APPLYING THINK-ALOUD TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT (QUASI EXPERIMENTAL STUDY OF TENTH GRADE STUDENTS OF SMK BHAKTI 17 JAGAKARSA) A “Skripsi” Presented to the Faculty of Tarbiyah and Teacher’s Training In a Partial Fulfillment of the Requirements for the Degree of S.Pd. (Bachelor of Arts) in English Language Education
By Imam Khasbani 1110014000090
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHER’S TRAINING STATE ISLAMIC UNIVERSITY SYARIF HIDAYATULLAH JAKARTA 2015
ABSTRACT Imam Khasbani. 2015, ApplyingTthink-Aloud Technique in Improving Students’ Reading Comprehension of Narrative Text (Quasi Experimental Study of Tenth Grade Students of SMK Bhakti 17 Jagakarsa) Department of English Education, the Faculty of Tarbiyah and Teachers’ Training, State Islamic University Syarif Hidayatullah Jakarta.
Advisors: Dr. Farida Hamid, M.Pd, and Teguh Khaerudin M.App.Ling. Keywords: Think-Aloud, Narrative Text, Students’ Reading Comprehension The objective of this study is to check the influence of Think-Aloud technique towards students’ Reading comprehension. The research is also aimed at analyzing if there are significance differences to the students after being taught by using ThinkAloud and also to know whether Think-Aloud is able to enhance students’ awareness on their Reading strategy. Afterwards, the obtained data from pre test and post-test on the experimental and the control class were analyzed by using a statistical program namely SPSS 20. The analysis shows that Think-Aloud method has improved the ability of students’ reading. The Pretest of the experiment and the control are 52.54 and 47.37 respectively, and the pretest scores are 62.68 (the experimental class), and 54.60 (the control class). Then, The Independent t-test shows that the significant score is 0.02 which is lower than the value of α (0.05). It indicates that Think Aloud has significantly influenced reading comprehension skill on students’ in the experiment class. The MARSI questionnaire result shows that the mean score achieved by the experimental class is 2.483 (low level of awareness), and after the treatment, the mean score achieved is 2.750 (medium level). It indicates that there is an improvement on students’ awareness in their reading strategies. ii
ABSTRAK Imam Khasbani. 2015, ApplyingTthink-Aloud Technique in Improving Students’ Reading Comprehension of Narrative Text (Quasi Experimental Study of Tenth Grade Students of SMK Bhakti 17 Jagakarsa) Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negri Syarif Hidayatullah Jakarta Pembimbing: Dr. Farida Hamid, M.Pd, and Teguh Khaerudin M.App.Ling. Katakunci: Think-Aloud, Narrative Text, Students’ Reading Comprehension Tujuan dari penelitian ini adalah membuktikan keefektifan Think-Aloud terhadap kemampuan membaca siswa. Selain itu, penelitian ini juga ditujuakan untuk menganalisis ada tidaknya perbedaan yang signifikan antara kemampuan membaca siswa sebelum dan sesudah diberikan perlakuan Think-Aloud, selain itu penelitian ini juga ditujukan untuk mengetahui apakan Think-Aloud mampu meningkatkan kesadaran siswa akan strategi membaca mereka. Data pretest dan posttest dari kelas eksperiment dan control kemudian dianalisis mengunakan program SPSS 20. Hasil analisis menunjukan bahwa ThinkAloud berhasil meningkatkan kemampuan pemahaman membaca siswa. Hasil dari kelas ekaperiment dan Kontrol secara berurutan adalah 52,54 dan 47,37 untuk pretest, serta 62,68 dan 54,60 untuk posttest. Hasil análisis Independent t-test menunjukan bahwa taraf signifikan dari hasil analisis sebesar 0.02 yang mana lebih kecil dari nilai α (0.05). Ini mengindikasikan bahwa Think Aloud secara signifikan memengaruhi kemampuan membaca siswa di kelas eksperimen. Hasil questionnaire MARSI menunjukan adanya perdedaan ratarata yaitu 2,483 (low level of awareness) dan 2,750 (medium level of awareness) setelah siswa diberikan perlakuan Think-Aloud. Hal ini memunjukan peningkatan dimana kesadaran siswa dalam menggunkan strategi membaca meningkat dari level rendah ke level sedang. iii
ACKNOWLEDGEMENT Bissmillahirrahmanirrahim In the name of Allah, the Beneficent, the Merciful
All praises be to Allah, for His blessing upon the writer, so he can finally complete the “skripsi”. Peace and blessing be upon our prophet Muhammad PBUH, his family, his companion, and his followers. Much effort and time has been spent in completing this research. In doing so, a lot of contribution, helps, and supports have been addressed to the writer. Thus, in this occasion, the writer would like to extend his profound gratitude and appreciation to: 1. His beloved parents Masudi and Rasiyem who always give their affection, support and pray that encourage writer to focus in completing this research 2. The advisors, Dr. Farida Hamid, M.Pd, and Teguh Khaerudin M.App.Ling, for their guidance, suggestion, help, support, and correction during the completion of this research 3. All lectures of English Education who have shared their knowledge during his study in English Education Department 4. Staffs of the main and faculty libraries who let the writer use the “skripsi” room and all of its facilities. 5. Drs. Syauki M.Pd, the head of English Education Department 6. The headmaster and the English teacher of SMK Bhakti 57 Jagakarsa who had allowed the writer to conduct the research on the school 7. All students of class X MM and X AP who have cooperated as participants of the research 8. Hafiz Nizam, Febri Indrawan, Ahmad Kamil, Evis Sofiya, Zathira Mecca, and Erma Velanda, the writers’ friend that has motivated him to complete the paper for they had already graduated.
