Yayah Fauziyah - Institutional Repository UIN Syarif

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THE EFFECTIVENESS OF USING READING, ENCODING,
ANNOTATING AND PONDERING (REAP) TECHNIQUE TOWARDS
STUDENTS’ READING SKILL OF DESCRIPTIVE TEXT
(A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
By
Yayah Fauziyah
109014000123
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
THE EFFECTIVENESS OF USING READING, ENCODING,
ANNOTATING AND PONDERING (REAP) TECHNIQUE TOWARDS
STUDENTS’ READING SKILL OF DESCRIPTIVE TEXT
(A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
Skripsi
Presented to the Faculty of Tarbiyah and Teachers Training in Partial
Fulfillment of the Requirements for the Degree of S.Pd (S - 1)
in The Department of English Education
By
Yayah Fauziyah
109014000123
THE DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
i
ABSTRACT
Yayah Fauziyah (109014000123). The Effectiveness of Using Reading, Encoding,
Annotating and Pondering (REAP) Technique towards Students’ Reading Skill
of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs
Salafiyah. Skripsi of The Department of English Education at Faculty of Tarbiyah
and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014.
This study was carried out to find out the effectiveness of using Reading, Encoding,
Annotating and Pondering (REAP) technique towards students’ reading skill of
descriptive text in the seventh grade of MTs Salafiyah academic year 2013/2014. The
subjects of this study were consisted of 60 students’ of 2 class of MTs Salafiyah.
The method was used in this study was Quasi-Experimental research that used 2
classes which consists of one control class and one experimental class. An
experimental class as a group that gets the treatment and the control class that
doesn’t get the treatment. this study will be focused on using REAP technique as a
treatment in the experimental class, then the writer will compare the result with a
control class that doesn’t get a treatment in the end of the research.
The result of the study showed that the T-test of this research is 56.961 and the Ttable of this research is 2.662. It can be seen from the calculation of reading test
result between the experimental class and the control class, Ho is rejected, and the
Ha is accepted because 56.961 > 2.662 or the T-test > T-table. It means there is an
effectiveness of using Reading, Encoding, Annotating and Pondering (REAP)
technique towards students’ reading skill of descriptive text at the seventh grade of
MTs Salafiyah. It can be seen that the students’ reading skill in the experimental class
after being given the treatment of using REAP technique were higher than the
students’ reading skill in the control class who did not get the treatment of using
REAP technique. It can be seen from students’ pre-test and post-test score. The pretest mean score of students in experimental class was 51.5000 and control class was
41.8333, while the post-test mean score of students in experimental class was
70.5000 and the control class was 64.6667. Conclusion, REAP technique is effective
towards reading skill of descriptive text in the seventh grade of MTs Salafiyah.
v
ABSTRAK
Yayah Fauziyah (109014000123). The Effectiveness of Using Reading, Encoding,
Annotating and Pondering (REAP) Technique towards Students’ Reading
Ability of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs
Salafiyah. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan
Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. 2014.
Penelitian ini dilakukan untuk mengetahui keefektivan penggunaan Reading,
Encoding, Annotating and Pondering (REAP) teknik terhadap kemampuan membaca
teks deskriptif siswa di kelas tujuh MTs Salafiyah tahun akademik 2013/2014.
Subyek penelitian ini terdiri dari 60 murid dari 2 kelas MTs Salafiyah .
Metode ini digunakan dalam penelitian ini adalah Quasi - Experimental yang
menggunakan 2 kelas yang terdiri dari satu kelas kontrol dan satu kelas eksperimen.
Kelompok eksperimen sebagai kelompok yang mendapat perlakuan dan kelompok
kontrol yang tidak mendapatkan perlakuan. Penelitian ini akan difokuskan pada
menggunakan teknik REAP sebagai perlakuan di kelas eksperimen, maka penulis
akan membandingkan hasilnya dengan kelas kontrol yang tidak mendapatkan
perlakuan pada akhir penelitian .
Hasil penelitian menunjukkan bahwa T-test dari penelitian ini adalah 56,961 dan Ttabel penelitian ini adalah 2,662. Hal ini dapat dilihat dari perhitungan hasil tes antara
kelas eksperimen dan kelas kontrol, Ho ditolak, dan Ha diterima karena
56,961>2,662 atau Ttest > Ttabel. Ini artinya ada keefektivan menggunakan Reading,
Encoding, Annotating and Pondering (REAP) teknik terhadap kemampuan membaca
teks deskriptif siswa kelas tujuh di MTs Salafiyah. Dapat dilihat bahwa kemampuan
membaca siswa di kelas eksperimen setelah diberikan perlakuan menggunakan teknik
REAP lebih tinggi dari siswa kemampuan membaca di kelas kontrol yang tidak
mendapatkan perlakuan menggunakan teknik REAP . Hal ini dapat dilihat dari nilai
pre -test dan post-test siswa. Nilai pre –test siswa rata-rata di kelas eksperimen adalah
51,5000 dan kelas kontrol adalah 41,8333 , sedangkan nilai post-test siswa rata-rata
di kelas eksperimen adalah 70,5000 dan kelas kontrol adalah 64,6667. Kesimpulanya,
REAP teknik efektif terhadap kemampuan membaca teks deskriptif di kelas tujuh
MTs Salafiyah .
vi
ACKNOWLEDGEMENT
In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the
blessing given to the researcher, so she could eventually accomplish this skripsi
entitled The Effectiveness of Using Reading, Encoding, Annotating and Pondering
(REAP) Technique towards Students’ Reading Skill of Descriptive Text (A QuasiExperimental Study at the Seventh Grade of MTs Salafiyah. Peace and Blessing be
upon to the prophet Muhammad, who had guided mankind to the right path blessed
by the lord.
In this opportunity, the researcher would like to remark the utmost thanks
from her deep heart to the following people, who always helped, contributed, and
empowered her to achieve a success in completing this skripsi.
1. The honorable Dr. Alek, M.Pd., and Devi Yusnita, M.Pd., as the advisors of the
researcher, for the guidance and patience in helping and correcting the researcher
in writing this skripsi.
2. The Head of English Education Department, Drs. Syauki, M.Pd., and the
Secretary, Zaharil Anasy, M.Hum.
3. All lecturers of English Education Department who have given lots of things like
motivation, guidance, knowledge and happiness during her study in English
Education Department, Syarif Hidayatullah Jakarta State Islamic University
Jakarta.
4. The Principal, Vice-Principal, the English teachers and the students at MTs
Salafiyah Sawangan Depok, for giving chance, permission and helping the
researcher to conduct the research there.
5. The researcher’s parents and family, Drs. H. Musa Thoyib as her father and Hj.
Salbiah, S.Pd., as her mother who is always giving motivation, never stop caring
and always sending prayers for her. In addition, for her two younger sisters and a
younger brother who always encourage her in doing her skripsi.
vii
6. Her best friend in C class in The Department of English Education, thanks for
sharing their lovable experience, both in sadness and happiness. Especially for
Deswinda Andarini, S.Pd., Anike Rosalina, S.Pd., Priska Aprillianty N.F, S.Pd.,
Rusda Ayu Syafniar, S.Pd., Viona Rosalina, S.Pd., Linda, S.Pd., Leyly K.Z.
7. Her special friend, Hendra Wijaya, S.Pd.I. who always gives her support and
prayers for her and giving her a great motivation to finish her skripsi.
8. Her another friend, Josh Meares, thanks for giving some suggestions and
motivation.
9. The people who have helped the researcher to finish her study that she cannot
mention one by one.
May Allah bless them all, Aamiin.
Jakarta, March 2014
Yayah Fauziyah
viii
TABLE OF CONTENTS
TITLE……………………………………………………………………......
i
APPROVAL....................................................................................................
ii
ENDORSEMENT SHEET ............................................................................
iii
CERTIFICATION OF ORIGINALITY ......................................................
iv
ABSTRACT ....................................................................................................
v
ABSTRAK ......................................................................................................
vi
ACKNOWLEDGEMENT .............................................................................
vii
TABLE OF CONTENTS ...............................................................................
ix
LIST OF TABLES .........................................................................................
xii
LIST OF PICTURES .....................................................................................
xiii
LIST OF APPENDICES................................................................................
xiv
CHAPTER I
CHAPTER II
INTRODUCTION
A. Background of The Study............................................
1
B. Identification of the Problem .......................................
3
C. Limitation of the Problem ...........................................
4
D. Formulation of the Problem ........................................
4
E. Objective of the Study .................................................
4
F. Significance of the Study ............................................
4
THEORETICAL FRAMEWORK
A. Reading........................................................................
5
1. Definition of Reading ............................................
5
2. Purpose of Reading ...............................................
6
a. Reading to Search for Simple Information and
Reading to Skim ..............................................
6
b. Reading to Learn from Text ............................
7
ix
c. Reading to Integrate Information, Write, and
Critique Text....................................................
7
d. Reading for General Comprehension ..............
7
3. Kinds of Reading ...................................................
8
a. Critical Reading...............................................
8
b. Extensive Reading ...........................................
8
4. Model of Reading ..................................................
9
5. Reading Principles.................................................
10
a. Exploit the Reader’s Background Knowledge
10
b. Build a Strong Vocabulary Base .....................
10
c. Teach for Comprehension ...............................
11
d. Work on Increasing Reading Rate...................
11
e. Teach Reading Strategies ................................
12
f. Encourage Readers to Transform Strategies
into Skills.........................................................
12
g. Build Assessment and Evaluation into Your
Teaching ..........................................................
12
B. Descriptive Text ..........................................................
13
1. Definition of Descriptive Text ..............................
13
2. The Purpose of Descriptive Text ...........................
13
3. Generic Structure of Descriptive Text...................
14
4. Example of Descriptive Text .................................
15
C. Reading, Encoding, Annotating and
Pondering (REAP) .......................................................
15
1. Definition of REAP ...............................................
15
2. Procedure of REAP ...............................................
16
D. Teaching Reading Using Reading, Encoding,
Annotating and Pondering (REAP) .............................
17
E. Previous Study……………………………………….
18
F. Conceptual Framework ...............................................
19
G. Theoretical Hypothesis ................................................
20
x
CHAPTER III
CHAPTER IV
CHAPTER V
RESEARCH METHODOLOGY
A. Place and Time of the Study........................................
21
B. Method and Research Design ......................................
21
C. The Population and Sample .........................................
22
D. The Instrument of the Research...................................
22
E. The Technique of Collecting Data ..............................
23
F. Internal Validity Control…………………………….
23
G. Data Analysis ..............................................................
24
H. Statistical Hypotheses..................................................
24
RESEARCH FINDINGS
A. The Description of the Data ........................................
25
B. The Analysis of the Data .............................................
29
C. Data Interpretation.......................................................
41
CONCLUSION AND SUGGESTION
A. Conclusion ...................................................................
43
B. Suggestion ...................................................................
44
BIBLIOGRAPHY ..........................................................................................
45
APPENDICES
47
...........................................................................................
xi
LIST OF TABLES
Table 4.1
Pre-test and Post-test score of Control Class………………..
26
Table 4.2
Pre-test and Post-test score of Experimental Class…………..
27
Table 4.3
Table of Data Description of Pre-test Result
of Experimental Class………………………………………..
Table 4.4
Table of Frequency Distribution of Pre-test Result
of Experimental Class……………..………………….……...
Table 4.5
29
30
Table of Data Description of Pre-test Result
of Control Class……………….……………………………... 31
Table 4.6
Table of Frequency Distribution of Pre-test Result
of Control Class……………………………………………...
Table 4.7
Table of Data Description of Pos-test Result
of Experimental Class……………………………………….
Table 4.8
36
Normality Pretest Result between
Experimental Class and Control Class………………………
Table 4.12
35
Table of Frequency Distribution of Post-test Result
of Control Class……………………………………………...
Table 4.11
34
Table of Data Description of Pos-test Result
of Control Class…………………........................................
Table 4.10
33
Table of Frequency Distribution of Pos-test Result
of Experimental Class……………………………………….
Table 4.9
32
37
Normality Posttest Result between
Experimental Class and Control Class………………………. 37
Table 4.13
Homogeneity Pretest Results between
Experimental Class and Control Class………………………. 38
Table 4.14
Homogeneity Posttest Results between
Experimental Class and Control Class………………………
Table 4.15
39
T – test Result………………………………………………… 40
xii
LIST OF PICTURES
Picture 4.1
Diagram of Pre-Test Result of Experimental Class……… 30
Picture 4.2
Diagram of Pre-test Result of Control Class……………... 32
Picture 4.3
Diagram of Post-test Result of Experimental Class……… 34
Picture 4.4
Diagram of Posttest Result of Control Class……………... 36
xiii
LIST OF APPENDICES
Appendix 1
Profil of MTs Salafiyah Sawangan Depok........................ 47
Appendix 2
Lesson Plans ...................................................................... 51
Appendix 3
Validity question test......................................................... 85
Appendix 4
Key answer of validity test ................................................ 89
Appendix 5
Pre-test and post-test question........................................... 90
Appendix 6
Key answer of pre-test and post-test ................................. 93
Appendix 7
Score list ............................................................................ 94
Appendix 8
ANATES result ................................................................. 98
Appendix 9
SPSS result ........................................................................ 106
Appendix 10
Surat Permohonan Izin Penelitian ..................................... 122
Appendix 11
Surat Keterangan Penelitian .............................................. 123
xiv
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of skills that students need to master English. For students
Junior High School, reading is one of the problems that they should face. In
reading, students need ability and more concentration to comprehend the text.
As Antonioul said that reading comprehension is the biggest problem that
almost students face when they study English. A large number of studies have
shown that most students (80%) with learning disabilities manifest with
difficulties in reading acquisition, particularly comprehension of written material.1
Successful understanding of written text involves certain prerequisite
skills. Briefly, the main prerequisites for successful reading comprehension
include the ability to decode words and to read fluently, as well as the use of
active strategies to understand the meaning of printed text. As Pardo said that
reading comprehension is the process of meaning construction as a result of
blending content and message of the text with the readers existing knowledge and
skills during reader text interaction2. Therefore, reading comprehension is a
combination of knowledge and text oriented constructions. It is the result of a
systematical reading process that integrates basic as well as higher-order reading
skills.
Furthermore, In Indonesia, English has become a foreign language that
should be taught from Elementary School up to college or university level. In
Curriculum 2006 or KTSP (Kurikulum Tingkat Satuan Pendidikan), the objective
of English learning is stated on standard competence and based competence of
KTSP. Thus, English learning in Indonesia has different obejctives for different
1
Faye Antoniou1 and Elmar Souvignier, Strategy Instruction in Reading Comprehension:
An Intervention Study for Students with Learning Disabilities, (Learning Disabilities: A
Contemporary Journal, 2007), p. 1.
2
Pardo, L. S (ed.), What Every Teacher Needs to Know About Comprehension. The
Reading Teacher, (2004) 58(3), pp. 272—281.
1
2
levels of education. Based on the curriculum KTSP 2006, the purpose of English
Language as a subject in SMP/MTs is that the students have an ability as follows:
1. To be able to develop a communicative competence whether in written
or oral form to achieve a functional literacy
2. To have an awareness of English nature and importance to increase
national competiveness in globalization society
3. To develop learners understanding about the language and nature
relation.3
As we know, there are four language skills that have to be mastered by
students in learning English. They are reading, listening, writing, and speaking.
Among those skills. Reading is one of the skills to be developed and mastered in
English language.
Talking about reading, there are so many types of text in reading, such as
narrative tsext, recount text, argumentative text, etc. And one of the texts that
sudents need to master is descriptive text. In contrast, there are still some students
who got difficulties in comprehend descriptive text.
Based on my observation in MTs Salafiyah Depok, there are some
problems in learning process of reading. The first problem is from the teacher. In
learning process of reading, the teacher should be more creative in creating the
reading technique. In order to make the teaching learning proccess fun and easier.
As the matter of fact, the teacher of this school uses any inappropiate method or
technique in learning process. So, it cannot make students easier to comprehend
the reading.
The second problem is the students itself. There are several reasons why
they have difficulties in reading. First, to properly comprehend a written passage
students must be able to decode the words on the page. Second, the students need
to hold the information in working memory long enough for the information to be
more extensively processed. Third, the students must have knowledge about
vocabulary, grammar and syntactical skills to organize and interpret the written
3
Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar
Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan,
2006)
3
message efficiently. Fourth, the students need to access higher order thinking
skills to process the written message and infer possible meaning.4
In order to assess the extent to which students retrieved and used reading
strategies, they were introduced to a reading-strategy knowledge test that was
based on the metacognition questionnaire and further modified5. Reading
strategies and guiding students towards self-regulated reading routines are
promising approaches to fostering reading comprehension in students with
learning disabilities.6
Departing the statement above, we need a suitable technique in teaching.
So many techniques that we can apply to master reading comprehension for
students. One of the techniques that writer want to research is Reading, Encoding,
Annotating, and Pondering (REAP).
REAP as a strategy which will ensure
meaningful reading and encourage concise writing and thinking. REAP is also a
technique for imprinting information in long term memory. 7 So in this case, the
