OF HERMENEUTICS METHOD AND FIGURATIVE LANGUAGE MASTERY TO THE SKILL OF POEM APPRECIATION

This research aims to describe: (1) There are or no differencials between the skill of poem appreciation student that be taught with hermeneutics method and students that be taught with conventional method (structural method); (2) There are or no differencials between the skill of poem appreciation student that have high figurative language mastery and students that have low figurative language mastery; (3) There is or no the interaction among teaching method and figurative language mastery to the skill of poem appreciation.
This research uses quantitative method with the simply of factorial design 2 x 2. And then population in this research is students 10th class SMA N 1 Karanganom, Klaten 2008/2009 academic years that 325 students. The sample include involves 2 classes, the first class as control group is 10 C and the other class as experiment is 10 G. Taking this sample with uses the technique of cluster random sampling. Next, the variable in this research is two variable. They are dependent variable and independent variable. The dependent variable is the skill of poem appreciation. The independent variable is teaching methods that can be categorized, hermeneutics methods and structural method. The others independent variable is attributive variable mastery of figurative language that categorized high and low figurative language mastery. Technique of collection data the skill of poem appreciation is used essay test technique data of the mastery of figurative language is used multiple choice test technique. Technique of analyze data that used varians analysis of two ways (Anava two ways).
Based on the result of the research with Anava Two Ways can be concluded: (1) There are differencials of average that significant among learning with hermeneutics method and conventional method (structural method) to the skill of poem appreciation (Fobs > Ft (0.05; 1.77) = 7,82 > 3,96); (2) There are differencials of average that significant among students who have the high mastery of figurative language and students that have the low mastery of figurative language to the skill of poem appreciation (Fobs > Ft (0.05; 1.77) = 8,24 > 3,96); (3) There is interaction among teaching methods and the mastery of figurative language with the skill of poem appreciation (Fobs > Ft (0.05; 1.77) = 4.46 > 3,96).