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9. Rodial, and Muhammad Sidiq, the writer’s friends who had help him to analyze the research data by explaining and guiding on how to operate the SPSS 20. 10. The writer roommates that are still focusing on completing their papers, Anton Hilmansyah, Ahmad Noval Subagio, Muhammad Asep, and Ahmad Sofyan. 11. The writer’s classmates, for all priceless moments 12. The writer’s brother and sister, Fajar Shodiq Apriyanto and Mar’atus Sadiah, which have motivated the writer to be a good big brother and complete the paper soon.
The writer humbly realizes that this paper is not perfectly made and there may be some mistakes to be found. Thus, any valuable and reasonable correction and suggestion are warmly welcomed.
Jakarta, April 15, 2015
The Writer
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TABLE OF CONTENT
ABSTRACT…………………………………………………………………
i
ABSTRAK…………………………………………………………………..
ii
ACKNOWLEDGEMENT………………………………………………......
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TABLE OF CONTENT…………………………………………………......
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CHARTS LIST………………………………………………………………
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TABLES LIST………………………………………………………………
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PICTURES LIST…………………………………………………………....
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APPENDIXES LIST………………………………………………………..
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CHAPTER I INTRODUCTION A. Background of the Study………………………………………………..
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B. Identification of Problems………………………………………………
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C. Limitation of the Study…………………………………………………
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D. Formulation of the Problem…………………………………………….
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E. Aim of the Study………………………………………………………..
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F. Significance of the Study………………………………………………..
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CHAPTER II LITERATURE REVIEW A. Reading…………………………………………………………………..
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1. Definition of Reading………………………………………………..
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2. The Purpose of Reading……………………………………………..
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3. Reading Comprehension…………………………………………….
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4. Teaching Reading……………………………………………………
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B. Think-Aloud………………………………………………………….......
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1. What is Think-Aloud? ........................................................................
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2. The History of the Use of Think-Aloud Technique…………………
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3. The Procedure in Conducting Think-Aloud…………………………
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4. The Strengths and Weaknesses of Think-Aloud Technique…………
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C. Previous Studies……………………………………………….
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CHAPTER III RESEARCH METHODOLOGY A. Time and Place of the Study…………………………………………… 22 B. Method and Design of the Study………………………………………. 22 C. The Subject of the Study……………………………………………….. 23 D. The Technique of Data Collecting…………………………………….. 23 E. Instrument……………………………………………………………… 23 1. Reading Comprehension Test……………………………………… 24 2. Questionnaire……………………………………………………...
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3. The Validity and Reliability of Reading Comprehension Test……
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F. The Technique of Data Analysis………………………………………. 29 1. Normality Test……………………………………………………..
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2. Homogeneity Test………………………………………………….
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3. Hypothesis Test……………………………………………………. 31 CHAPTER IV RESEARCH FINDING A. Description of the Data………………………………………………… 33 1. Data Presentation…………………………………………………..
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B. The Homogeneity Test…………………………………………………. 36 C. The Normality Test…………………………………………………….. 37 D. The Hypothesis Test……………………………………………………. 38 CHAPTER V CONCLUSION AND SUGGESTION A. CONCLUSION………………………………………………………… 43 B. SUGGESTION…………………………………………………………. 43 REFERENCES……………………………………………………………………..45 APPENDIXES
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CHARTS LIST
1. Chart 3.1 Think-Aloud Procedure by Melissa A. Bowel…………………. 15 2. Chart 3.2 Think-Aloud Procedure by Leslie Oster………….....….…….... 17
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TABLES LIST 1. Table 3.1 The Reliability Criteria ………………………….…………….. 27 2. Table 3.2 The Difficulty Level (DL) Criteria………… ……………....…. 28 3. Table 3.3 Item Discrimination (ID) Criteria ………………………..……. 28 4. Table 4.1 Descriptive Statistics of Students’ Pre-test Result …..………… 33 5. Table 4.2 Descriptive Statistics of Students’ Post-test Result….………… 34 6. Table 4.3 Group Statistics ………………..……………………...……… 36 7. Table 4.4 The Homogeneity Test Result ………………………………… 36 8. Table 4.5 One-Sample Kolmogorov-Smirnov Test on Pretest Data …..… 37 9. Table 4.6 One-Sample Kolmogorov-Smirnov Test on Post-test Data ...… 38 10. Table 4.7 The Independent T-test ……………………..……….………… 39 11. Table 4.8 The Gain Differences Test Result…………………....………… 39 12. Table 4.9 The Questionnaire Analysis …………………….….…..……… 41
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PICTURES LIST
1. Picture 4.1 The chart bar of students' pre-test result from the control class... 35
2. Picture 4.2 The chart bar of students' pre-test result from experiment class.. 35
3. Picture 4.3 The Gain Differences on the Experiment and Control Classes.... 40
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APPENDIXES LIST
1. Lesson plan and students’ think-aloud sheets
2. Anates analysis result (pilot study), and the test question
3. Students score and data analysis (spss 20) 4. Students’ pretest, pos-test, and questionnaire
5. Research activities photos
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CHAPTER I INTRODUCTION
A. Background of the Study Reading, as one of four skills in English, offers several benefit for language learners. Jeremy Harmers in his book “The Practice of English Language Teaching” stated that reader has several purpose while they are reading. They are reading for specific information, in this case they are reading for studying a specific material, or they are reading for pleasure. Moreover, Harmer also states that reading provides students a good model for English writing, an opportunity to study vocabulary, grammar, punctuations, and also gives a real illustration on how to construct sentences, paragraphs, or a passage1. In Indonesia, Teaching reading as an English skill has more special attention than teaching the other three English skills namely listening, speaking, and writing. The purpose of teaching English as a foreign language in Indonesia has primarily emphasized to develop reading ability as a means of helping students to gain an access to information or to read references2. As it is known that most references, such as books, articles, or journals concerning on sciences and technology are written in English. As the main purpose of teaching English in Indonesia is focused on developing reading skill, then, purposes of the teaching learning activities conducted in classes are emphasized on how students are finally able to comprehend an English text. Unfortunately, teaching reading English in Indonesian schools is not without a problem. According to Eny Syatriana, Indonesian students at any level has difficulties