weiter focus on the effectiveness of REAP in mastering desriptive text for first
grade.
B. Identification of the Problem
Based on the background of the study above, the problems which are
identified as follows:
1. The teachers not yet applied an approriate technique, method, approach, and
model to teach reading
2. Students still have some difficulties in understanding text
3. The students still have many problems in reading skills, like on some genre
texts, such as descriptive text, narrative text, recount, etc.
4
Wagner, R.K. Muse, A.E. & Tannenbaum, K.R, Vocabulary Acquisition: Implications for
Reading
Comprehension. (The
Guilford
Press,
2007),
(http://everydaylife.globalpost.com/types-reading-comprehension-problems-children13533.html)
5
Antonioul. op. cit., p. 1.
6
Antonioul. op. cit., p. 1.
7
Eanet M. G and Manzo A. V, REAP – A Strategy for Improving Reading/Writing/Study,
Skills,(Journal of Reading, 1976), p. 2.
4
4. Students still have difficulties in interpreting later, some important aspects,
such as, min idea, structure and specific language features.
C. Limitation of the Problem
Based on the indentification of problems above, the problems will be
limited on the technique that teacher uses in teaching reading. In this case, the
writer uses REAP.
D. Formulation of the Problem
In accordance with the limitation of the problem, the writer formulates the
research question as follows: “Is REAP technique effective towards students’
reading skill of desriptive text for the seventh grade of MTs Salafiyah?”
E. Objective of the Study
The objective of this study is to know the emperical evidence about the
effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) in
learning reading of descriptive text.
F. The Significance of the Study
The writer expects that the results of this study will be significant to
teachers, students and other researchers. This study was expected to give
contribution on helping the teacher when he uses REAP (Reading, Encoding,
Annotating and Pondering) can enhance the quality students’ reading ability. For
students, this study is expected to give the students motivation in learning reading
and hopefully increase their reading ability of descriptive texts, as well as the
general reading of other texts. It is also can be reference for other researcher, and
the other researchers can use this study as a comparison to other similar studies.
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is an important skill in English language. To learn reading, we
absolutely need to know the definition of reading.
―Establishing a clear definition of reading provides an important
perspective for evaluating approaches to teaching word identification
skills. Most educators would agree that the major purpose of reading
should be the construction of meaning comprehending and actively
responding to what is read. Two of the most widely cited and agreed-upon
definitions of reading are the following: Reading is the process of
constructing meaning from written texts. It is a complex skill requiring the
coordination of a number of interrelated sources of information.‖1
While Wixson said that reading is the process of constructing meaning
through the dynamic interaction among: (1) the reader's existing knowledge; (2)
the information suggested by the text being read; and (3) the context of the
reading situation.2
As Heilman said that reading is proccess of getting meaning from printed
word–symbols. It is not mererly a proccess of making conventaionalized noises
assosiated with these symbols.3
As Grabe and Stoller said that reading is the ability to draw meaning from
the printed page and interpret this information appropriately. 4
In addition, Grellet said that reading is a constant process of guessing, and
what one brings to the text is often more important than what one finds in it.5
1
Anderson et al, Definition of Reading and Word Identification, 2012
(http://www.eduplace.com/rdg/res/teach/def.html).
2
Wixson, Peters, Weber, & Roeber, Citing the new definition of reading for Michigan, 2012
(http://www.eduplace.com/rdg/res/teach/def.html).
3
Arthur W. Heilman, Principles and Practices of Teaching Reading, (Ohio: Charles E.
Merrill books, Inc, 1961), p. 8.
4
William Grabe and Fredrica L. Stoler, Teaching and Researching Reading, (England:
Longman, 2002), p. 9.
5
Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University Press,
2011), p. 7.
5
6
Meanwhile, another author said that reading is a problem–solving
proccess. As a readers, we try to discover what the author means while, at the
same time, we build meaning for ourselves. We use our own language, our own
thoughts, and our own view of the world to interept what the author has written.
These interpretations are limited by what we know. 6
Based on some of explanations above, the writer concluded that reading is
a process to get the information of text that the writers share their mind to the
readers.
2. Purpose of Reading
When we begin to read, we actually have some decisions to make, and we
usually make these decisions very quickly, almost unconsciously in most cases.
As William Grabe said that there are several puposes of reading as follows:
a. Reading to search for simple information and reading to skim
A common reading ability is reading to search for simple information,
though some researchers see it as a relatively independent cognitive process. That
is probably best seen as a type of reading ability, it is used so often in reading
task. We typically scan the text for a specific piece of information or a specific
word in reading to search. As an example, we usually search through a telephone
directory to find key information, either an address or a phone number. We
sometimes slow down to process the meaning of a sentence or two in search of
clues that might indicate the right page in prose text, section, or chapter.
Similarly, reading to skim (i.e. sampling segments of text for a general
understanding) is a common part of many reading tasks and a useful skill in its
own right. It involves, in essence, a combination of strategies for guessing where
important information might be in text, and then using basic reading
comprehension skills on those segments of the text until a general idea is formed.
6
Yetta M. Goodman and Carolyn Burke, Reading Strategies Focus on Comprehension,
(New York: Holt, 1980), p. 3.
7
b. Reading to learn from text
Reading to learn typically occurs in academic and professional contexts
in which a person needs to learn a considerable amount of information from a
text. It requires ability too remember main ideas as well as a number of details
that elaborate the main and supporting ideas in the text recognize and build
rhetorical frames that organize the information in the text link the text to reader‘s
knowledge base
Reading to learn is usually carried out at a reading rate somewhat slower
than general reading comprehension (primarily due to rereading and reflection
strategies to help remember information). In addition, it makes stronger
inferencing demands than general comprehension to connect the information with
background knowledge (e.g. connecting a character, event or concept to other
known characters, events or concepts; or connecting possible causes to known
events).
c. Reading to integrate information, write, and critique texts
Reading to integrate information requires additional decisions about the
relative importance of complementary, mutually supporting or conflicting
information and the likely restructuring of a rhetorical frame to accommodate
information from multiple sources. This skill inevitably require critical evaluation
of the information being read so that the reader can decide what information to
integrate and how to integrate it for the reader‘s goal. In this respect, both reading
to write and reading to critique texts maybe task variants of reading to integrate
information. Both require abilities to compose, select, and critique information
from a text. Both purposes represent common academic tasks that call upon the
reading abilities needed to integrate information.
d. Reading for general comprehension
The notion of general reading comprehension has been intentionally
saved for last in this discussion for two reasons. First, it is the most basic purpose
8
for reading. Second, general reading comprehension is actually more complex
than commonly assumed. (note that the term ‗general‘ does not mean ‗simple‘ or
‗easy‘). These assertions are treated in detail in the next two sections of this
chapter. Reading for general comprehension, when accomplished by a skilled
fluent reader, requires very rapid and automatic processing of words, strong skills
in forming a general meaning representation of main ideas, and efficient
coordination of many processes under very limited time constraints.7
3.
Kind of Reading
As students gain in their processing abilities, teachers can have them do
activities to develop their skills to skim, scan, read for through comprehension,
read critically, read extensively, and read dramatically. As Gebhard said that there
are some kinds of reading, as follows:
a. Critical Reading
―There are at least three things to remember when asking students to do
critical reading. First, when students are asked to read critically, they still
need to do the kinds of activities that lead the full comprehension, as
discussed earlier in this chapter. Second, students are asked to make
judgments about what they read: Do I agree with the author‘s point of
view? How is my view different? Does the author persuade me to change
my view? Is the author‘s evidence strong? Third, we need to be careful
about what we asked students to make judgments on. In other words, we
need to select content that is not only interesting to the students as readers
but also something they can relate to.‖8
b. Extensive Reading
The goal of extensive reading is to improve reading skills by processing
a quantity of materials that can be comprehend and pleasurable. Teachers who
implement extensive reading set up an open library (in the classroom or school
library) where students can select from an assortment of reading materials. The
7
Grabe and Stoller, op. cit., pp. 11—15.
Jerry G. Gebhard, Teaching English as A Foreign or Second Language, (Michigan: The
University of Michigan Press, 1996), p. 208.
8
9
teachers‘ job is to guide the reader to materials that are comprehensible, letting the
students make their own choices.9
As a part of the extensive reading experience, teachers often ask students
to report on what they have read. One way to do this is to have students interview
each other through the use of question prompts.10
―As Broughton said, there are some kinds of reading. First, reading
aloud is primarly an oral matter. For those who teach foreign languages it
is closer to ‗pronunciation‘ than it is to ‗comprehension‘. While it is
perfectly proper to try to develop the skill of reading aloud it clearly
cannot be done using an unfamiliar text the content and language of
which stretches the linguistic capabilities of the learners to the utmost. It
requires a familiar text whose content and language are clearly
understood, detailed explication and practice of the special pronunciation
problems in it, and small group techniques. It must also be admitted that
the usefulness of the skill of reading aloud is limited. Few people are
required to read aloud as a mater of daily routine, radio newscasters,
clergymen, perhaps actors and that is all. To the huge majority its
importance is minimal. Second, silent reading is interpretation is most
likely for the term. This is perhaps the nearest approach to the essence of
reading, the A – C of it. It is obvious that by far the greatest amount of
reading that is done in the world is silent. A reading room is a silent
room.‖11
4. Models of Reading
As Goodman said that predicting, confirming, integrating – these we
have identified of the key operation within the reading process. There will always
be some minor variations in meaning is the basic function of reading, and it is
achieved through the use of predicting and confirming strategies.12
5. Reading Principles
a. Exploit the Reader’s Background Knowledge
Carrell, Carrell and Connor said that areader‘s background knowledge can
influence reading comprehension. Background knowledge include all of the
9
Jerry G. Gebhard, Ibid., p. 208
Jerry G. Gebhard, Ibid., p. 208
11
Gefrey Broughton, et al., Teaching English as A Foreign Language, (New York: Taylor
and Francais e – Library, 2003), pp. 91—92.
12
Yetta M. Goodman and Carolyn Burke, op. cit., pp. 9—10.
10
10
experiences that a reader brings to a text: life experiences, educational
experiences, knowledge of how texts can be organized rhetorically, knowledge of
how one‘s first language works, knowledge of how the second language works,
and cultural background and knowledge. Reading comprehension can be
significantly enhanced if background knowledge can be activated by setting goals,
asking questions, making predictions,teaching text structure, and so on. If students
are reading on an unfamiliar topic, you may need to begin the reading process by
building up background knowledge.
b. Build a Strong Vocabulary Base
Recent research emphasized the importance of vocabulary to successful
reading. As the writer of this book have developed my own philosophy of the role
of vocabulary in reading instruction, he have decided that basic vocabulary should
be explicitly taught and L2 readers should be taught to use context to effectively
guess the meanings of less frequent vocabulary.
c. Teach for Comprehension
In many reading instruction programs, more emphasis and time may be
placed on testing reading comprehension than on teaching readers how to
comprehend. Monitoring comprehension is essential to successful reading. Part of
that monitoring process includes verifying that the predictions being made are
correct and checking that the reader is making the necessary adjustments when
meaning is not obtained.
Cognition can be defined as thinking. Metacognition can be defined as
thinking about our thinking. In order to teach for comprehension, it is my belief
that readers must monitor their comprehension processes and be able to discuss
with the teacher and/or fellow readers what strategies they use to comprehend. By
doing this, the readers use both their cognitive and metacognitive skills.
11
d. Work on Increasing Reading Rate
One great difficulty in the second language reading classroom is that
even when language learners can read, much of their reading is not fluent. Often,
in their efforts to assist students in increasing their reading rate, teachers over
emphasize accuracy which impedes fluency. The teacher must work towards
finding a balance between assisting students to improve their reading rate and
developing reading comprehension skills. It is very important to understand that
the focus is not to develop speed readers, but fluent readers. I define a fluent
reader as one who reads at a rate of 200 words-per-minute with at least 70 percent
comprehension.
One focus here is to teach readers to reduce their dependence on a
dictionary. Skills such as scanning, skimming, predicting, and identifying main
ideas get students to approach reading in different ways. Readers should spend
more time analyzing and synthesizing the content of the reading, and not focusing
on moving through the passage one word at a time. Part of the joy of reading is
being able to pick up a book and comprehend it, without having to struggle
through the task of reading.
e. Teach Reading Strategies
Strategies are the tools for active, self-directed involvement that is
necessary for developing communicative ability. Strategies are not a single event,
but rather a creative sequence of events that learners actively use. This definition
underscores the active role that readers take in strategic reading. As Anderson,
Chamot and O‘Malley said that to achieve the desired results, students need to
learn how to use a range of reading strategies that match their purposes for
reading. Teaching them how to do this should be a prime consideration in the
reading classroom.
A good technique to sensitize students to the strategies they use is to get
them to verbalize (or talk about) their thought processes as they read. Readers can
listen to the verbal report of another reader who has just read the same material,
and it is often revealing to hear what other readers have done to get meaning from
12
a passage. I use this technique in my reading classes to get students to become
more aware of their reading strategies and to be able to describe what those
strategies are.
f. Encourage Readers to Transform Strategies into Skills
An important distinction can be made between strategies and skills.
Strategies can be defined as conscious actions that learners take to achieve desired
goals or objectives, while a skill is a strategy that has become automatic. This
characterization underscores the active role that readers play in strategic reading.
As learners consciously learn and practice specific reading strategies, the
strategies move from conscious to unconscious; from strategy to skill.
For example, guessing the meaning of unknown vocabulary from context
can be listed as both a strategy and a skill in reading texts. When a reader is first
introduced to this concept and is practicing how to use context to guess the
meaning of unfamiliar vocabulary he or she is using a strategy. The use of the
strategy is conscious during the learning and practice stages. As the ability to
guess unfamiliar vocabulary from context becomes automatic, the reader moves
from using a conscious strategy to using an unconscious skill. The use of the skill
takes place outside the direct consciousness of the reader.
The goal for explicit strategy instruction is to move readers from
conscious control of reading strategies to unconscious use of reading skills.
g. Build Assessment and Evaluation into Your Teaching
According Brindley, assessing growth and development in reading skills
from both a formal and an informal perspective requires time and training. Both
quantitative and qualitative assessment activities should be included in the reading
classroom. Quantitative assessment will include information from reading
comprehension tests as well as reading rate data.Qualitative information can
13
include reading journal responses, reading interest surveys, and responses to
reading strategy checklists.13
B. Descriptive Text
1.
Definition of Descriptive Text
Sanggap Siahaan and Kisno Shinoda defined that descriptive text is a
written English text in which the writer describe an object. In this text, the object
can be concrete or abstract object. It can be a person, or an animal, or a tree, or a
house, or camping. It can be about any topic.14
Meanwhile according to Alice Oshima and Ann Hogue said that descriptive
writing appeals to the senses, so it tells how something looks, feels, smells, tastes,
and/or sounds. A good description is a word picture; the reader can imagine the
object, place, or person in his or her mind.15
Based on Anderson and Anderson said that descriptive text describes a
particular person, place or thing. Its purpose is to tell about the subject by
describing its features without including personal opinions.16
From those explanations about the definition of descriptive text, it can be
conclude that descriptive text is a text for describing the object to another. It can
be everything like a person, an animal, a place, etc. that describe the feature of
subject itself.
2. The Purpose of Descriptive Text
When we make a descriptive text, we absolutely have a purpose.
According Barbara Pine Clouse, there are some purposes on using descriptive
text.
13
Carell
and
Conor,
Principles
for
Teaching
Reading,
(1991),
http://www.mhhe.com/socscience/supergoal/Chapter4%20Section3.pdf
14
Sanggap Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu,
2008), p. 89.
15
Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Longman,
2007), p. 61.
16
Mark Anderson and Kathy Anderson, Text Type in English 1, (South Yara; Macmilan,
1997), p. 2.
14
―First is descriptive text can entertain, convey feelings, relate
experience, inform, and persuade. Second, descriptive text is most often
expressive, so it most helps writers share their perceptions. As human
beings, we have compelling desire to connect with other people by
sharing our experiences with them. Descriptive text helps us to do that.
The last is descriptive text helps writers do more then just tell that
something is true; it allows them to show that something is true. For this
reason, writers often combine description with other patterns of
development.‖17
3. Generic Structure of Descriptive Text
The generic structure of descriptive text as follow:
a. Identification: Identifies phenomenon to be describe
b. Description: Describes parts, qualities, characteristics. 18