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Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing:1996) Page 183 2 Allan Lauder, “The status and Function of English in Indonesia: A Review of Key Factors”, Makara Sosial Humaniora, No.1, 1st July 2008, P.16
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in learning Reading an English Text3. She mentions that many Indonesian Junior and Senior high school students failed to call an active cognitive process of interacting with printing and monitoring comprehension to establish meaning. Moreover, difficulties encountered on Indonesian students‟ reading is that they are not capable to relate between their background knowledge and the text they are reading. Thus, the process that many effective readers do in the first stage of reading that is making prediction of the text cannot be performed by them. Inability to predict unfamiliar word or phrase is another difficulty encountered by students in their reading. Occasionally, when reading a text, students may find a part of the text, which could be a word or phrase that is unfamiliar to them. Unfortunately, instead of trying to predict its meaning from the context of the text they are reading, students will get easily stressed of it. Furthermore, concerning on the difficulty of students‟ reading, researchers from Indonesia Education University who are Didi Sukyadi and Eneng Uswatun Hasanah reveal that around 37.6% of 15-year-old students are merely able to read the texts without understanding the meaning carried by the text. Only 24.8% out of them are able to correlate the texts with their prior knowledge.4 Prior knowledge that is also known as schema, relevant background knowledge or students‟ experience is important for students to make connection to the text they are reading and to increase their comprehension toward the text. Students that are not able or do not know how to use their prior knowledge will make a less sense out of what they read and worse they cannot make a deep understanding of the text they are reading and they cannot be an independent reader. As independent readers are they that think about what they are reading and consider how it fits with what they already know. 3
Eny Syatriana, “Developing Students‟ Reading Comprehension through Cognitive Reading Strategies of the First Year Students of SMAN 16 Makassar” accesed on 9 th January 2014 from http://www.niu.edu/international/_images/Eny%20Syatriana.pdf. Page 2 4 Didi Sukyadi and Eneng Uswatun Hasanah “Scaffolding Students‟ Reading Comprehension with Think-Aloud Strategy” accesed on 9th January 2014 from http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/196706091994031 DIDI_SUKYADI/Scaffolding_reading.pdf. Page 3
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Students‟ factor is not the only factor that trigger the difficulty in students‟ reading. Teachers‟ factor play equal role in influencing students‟ reading comprehension. Teachers who do not give their supports to students to help them in their reading nor do teachers who give students opportunity to support one another in their reading learning will likely to demotivate students in reading. 5 Teachers who seems to be a kind of teacher-centered person in the class will hardly conduct a teaching reading strategy that involve students‟ awareness to participate in reading. A teacher-centered teacher also makes less feedback to students in the class whereas giving feedback to students in the class toward their reading is important as students will know their weakness in their reading and also by giving feedback, teacher can give their students an advice of reading strategy that seems fit to their students to overcome their reading difficulty. Due to the researchers‟ statements on Indonesian students‟ reading difficulty in the previous paragraphs, selecting appropriate teaching technique that is able to make students to be a skillful reader that are able to use their prior knowledge toward the text, predict as well grasp explicit meaning of a text and able to call an active cognitive process and enable teacher to make students more engage students in class and enable possibilities to give them feedback is also crucial to do. Didi Sukyadi and Eneng Uswatun Hasanah state in their article that teaching teaching that is able to cover those stated needs is Think-aloud. It is basically applied in two ways: as an informal assessment of students‟ reading strategies or comprehension and as a teaching strategy aimed at assisting readers of all ages in developing the essential comprehension self-monitoring skills necessary for effective learning. Didi Sukyadi and Eneng Uswatun Hasanah state some reasons why think-aloud strategy is good and appropriate to be applied in the class to increase students‟ reading comprehension.6 First, by using Think-aloud students are able to learn to 5
Ariffudin Hamra and Eny Syatriana, “A Model of Reading for University EFL Students: Need Analysis and Model Decision.” English Language Teaching.Vol.5 No.10. 16 August 2012. Page 3 6 Didi Sukyadi and Eneng Uswatun Hasanah, op.cit., Page 5
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control or monitor their own comprehension. Next, by using think aloud students can learn to use reading strategies. Third, it increases the level of students‟ interest and participation. The last, Think-Aloud is considered as a valuable tool to assess students‟ comprehension in the classroom and enable teacher to give them feedbacks. Next, Leslie Oster Maarten W. van Someren in different articles also argue why Think-Aloud is suitable to be applied in the class whose reading problems are like what have been stated above. Oster mentioned that Think-Aloud technique is a technique that enables students to verbalize their thoughts as they read and thus students are able to make their own strategy so that in the further reading activity, they can choose by themselves the best technique in reading7. Think-Aloud also provide the data that can be interrogated and investigated by teachers in the class8. Thus, teachers can analyze the difficulty experienced by students reading. Then, teachers are also able to help students to overcome their students by giving advices in their reading. Then, according to the problems encountered in students reading and the strength of Think-Aloud to overcome them, the writer put his interest on conducting a research focusing on the use of Think-Aloud. Also, as the experience the writer had while the writer conducted a teaching practice in a senior high school shows that many students still have difficulty to answer a question focusing on interpreting a meaning from a text, the writer is eager to know the influence of Think-Aloud toward senior high school students‟ reading comprehension. The research that is going to be conducted is entitled as “Applying Think-Loud Technique in Improving Students Reading Comprehension of Narrative Text.