In addition, Anderson and Anderson divided the generic structure of
descriptive text into:
a. A general opening statement in the first paragraph
1. This statement introduce the subject of the description to the audience
2. It can give the audience brief details about the when, where, who, or what
of the subject.
b. A series of paragraphs about the subject
1. Each paragraph usually begins with a topic sentence
2. The topic sentence reviews the details that will be contained in the
remainder of paragraph
3. Each paragraph should describe one feature of the subject
4. These paragraphs build the description of the subject
c. A concluding paragraph (optional)
Concluding paragraph signals the end of the text.19
17
Barbara Pine Clouse, Patterns for a Purpose, (New York: Mc Graw Hill, 2006), pp.
102—103.
18
Sanggap Siahaan and Kisno Shinoda, op. cit., p. 89.
19
Mark Anderson and Kathy Anderson, op. cit., pp. 26—27.
15
4.
Example of Descriptive Text
Deidonychus
The model of Deidonychus, a dinosaur from the
Opening
statement
introducing
the subject
Cretaceous period, can be found in the museum of Natural
Science.
Deidonychus is small by dinosaur standards. It is about
2.5 meters in length and stands about one metre high at the
shoulder.
This reptile has a long tail, spindly legs and slender
neck. The head is large and the jaws are lined with sharp teeth.
Series of
paragraphs
describing
the subjects
The tail, approximately 3 metres in length, has vertebrae
surrounded by bundles of bony rods so the whole tail can be
held stiff.
The toes of Deidonychus are unusual. The first toe is
small and points backwards. The second toe has a huge sickle shaped claw and is raised. The third and fourth toes are in the
normal position.
A
conclusion
Deidonychus is an interesting example of a fast running
dinosaur.20
C. Reading, Encoding, Annotating and Pondering (REAP)
1.
Definition of REAP
According Manzo said that REAP is designed to improve thinking, a
strategy for helping readers read and understand the text. This strategy, with
modeling and guided practice will help students in increasing reading
comprehension. According to Allen there are four stages of reading in REAP.
a. R : Read on your own
b. E : Encode the text by putting the gist of what you read in your own words.
c. A : Annotate the text by writing down the main ideas and the author‘s
message.
20
Mark Anderson and Kathy Anderson, op. cit., p. 27.
16
d. P : Ponder what you read by thinking and talking with others in order to make
personal connections, develop questions about the topic, and/or connect
this reading to other reading you have done.21
The others said REAP is designed to improve thinking, the underlying
musculature for active reading and meaningful writing. The idea for this readerwriter exchange system was proposed some time ago as a means ofimproving and
supporting a national content area reading and writing project essentially for
urban schools. Shortly afterwards it was collectedinto a teaching learning
approach called REAP—Read-Encode-Annotate-Ponder . The REAP system for
responding to text has been in use in elementary through college classrooms for
two decades. It is based on a scaffold form of writing that invites creativity, much
as does haiku, or any other disciplined form of art.22
2.
Procedure of REAP
―The procedure of REAP is divide in some ways. The teacher should begin
with easy reading materials. Students will require practice in determining
the message or main idea. Several examples should be examined and
critiqued. The teacher could model the process by thinking out loud.
Students will find it useful to share annotations in pairs or small groups for
evaluation, clarification and further development.‖23
The use of this strategy will cause the students to revisit the text during
each stage of the REAP process. In the Reading stage, the students read to figure
out the writer‘s message while taking note of the title and author. As students
move into Encoding, the students must take what they have read and place it into
their own words. This allows the students to internalize the content of the reading
while thinking about representing the main ideas, message in the author‘s and
their own words. Once in the Annotate stage, students look at the main ideas and
the author‘s message by writing a statement that summarizes the important points.
21
Allen,
J,
Tools
for
Teaching
(http://www.west.net/~ger/index.html ).
22
Eanet, op. cit., p. 2.
23
Eanet. op. cit., p. 2.
Content
Literacy.
Stenhouse,
2012
17
Annotations are brief summaries of a text that explain and or critique the text.
Annotates can be done by writing the message in notes or in a journal form. In
this stage, the student should look at important words and quotes of
the
text. Once students move to the Ponder stage of this activity, they must connect
with the text at a higher level through analysis and synthesis of the reading. In Jeff
Zwiers book Building Academic Language, he talks about making connections
through examples. This requires us to know our students so that the examples
weuse actually do connect. Furthermore, when we use examples in the ponder
stage it helps to clarify content for the students and models for students the
process of supporting their claims and opinions with examples, explanations and
evidence.24
D. Teaching Reading Using Reading, Encoding, Annotating and
Pondering (REAP)
First activity that writer will be held is the teacher helps the student in
building their background knowledge about the will be learned. Such as shows
some pictures, the title of the text and asks some questions.
After that, the students may have some references in their mind about text
that they will read. The next step is dividing the students into some groups. In
each group consist of three or four people. Because there are four steps in REAP
strategy, divided students make a group can help them in learning reading with
REAP. Then, the first activity should teacher do is giving a descriptive text to
each member of the group.
Next, the teachers guide students to do the first phase of REAP strategy;
Reading, in this phase, the teachers can ask one of the students to read aloud in
front of the class, during this students read aloud, the other students listening
carefully. After that the teachers ask all of students to read the text by two or three
times by themselves. This activity may take time about 10 until 15 minutes.
24
Allen, op. cit., p. 4.
18
The second activity is Encode; in this phase the teacher leads the students to
explore their idea about that text into their own words, also some of the difficult
vocabularies. In this stage, the students may discuss to other member of their own
group. In Encode step the teacher also add an activity; discussing the new or
difficult vocabulary. Teacher asks a student of each member to write down the
difficult vocabularies in the whiteboard. After that, the teacher leads the
discussion about the meaning or the synonym of the difficult vocabularies.
The third step is Annotate, this activity take time about 15 minutes. In
annotate step, the student should write down their idea about the content of the
descriptive text that teacher gave them before. To make it easier, the students can
make the generic structure of the descriptive text they have read, such as
identification, description and conclusion of the story line and the contents of it.
In this activity, the student work alone.
The teacher looking around the classroom for checking the students‘ work.
In this activity there is possibility that there are some groups or students who are
not understand about what to do in Annotate step.
The last stage of REAP strategy is Ponder, in this stage, the students work
by group. They pondering the significance of text, by thinking, discussing, or
talking with their member of the group, then make one perfect summarize about
the text. The summary is using their own language.
E. Previous Study
The writer has found a relevant study which related to this research. That
journal was written by Janet Allen with the title Teaching Content Literacy. In this
research, Allen used Reading, Encoding, Annotating and Pondering (REAP) as a
technique. Her classroom consist of twelve students, and she divided it into two
group. The first group consist of 6 students that studied using REAP technique,
and the second group consist of 6 students that didn‘t get REAP technique. Allen
gave the short story to each group to find out the effectiveness of REAP
technique. The result of this research is the first group students able to
comprehend the text well. They can tell again the story, found the main idea and
19
conclude the message of the story. Besides that, the second group students had
different result. In this group, the student was hard to understand the short story
that Allen gave. It can be concluded that the REAP technique is effective. 25
F. Conceptual of Framework
Reading is one of the important skills which improve students‘ general
language skill in English. Reading is a process to get the information of text that
the writers share their mind to the readers. Students need to master reading,
because reading is tested in National Examination in Indonesia. Absolutely,
students need to have good reading ability to pass the National Examination. In
other words, reading is important for students to master English. By mastering
reading, students can learn another skills.
Talking about reading, many research results showed that the ability of
Indonesian students to read English text was very low. It can be seen that some of
students still have difficulties in comprehend the text. The first problem is because
they should have enough knowledge about grammar, vocabulary, etc to get the
information about the text. The other problem is the teacher. It‘s really hard to
teach the students reading when the teacher has not yet the appropriate technique
to make the students interest in learning reading. Hence, the teacher should find
the an appropriate technique to increase students‘ reading ability.
Those explanations above seemed to be the reason why the writer wanted to
conduct this research. The writer believes that reading is such a compulsory skill
to be mastered and the underlying problem stated above is that the students have
low motivation in and outside the classroom. Therefore, to get the students‘ want
to read and comprehend the text, the teachers need the appropriate method and
technique which encourage students‘ reading skill.
25
Allen, op. cit., p. 4.
20
G. Theoretical Hypothesis
Hypothesis is a temporary answer or a conclusion of the research. To find
out is there any effectiveness of using REAP technique towards students reading
skill of descriptive text, therefore the hypothesis of this research is, that Reading,
Encoding, Annotating and Pondering (REAP) technique is effective towards
students‘ reading skill of class VII of MTs Salafiyah Sawangan Depok.
CHAPTER III
RESEARCH METHODOLOGY
A. The Place and Time of the Study
The writer chose MTs. Salafiyah Bedahan as a place of study. It is located
at Jl. H. Sulaiman No. 9 Bedahan, Sawangan Kota Depok. The study will be
conducted on January 2014.
B. Method and Research Design
1.
Method
This study will be conducted using a quasi experimental research that uses
2 classes which consists of one control class and one experimental class.
Generally, the researcher in experimental research uses two groups, experimental
group as a group that gets the treatment and the control group that doesn’t get
treatment. So, this study will be focused on using REAP technique as a treatment
in experimental class, then the writer will compare the result with a control class
that doesn’t get a treatment in the end of the research.
2.
Research Design
In this study the writer will use a quasi-experimental method with one
experimental class and one control class. The design of experiment that will be
used is:
Pretest
Experimental Class
Treatment
X
Control Class
Posttest
Difference
-
21
Compare
22
Y1 = Pretest of both experimental and control group
Y2 = Posttest of both experimental and control group
= Implementation of REAP Technique1
X
C. The Population and Sample
1.
Population
The population of this study is the first grade student of MTs Salafiyah
which consists of 180 students and divided into 4 classes; class VII.1, VII.2,
VII.3, VII.4.
2.
Samples
The sampling technique of this research is Purposive Sampling. It is
purposive because the sampling is determined by certain considerations. 2 The
sample was 60 students from two classes; VII.1 and VII.4. The writer
implemented without REAP technique in the first class (VII.1) and REAP
technique was implemented in the second class (VII.4). Before the writer
conducted the research, she made sure that both classes have the same
characteristic by doing a pre observation. She observed the teaching and learning
process in the classroom once and she saw the students’ reading score from their
real teacher. It was found that the students from both classes have the same
characteristic. The sample of this study is a class VII.1 as a control class and VII.4
as experimental class which each class consist of 30 students.
D. The Instrument of The Research
The Instrument of the research is a test. The test was multiple choices. It
was consist of 40 items which is designed not only validity but also reliability.
Before the test is applied, the 40 items of the tests was tested first toward students
of second grade to know its validity and reliability. The validity and reliability test
1
Larry B. Christensen, Experimental Methodology, (Alabama: University of South Alabama,
2007) , p. 332
2
Sugiyono. Metode Penelitian Pendidikan. (Bandung: Alfabeta, 2012), p. 124
23
was analyzed by using software ANATES. The content validity of the test item
will be compared with the curriculum. It answered “Does the 40 tests items
represent all the course objectives as stated in the curriculum?”
E. The Technique of Collecting Data
To obtain the data, the technique that used in this research was a method
of test, there were pretest and posttest. Pretest conducted to determine the ability
of student learning outcomes early in the subjects of English language students
before treatment. This test is used to determine their reading skill in descriptive
text. This test was given to the control class and experimental class of first grade
students of MTs Salafiyah. The test consists of some questions in multiple choices
about descriptive text. It is necessary to do this test because the writer will
compare the pretest data and the posttest data. Furthermore, after the treatment,
the writer will give them the posttest. Posttest is performed to measure the
acquisition of learning outcomes at the end of the treatment.
F. Internal Validity Control
The instrument of this research is a test. Before the writer used this
instrument to the students as the sample of the research, the writer tested the
instrument to the eight grade students of MTs Salafiyah. In this case, the writer
tested the instrument in class VIII.2. There are 40 students in this class who did
the validity test. This test is needed to see the validity of this instrument before it
will be applied to the sample of research.
The writer analyzed this instrument by using ANATES. It could be seen
from the result of this test, there were 16 items were very significance, 4 items
significance and 20 items is not significance. So, in this research used 20 items of
multiple choice as an instrument for pretest and posttest about descriptive text.
24
G.
Data Analysis
To obtain the result of the research, the data of the research were analyzed
used statistical analysis. In this research, it has done some tests, such as normality
test and homogeneity test. The purpose of analyzing the normality was to to see
whether the data got in the research has been normally distributed or not. After
normality test gives indication that the data is distributed normally, so it needs to
do homogeneity test.
To draw conclusions from the data obtained, the writer will use T-Test
formulate to find out whether there is the differences between two variables in this
study. In this case to get all of the results of the data, it analyzed by SPPS v.16 for
windows.
H. Statistical hypothesis
The statistical hypothesis of this research can be seen as:
1.
; Reading, Encoding, Annotating and Pondering (REAP)
technique is not effective towards students’ reading skill of class VII of
MTs Salafiyah Sawangan Depok.
2.
; Reading, Encoding, Annotating and Pondering (REAP)
technique is effective towards students’ reading skill of class VII of MTs
Salafiyah Sawangan Depok
And then, the criteria used as follows:
1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is
rejected. It means that the rates of mean score of the experimental group are
higher than the controlled group. The using of REAP is effective towards
students’ reading skill.
2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is
accepted. It means that the rates of the means score of the experimental group
are same as or lower than the controlled group. The using of REAP is not
effective towards students’ reading skill.
CHAPTER IV
RESEARCH FINDINGS
This chapter IV contains the description of the data, the analysis of the
data, and the discussion of the findings.
A. The Description of the Data
This chapter describes general description of data gained by researcher
during the research. The data were collected from the result of pre-test and posttest from both experimental class and control class. The data were depicted into
two tables. The Table 4.1 showed the students’ score in experiment class and the
Table 4.2 showed the students’ score in control class.
During this research, the material was extended to students about
descriptive text with reading as a focused skill. The treatment to experimental
class and control class: REAP technique was implemented in the experimental
class, while in the control class, the writer didn’t use REAP technique. After that,
the writer measured students’ toward reading ability by using a test in multiple
choice forms.
The validity and reliability instrument test was conducted before she
administered the test to both classes. There were 40 numbers of questions given to
the 60 students of class VIII.1 of MTs Salafiyah Depok. From the validity and
reliability test, there were 20 valid questions from 40 questions which was gained.
Further information about validity and reliability result can be seen in the
appendix
25
26
1. The Data of Control Class
Table 4.1
Pre-test and Post-test Score of Control Class
(Students)
Pre-test
Post-test
1
50
50
2
40
50
3
45
55
4
45
60
5
40
65
6
35
50
7
45
60
8
55
65
9
55
60
10
30
75
11
40
60
12
40
70
13
50
60
14
55
75
15
40
80
16
45
65
17
40
75
18
35
60
19
45
65
20
50
55
21
35
70
22
30
80
23
35
75
24
35
75
X
27
(Students)
Pre-test
Post-test
25
45
80
26
40
70
27
50
60
28
45
65
29
30
55
30
30
55
X
From the description of score in experimental class above, it could be seen
the lowest and the highest score of 30 students in the class. The lowest score in
the pre-test was 20 and the highest score was 55. After the treatment using REAP
technique, the writer gave the students post-test. The data showed in the post-test
is the lowest score was 55 and the highest score was 80.
2. The Data of Experimental Class
Table 4.2
Pre-test and Post-test Score of Experimental Class
(Students)
Pre-test
Post-test
1
50
70
2
45
65
3
45
75
4
65
60
5
50
65
6
60
65
7
55
70
8
40
70
9
50
65
10
45
75
Y
28
(Students)
Pre-test
Post-test
11
55
70
12
50
70
13
60
65
14
65
75
15
60
70
16
50
85
17
55
75
18
45
75
19
50
85
20
45
70
21
50
80
22
50
85
23
60
65
24
65
65
25
40
60
26
35
75
27
55
65
28
45
70
29
55
55
30
50
75
Y
Based on the Table 4.2 above figured that from 30 students in the class,
the lowest score in the pre-test was 20 and the highest score was 50. After the
writer give the students material about descriptive text, the writer then gave the
students post-test. The data showed in the post-test is the lowest score was 55 and
the highest score was 85.
29
B. The Analysis of the Data
1. Results of Pre-test of Experimental Class and Control Class
The result of pre-test of experimental class and control class base on SPSS
v.16 for windows program was gained from the steps as follows: Analyze –
description statistic – frequencies statistic. Results gained from a pre-test in class
VII.4 as an experimental class of this research are presented in a Table 4.3 below:
Table 4.3
Table of Data Description of Pre-test Results of Experimental Class
Valid
30
Missing
0
N
Mean
51.5000
Median
50.0000
Mode
50.00
Std. Deviation
7.67329
Variance
58.879
Range
30.00
Minimum
35.00
Maximum
65.00
Sum
1545.00
Based on the Table 4.3, it can be described the data of experimental class