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Leslie Oster, “Using Think-Aloud for Reading Instruction”, The Reading Teacher, Vol.55, No.1, 1 September 2001, p.64 8 Maarten W. van Someren, et.al, “The Think Aloud Method : A Practical Guide To Modelling Cognitive Processes”(London, Academic Press, 1994) Pg. 31 st
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B. Identification of Problems Problem related to reading and teaching are found from the explanation above and the following statements are the identification of the problem. 1. Students are incapable to reconnect their prior knowledge towards texts they are reading 2. Students cannot predict or grasp implicit meaning from a text 3. Students are merely able to read a text without understanding it 4. Students are not capable of interpreting implicit meaning from a text 5. Students find it is hard to predict a meaning from unfamiliar word or phrase of a test
C. Limitation of the Study This study is focused and limited on the developing of students‟ reading comprehension of narrative texts of tenth grade students of Sekolah Menengah Kejuruan (SMK) 57 Jagakarsa. This study will examine and analyze how effective the use of Think-Aloud technique in teaching narrative texts in class to enhance students‟ performance in comprehending a text and also their awareness toward their reading strategies.
D. Formulation of the Problem In the research, the writer plans to analyze the use of Think-Aloud technique in teaching reading of narrative text of students in the level of senior high school. Thus, the writers would like to formulate the problem as follows: 1. Is Think-Aloud technique able to enhance the students‟ reading comprehension toward a reading text? 2. Does Think-Aloud enhance the awareness of students toward their reading strategy
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E. Aim of the Study The aim of study is to find out whether Think-Aloud technique can be effectively conducted in senior high school and to know how effective it is to use Think-Aloud to enhance students‟ comprehension towards a reading text and in this case is a narrative text. In addition, the aim of the study is also to seek the answer whether Think-Aloud is able to enhance students‟ awareness towards their reading strategies.
F. Significance of the Study The result of the study is expected to be able to provide a needed and useful information of a teaching technique. So according to the writer expectation, this study‟s results, ipso facto, are aimed to first, English teacher who develop a strategy and a technique in teaching reading. The result will give them information about technique in teaching reading, which can be an alternative solution they can use in the class. Second, students who want to solve their difficulty in comprehending text. Along with teachers, the students can practice this technique in their reading activity in the class and it also give them a possible opportunity to develop their reading skill through a different technique and also to gain their awareness towards reading strategies.. The last, for school institution where the writer conduct the research. This research‟s result is able to provide them useful information of teaching English reading that can be used to develop the quality of the institution especially in teaching English Reading.
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CHAPTER II LITERATURE REVIEW A. READING 1. Definition of Reading Reading as one of four language skills plays an important role in our lives. Since most languages, even though not all in this world, are divided in two forms, which are oral and written language, thence a good ability of reading is needed to comprehend languages, particularly those that are written. While we are reading we are not merely doing a passive process. Deane Spears tells us that when we take a book and we begin to read the words, the reading process starts at the same time. The reading process is called decoding words9. Furthermore, Deane Spears defines that decoding words is decrypting the letters that make up individual word and processing the letters and sounds. Moreover, Spears fences that in getting the message of a text from a reading process, we are not simply processing the letters and sound but we also need to understand the relationship that the words have with other words in text. By understanding the text, we will be able to put the meaning of words together. While we are talking about reading, we will also talk about the fluency in reading. In speaking, fluency is important because it can influence the process of communication, so is in reading. Fluency in language skills, especially in speaking and reading, is frequently used as an indicator of a person that has been successfully learning the target language. In speaking, the term of fluency is related to how well a person is able to speak in target language mindlessly. Being fluent in reading is no more than we can read a text fluently without spelling the letter one by one. The concept of fluency in reading is 9
Deanne Spears, Developing Critical Reading Skills (New York: McGraw-Hill, 2006), Pg.2
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more complex than that. Being able to recognize the words and also comprehending the text at the same time while we are reading is the indicator of fluency in reading. This statement is supported by Kristin Lems in the book Teaching Reading to English Language Learner. Lems stated that fluency is about being able to recognize words and at the same time construct meaning from the text. In another term, we can also define fluency as the ability to decode and comprehend a written text simultaneously. Furthermore, Lems added that the core of fluency is the ability of comprehending a text.10 If fluency in reading has a close meaning to reading comprehension, then we have to know that the core of reading comprehension is understanding and getting the message of what a writer tries to deliver. Pamela J. Farris in her book Teaching Reading defined reading comprehension as a skill that enables us in getting a message from a text. The essence of reading is a transaction, between the words of an author and the mind of a reader, during which a meaning is constructed11.
2. The Purpose of Reading As we read a text, we actually have an intention in our mind of what we want to get by reading. For Instance, by reading texts in advertisement board telling about a brand new of iPhone that are going to be released, we actually want to get an information when the iPhone is going to be released, what features that the iPhone has, and etc. Another purpose may come along while we are reading a Hunger Games Novel. Instead of getting an important information inside the novel, we may want to get ourselves enjoyed by reading the novel. According to the stated illustrations, we
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Kristin Lems, Leah D.Miller, and Tenena M.Soro. Teaching Reading to English Language Learner (New York: The Guildford Press, 2010). Pg.148 11 Pamela J. Farris, Carol J. Fuhler, and Maria P. Walther, Teaching Reading: A Balanced Approach for Today’s Classroom, (New York: McGrawHill:2004)Pg.234
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clearly acknowledge that the purpose of reading are vary; it is based on the reader‟s intention from reading. American philosopher and educator, Mortimer J. Adler with his friend Charles Van Doren in How to Read a Book proposed the purpose of reading into two: reading for information and reading for understanding12. Reading for information is a reading activity at which by reading a text we can gain the quantity of our information store. In the other way, reading for information seems not to deepen our understanding toward topic that we read. For instance, while we are reading about the information telling the release of a brand new iPhone product in the advertisement board, we can clearly catch the information about when it will be released but we can get enough information to understand about the detail of that brand new phone. Reading for understanding gives the idea that the reader starts to read a book that he does not really or completely understand. The material written in the text is usually higher than the reader‟s background knowledge. The activity of reading enables a reader a chance to gain knowledge from a text and at last it will gain the reading‟s understanding. Furthermore, Mortimer J. Adler appended the information that reading to understand only possible under two conditions which are there must be initial inequality in understanding. It means that the writer knowledge is superior that the reader‟s and the second is there must be the reader’s ability to overcome that inequality. It means that with his pervious knowledge or background knowledge, the reader can facilitate himself in understanding the new topic he reads in a book.
3. Reading Comprehension Reading comprehension is an ability of a reader to comprehend the text that they are reading. There are six types of reading comprehension according to Richard R.
12 . Mortimer J. Adler, and Charles Van Doren, How to Read a Book, (Boca Grande, Simon & Schuster.Inc, 1972) Revised Edition. Pg.8
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Day and Jeong-suk Park. They are Literal, reorganization, inference, prediction, evaluation, and personal response.13
Literal Comprehension Literal comprehension is an understanding of the straight forward meaning of an information of s text such a facts, vocabulary, dates, time, and locations. Question of literal comprehension is able to be answer directly and explicitly from the text.
Reorganization Reorganization is an understanding that is based on a literal understanding of a text that is combined with various part of the text for additional understanding. For instance students may read at the beginning of a text “TransJakarta began to operate in Indonesia capital city since 2008” and later in the end of paragraph students may read “Until 2014, Jakarta still uses this public transportation and will improve the quality service of it.” Then the question is “How Long has Transjakarta been operating?” To answer the question, students have to put together two pieces of information that are from various parts of the text.
Inference Inference is an understanding of a text that is more than literal understanding. Inference understanding is not only an understanding of an explicit meaning stated in the text but an understanding of it implicit meaning which is unstated in the text.
Prediction Prediction is an understanding that requires a reader to use both their understanding of a passage and their own knowledge of the topic and related
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Richard R. day and Jeong-suk Park “Developing Reading Comprehension Questions”, Reading in Foreign Language. Vol.17.No.1.1st April 2005. Pg.62
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matters in a systematic fashion to determine what might happen next or after a story ends.
Evaluation Evaluation is an understanding that requires the learner to give a global or comprehensive judgment about some aspect of the text. For example, a comprehension question that requires the reader to give an evaluation of an article is: How will the information in this article be useful to you?
Personal Response The sixth type of comprehension, personal response, requires readers to respond with their feelings for the text and the subject. The answers are not found in the text; they come strictly from the readers. While no personal responses are incorrect, they cannot be unfounded; they must relate to the content of the text and reflect a literal understanding of the material. An example of a comprehension question that requires a personal response is: What do you like or dislike about this article? Like an evaluation question, In Personal Respond, students have to use both their literal understanding and their own knowledge to respond.
4. Teaching Reading Teaching reading in Indonesia becomes important as the purpose of teaching English in Indonesia is primarily emphasized on the achieving of reading skill fluency. Due to the status of English in Indonesia is a foreign language, hence the status of teaching English in Indonesia is Teaching English a Foreign Language (EFL). While Teaching English as a foreign language to students, one thing that a teacher should remember that a common problem of students‟ difficulties in learning a foreign language is that they easily forget about the material. As a consequences, according to Holesinska in her thesis, giving enough opportunity and a time to repeat
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through a variety of exercises and activities to students to develop English skill must be conducted by teachers14. Moreover, she also states that teaching method and technique that help students to use their language skills repeatedly are to be applied to support the activity in the class. Besides the need of repetition learning, Holesinska also mentions another aspect should be considered in teaching English as a foreign language, which is motivation. While Holesinska proposed motivation as an important aspect of teaching English, Clare Lavery in his book Language Assist provides a way to motivate students in the foreign language class. The fact that most English Teacher in non-English speaking country uses their mother tongue while they are teaching may become an issue in the class. Lavery advices that if this issue comes about, then the teachers should starts using English in the class to motivate students in learning English.
B. THINK ALOUD 1. What is Think-Aloud? One of techniques used by English teachers and tested by researchers to test a reading comprehension is Think-Aloud. Think-Aloud is defined as a technique in which students verbalize their thoughts as they read. In Think-Aloud students are encouraged to recognize the differences between reading the words and comprehending the text by uttering about what they thought. This metacognition awareness is a crucial component of learning, because it enables learners to assess their level of comprehension and adjust strategies for a greater success.15 Another researcher, Sharok Jahadar and his other fellows, stated that ThinkAloud is a technique used in an interview context to dig students‟ better view of mental process in which readers are engaged. Moreover, Jahadar also mentioned that 14
Ing.Andre Holensinska, “Teaching English as a Foreign Language to Students with Learning Difficulties” (Bachelor Thesis, Faculty of Education, Department of English Language and Literature, Masaryk University). Pg. 10 15 Leslie Oster.loc.cit.
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conducting Think-Aloud technique in teaching reading will give students first step in raising their awareness of what it means to be a strategic reader16. Also for teacher, Think-Aloud will give students‟ information about individual students‟ need and provide appropriate instruction for students in learning reading. Jahadar added that while conducting Think-Aloud, students will gain insight into complexities of reading, and hence expand their understanding of what it means to be a good reader. According to the opinions taken from two researchers concerning on ThinkAloud, it can be concluded that Think-Aloud is a technique used in teaching reading at which the concern of this technique is to make student verbalize or say what is in their mind while they are reading the text. Think-Aloud will lead students to extend their understanding on the text and not merely on the words. Furthermore, it also will enable teachers to check and re-check whether students understand a text they are reading or not. Hence, it will lead teachers to find most appropriate ways in teaching reading.