was 30 students. The total of all data which is divided with the number of data
determined as mean score from the experimental class was 51.5. Median score
was 50.00. The median was the numerical value separating the higher half of a
data sample, a population, or a probability distribution, from the lower half. The
mode was defined as the element that appears most frequently in a given set of
elements. The mode score from the table was 50. The set of scores constitute a
population determined as variance score was 58.87, and deviation standard was
7.673. Deviation standard is quantity calculated to indicate the extent of deviation
for a group as a whole. The highest score of the experimental class was 65.00 and
the lowest score was 35.00. The sum gained from the total scores was 1545.00.
30
According to the Table 4.3 above, it can be made a table of frequency
distribution which is presented as follows:
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experiment Class
Score
Frequency
Percent
35
1
3.3
40
2
6.7
45
6
20.0
50
9
30.0
55
5
16.7
60
4
13.3
65
3
10.0
Total
30
100.0
The Table 4.4 above is a tool of frequency distribution, it also can be
describe by a diagram which is presented as follows:
Picture 4.1
Diagram of Pre-Test Result of Experimental Class
31
Result gained from a pre-test in class VII.1 as a control class of this
research are presented in a Table 4.5 below:
Table 4.5
Table of Data Description of Pre- test Result of Control Class
Valid
30
Missing
0
N
Mean
41.8333
Median
40.0000
Mode
40.00a
Std. Deviation
7.59802
Variance
57.730
Range
25.00
Minimum
30.00
Maximum
55.00
Sum
1255.00
The Table 4.5 above shows that the data above shows that the data of the
control class was 30 with sum 1255.00. Mean score from the control class was
41.83, the variance score was 57.730, and deviation standard was 7.59802. The
highest score of the control class was 55.00 and the lowest score was 30.00. The
median score was 40.00 and the mode score was 40.00.
32
The table of frequency distribution from the data above is presented as
follows:
Table 4.6
Table of Frequency Distribution of Pre-test Result of Control Class
Score
Frequency
Percent
30
4
13.3
35
5
16.7
40
7
23.3
45
7
23.3
50
4
13.3
55
3
10.0
Total
30
100.0
The diagram from the data above is presented as follows:
Picture 4.2
Diagram of Pre-test Result of Control Class
33
2. Result of Post-test of Experimental Class and Control Class
The result of post-test of experimental class and control class based on
SPSS V.16 for windows program was gainde from the steps as follows: Analyze –
description statistic – frequencies statistic. Results gained from a posttest in class
VII.4 as experimental class of this research are presented in a table below:
Table 4.7
Table of Data Description of Post-test Result of Experimental Class
N
Valid
30
Missing
0
Mean
70.5000
Median
70.0000
Mode
65.00a
Std. Deviation
7.35199
Variance
54.052
Range
30.00
Minimum
55.00
Maximum
85.00
Sum
2115.00
34
follows:
Table 4.8
Table of Frequency Distribution of Post-test Result of Experimental Class
Score
Frequency
Percent
55
1
3.3
60
2
6.7
65
8
26.7
70
8
26.7
75
7
23.3
80
1
3.3
85
3
10.0
Total
30
100.0
The diagram from the data above is presented as follows:
Picture 4.3
Diagram of Post-test Result of Experimental Class
35
Results gained from a posttest in class VII.1 as a control class of this
research are presented in a Table 4.9 below:
Table 4.9
Table of Data Description of Post-test Result of Control Class
N
Valid
30
Missing
0
Mean
64.6667
Median
65.0000
Mode
60.00
Std. Deviation
9.27857
Variance
86.092
Range
30.00
Minimum
50.00
Maximum
80.00
Sum
1940.00
follows:
36
Table 4.10
Table of Frequency Distribution of Post-test Result of Control Class
Score
Frequency
Percent
50
3
10.0
55
4
13.3
60
7
23.3
65
5
16.7
70
3
10.0
75
5
16.7
80
3
10.0
Total
30
100.0
Besides the table of frequency distribution, it also can be describe by a
diagram which is presented as follow:
Picture.4.4
Diagram of Post-test Result of Control Class
37
3. Normality Test
a. Pre-test Normality Test
Table 4.11
Normality Pre-test Result between Experimental Class and Control Class
Shapiro-Wilk
pretest
Control Statistic
Df
Sig.
1
.951
30
.176
2
.936
30
.073
From the Table 4.11, it can be seen that the significance of pretest score in
experimental class is 0.176. It can be coclude that the data are normally
distributed because 0.176 > 0.05. Meanwhile the significance of prest score in
control class is 0.073. According to the rerequiremnet that had mentioned in
chapter III, if the significance score of (Asyim Sig 2 tailed) > 0.05, so the data
comes from the normal population, but if (Asyim Sig 2 tailed) < 0.05, so the data
does not come from the normal population. Therefore, the data are normally
distributed because 0.73 > 0.05. in other words, the prtest result in both
experimental class and control class are normally distributed.
b. Post-test Normality Test
Table 4.12
Normality Post-test Result between Experimental Class and Control Class
Shapiro-Wilk
Posttest
Control Statistic
df
Sig.
1
.937
30
.076
2
.935
30
.066
38
From the Table of 4.12, it can be seen that the significance of post-test
score in experimental class is 0.076. It can be conclude that the data are normally
distributed because 0.76 > 0.05. Meanwhile, the significance of posttest score in
control class is 0.66. Therefore, the data are normally distributed because 0.66 >
0.05. In other words, the posttest result in both experiment class and control class
are normally distributed.
4. Homogeneity Test
a. Pre-test Homogeneity Test
Based on the calculation of normality, the writer got the result that all data
in pre-test and post-test of both experiment class and control class have been
distributed normally. The next step of the calculation was finding the pretest and
posttest homogeneity of the data using SPSS v.16 for windows, specially by using
Shapiro Wilk method.
The results of pre-test homogeneity test of the data are presented as
follows:
Table 4.13
Homogeneity Pre-test Results between Experimental Class and Control Class
Levene Statistic
df1
df2
Sig.
.008
1
58
.928
The Table 4.13 shows that the significance of pre-test result between
experimental class and control class is 0.928. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class
because 0.928 > 0.05
b.
Post-test Homogeneity Test
The posttest homogeneity test is also done by using SPSS v.16 for
Windows, specifically by using Shapiro Wil method. The result of post-test
homogeneity test of the data are presented s follows:
39
Table 4.14
Homogeneity Post-test Results between Experimental Class and Control
Class
Levene Statistic
df1
df2
Sig.
.034
1
87
.853
The Table 4.14 shows that the significance of pos-test result between
experimental class and control class is 0.853. Therefore, it can be concluded that
there is no a significant difference between experimental class and control class
because 0.853 > 0.05
5. Hypothesis Testing
The last calculation was testing the hypothesis. This was the crucial
calculation to answer the problem formulation of this research that whether there
is significant different between students’ reading skill in experimental class which
were given Reading, Encoding, Annotating and Pondering (REAP) technique and
students’ reading skill in control class which were not. The writer used SPSS v.16
for Windows program which id Paired Smple Test.
The criteria for hypothesis test are as follow:
If the significance of T-test < T-table the Ho is accepted
If the significance of T-test > T-table the Ho is rejected, Ha is accepted
The table below shows the result between the experimental class which
were given Reading, Encoding, Annotating and Pondering (REAP) technique in
reading class and the control class which were not.
40
Table 4.15
T – test Result
Paired Differences
95% Confidence Interval of
the Difference
Mean
Std.
Std. Error
Deviation
Mean
Lower
Sig. (2-
1.16014
63.76190
Upper
t
df
tailed)
posttest –
Pair 1
Control
6.60833E1 8.98641
68.40477
56.961
59
.000
Based on the hypothesis that has been explained in chapter II, which is:
By using Reading, Encoding, Annotating and Pondering (REAP) technique
is not effective toward students’ reading skill of class VII of MTs Salafiyah
Sawangan Depok.
By using Reading, Encoding, Annotating and Pondering (REAP) technique
is effective toward students’ reading skill of class VII of MTs Salafiyah Sawangan
Depok
From the table 4.15, it presents that the T-test of this research is 56.961
and the T-table of this research is 2.662. It can be seen from the calculation of
reading test result between the experimental class and the control class, Ho is
rejected, and the Ha is accepted because 56.961 > 2.662 or the T-test > T-table.
Therefore, it can be conclude that there is a significance difference of students’
reading skill between the experimental class and the control class.
41
C. Data Interpretation
In the present study, it can be seen that the students’ reading skill in
experimental class after being given the treatment of using Reading, Encoding,
Annotating and Pondering (REAP) technique were higher than the students’
reading skill in control class who did not get the treatment of using REAP
technique. It can be seen from students’ pre-test and post-test score. The pre-test
mean score of students in experimental class was 51.5000 . Ater giving 4 times
treatments using REAP technique, the post-test mean score of students in
experimental class was 70.5000. While, the smallest score in the pretst was 20 and
the highest score was 50. The data showed in the post-test that the smallest score
was 55 and the highest score was 85.
Meanwhile, from the description of score in control class which showed
that the mean of pre-test score was 41.8333. After giving 4 times treatments
without of using REAP technique, the writer got the mean of post-test was
64.6667. The smallest score in the pre-test was 20 and the highest score was 55.
The data showed in the post-test that the smallest score was 55 and the highest
score was 80. It concluded that the gain score of experimental class was higher
than control class.
Before testing the hypothesis, the writer analyzed the normality and
homogeneity of the data. The purpose of analyzing the normality was to see
whether the data got in the research has been normally distributed or not.
Meanwhile, the purpose of analyzing the homogeneity was to see whether the
data/sample in both experimental and control class were homogenous or
heterogeneous. In the analyzing the normality, the result showed that both the data
of pre-test and post-test in experimental class were distributed normally.
According to criteria of the test, it can be seen in the result that T max (pre-test and
post-test) > Ttable (0.73 and 0.66 > 0.05). Both the data of pre-test and post-test in
controlled class also showed that they were distributed normally. It means that all
the data in both pre-test ad post-test of experimental and controlled class were
distributed normally.
42
Thus, the results of the present study highlight and support the idea that
used REAP technique have a positive impact on the students’ reading skill. The
theory above is supported by the writer’s experiment during the treatment in the
classroom. The writer discovered that the students were enthusiastic and
cooperative when learning English text. They followed the lesson respectfully and
they tried to comprehend the text together. They discussed the material with their
group and helped each other to make their friends comprehend it.
Therefore, it can be concluded that teaching reading through Reading,
Encoding, Annotating an Pondering (REAP) technique had a significance
influence on students’ reading skill on descriptive text. It was showed students’
reading achievemnet after given the treatment of using Reading, Encoding,
Annotating and Pondering (REAP) technique were higher than students’ reading
ability before they were given the treatment.
In other words, Reading, Encoding, Annotating and Pondering (REAP)
technique is found to be helpful and effective towards students’ reading skill of
descriptive text, especially the students at the seventh grade of MTs Salafiyah
Depok.
CHAPTER V
CONCLUSION AND SUGGESTIONS
A. Conclusion
Based on the data analysis, finding and interpretation, it can be concluded that
it is effective in using Reading, Encoding, Annotating and Pondering (REAP)
technique toward students’ reading skill of the seventh grade students of MTs
Salafiyah Depok. From the fourth meeting that has been conducted in the both of
experiment and controlled class, the post-test data showed that there is a significant
difference on students’ reading skill in experimental class and control class.
Furthermore, the average score of experimental class is 70.5 and the average
score of control class is 64.667. It revealed that the group of students’ taught REAP
technique achieved substantially higher mean score of post-test in comparison to the
mean score of post-test in the group of students’ were not taught by REAP technique.
In short, it may be safely inferred from the above findings that Reading, Encoding,
Annotating and Pondering (REAP) technique is more effective towards students’
reading skill on descriptive text. Hence, the finding of this research answers the
research question, “Is REAP technique effective towards students’ reading skill of
desriptive text for the seventh grade of MTs Salafiyah?” The answer is REAP
technique is effective towards students’ reading skill of descriptive text for the
seventh grade of MTs Salafiyah.
43
44
B. Suggestions
Based on the research, there are some suggestions for the English teacher for
consideration.
1. The teachers should be aware of the students’ condition nowadays by having
the knowledge about various methods in teaching and learning.
2. The teachers are expected to be creative especially in motivating their students
to read.
3. The teacher should have a good preparation about the teaching process.
4. The teacher should make the students ready before the reading class begin
such as giving question and answer or discussion about some related with the
material.
BIBLIOGRAPHY
Anderson et al, Definition of Reading and Word
(http://www.eduplace.com/rdg/res/teach/def.html), 1987.
Identification
Anderson, Mark and Kathy Anderson, Text Type in English 1, South Yara:
Macmilan, 1997.
Antonioul, Faye and Souvignier, Elmar. Strategy Instruction in Reading
Comprehension: An Intervention Study for Students with Learning
Disabilities. Learning Disabilities: A Contemporary Journal, 2007.
Broughton, Gefrey, et al., Teaching English as A Foreign Language, New York:
Taylor and Francais e – Library, 2003.
Christensen, Larry B. Experimental Methodology, New York: University of South
Alabama, 2007.
Clouse, Barbara Pine, Patterns for a Purpose, New York: Mc Graw Hill,2006.
Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar
Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), Badan Standar
Nasional Pendidikan, 2006.
Grabe, William Grabe and Fredrica L. Stoler, Teaching and Researching Reading,
England: Longman, 2002.
Grellet, Francoise, Developing Reading Skill, Cambridge: Cambridge University
Press, 2011.
G. Gebhard, Jerry, Teaching English as A Foreign or Second Language,
Michigan: The University of Michigan Press, 1996.
Hadi, Sutrisno. Bimbingan Menulis Skripsi. Yogyakarta: Yayasan Penerbit Fak.
Psikologi UGM, 2000.
Carell
and
Cornor,
Principles
for
Teaching
Reading,
http://www.mhhe.com/socscience/supergoal/Chapter4%20Section3.pdf,
1991.
45
46
J,
Allen.
Tools
for
Teaching
Content
(http://www.west.net/~ger/index.html), 2012.
Literacy. Stenhouse.
M. Goodman, Yetta and Carolyn Burke, Reading Strategies Focus on
Comprehension, USA: Holt, 1980.
M. G, Eanet and A. V, Manzo. REAP – a strategy for improving
reading/writing/study skills. Journal of reading, 1976.
Oshima, Alice and Ann Hogue, Introduction to Academic Writing, New York:
Longman, 2007.
Pardo, L. S. What every teacher needs to know about comprehension. The
Reading Teacher, 2004.
Siahaan,Sanggap and Kisno Shinoda, Generic Text Structure, Yogyakarta: Graha
Ilmu, 2008.
Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D, Bandung:
Alfabeta, 2009.
Wixson, Peters, Weber, & Roeber. Citing the New Definition of Reading for
Michigan, (http://www.eduplace.com/rdg/res/teach/def.html), 2012.
Wagner, R.K. Muse, A.E. & Tannenbaum, K.R, Vocabulary Acquisition:
Implications for Reading Comprehension. The Guilford Press,
(http://everydaylife.globalpost.com/types-reading-comprehensionproblems-children-13533.html), 2007
W. Heilman, Arthur, Principles and Practices of Teaching Reading, Ohio:
Charles E. Merrill books, Inc, 1961.
47
Appendix 1
PROFIL SEKOLAH DAN SARANA DAN PRASARANA
A. Profil Sekolah
Nama Madrasah :
MTs. Salafiyah Bedahan
Nomor Statistik Madrasah
:
121232760029
NPSN : 20279728
Akreditasi Madrasah
:
Terakreditasi B
Penyelenggaraan
:
PagiPukul: 07.10 s/d 13.00
Alamat Lengkap Madrasah
:
Jl.
:
H. Sulaiman No. 9 Rt 04/02
Desa/Kelurahan
:
Bedahan
Kecamatan :
Sawangan
Kota :
Depok
Provinsi
:
Jawa Barat
NPWP
:
02.021.665.1-412.002
Nama Yayasan :
Raudlatul Ulum Depok
Alamat Yayasan :
Jl. H. Sulaiman No. 9 Rt 04/02 Kel. Bedahan
Kec. Sawangan Kota Depok 16519
Telp. Yayasan
:
021-29434990
No. Akte Pendirian Madrasah :642/287-PM/DM/2003
Kepemilikan Tanah
: Yayasan
a. Status Tanah
:
Wakaf
b. Luas Tanah
:
1770 m2
Status Bangunan :
Yayasan
Luas Bangunan :
384 m2
Nomor Rekening Sekolah: 0002570531100
Nama
: MTs. SALAFIYAH
Nama Bank
: Bank Jabar Banten
Cabang/Unit
: Depok
B. Kondisi Guru
No
1
2
3
4
5
6
7
Nama Guru
Drs. H. Musa Thoyib
Drs. Koharudin
Salim, S.Pd.I
Adnan Khosogi, S.Pd
Zainal, S. Ag
Sofyan Sari, S.Pd.I
Mansyur, S.Pd.I
Asal Perguruan Tinggi
Jabata/ Mata
Pelajaran
Universitas Ibnu Khaldun Bogor
Kepala Sekolah
IAIN Syarif Hidayatullah
Waka Bid Kur
STAIS Lantaboer
Wali Kelas VIII.3
Universitas Indra Prasta PGRI
Wali Keals VIII.2
IAIC Singaparna Tasikmalaya
Wali Kelas VII.3
STAIS Lantaboer
Waka Bid Sis
STAIS Lantaboer
Wali Kelas IX.2
48
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
Llilih, S.Ag
Abdul Aziz, S.Hum
Rohmat, S.Pd.I
Tutut Feriana Sulistyowati,
S.pd
Farida, S.Pd.I
Nurhayati, S.Hi
Sofyan Tsaury, S.Pd.I
Salman Fauzi, S.Pd.I
Abdurohim, S.Pd.I
Kiki Mariam, S.Ag
Ipah Pauziah
Anita Rahman, SS
Ganda Wijaya,S.Pd.I
Ahmad Syarif, S.Pd.I
Agung Wahyudi
Abdurrahman, S.Pd
Radhiyah Mardiyah, S.Pd
Yayah Fauziyah
Delly Arsiyanty, Sos
STAI Al- Hikmah
Guru BiD. Study
Unversitas Islam Syarif Hidayatullah
Wali Kelas VII.2
STAI Acprilesma Indonesia
Wali Keals VII.4
IKIP Surabaya
Wali Kelas IX.1
STAI laa roiba
Wali Kelas IX.3
IAIN Sunan Gunung Djati
Guru Bid Study
STAIS Lantaboer
Wali Kelas VII.1
UIN Sayrif Hidayatullah
Guru Bid. Study
STIT
Guru Bid. Study
I A I N Jakarta
Guru Bid. Study
SMK Taman Ilmu
Kepala TU
Guru Bid. Study
STAI Al-Karimiah
Guru Bid. Study
Staff TU
PP.Qotrun Nada
Guru Bid. Study
STAI Acprilesma Indonesia
Guru Bid. Study
Universitas Indra Prasta PGRI
Guru Bid. Study
MAN 04 Jakarta
Guru Bid. Study
Lenteng Agung
Guru Bid. Study
C. Kondisi Staf Sekolah
Pendidikan
NO
Nama
Jabatan
Terakhir
1
Farida, S.Pd.I
S1
Bendahara
2
Ipah Pauziah
S1
Kepala TU
3
Ahmad Syarif
S1
Staff TU
4
Helmi
MI
Petugas Kebersihan
D. Jumlah Murid
Data Siswa Tahun Pelajaran 2012/2013
Rombel
Jumlah
Kelas
L
P
Siswa
Rombel
VII
92
92
184
4
VIII
78
63
141
3
49
IX
56
77
133
3
Jumlah
226
232
458
10
Data Siswa dalam 3 Tahun Terakhir
Tahun Ajaran
Kelas VII
Kelas VIII
Kelas IX
Jumlah
Jumlah
Jumlah
Siswa
Rombel
Siswa
Rombel
Siswa
Rombel
2010/2011
151
3
148
3
101
3
2011/2012
185
4
147
3
136
3
2012/2013
184
4
141
3
133
3
E. Data Sarana dan Prasarana
Data Ruang Kelas
No
Kelas
Jumlah
Kondisi
1
VII
4
Rusak Sedang
2
VIII
3
Rusak Sedang
3
IX
3
Rusak Sedang
Data Ruang Lain
No
Jenis Ruang
Jumlah
Kondisi
1
Ruang Kelas
1
Rusak Sedang
2
Ruang Guru
1
Rusak Sedang
3
Ruang Kelas
6
Rusak Sedang
4
Ruang Perpustakaan
-
Rusak Sedang
5
Ruang Lab. Komputer
1
Rusak Sedang
Keterangan
Bersatu dengan ruang TU
Sebagian komputer rusak
50
Ruang Lab. IPA
-
-
7
Ruang Lab. Bahasa
-
-
8
Ruang Keterampilan
-
-
9
Ruang Konseling
-
-
10
Ruang UKS
-
-
11
Tempat Ibadah
-
-
12
Gudang
1
Rusak
Rusak Berat
13
Tempat Olah Raga
1
Rusak
Rusak Ringan
14
WC Guru
1
Rusak
Rusak Ringan
15
WC Siswa
3
Rusak
Rusak Berat
16
Tempat Olah Raga
1
Rusak
Rusak Ringan
13
Ruang Lainnya
1
Rusak
Rusak Berat
51
Appendix 2
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
1
Standar Kompetensi :
Berbicara
4. Mengungkapkan makna dalam teks lisan fungsional dan
monolog pendek sederhana yang berbentuk descriptive untuk
berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana
dengan menggunakan ragam bahasa lisan secara akurat, lancar,
dan berterima untuk berinteraksi dalam konteks kehidupan
sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Mengidentifikasi generic stucture descriptive text
Mengidentifikasi communicative purpose dari descriptive text
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :


B.
Materi Pokok
Terlampir
C. Metode Pembelajaran:

REAP technique
52
D. Skenario Pembelajaran
Kegiatan Awal (10’)
-
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai
yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’)
Eksplorasi
Dalam kegiatan eksplorasi guru:

Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau
mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.

Guru memberikan contoh teks deskriptif

Guru memberikan contoh berupa paragraph descriptive

Guru menjelaskan generic structure dan communicative purpose dalam descriptive
text

Guru membagi siswa dalam beberapa kelompok

Guru meminta siswa bekerja sama dalam kelompok untuk mengidentifikasi generic
structure dan communicative purpose dalam descriptive text

Siswa mengidentifikasi generic structure dan communicative purpose dalam
descriptive text perkelompok

Guru memantau kegiatan siswa
Elaborasi
Dalam kegiatan elaborasi guru:

Membiasakan siswa mengidentifikasi generic structure dan communicative purpose
dalam descriptive text
Konfirmasi
Dalam kegiatan konfirmasi guru:

Guru memonitor kegiatan siswa dalam kelas.

Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan
pada siswa yang telah dapat menyelesaikan tugasnya.
53

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang
sudah dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam
materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)

Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.

Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi
tentang materi yang telah diajarkan.
Sumber Materi:

http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
54
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born
on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American
Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an
actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim
body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez
doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her
mother’s name is Mandy.
55
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
2
Membaca
Kompetensi Dasar
:
Indikator
:
Menentukan jenis teks dari suatu bacaan
Mengidentifikasi ciri – cirri fisik seseorang
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
-
-
Mengidentifikasi ciri – ciri fisik seseorang
B.
Materi Pokok
Terlampir

REAP technique
56
-
-
-
Eksplorasi





Siswa mengidentifikasi ciri – ciri fisik seseorang yang terdapat dalam teks
perkelompok

Siswa menuliskan kosa kata yang sulit menurut mereka

Siswa menuliskan kosa kata yang sulit kepapan tulis

Guru dan siswa membahas kosa kata yang sulit tersebut

Elaborasi

Membiasakan siswa menentukan jenis teks dari suatu bacaan dan mengidentifikasi
ciri – ciri fisik seseorang dalam paragraph descriptive text.
Konfirmasi



sudah dilakukan.
57



SumberMateri:

58
Tall
DESCRIBING PEOPLE
Short
FAT
THIN
59
POINTED
NOSE
FLAT
NOSE
DESCRIBING MY IDOL
My idol is Jensen
Ackles. He is a tall
and handsome man.
He has a pointed
nose. His skin is
light. He has an oval
face and big eyes.
The colour of his
hair is brown .
Slanted eyes
Big eyes
60
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
3
Berbicara
Kompetensi Dasar
:
Indikator
:
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
-
B.
Materi Pokok
Terlampir

REAP technique
61
-
-
-
Eksplorasi





Guru membahas ciri – ciri fisik seseorang

Elaborasi

Membiasakan siswa mengidentifikasi ciri – ciri fisik seseorang..
Konfirmasi



sudah dilakukan.



62
SumberMateri:

63
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African –
American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval
face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he
gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha
Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves
blogging. He wries on his twitter quite often.
64
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
4
Berbicara
Kompetensi Dasar
:
Indikator
:
Siswa mengidentifikasi makna dari suatu teks
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran

B.
Menidentifikasi makna yang terdapat dalam teks
Materi Pokok
Terlampir

REAP technique
-
65
-
-
Eksplorasi





Siswa mengidentifikasi makna yang terdapat dalam teks

Elaborasi

Membiasakan siswa mengidentifikasi makna yang terdapat dalam teks Konfirmasi



sudah dilakukan.



SumberMateri:

66
My Lovely Yellowish
I have a bird in my house. I named Yellowish because it has yellow colors. The bird is from
my uncle. His name is Ahmad. He bought it in the Birds Market. The price was Rp 50.000. He gave
me the nice gift last year when I got the winner of bird competition in my district. It twitters every
early morning before I awake up from my sleeping. It sounds melodiously. It has beautiful furs
around its body. Also it has crust on its head. I feed it thrice every day and give also fresh water. In
the morning always put its cage in front of my house. It needs sun shine to refresh its healthy and its
body. And in the evening, I return it beside of my house. I never forget to brush its furs and water it
every morning. And also I clean its cage every week when I am off from the school. Everyone likes it
very much especially my family and my friends.
1. What is Yellowish?
2. What is the color of Yellowish?
3. How much does Yellowish cost ?
4. How does Yellowish twit sounds?
5. When does the writer brush Yellowish fur?
MY PET
I have a pet. It is dog, and I call it brownie because the color is brownish yellow.
Brownie is a Chinese breed. It is small, fluffy and cute. It has brown fur. When I cuddle it, the fur
feels soft. Brownie doesn’t like bone. Every day it eats soft food like steamed rice, fish or bread.
Every morning I give her milk and bread. When I am at school, brownie plays with my cat. They get
along well, and never fight maybe because brownie doesn’t bark a lot. It treats the other animals in
our house gently and it never eats shoes. It is really a sweet and friendly animal.
6. What is the title of the text above?
7. What is the name of the writer’s pet?
8. Does Brownie like bone?
9. When does Brownie drink milk and eat bread?
10. Is Brownie a sweet and friendly animal?
11. What does Peter play after school?
67
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
1
Berbicara
Kompetensi Dasar
:
Indikator
:
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran


B.
Materi Pokok
Terlampir

GTM (Grammar Translation Method)
68
-
-
-
Eksplorasi




Guru menjelaskan generic structure dan communicative purpose dalam descriptive
text

Guru memberikan paragraph descriptive text kepada masing – masing siswa

Guru meminta siswa untuk mengidentifikasi generic structure dan communicative
purpose dalam descriptive text

Siswa mengidentifikasi generic structure dan communicative purpose dalam
descriptive text

Elaborasi

Membiasakan siswa mengidentifikasi generic structure dan communicative purpose
dalam descriptive text
Konfirmasi


69

sudah dilakukan.



Sumber Materi:

70
71
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
2
Membaca
Kompetensi Dasar
:
Indikator
:
Mengidentifikasi ciri – cirri fisik seseorang
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
-
-
B.
Materi Pokok
Terlampir

72
-
-
-
Eksplorasi


Guru memberikan contoh mendeskripsikan fisik seseorang

Guru memberian kosa kata yang berkaitan dengan ciri – ciri fisik seseorang

Guru meminta siswa mendeskripsikan ciri – ciri fisik teman mereka.

Siswa mengidentifikasi ciri – ciri fisik seseorang.

Elaborasi

Membiasakan siswa menentukan jenis teks dari suatu bacaan dan mengidentifikasi
ciri – ciri fisik seseorang dalam paragraph descriptive text.
Konfirmasi



sudah dilakukan.

73


SumberMateri:

74
Tall
DESCRIBING PEOPLE
Short
FAT
THIN
75
POINTED
NOSE
FLAT
NOSE
DESCRIBING MY IDOL
My idol is Jensen
Ackles. He is a tall
and handsome man.
He has a pointed
nose. His skin is
light. He has an oval
face and big eyes.
The colour of his
hair is brown .
Slanted eyes
Big eyes
76
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
3
Berbicara
Kompetensi Dasar
:
Indikator
:
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
-
B.
Materi Pokok
Terlampir

77
-
-
-
Eksplorasi


Guru memberikan contoh sebuah gambar

Guru meminta siswa mengidentifikasi cirri – cirri fisik seseorang yang berada dalam
gambar

Guru membahas ciri – ciri fisik seseorang

Elaborasi

Membiasakan siswa mengidentifikasi ciri – ciri fisik seseorang..
Konfirmasi



sudah dilakukan.



78
SumberMateri:

79
80
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
4
Berbicara
4. Mengungkapkan makna dalam teks lisan fungsional dan monolog
pendek
sederhana yang berbentuk
descriptive untuk berinteraksi
dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan
menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima
untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks
berbentuk descriptive.
Indikator
:
Siswa mengidentifikasi makna dari suatu teks
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran

B.
Menidentifikasi makna yang terdapat dalam teks
Materi Pokok
Terlampir

81
-
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang
ditanamkan: santun, peduli)
-
-
Eksplorasi

mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari - hari.



Guru meminta siswa mengidentifiasi makna yang terdapat dalam descriptive text

Siswa mengidentifikasi makna yang terdapat dalam teks

Elaborasi

Membiasakan siswa mengidentifikasi makna yang terdapat dalam teks Konfirmasi


Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada
siswa yang telah dapat menyelesaikan tugasnya.

Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah
dilakukan.

Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi
mengenai pertanyaan teks functional.
82


Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang
materi yang telah diajarkan.
SumberMateri:

http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptive-bahasainggris-lengkap.html
83
My Lovely Yellowish
I have a bird in my house. I named Yellowish because it has yellow colors. The bird is from my uncle.
His name is Ahmad. He bought it in the Birds Market. The price was Rp 50.000. He gave me the nice gift last
year when I got the winner of bird competition in my district. It twitters every early morning before I awake up
from my sleeping. It sounds melodiously. It has beautiful furs around its body. Also it has crust on its head. I
feed it thrice every day and give also fresh water. In the morning always put its cage in front of my house. It
needs sun shine to refresh its healthy and its body. And in the evening, I return it beside of my house. I never
forget to brush its furs and water it every morning. And also I clean its cage every week when I am off from the
school. Everyone likes it very much especially my family and my friends.
1. What is Yellowish?
2. What is the color of Yellowish?
3. How much does Yellowish cost ?
4. How does Yellowish twit sounds?
5. When does the writer brush Yellowish fur?
MY PET
I have a pet. It is dog, and I call it brownie because the color is brownish yellow.
Brownie is a Chinese breed. It is small, fluffy and cute. It has brown fur. When I cuddle it, the fur feels soft.
Brownie doesn’t like bone. Every day it eats soft food like steamed rice, fish or bread. Every morning I give
her milk and bread. When I am at school, brownie plays with my cat. They get along well, and never fight
maybe because brownie doesn’t bark a lot. It treats the other animals in our house gently and it never eats
shoes. It is really a sweet and friendly animal.
6. What is the title of the text above?
7. What is the name of the writer’s pet?
8. Does Brownie like bone?
9. When does Brownie drink milk and eat bread?
10. Is Brownie a sweet and friendly animal?
11. What does Peter play after school?
84
KISI-KISI INSTRUMEN SOAL PENELITIAN
Nama Sekolah
: MTs Salafiyah
Kelas/Semester
: VII / 2 (dua)
Mata Pelajaran
: Bahasa Inggris
SK
KD
Indikator
4. Mengungkapkan makna dalam 4.1 Mengungkapkan makna dalam
teks lisan fungsional dan monolog monolog
pendek sederhana yang berbentuk dengan
descriptive
untuk
pendek
-
sederhana
menggunakan
ragam
stucture descriptive text
-
berinteraksi bahasa lisan secara akurat, lancar,
dengan lingkungan sekitar
hari
dalam
descriptive.
teks
14, 17, 20 dan 27
Mengidentifikasi
communicative
dan berterima untuk berinteraksi
dalam konteks kehidupan sehari-
Mengidentifikasi
No Soal
generic 15 dan 22
purpose
dari descriptive text
-
berbentuk
Menentukan jenis teks dari 13
suatu bacaan
-
Mengidentifikasi cirri –
5 dan 9
ciri fisik seseorang
-
Mengidentifikasi
1, 2, 3, 4, 6, 7, 8, 10, 11, 12, 16, 18,
makna 19, 21, 23, 24, 25, 26, 28, 29, 30, 31,
yang terdapat dalam teks
32, 33, 34, 35, 36, 37, 38, 39, 40
85
Appendix 3
My Uncle
My Uncle Martin is my mother's brother.
He is a very interesting man. He lives quite near us
with my Aunt Angela and my cousins Anne and
Bob. I often go to his house. He is about 45 with
grey hair. He is still quite good-looking. He is tall
and well-built. He has blue eyes and a strong face.
He wears glasses. He is short sighted. He takes
them off when he doesn't work.
Uncle Martin is a textile engineer. He
works for a big firm in the city. He travels widely
in his job. He is an expert in solving problems with
machines. At present, he is in the United States. He
is visiting the firm's customers there. He is very
fond of the sea.
1. Who is Uncle Martin?
A. Bob's father.
B. Anne's uncle.
C. My mother's uncle.
D. Aunt Angela's neighbour.
2. Which paragraph talks about the physical
description of Uncle Martin?
A. 1
B. 2
C. 3
D. 4
3. How many children does Uncle Martin have?
A.One
B. Two
C. Three
D. Four
My Doll
My favorite toy is a doll. I named my doll Becky. I
got it in my 12th birthday. My dad bought it for me
when he was in England. Becky is 16 cm tall doll
with plastic head, arms, and legs and a white cloth
stuffed body. Her body is covered with yellow,
orange, and green flower bud prints. She has a long
auburn-red brush-able hair, green eyes. There are
freckles on her cheek. There are also two dimples
near her mouth on the left and on the right. They
make her more beautiful. I put her at my side when
I sleep at night. I like my doll very much. I
sometimes ask my friends to come to my house and
play with Becky. They like Becky too.
4. What does the text tell us about?
A. My favorite toy.
B. The writer's favorite doll.
C. A birthday party.
D. A doll
5. What are on Becky's face?
A. White cloth.
B. Auburn red hair.
C. Freckles and dimples.
D. Flower bud prints
6. "They make her more beautiful." The underlined
word refers to ...
A. Freckles.
B. Green eyes.
C. The left and bright cheeks.
D. The dimples.
Peter is the youngest in our family. He is
fourteen years old and four years younger than me.
He has long, straight hair, bright eyes and a
friendly smile. Sometimes he is rather naughty at
home, but he usually does what he is asked to do.
Peter is interested in sports very much, and at
school, he plays football and tennis. He is the best
badminton player in our family.
7. How old is Peter? He is … years old.
A. Four
B. Fourteen
C. Forty
D. Ten
8. The writer is … years old.
A. Fourteen
B. Sixteen
C. Eighteen
D. Nineteen
9. Which of the following statement is NOT TRUE
about Peter?
A. He has long and straight hair.
B. He has bright eyes.
C. He is interested in sports.
D. He plays football and tennis.
10. According to the passage, we know that Peter is
….
A. The writer‟s youngest brother
B. He writer‟s elder brother
C. A naughty boy
D. A friendly boy
Read the following text to answer question 11-12
Kediri is a name of a town. It is situated in a
valley between the Kelud and Wilis mountains and
inhabited by about 1.3 million people. In the center
of the town there is a large hill which is called the
Dathok mountain. Because of the topography of the
region, Kediri is called a chily town by the locals.
There is a big river called Brantas cutting off the
centerof the town.
Besides temples, Kediri is also famous for its
products like cigarettes and a special kind of tofu or
bean curd. This highly nutritious food is a delicacy
86
of Kediri and has a distinctive taste. The cigarette
factory dominates the town‟s economy and
employs the majority of the women labor force.
Kediri and the cigarette factory are inseparable and
it is considered the biggest cigarette factory in
Indonesia. Most of the local people work in this
factory. Those who do not work here are farmers or
traders.
11.What does the above text tell us about?
a.The history of Kediri
b.The famous products of Kediri
c. The description of Kediri
d. The people of Kediri
12.“Those who do not work here….” (Last
sentence)
The underlined word refers to….
a.the local people
b.the factory workers
c.the farmers
d.the traders
My Favourite Teacher
Everyone has a favourite teacher, my
favourite teacher is Ms. Nuraini. Ms. Nuraini was
45 years old and rather short about 1.50 meters.
Since I‟m short too, I always feel a bit nervous with
tall teacher who tower menacingly over me. It was
reassuring to be around Ms. Nuraini. Also, I always
enjoy the fragrance of the herbs that she grew in
our classroom.
Ms. Nuraini usually wore bright long
sleeve blouse that went well with her coffee-color
skin. She did not wear much jewelry, just a simple
Casio watch on her left hand and a ruby red ring on
the ring finger of her right hand. The other
„decoration‟ on her hand came from types of ink
from whiteboard markers and other sources.
13. The type of the text above is …….
a. Descriptive
b. Narrative
c. Discussion
d. Explanation
14. The purpose of the text is ……..
a. to tell what happened with Ms. Nuraini
b. to describe how Ms. Nuraini looks like
c. to tell someone how to make favorite
teacher
d. to entertain the reader with Ms. Nuraini
15. The generic structure of the text contains..
a. Goal-Material-Steps
b. Goal-Steps
c. Orientation-Events
d. Identification-Descriptions
My Unique Pets
I have some pets at home because my
family is pet lovers. I have kept two turtles since
February 2003. I put them all in one tank in my
room.
The name of the male turtle is Donatello
and the female one is called Rafael It is quite easy
to keep them. They can survive without food for
about two months. However, they need a
comfortable place to live. They have to live with
imported soil and plants, good water circulation
and a piece of dry trunk in the aquarium.
Inadequate conditions can cause not only stess but
also affect their growth. The worst thing is they
may even end in their death!
The weapon of an adult turtle lies in its
edge of the shell. He will use this weapon when he
is disturbed while he is taking a nap.
16.Why is it dangerous to touch the edge of the
turtle‟s shell when he is having his nap?
a. because the turtle might infect you with a
certain disease
b. because it is the location of a turtle‟s weapon
c. because it can cause stress to the turtle
d. because it will kill the turtle
17. What is the purpose of the text above ?
a. To tell the readers that the writer‟s family is pet
lovers
b. To describe the writer‟s turtles to the readers
c. To persuade the readers to keep turtles as a pet
d. To show the advantages of keeping turtles
The new plasma TV has a screen as the largest
regular TV set, but it is only 15 cm thick. It
consists of hundreds of thousands of small cells
that contain xenon and neon gas. The advantage of
this plasma display technology is that you can
produce ultra large screens using super thin
materials. The image is also very clear because
ench pixel is lit individually making the image look
good from almost every angle.
18. What is the advantage of this plasma display
technology ?
a. It can produce a screen as the largest regular TV
set
b. It can consist of thousands of small cells
c. It can cortain xenon and neon gas
d. It can produce ultra large screens
87
19. … is lit individually making the image look
good from almost every angel.
The word printed in bold means …
a. the positon from which something is viewed
b. the direction for someone see
c. the place where someone watch
d. the time when someone see
20. The communicative purpose of this text is …
a. to share an amusing incident with others
b. to inform the readers the beauty of plasma TV or
monitor
c. to describe plasma TV or monitor
d. to persuade people to buy plasma TV or monitor
Doraemon is one of the characters in a Japanese
manga series created by Fujiko Fujio. Doraemon is
a robotic cat. He has small body and white hands
and feet. Although he can hear perfectly well,
Doraemon has no ears.
Doraemon possesses a large pocket that can
produce many gadgets from the future. The pocket
is called yojigen-pocket, or fourth- dimensional
pocket. Doraemon‟s favorite food is dorayaki, a
Japanese treat filled with red bean paste.
This robotic cat has the tendency to panic during
emergencies. In an emergency situation, he will
frantically pull out every unnecessary gadget from
his pocket. Nevertheless, Doraemon is a good cat.
He always helps Nobita.
away. She has a younger brother. His name is
Rahmat. In order to help their father, Rohmi and
her brother work part-time to earn some money.
Rohmi sells food during our class break, while her
brother sells newpapers and magazines after
school.
One thing that I always admire about her
is that she can manage her time well, and she
always looks cheerful.
24. What does the second paragraph tell you about?
a. Rohmi and her family
b. Rohmi and her father
c. Rohmi and her brother
d. Rohmi and her friends
25.”…Rohmi and her brother work part-time to
earn some money.”
What do the underlined words mean?
a. work for the whole of working week
b. work for only part of each day or week
c. work for the purpose of getting money as much
as possible
d. work for family
26. Where did the writer sit ?
a. in front of Rohmi
b. behind Rohmi
c. next to Rohmi
d. far from Rohmi
21. What does the text mainly talk about?
a. Doraemon
b. Fujiko Fujio
c. Robotic cats
d. Nobita
b. Goal-Steps
23. What is the weakness of Doraemon?
a. He has a magic pocket
b. He gets panic easily
c. He is only a robotic cat
d. He likes eating Dorayaki
My best friend
I have a special friend. She is my
classmate and sits besides me. Her name is Rohmi.
Rohmi is a quite girl and very simple on the look.
However, I really adore her. She is not only kind
but also tough.
Rohmi comes from a very simple family. Her
father is a pedicab driver and her mother has passed
The Terrifying Headmaster
Mr.Tucker is the headmaster of my school. He
does not wear glasses. His eyes always frighten me
even when I refuse to face them. They are sharp,
hard, and cold, and he uses them like a whip.
He always washes his hands in an enamel
basin in the corner of the room. After he has
washed them, he will walk over to his desk and
stand behind is looking at the pupils while he dries
his hands on a small, white towel. He dries each
finger separetely, beginning with the first finger.
His fingers are long and white. He rubs them
briskly without losing the effect of deliberation and
as he rubs them, he looks at us with his eyes.
27. What is the purpose of the text?
a. to terrify the readers
b. to decribe the writer‟s headmaster
c. to promote the writer‟s headmaster career
d. to inform the readers about a terrifying
school
28. Where does Mr. Tucker usually wash his
hands?
a. corner of the room
b. in front of the room
88
c. beside of the room
d. behind of the room
29. “He dries each finger separately….”
The underlined word has similar meaning to…
a. wash
b. fold
c. divide
d. corner
Nabila is the youngest in our family. She is
fourteen years old and four years . Younger than
me. He has long, straigt hair, bright eyes, and a
friendly smile. Sometimes, he is rather naughty at
home, but he usually does what she is to do.
Nabila is interested in drawing very much. She
likes to draw some kind of flowers. Everyday she
draws flowers and coloring well. She often take
parts in drawing competition.
30. What is the text mostly about?
a. Nabila
b. Nabila‟s hobby
c. Nabila‟s family
d. Nabila‟s elder sister
31. From the text we know that…
a. The writer‟s youngest sister
b. The writer‟s elder sister
c. A naughty girl
d. A friendy girl
32. Based on the text we know that the writer
is…years old.
a. fourteen
b. sixteen
c. eighteen
d. nineteen
33. “Nabila is interested in drawing very
much.”. The underlined phrase can be
replaced with…
a. dislike drawing
b. really likes drawing
c. hates drawing very much
d. finds drawing not really
entertaining
34. “She is rather naughty at home.” What is
the antonym of the word naughty in this
sentence …?
a. obey
b. disobey
c. kindly
d. friendly
35. What is the main idea of the second
paragraph…?
a. Nabila