2. The History of the Use of Think-Aloud Technique Think-Aloud is not a new product of education research even though its effectiveness toward students‟ learning is still being investigated. The history of the use of Think-Aloud began in psychological research. The Think-Aloud is developed from an old method called Introspection Method whose idea is that a student can observe events that take place in consciousness, more or less as one can observe events in the outside world17. Marteen and Jacobiin stated in their book that in 1992, Tichener conducted a research and went as far as to claim that the events in consciousness were the actual object of psychology in contrast to the outside world which is the object of the 16
Shahrokh Jahadar, Morteza Khodabandehlou, Gohar Seyedi, and Reza Mousavi Dolat Abadi, “The Think-Aloud Method in EFL Reading Comprehension” International Journal of Scientific and Engineering, Vol.3, No.9, 9th September 2012. Pg.1 17 Marteen W.van Someren,F.Barnard, and Jacobiin A.C. Sanberg, “The Think Aloud: A Practical Guide to Modelling Cognitive Process”, (London, Academic Press, 1994)Pg.38
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natural sciences. In this view, psychologists study the type of events that take place in human consciousness and their casual structure just as other scientists study the events that occur in the outside world. By the end of 1960s, the interest in internal cognitive processes grew very fast and thereby the interest in this method. A major result was the work by Newell and Simon (1972), who used the Think-Aloud protocols in combination with computer models of problem solving processes to build very detailed models. Using this methodology, Newell and Simon were able to explain protocol data from a theory of human memory and assumption about knowledge that subjects could bring to bear a task. T is work had a major influence, because it showed that very detailed explanations of verbal data can be obtained. Although many psychologists were skeptical, the method gained more and more acceptance especially in the period from 198018.
3. The Procedure in Conducting Think-Aloud In order to apply the Think-Aloud effectively in the class, there are some procedures to be done. Many experts have their own procedure in conducting Think Aloud methods. In the book of The Think Aloud Controversy in Second Language Research, Melissa A. Bowels stated the procedures on conducting Think-Aloud19. They are:
Provide the students with a clear instruction of Think Aloud in a plain language
Give students first or two sentences of Think Aloud instructions reiterates why students being asked to Think Aloud. For instance, “In this chance, I am interested in what you think about when you complete these task. In order to find out, I am going out to ask you to think aloud as you work through the mazes.”
18
Ibid.,Pg.40 Melissa A. Bowels, “The Think Aloud Controversy in Second Language Research,” (New York, Routledge, 2010)Pg.113 19
15
Provide the student with a verbalization instruction. The verbalization instructions should detail specifically what the teacher intend the students to do. Minimally, this set of instruction should include (1) a description of what is meant by “Think Aloud”, (2) the language(s) students are allowed to use to verbalize their thoughts, and (3) the level of detail and reflection required in the Think Aloud.
If at all possible, it is advisable to pilot-test the verbalization instructions (as well as all other task materials) on a small number of students. Pilot-testing helps to ensure that the verbalization instructions are written clearly, in a way that participants understand and can follow
Step 1 Provide the students with a clear instruction of Think Aloud in a plain language Step 2: Gives students one or two sentence of think aloud instruction reiterates why students being asked to Think Aloud Step 3 : Provide the student with a verbalization instruction
Step 4: If at all possible, it is advisable to pilottest the verbalization instructions Chart 3.1 Think-Aloud Procedure by Melissa A. Bowel
In the other chance, a research, Leslie Oster, mentions the other procedures she did when conducting Think Aloud Research20. They are:
The Think Aloud can be done in an individual or a pair set.
20
Leslie Oster. loc.cit.
16
Direct students to write down their questions and comments as they read. Written comments provides the teacher with valuable information on students‟ comprehension abilities in areas such as basic knowledge, vocabulary, relating new to old information, literal comprehension.
The teacher should give an example of Think Aloud by modelling it in the front of the class. A modelling of Think Aloud will give students a better understanding of it.
After this demonstration, the teacher may ask the students what kinds of comments the teacher just made, and the teacher and students are possible to talk about how those comments could help them to understand the story. The teacher emphasizes that his thoughts at this points might be incorrect, and the teacher might have revise them later on.
The example of the teacher‟s Think Aloud could be as follow: The day Professor Herbert [Professor-that must be mean this is a college] started talking about the project for each member of our general science class, I was more excited than I had ever been. [“I” this is the first person narration, the main character in the story is telling it himself. Also, he must like science. Well, it might not be a he, I don’t know yet.] I wanted to have an outstanding project. I wanted it to be a greater, to be more unusual than those of my classmate. [He has high hopes! or, he is ambitious.]. I wanted to do something worthwhile, and something to make them respect me. [I wonder why he needs their respect].
After that, the teacher can ask student to give their Think Aloud toward a sentence or more chosen by the teacher.
The teacher may ask students to write their Think Aloud in the white-board to choose appropriate responses among their response or their Think Aloud.
The teacher asks students to compare their comments or responses with other to find out whether theirs is the same with other.
17
The procedure suggested by Leslie Oster can be illustrated by the chart below. The Think Aloud can be done in an individual or a pair set.
Direct students to write down their questions and comments as they read.
The teacher should give an example of Think Aloud by modelling it in the front of the class.
The teacher may ask the students what kinds of comments the teacher just made
The teacher can ask student to give their Think Aloud toward a sentence chosen by the teacher.
The teacher may ask students to write their Think Aloud
The teacher asks students to compare their comments or responses with other
Chart 3.2 Think-Aloud Procedure
by Leslie Oster
From the two different procedures of conducting Think Aloud by two different researchers, it can be pulled a conclusion that in conducting Think Aloud, we are to explain the nature of Think Aloud to the students at first time. In explaining, we can specifically explain what the students are to do in doing Think Aloud or we can demonstrate it before we ask them to do it.
4. The Strengths and Weaknesses of Think Aloud Technique Every technique has its own strength and weakness and so does the Think Aloud. Knowing the strength and the weakness of a technique is a must for a teacher as there is no perfect technique that is applicable in every condition and situation. By knowing the strengths and weaknesses of a technique we can calculate and adapt the most appropriate technique with the situation where we are teaching. The strengths and the weaknesses of Think-Aloud will be explained as follow.
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According to Jahadar, one of benefits of Think Aloud is that it enables students to assess their own comprehension in reading21. By conducting Think Aloud, students are able to know how deep their understanding toward a text, and hence they can make their own reading strategy for greater success. Moreover, Jahadar also states that by talking about their own strategy, students gain insights into the complexities of reading, and hence expand their understanding of what it means to be a “good reader.” Another researcher, Elizabeth Charters, stated that Think Aloud will enable the teacher to see a detailed picture of students‟ thought process and also help the teacher to highlight individual differences in response to a text22. Moreover, Charters also mentions that the Think Aloud technique will provide a data that are thoroughly reliable as a source of information about thought process. From the two opinions proposed by Jahadar and Charters, it can be concluded that Think Aloud has several advantages that is mainly about thought process. The thought process that commonly hardly to be seen in learning process, can be analyzed by using Think-aloud. Think-Aloud enables students to express their thinking process they have in their mind while they are reading a text. Thus, for teachers, Think Aloud will give a reliable data that can be used for analyzing students‟ comprehension and difficulty in reading activity and for students, it will give them information about their difficulties so that they can make their own strategy for their reading activity. According to J. Mark Rankin in his article “Designing Thinking-Aloud Students in ESL Reading”, it is stated that the weakness of Think Aloud is focused on the participants that are non-native English. Rankin states that the research involving non-native English participants in reading using Think-Aloud technique is still rare. The lack of a readily available guide to its use is the reason why.
21
Shahrokh Jahadar, Morteza Khodabandehlou. loc.cit Elizabeth Charters, “The use of Think Aloud in Qualitative Research; An Introduction to Think Aloud Methods”, Brock Education, Vol.12, No.2, 2003, Pg.69 22
19
The next issue on Think Aloud as stated by Melissa A. Bowles in the book “The Think Aloud Controversy in Second Language Research” is about the validity of its data. The potential threats happen to validity both retrospective and concurrent verbal reports23. For retrospective reports, since participants verbalize sometime after completing a task, there is a potential for veridicality. In other words, retrospective verbal reports may not accurately reflect participants‟ thought process because they simply may not recall what they were thinking as they completed the given task. The report may be incomplete as a result. However, this threat can be minimized if there is only a short delay between task performance and verbalization. For concurrent verbal reports, the main threat to validity does not have to do with veridicality, since verbalization and task performance are concomitant. Rather, their validity is questioned because it is known whether the act of verbalizing while completing a task is reactive, acting as an additional task and altering cognitive process rather than providing a true reflection of thought.
C. Previous Studies Study relating to the implementation Think Aloud in teaching Reading has been done by researcher in many countries including in Indonesia like Didi Sukyadi and Eneng Uswatu Hasanah24. In their study, they chose students in Indonesia that is students of EFL as an object of research. Students of 10th grade from a state senior high school in Banten Province are chosen as their research sample. The purpose of their research is to find out whether the think-aloud protocol given in reading will give a significance difference. They compare Think-aloud method with conventional method used by teacher in the school. It is stated in the article that while Think-Aloud protocol enabled students to conduct before, during, and after-reading activity that help students to increase their
23 24
Melissa A. Bowels,op.cit.,Pg.13 Didi Sukyadi and Eneng Uswatun Hasanah.loc.cit.
20
comprehension, the conventional method simply led the students to read the text, translate, and then answer the questions related to the text. Samples in their research are put in two classes namely experimental and control group. Pre-test as well as post-test is distributed to each class. Beside the test, researches also distribute Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire. The test is intended to check the influence of Think-Aloud towards students‟ reading comprehension, while the questionnaire is used to analyze students‟ strategy to help themselves in understanding a text. The finding of the research shows that Think Aloud has improved students‟ reading comprehension by improving students reading strategy in general. Also, Think-Aloud had improved students‟ awareness to use reading strategies. The next study is conducted by Leslie Oster25. In this study, Oster chose high school learners as the participants. The first thing Oster did in the research was modelling Think-aloud in the front of the class. Oster told students some of things that readers should consider in their reading which are: (a) what they noticeinformation they think might be important, (b) facts and possible facts about characters or the story-things they are figuring out, (c) predictions-what might happen next, (d) questions they have about words or phrases, or about what characters do or say, and (e) personal reactions-how they feel about what the character did or what happened in the story. After the process was done, Oster discussed his thinking-aloud he just did with students in the class. Oster told the students what kind of comments he had made, and ho these comments could help him understand the story. Next, Oster conducted Think-aloud in class, in pair, and at last individually. By conducting Think-aloud, Oster revealed that Think-aloud can trigger students to give more advanced interpretation such as the meaning of a metaphor. Moreover, Think-aloud can help students to relate students‟ background knowledge with a text 25
Leslie Oster.loc.cit.