b. Nabila‟s family
c.
d.
Nabila‟s sister
Nabila‟s hobby
Koes Plus was well known as a pop music group in
the seventies until the eighties. At that time, most
Indonesian people were crazy about their songs
because they were nice and simple. Every radio
station broadcasted their songs and always put
them in the top of music. Their music shows were
always full of audience.
36. What is the purpose of the text…?
a. To entertain the readers with Koes
Plus
b. To persuade the readers to listen
Koes Plus songs
c. To describe about Koes Plus
d. To ask the students to see Koes
Plus show
37. Most Indonesian people were crazy about
their songs…
What does the underlined phrase mean…?
a.
b.
c.
d.
38.
fanatic
mad
drunken
lazy
“ Every radio station broadcasted their
songs…” The word “their “ in this
sentence refer to…
a.
b.
c.
d.
songs
radio
musics
Koes Plus
39. “ Koes Plus was well known as a pop
music group…” The word well known
has the same meaning with…
a. favorite
b. popular
c. interested
d. diligent
e.
40. Why were Indonesian people crazy about
their songs?
Because their songs were
a.
b.
c.
d.
nice and simple
nice and wellknown
simple and wellkown
interesting and simple
89
Appendix4
KEY ANSWER OF VALIDITY TEST
1. A
21. A
2. A
22. D
3. B
23. B
4. B
24. A
5. C
25. B
6. D
26. C
7. B
27. B
8. C
28. A
9. A
29. C
10. A
30. A
11. C
31. A
12. A
32. C
13. A
33. B
14. B
34. A
15. D
35. D
16. B
36. C
17. B
37. A
18. D
38. D
19. A
39. B
20. C
40. A
90
Appendix 5
PRETEST AND POSTEST QUESTIONS
My Uncle
My Uncle Martin is my mother's brother.
He is a very interesting man. He lives quite near us
with my Aunt Angela and my cousins Anne and
Bob. I often go to his house. He is about 45 with
grey hair. He is still quite good-looking. He is tall
and well-built. He has blue eyes and a strong face.
He wears glasses. He is short sighted. He takes
them off when he doesn't work.
Uncle Martin is a textile engineer. He
works for a big firm in the city. He travels widely
in his job. He is an expert in solving problems with
machines. At present, he is in the United States. He
is visiting the firm's customers there. He is very
fond of the sea.
1. Who is Uncle Martin?
A. Bob's father.
B. Anne's uncle.
C. My mother's uncle.
D. Aunt Angela's neighbour.
2. Which paragraph talks about the physical
description of Uncle Martin?
A. 1
B. 2
C. 3
D. 4
3. How many children does Uncle Martin have?
A.One
B. Two
C. Three
D. Four
My Doll
My favorite toy is a doll. I named my doll Becky. I
got it in my 12th birthday. My dad bought it for me
when he was in England. Becky is 16 cm tall doll
with plastic head, arms, and legs and a white cloth
stuffed body. Her body is covered with yellow,
orange, and green flower bud prints. She has a long
auburn-red brush-able hair, green eyes. There are
freckles on her cheek. There are also two dimples
near her mouth on the left and on the right. They
make her more beautiful. I put her at my side when
I sleep at night. I like my doll very much. I
sometimes ask my friends to come to my house and
play with Becky. They like Becky too.
4. What does the text tell us about?
A. My favorite toy.
B. The writer's favorite doll.
C. A birthday party.
D. A doll
5. What are on Becky's face?
A. White cloth.
B. Auburn red hair.
C. Freckles and dimples.
D. Flower bud prints
6. "They make her more beautiful." The underlined
word refers to ...
A. Freckles.
B. Green eyes.
C. The left and bright cheeks.
D. The dimples.
Peter is the youngest in our family. He is
fourteen years old and four years younger than me.
He has long, straight hair, bright eyes and a
friendly smile. Sometimes he is rather naughty at
home, but he usually does what he is asked to do.
Peter is interested in sports very much, and at
school, he plays football and tennis. He is the best
badminton player in our family.
7. How old is Peter? He is … years old.
A. Four
B. Fourteen
C. Forty
D. Ten
8. The writer is … years old.
A. Fourteen
B. Sixteen
C. Eighteen
D. Nineteen
9. According to the passage, we know that Peter is
….
A. The writer‟s youngest brother
B. He writer‟s elder brother
C. A naughty boy
D. A friendly boy
Read the following text to answer question
My Favourite Teacher
Everyone has a favourite teacher, my
favourite teacher is Ms. Nuraini. Ms. Nuraini was
45 years old and rather short about 1.50 meters.
Since I‟m short too, I always feel a bit nervous with
tall teacher who tower menacingly over me. It was
reassuring to be around Ms. Nuraini. Also, I always
enjoy the fragrance of the herbs that she grew in
our classroom.
Ms. Nuraini usually wore bright long
sleeve blouse that went well with her coffee-color
skin. She did not wear much jewelry, just a simple
91
Casio watch on her left hand and a ruby red ring on
the ring finger of her right hand. The other
„decoration‟ on her hand came from types of ink
from whiteboard markers and other sources.
b. Goal-Steps
My Unique Pets
I have some pets at home because my
family is pet lovers. I have kept two turtles since
February 2003. I put them all in one tank in my
room.
The name of the male turtle is Donatello
and the female one is called Rafael It is quite easy
to keep them. They can survive without food for
about two months. However, they need a
comfortable place to live. They have to live with
imported soil and plants, good water circulation
and a piece of dry trunk in the aquarium.
Inadequate conditions can cause not only stess but
also affect their growth. The worst thing is they
may even end in their death!
The weapon of an adult turtle lies in its
edge of the shell. He will use this weapon when he
is disturbed while he is taking a nap.
11.Why is it dangerous to touch the edge of the
turtle‟s shell when he is having his nap?
a. because the turtle might infect you with a
certain disease
b. because it is the location of a turtle‟s weapon
c. because it can cause stress to the turtle
d. because it will kill the turtle
The new plasma TV has a screen as the largest
regular TV set, but it is only 15 cm thick. It
consists of hundreds of thousands of small cells
that contain xenon and neon gas. The advantage of
this plasma display technology is that you can
produce ultra large screens using super thin
materials. The image is also very clear because
ench pixel is lit individually making the image look
good from almost every angle.
12. What is the advantage of this plasma display
technology ?
a. It can produce a screen as the largest regular TV
set
b. It can consist of thousands of small cells
c. It can cortain xenon and neon gas
d. It can produce ultra large screens
Doraemon is one of the characters in a Japanese
manga series created by Fujiko Fujio. Doraemon is
a robotic cat. He has small body and white hands
and feet. Although he can hear perfectly well,
Doraemon has no ears.
Doraemon possesses a large pocket that can
produce many gadgets from the future. The pocket
is called yojigen-pocket, or fourth- dimensional
pocket. Doraemon‟s favorite food is dorayaki, a
Japanese treat filled with red bean paste.
This robotic cat has the tendency to panic during
emergencies. In an emergency situation, he will
frantically pull out every unnecessary gadget from
his pocket. Nevertheless, Doraemon is a good cat.
He always helps Nobita.
b. Goal-Steps
My best friend
I have a special friend. She is my
classmate and sits besides me. Her name is Rohmi.
Rohmi is a quite girl and very simple on the look.
However, I really adore her. She is not only kind
but also tough.
Rohmi comes from a very simple family. Her
father is a pedicab driver and her mother has passed
away. She has a younger brother. His name is
Rahmat. In order to help their father, Rohmi and
her brother work part-time to earn some money.
Rohmi sells food during our class break, while her
brother sells newpapers and magazines after
school.
One thing that I always admire about her
is that she can manage her time well, and she
always looks cheerful.
14. What does the second paragraph tell you about?
a. Rohmi and her family
b. Rohmi and her father
c. Rohmi and her brother
d. Rohmi and her friends
15. Where did the writer sit ?
a. in front of Rohmi
b. behind Rohmi
c. next to Rohmi
d. far from Rohmi
92
The Terrifying Headmaster
Mr.Tucker is the headmaster of my school. He
does not wear glasses. His eyes always frighten me
even when I refuse to face them. They are sharp,
hard, and cold, and he uses them like a whip.
He always washes his hands in an enamel
basin in the corner of the room. After he has
washed them, he will walk over to his desk and
stand behind is looking at the pupils while he dries
his hands on a small, white towel. He dries each
finger separetely, beginning with the first finger.
His fingers are long and white. He rubs them
briskly without losing the effect of deliberation and
as he rubs them, he looks at us with his eyes.
16. Where does Mr. Tucker usually wash his
hands?
a. corner of the room
b. in front of the room
c. beside of the room
d. behind of the room
Nabila is the youngest in our family. She is
fourteen years old and four years . Younger than
me. He has long, straigt hair, bright eyes, and a
friendly smile. Sometimes, he is rather naughty at
home, but he usually does what she is to do.
Nabila is interested in drawing very much. She
likes to draw some kind of flowers. Everyday she
draws flowers and coloring well. She often take
parts in drawing competition.
17. “Nabila is interested in drawing very
much.”. The underlined phrase can be
replaced with…
a. dislike drawing
b. really likes drawing
c. hates drawing very much
d. finds drawing not really
entertaining
18. What is the main idea of the second
paragraph…?
a. Nabila
b. Nabila‟s family
c. Nabila‟s sister
d. Nabila‟s hobby
Koes Plus was well known as a pop music group in
the seventies until the eighties. At that time, most
Indonesian people were crazy about their songs
because they were nice and simple. Every radio
station broadcasted their songs and always put
them in the top of music. Their music shows were
always full of audience.
19. Most Indonesian people were crazy about
their songs…
What does the underlined phrase mean…?
a.
b.
c.
d.
fanatic
mad
drunken
lazy
20. Why were Indonesian people crazy about
their songs?
Because their songs were
a.
b.
c.
d.
nice and simple
nice and wellknown
simple and wellkown
interesting and simple
93
Appendix 6
KEY ANSWER OF PRE TEST AND POST TEST
1. A
2. A
3. B
4. B
5. C
6. D
7. B
8. C
9. A
10. D
11. B
12. A
13. D
14. A
15. B
16. A
17. B
18. D
19. A
20. A
94
Appendix 7
STUDENTS’ SCORE OF CONTROL CLASS
PRE TEST SCORE
No
1
Name
Abdul Aziz
2
Ade Nuraini
3
Ahmad Fauzan
4
Andika Setiawan
5
Arsiah
6
Ayu Amelia
7
Bela Safitri
8
Danny Alifia Nartin
9
Dhini Haryani
10
Herlinda Septiani
11
M. Lutfi Fadhilah
12
M. Pebri AJi
13
Muhammad Tisna
14
Nur Rafika
15
Putri Oktavia
Score
50
40
45
45
40
35
45
55
55
30
40
40
50
55
40
16
Putri Yasmin
17
Rahwandi
18
Rifando Rimba. W
19
Riska Dwi Anggraini
20
Rizqy Rafliansyah
21
Rosano Yano Galangga
22
Salsabila. Z
23
Safitri. J
24
Shibila. M. S
25
Sinta Hakiki
26
Sipa Tasya Kamila
27
Siti Hulaeda
28
Tia Fauziah
29
Umi Atmitasari
30
Yuliana
45
40
35
45
50
35
30
35
35
45
40
50
45
30
30
95
POST TEST SCORE
No
Name
1
Abdul Aziz
2
Ade Nuraini
3
Ahmad Fauzan
4
Andika Setiawan
5
Arsiah
6
Ayu Amelia
7
Bela Safitri
8
Danny Alifia Nartin
9
Dhini Haryani
10
Herlinda Septiani
11
M. Lutfi Fadhilah
12
M. Pebri AJi
13
Muhammad Tisna
14
Nur Rafika
15
Putri Oktavia
Score
50
50
55
60
65
50
60
65
60
75
60
70
60
75
80
16
Putri Yasmin
17
Rahwandi
18
Rifando Rimba. W
19
Riska Dwi Anggraini
20
Rizqy Rafliansyah
21
Rosano Yano Galangga
22
Salsabila. Z
23
Safitri. J
24
Shibila. M. S
25
Sinta Hakiki
26
Sipa Tasya Kamila
27
Siti Hulaeda
28
Tia Fauziah
29
Umi Atmitasari
30
Yuliana
65
75
60
65
55
70
80
75
75
80
70
60
65
55
55
96
STUDENTS’ SCORE OF EXPERIMENTAL CLASS
PRE TEST SCORE
No
1
Name
Score
50
Rifki Adi Saputra
60
23
Rivaldiansyah
65
Dinda Luthfiyanti
24
Safitri. H
40
Gita Aprilia
25
Sifatasiya
35
Intan Nurul Koria
26
Sri Fatma Wati
55
Istigfarhan Fajri
27
Tri Wahyu Ningsih
45
Lisa Salsabila
28
Uti Agustina
55
Mailani
29
Widia Rahma
50
Moch. Rifky Lisdan
60
15
22
Dika Sandrawati
65
14
Rifaldi Fadhila. S
50
60
13
21
Bayu Indra Jaya
50
12
Rangga Candra Dinata
50
55
11
20
Bani Umayah
45
10
Nadia Rizki Maulidia
45
50
9
19
Bachtiar Ali
40
8
Muhamad Iqbal
50
55
7
18
Aulia Rizki Anisa
60
6
Muhamad Ferdiansyah
45
50
5
17
Anisa Ramdhani
65
4
Muhamad Dzulfiqri
55
45
3
16
Ahmad Ridho. R
45
2
50
Muhamad Aidil. M
30
Yessi Maria
97
POST TEST SCORE
No
1
Name
Score
70
12
20
Rangga Candra Dinata
80
Bani Umayah
21
Rifaldi Fadhila. S
85
Bayu Indra Jaya
22
Rifki Adi Saputra
65
Dika Sandrawati
23
Rivaldiansyah
65
Dinda Luthfiyanti
24
Safitri. H
60
Gita Aprilia
75
10
11
Nadia Rizki Maulidia
70
65
9
19
Bachtiar Ali
70
8
Muhamad Iqbal
85
70
7
18
Aulia Rizki Anisa
65
6
Muhamad Ferdiansyah
75
65
5
17
Anisa Ramdhani
60
4
Muhamad Dzulfiqri
75
75
3
16
Ahmad Ridho. R
65
2
85
Intan Nurul Koria
Istigfarhan Fajri
25
Sifatasiya
75
70
70
Lisa Salsabila
26
Sri Fatma Wati
65
27
Tri Wahyu Ningsih
65
13
Mailani
70
28
Uti Agustina
75
14
Moch. Rifky Lisdan
55
29
Widia Rahma
70
15
Muhamad Aidil. M
75
30
Yessi Maria
SKOR DATA DIBOBOT
=================
Jumlah Subyek
= 30
Butir soal
= 40
Bobot utk jwban benar = 1
Bobot utk jwban salah = 0
Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA
No Urt
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
No Subyek
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Kode/Nama
Aden F...
Ajeng ...
Almah ...
Alda S...
Alda Y...
Annisa...
Aryant...
Badrul...
Cahaya...
Dea Sa...
Dhea I...
Dina A...
Dinda ...
Dwi An...
Ega Se...
Elinda...
Fadhin...
Fahmi ...
Fahrez...
Fanny ...
Fitri ...
Fitri ...
Fitri ...
Gita T...
Hermal...
M. Fak...
Nafa M...
Nurkho...
Rian N...
Riky F...
Benar
20
26
22
20
20
19
15
13
23
25
22
21
19
22
22
21
12
15
25
20
19
27
27
21
29
20
27
19
29
18
Salah
20
14
18
20
20
21
25
27
17
15
18
19
21
18
18
19
28
25
15
20
21
13
13
19
11
20
13
21
11
22
Kosong
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Skr Asli
20
26
22
20
20
19
15
13
23
25
22
21
19
22
22
21
12
15
25
20
19
27
27
21
29
20
27
19
29
18
Skr Bobot
20
26
22
20
20
19
15
13
23
25
22
21
19
22
22
21
12
15
25
20
19
27
27
21
29
20
27
19
29
18
RELIABILITAS TES
================
Rata2= 21,27
Simpang Baku= 4,34
KorelasiXY= 0,72
Reliabilitas Tes= 0,84
No.Urut
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
No. Subyek
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Kode/Nama Subyek
Aden Fadli
Ajeng Pratiwi
Almah Azzahra
Alda Safitri
Alda Yolanda
Annisa Fuji S...
Aryanti Marini
Badrul Kamal
Cahaya Adji. R
Dea Salsabila
Dhea Iranti
Dina Apriyanti
Dinda Winata. L
Dwi Anjani. A
Ega Septianin...
Elinda Fitri ...
Skor Ganjil
12
13
12
12
12
10
7
8
14
14
12
12
10
12
12
12
Skor Genap
8
13
10
8
8
9
8
5
9
11
10
9
9
10
10
9
Skor Total
20
26
22
20
20
19
15
13
23
25
22
21
19
22
22
21
17
18
19
20
21
22
23
24
25
26
27
28
29
30
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Fadhine. J. C
Fahmi Idris. E
Fahreza. D
Fanny Alvia O...
Fitri Amelia
Fitri Damayanti
Fitri Yanti
Gita Tryyani
Hermalia Putri
M. Fakih. F
Nafa Maulida
Nurkhofifah
Rian Nur Rizky
Riky Febrany
6
9
13
11
11
15
14
11
13
10
13
11
16
10
6
6
12
9
8
12
13
10
16
10
14
8
13
8
12
15
25
20
19
27
27
21
29
20
27
19
29
18
KELOMPOK UNGGUL & ASOR
======================
Kelompok Unggul
No.Urut
1
2
3
4
5
6
7
8
No Subyek
25
29
22
23
27
2
10
19
Jml Jwb Benar
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
Skor
29
29
27
27
27
26
25
25
1
1
1
1
1
1
1
1
1
1
8
2
2
1
1
1
1
1
1
1
1
8
3
3
1
1
1
1
1
1
1
1
8
4
4
1
1
1
1
1
1
1
1
8
5
5
1
1
1
1
1
1
1
1
8
6
6
1
1
1
1
1
1
1
1
8
7
7
1
1
1
1
1
1
1
7
No.Urut
1
2
3
4
5
6
7
8
No Subyek
25
29
22
23
27
2
10
19
Jml Jwb Benar
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
Skor
29
29
27
27
27
26
25
25
8
8
1
1
1
1
1
1
1
7
9
9
1
1
10
10
1
1
1
1
1
1
6
11
11
1
1
1
3
12
12
1
1
1
1
1
1
6
13
13
1
1
1
1
1
1
6
14
14
1
1
2
No.Urut
1
2
3
4
5
6
7
8
No Subyek
25
29
22
23
27
2
10
19
Jml Jwb Benar
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
Skor
29
29
27
27
27
26
25
25
15
15
1
1
1
1
1
1
1
1
8
16
16
1
1
1
1
1
5
17
17
1
1
18
18
1
1
1
1
1
1
6
19
19
1
1
1
1
1
1
1
1
8
20
20
1
1
2
21
21
1
1
1
1
1
1
1
1
8
No.Urut
1
2
3
4
5
No Subyek
25
29
22
23
27
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Skor
29
29
27
27
27
22
22
1
1
-
23
23
1
1
-
24
24
1
1
1
1
1
25
25
1
-
26
26
1
1
1
-
27
27
1
1
-
28
28
1
1
1
1
1
6
7
8
2
10
19
Jml Jwb Benar
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
No.Urut
1
2
3
4
5
6
7
8
No Subyek
25
29
22
23
27
2
10
19
Jml Jwb Benar
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
No.Urut
1
2
3
4
5
6
7
8
No Subyek
25
29
22
23
27
2
10
19
Jml Jwb Benar
Kode/Nama Subyek
Hermalia Putri
Rian Nur Rizky
Fitri Damayanti
Fitri Yanti
Nafa Maulida
Ajeng Pratiwi
Dea Salsabila
Fahreza. D
26
25
25
1
3
1
1
1
5
1
1
1
8
1
1
3
1
4
1
3
1
1
1
8
Skor
29
29
27
27
27
26
25
25
29
29
1
1
30
30
1
1
1
1
4
31
31
1
1
1
1
1
5
32
32
0
33
33
1
1
1
1
4
34
34
1
1
35
35
1
1
1
1
1
1
1
1
8
Skor
29
29
27
27
27
26
25
25
36
36
1
1
1
1
1
1
1
7
37
37
1
1
1
1
1
1
1
1
8
38
38
1
1
1
3
39
39
1
1
1
1
1
1
1
1
8
40
40
1
1
1
1
1
1
1
1
8
Kelompok Asor
No.Urut
1
2
3
4
5
6
7
8
No Subyek
13
21
28
30
7
18
8
17
Jml Jwb Benar
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
Skor
19
19
19
18
15
15
13
12
1
1
1
1
1
3
2
2
1
1
1
1
4
3
3
1
1
1
1
1
5
4
4
1
1
5
5
0
6
6
1
1
1
1
1
5
7
7
1
1
1
1
1
5
No.Urut
1
2
3
4
5
6
7
8
No Subyek
13
21
28
30
7
18
8
17
Jml Jwb Benar
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
Skor
19
19
19
18
15
15
13
12
8
8
1
1
9
9
1
1
10
10
1
1
1
3
11
11
1
1
2
12
12
1
1
1
1
1
5
13
13
1
1
1
1
4
14
14
1
1
1
3
No.Urut
1
2
3
4
5
No Subyek
13
21
28
30
7
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Skor
19
19
19
18
15
15
15
1
1
1
1
1
16
16
1
1
17
17
-
18
18
-
19
19
1
1
1
20
20
-
21
21
1
1
1
1
1
6
7
8
18
8
17
Jml Jwb Benar
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
No.Urut
1
2
3
4
5
6
7
8
No Subyek
13
21
28
30
7
18
8
17
Jml Jwb Benar
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
No.Urut
1
2
3
4
5
6
7
8
No Subyek
13
21
28
30
7
18
8
17
Jml Jwb Benar
No.Urut
1
2
3
4
5
6
7
8
No Subyek
13
21
28
30
7
18
8
17
Jml Jwb Benar
15
13
12
1
6
2
1
1
2
0
1
1
5
1
1
2
1
1
1
8
Skor
19
19
19
18
15
15
13
12
22
22
1
1
23
23
1
1
2
24
24
1
1
1
1
4
25
25
1
1
1
3
26
26
1
1
27
27
1
1
2
28
28
1
1
1
1
1
1
1
7
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
Skor
19
19
19
18
15
15
13
12
29
29
1
1
2
30
30
1
1
1
1
1
1
6
31
31
1
1
1
1
1
5
32
32
0
33
33
0
34
34
0
35
35
1
1
1
3
Kode/Nama Subyek
Dinda Winata. L
Fitri Amelia
Nurkhofifah
Riky Febrany
Aryanti Marini
Fahmi Idris. E
Badrul Kamal
Fadhine. J. C
Skor
19
19
19
18
15
15
13
12
36
36
1
1
1
1
1
1
6
37
37
1
1
1
1
1
1
1
7
38
38
0
39
39
1
1
1
1
1
1
1
7
40
40
1
1
1
1
1
1
1
7
DAYA PEMBEDA
============
Jumlah Subyek= 30
Klp atas/bawah(n)= 8
Butir Soal= 40
No Butir Baru
1
2
3
4
5
6
7
8
9
10
11
12
13
14
No Butir Asli
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Kel. Atas
8
8
8
8
8
8
7
7
1
6
3
6
6
2
Kel. Bawah
3
4
5
1
0
5
5
1
1
3
2
5
4
3
Beda
5
4
3
7
8
3
2
6
0
3
1
1
2
-1
Indeks DP (%)
62,50
50,00
37,50
87,50
100,00
37,50
25,00
75,00
0,00
37,50
12,50
12,50
25,00
-12,50
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
8
5
1
6
8
2
8
3
5
8
3
4
3
8
1
4
5
0
4
1
8
7
8
3
8
8
6
2
2
0
5
2
8
1
2
4
3
1
2
7
2
6
5
0
0
0
3
6
7
0
7
7
2
3
-1
6
3
0
0
2
3
4
0
3
1
1
-1
-2
0
0
4
1
5
1
1
3
1
1
25,00
37,50
-12,50
75,00
37,50
0,00
0,00
25,00
37,50
50,00
0,00
37,50
12,50
12,50
-12,50
-25,00
0,00
0,00
50,00
12,50
62,50
12,50
12,50
37,50
12,50
12,50
TINGKAT KESUKARAN
=================
Jumlah Subyek= 30
Butir Soal= 40
No Butir Baru
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
No Butir Asli
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
Jml Betul
22
22
24
13
11
22
24
8
4
20
5
23
15
5
28
9
3
7
22
8
30
4
21
26
13
10
7
29
5
20
23
0
Tkt. Kesukaran(%)
73,33
73,33
80,00
43,33
36,67
73,33
80,00
26,67
13,33
66,67
16,67
76,67
50,00
16,67
93,33
30,00
10,00
23,33
73,33
26,67
100,00
13,33
70,00
86,67
43,33
33,33
23,33
96,67
16,67
66,67
76,67
0,00
Tafsiran
Mudah
Mudah
Mudah
Sedang
Sedang
Mudah
Mudah
Sukar
Sangat Sukar
Sedang
Sukar
Mudah
Sedang
Sukar
Sangat Mudah
Sukar
Sangat Sukar
Sukar
Mudah
Sukar
Sangat Mudah
Sangat Sukar
Sedang
Sangat Mudah
Sedang
Sedang
Sukar
Sangat Mudah
Sukar
Sedang
Mudah
Sangat Sukar
33
34
35
36
37
38
39
40
33
34
35
36
37
38
39
40
10
4
23
26
29
6
28
29
33,33
13,33
76,67
86,67
96,67
20,00
93,33
96,67
Sedang
Sangat
Mudah
Sangat
Sangat
Sukar
Sangat
Sangat
KORELASI SKOR BUTIR DG SKOR TOTAL
=================================
Jumlah Subyek= 30
Butir Soal= 40
No Butir Baru
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
No Butir Asli
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Korelasi
0,631
-0,318
0,632
-0,056
0,168
0,248
0,106
0,043
0,063
0,280
-0,161
0,233
0,235
-0,161
0,453
0,322
-0,400
0,142
0,183
-0,015
NAN
0,427
0,354
0,556
0,116
0,245
0,147
0,453
-0,194
-0,140
0,087
NAN
0,298
0,245
0,614
0,265
0,453
0,173
0,255
0,453
Signifikansi
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Signifikan
NAN
Sangat Signifikan
Signifikan
Sangat Signifikan
Sangat Signifikan
NAN
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut:
df (N-2)
10
15
20
P=0,05
0,576
0,482
0,423
P=0,01
0,708
0,606
0,549
df (N-2)
60
70
80
P=0,05
0,250
0,233
0,217
P=0,01
0,325
0,302
0,283
Sukar
Mudah
Mudah
Mudah
Mudah
25
30
40
50
0,381
0,349
0,304
0,273
0,496
0,449
0,393
0,354
Bila koefisien = 0,000
90
100
125
>150
0,205
0,195
0,174
0,159
0,267
0,254
0,228
0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH
=================
Jumlah Subyek= 30
Butir Soal= 40
No Butir Baru
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
No Butir Asli
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Keterangan:
** : Kunci Jawaban
++ : Sangat Baik
+ : Baik
- : Kurang Baik
-- : Buruk
---: Sangat Buruk
REKAP ANALISIS BUTIR
=====================
a
22**
22**
0-4+
19--0-4-20--4**
20**
6+
23**
15**
41+
31422--22**
18--30**
18--4+
26**
3+
25+
29**
0-20**
23**
29--17--4**
2++
1+
29**
16-2--29**
b
2+
8--24**
13**
0-5-24**
0-1-11-2++
0-5**
0-9**
3**
1-0-4+
0
2-21**
0-13**
16--7**
1--2-4++
3+
1-10**
18--43--1--0-28**
1---
c
6--0-6--1-11**
3++
2++
8**
11+
2+
5**
5--15--19--1+
18--13+
0-18**
0
6+
52+
10-10**
16--0-5**
6-2++
0**
33126**
0-8++
0-0--
d
0-0-0-12--0-22**
0-2147--18--0-0-2-28**
0-0-7**
7--0-0
4**
0-2+
4+
220-23--0-2++
0-0-5+
23**
0-0-6**
0-0--
*
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Rata2= 21,27
Simpang Baku= 4,34
KorelasiXY= 0,72
Reliabilitas Tes= 0,84
Butir Soal= 40
Jumlah Subyek= 30
Btr Baru
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Btr Asli
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
D.Pembeda(%)
62,50
50,00
37,50
87,50
100,00
37,50
25,00
75,00
0,00
37,50
12,50
12,50
25,00
-12,50
25,00
37,50
-12,50
75,00
37,50
0,00
0,00
25,00
37,50
50,00
0,00
37,50
12,50
12,50
-12,50
-25,00
0,00
0,00
50,00
12,50
62,50
12,50
12,50
37,50
12,50
12,50
T. Kesukaran
Mudah
Mudah
Mudah
Sedang
Sedang
Mudah
Mudah
Sukar
Sangat Sukar
Sedang
Sukar
Mudah
Sedang
Sukar
Sangat Mudah
Sukar
Sangat Sukar
Sukar
Mudah
Sukar
Sangat Mudah
Sangat Sukar
Sedang
Sangat Mudah
Sedang
Sedang
Sukar
Sangat Mudah
Sukar
Sedang
Mudah
Sangat Sukar
Sedang
Sangat Sukar
Mudah
Sangat Mudah
Sangat Mudah
Sukar
Sangat Mudah
Sangat Mudah
Korelasi
0,621
0,409
0,520
0,623
0,763
0,462
0,422
0,616
-0,025
0,392
-0,049
0,127
0,156
-0,175
0,455
0,317
-0,307
0,649
0,267
-0,073
NAN
0,389
0,280
0,530
0,024
0,337
0,095
0,403
-0,133
-0,254
0,071
NAN
0,437
0,159
0,644
0,231
0,403
0,281
0,299
0,403
Sign. Korelasi
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Signifikan
Sangat Signifikan
Signifikan
Sangat Signifikan
NAN
Signifikan
Sangat Signifikan
Signifikan
Sangat Signifikan
NAN
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
Sangat Signifikan
106
NEW FILE.
DATASET NAME DataSet1 WINDOW=FRONT.
DATASET CLOSE DataSet0.
FREQUENCIES VARIABLES=Experiment
/STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM MEAN MEDIAN MODE SUM
/HISTOGRAM
/ORDER=ANALYSIS.
Frequencies
[DataSet1]
Statistics
Experiment
N
Valid
30
Missing
0
Mean
33.3333
Median
30.0000
Mode
30.00
Std. Deviation
9.76741
Variance
95.402
Range
35.00
Minimum
20.00
Maximum
55.00
Sum
1000.00
Experiment
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
20
3
10.0
10.0
10.0
25
6
20.0
20.0
30.0
30
8
26.7
26.7
56.7
35
6
20.0
20.0
76.7
45
3
10.0
10.0
86.7
50
3
10.0
10.0
96.7
55
1
3.3
3.3
100.0
30
100.0
100.0
Total
107
NEW FILE.
FREQUENCIES VARIABLES=Control
/HISTOGRAM
/ORDER=ANALYSIS.
DATASET ACTIVATE DataSet1.
FREQUENCIES VARIABLES=Experiment
/BARCHART FREQ
/ORDER=ANALYSIS.
108
Frequencies
[DataSet2]
Statistics
Control
N
Valid
30
Missing
0
Mean
41.8333
Median
40.0000
Mode
40.00
Std. Deviation
a
7.59802
Variance
57.730
Range
25.00
Minimum
30.00
Maximum
55.00
Sum
1255.00
a. Multiple modes exist. The smallest
value is shown
Control
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
30
4
13.3
13.3
13.3
35
5
16.7
16.7
30.0
40
7
23.3
23.3
53.3
45
7
23.3
23.3
76.7
50
4
13.3
13.3
90.0
55
3
10.0
10.0
100.0
30
100.0
100.0
Total
109
NEW FILE.
FREQUENCIES VARIABLES=Control
/HISTOGRAM
/ORDER=ANALYSIS.
NEW FILE.
EXAMINE VARIABLES=Experiment BY Control
/PLOT BOXPLOT STEMLEAF NPPLOT
/COMPARE GROUP
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
110
Explore
[DataSet32]
Control
Case Processing Summary
Cases
Valid
Control
pretest
N
Missing
Percent
N
Total
Percent
N
Percent
1
30
100.0%
0
.0%
30
100.0%
2
30
100.0%
0
.0%
30
100.0%
Descriptives
Control
pretest
1
Statistic
Mean
95% Confidence Interval for
Mean
51.5000
Lower Bound
48.6347
Upper Bound
54.3653
5% Trimmed Mean
51.5741
Median
50.0000
Variance
7.67329
Minimum
35.00
Maximum
65.00
Range
30.00
Interquartile Range
11.25
Skewness
Kurtosis
Mean
Mean
.069
.427
-.387
.833
41.8333
1.38720
Lower Bound
38.9962
Upper Bound
44.6705
5% Trimmed Mean
41.7593
Median
40.0000
Variance
Std. Deviation
1.40094
58.879
Std. Deviation
2
Std. Error
57.730
7.59802
Minimum
30.00
Maximum
55.00
Range
25.00
Interquartile Range
11.25
111
Skewness
Kurtosis
.083
.427
-.816
.833
Tests of Normality
Kolmogorov-Smirnov
Control
pretest
Statistic
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
1
.177
30
.017
.951
30
.176
2
.129
30
.200
*
.936
30
.073
a. Lilliefors Significance Correction
*. This is a lower bound of the true significance.
pretest
a
112
Detrended Normal Q-Q Plots
113
Normal Q-Q Plots
114
Stem-and-Leaf Plots
pretest Stem-and-Leaf Plot for
Control= 1,00
Frequency
Stem &
,00
1,00
2,00
6,00
9,00
5,00
4,00
3,00
3
3
4
4
5
5
6
6
Stem width:
Each leaf:
.
.
.
.
.
.
.
.
Leaf
5
00
555555
000000000
55555
0000
555
10,00
1 case(s)
pretest Stem-and-Leaf Plot for
Control= 2,00
Frequency
Stem &
4,00
5,00
7,00
7,00
4,00
3,00
3
3
4
4
5
5
Stem width:
Each leaf:
.
.
.
.
.
.
Leaf
0000
55555
0000000
5555555
0000
555
10,00
1 case(s)
Explore
[DataSet6]
Control
Case Processing Summary
Cases
Valid
Control
Posttest
N
Missing
Percent
N
Total
Percent
N
Percent
1
30
100.0%
0
.0%
30
100.0%
2
30
100.0%
0
.0%
30
100.0%
115
Descriptives
Control
Posttest
1
Statistic
Mean
70.5000
Mean
Lower Bound
67.7547
Upper Bound
73.2453
5% Trimmed Mean
70.4630
Median
70.0000
Variance
1.34228
54.052
Std. Deviation
2
Std. Error
7.35199
Minimum
55.00
Maximum
85.00
Range
30.00
Interquartile Range
10.00
Skewness
.304
.427
Kurtosis
.045
.833
64.6667
1.69403
Mean
Mean
Lower Bound
61.2020
Upper Bound
68.1313
5% Trimmed Mean
64.6296
Median
65.0000
Variance
86.092
Std. Deviation
9.27857
Minimum
50.00
Maximum
80.00
Range
30.00
Interquartile Range
16.25
Skewness
Kurtosis
.139
.427
-1.035
.833
Tests of Normality
Kolmogorov-Smirnov
Control
Posttest
Statistic
df
a
Shapiro-Wilk
Sig.
Statistic
df
Sig.
1
.160
30
.047
.937
30
.076
2
.159
30
.051
.935
30
.066
a. Lilliefors Significance Correction
116
Posttest
Detrended Normal Q-Q Plots
117
Normal Q-Q Plots
118
Stem-and-Leaf Plots
Posttest Stem-and-Leaf Plot for
Control= 1,00
Frequency
,00
1,00
2,00
8,00
8,00
7,00
1,00
3,00
Stem width:
Each leaf:
Stem &
5
5
6
6
7
7
8
8
.
.
.
.
.
.
.
.
Leaf
5
00
55555555
00000000
5555555
0
555
10,00
1 case(s)
Posttest Stem-and-Leaf Plot for
Control= 2,00
Frequency
3,00
4,00
7,00
5,00
3,00
5,00
Stem &
5
5
6
6
7
7
.
.
.
.
.
.
Leaf
000
5555
0000000
55555
000
55555
119
3,00
Stem width:
Each leaf:
8 .
000
10,00
1 case(s)
NEW FILE.
NEW FILE.
ONEWAY Experiment BY Control
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
ONEWAY Eksperiment BY Control
/STATISTICS HOMOGENEITY
/MISSING ANALYSIS.
NEW FILE.
NEW FILE.
NEW FILE.
T-TEST PAIRS=Eksperiment WITH Control (PAIRED)
/CRITERIA=CI(.9500)
/MISSING=ANALYSIS.
NEW FILE.
EXAMINE VARIABLES=Experiment BY Control
/PLOT BOXPLOT STEMLEAF NPPLOT
/COMPARE GROUP
/STATISTICS DESCRIPTIVES
/CINTERVAL 95
/MISSING LISTWISE
/NOTOTAL.
120
Oneway
[DataSet8]
Test of Homogeneity of Variances
Posttest
Levene Statistic
df1
.034
df2
1
Sig.
87
.853
ANOVA
Posttest
Sum of Squares
Between Groups
df
Mean Square
113.638
1
113.638
Within Groups
6848.721
87
78.721
Total
6962.360
88
F
1.444
Sig.
.233
Oneway
[DataSet7]
Test of Homogeneity of Variances
Pretest
Levene Statistic
.008
df1
df2
1
Sig.
58
.928
ANOVA
Pretest
Sum of Squares
Between Groups
df
Mean Square
426.667
1
426.667
Within Groups
5563.333
58
95.920
Total
5990.000
59
F
4.448
Sig.
.039
121
T-Test
[DataSet11]
Paired Samples Statistics
Mean
Pair 1
N
Std. Deviation
Std. Error Mean
posttest
67.5833
60
8.80541
1.13677
Control
1.5000
60
.50422
.06509
Paired Samples Correlations
N
Pair 1
posttest & Control
Correlation
60
-.334
Sig.
.009
Paired Samples Test
Paired Differences
95% Confidence Interval
Mean
Pair 1
Std.
Std. Error
Deviation
Mean
of the Difference
Lower
Upper
63.76190
68.40477
t
df
Sig. (2-tailed)
postt
est Contr
ol
6.60833E1
8.98641
1.16014
56.96
1
59
.000

Yayah Fauziyah - Institutional Repository UIN Syarif

Transcription

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