21
they are reading. Finally, to analyze students‟ Think-aloud, Oster asked students to write their comments towards a chosen text in a paper. Then, he analyzed them. The analysis he made were used as a reference to set a lesson plan in the further reading activities. From the previous Think-aloud studies above, it can be seen that Think-aloud surely give students chance to understand a text better. Think aloud enables students to relate the text they are reading with their background knowledge. Also, it help students to use a good reader‟s strategies. By conducting Think-aloud, students is not only read a text, but also they try to notice what message in the text that a writer tries to deliver.
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CHAPTER III RESEARCH METHODOLOGY
A. Time and Place of the Study This study will be conducted in Sekolah Menegah Kejuruan (Vocational School) 57 Jagakarsa. The research is going to be conducted on March 2015.
B. Method and Design of the Study This study is a quantitative study research that uses a quasi-experimental method as its design. It concerns with two variables, namely Think Aloud as dependent variable and students‟ reading comprehension on narrative reading as its independent variable. As a quantitative research researcher decides what to study; asks specific questions; collects quantifiable data from participants; analyzes these numbers using statistics; and conducts the inquiry in an unbiased, objective manner.26 The design used in this quantitative research was a quasi-experimental study. This kind of study allows the researcher to look at the effects of at least one independent variable and one or more dependent variables. 27 This study is intended to analyze and interpret the data by examining the differences between the teaching reading Narrative texts by using Think Aloud method in experimental group and teaching reading Narrative texts without using it in controlled group. In this research, the researcher wanted to see whether the treatment made a difference on students‟ comprehension in Narrative Reading or not. This research included pre-test and post-test to measure the students‟ achievement.
26
John W. Creswell, Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (New Jersey: Pearson Education, 2008), p. 46 27 Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education (Fifth Edition), (New York: McGraw- Hill, 2003), p. 268
22
23
C. The Subject of the Study The population of this study is 10th grade students of SMK 57 Jagakarsa. Then, the writer takes a sample from 2 classes of tenth grade students of academic year 2014/2015. The sample of this research is seventy students which divided into two classes, namely experimental group and controlled group that consists 35 students for each. The samples in this study are not chosen randomly, the writer chose them purposively. Hence, the techniques sampling used by writer in this study is purposive technique sampling as this technique sampling relies on the researchers‟ judgment when it comes to selecting the units that are going to be studied.
D. Technique of Data Collecting The technique of data collection that is used in this research is pre-test and posttest for both classes; experimental classes and controlled classes and also questionnaire for the experimental class. The pre-test will be distributed to students in the beginning of the research before Think-Aloud is applied, while the post-test will be given at the end of the research. The post-test is intended to find out the significance of the treatment to both classes. The distribution of questionnaire is also done before and after treatment
E. Instrument According to Didi Sukyadi and Eneng Uwastun Hasanah in their article, the instruments used in Think Aloud study is divided in two form which are reading comprehension questions and a standardized questioner of metacognitive awareness of reading strategy. They stated that reading comprehension questions are intended to check students reading comprehension while questioner of metacognitive awareness of reading
24
strategy is intended to check students‟ ability to use Think Aloud in their reading activity28. The Standardized questioner is adopted from Mokhtari and Reichard. As the questionnaire is aimed to check students‟ ability to use Think Aloud, thus this instruments is only distributed to the experimental class before and after treatment. Thus, it can be summed up that the instruments of this study are Reading comprehension test and a questionnaire
1) Reading Comprehension Test Based on Richard R. Day and Jeong-suk Park in Reading in a Foreign Language Journal, there are six types of reading question comprehension, which are literal, reorganization, inference, prediction, evaluation, personal response. They stated that the level of comprehension of them is different. For instance: The level of literal is lower than inference. It means, to answer an inference question, students more than literal understanding in the text29. According to them, the writer will develop reading question whose type are literal, reorganization, inference, and prediction. Evaluation and personal response will not be included as they are not suitable as the form of reading question used in this study is multiple choice questions. Before being distributed to both control and experimental group, the reading comprehension test is distributed, the test is pilot-studied. The objective of pilot study is to check validity and reliability of the instrument. The pilot study is conducted before doing pre-test and post-test. The questions of a pilot study applied out of control and experimental classes. In this researcher, the writers use 30 questions concerning on narrative texts as the instrument. As the pilot study has been conducted and the participants‟ answer has been collected, the validity and reliability of the questions will be analyzed based on the answers.
28
Didi Sukyadi and Eneng Uswatun Hasanah, op.cit., Page 10 Richard R. day and Jeong-suk Park.loc.cit.
29
25
The instrument that has been analyzed will be distributed to students in control and experimental class before and after treatment. The pretest is aimed to check students‟ comprehension before given a treatment the posttest is aimed to obtain the data of the students reading comprehension achievement after conducting Think Aloud technique in experimental class and without Think Aloud technique in the control class. 2) Questionnaire The questionnaire used in this research is named as Metacognitive Awareness of Reading Strategies Inventory (MARSI). The questionnaire consists of 30 questions. The questionnaire that is developed by Koider Mokhtari and Carla Reichard will check students‟ awareness of their reading strategy before and after the treatment is given. The questionnaire are given only to the experiment class as the Think-Aloud is also only given to that class. 3) The Validity and Reliability of Reading Comprehension Test Before
being
distributed
to
the
research
participants,
the
reading
comprehension test has to be checked for its validity and reliability.
The Validity To check the content validity of the test, the writer ask an expert in this case is
the writer‟s researcher advisor. The writer conducted the pilot study twice. The first pilot study showed that the instrument the writer made failed to meet the goal. According to the writer‟s advisor, he stated that there were some of the items that needed revising. In this case, he highlighted the text number 4. The text is shown below. In the woods waits the only person with whom I can be myself. Gale. I can feel the muscles in my face relaxing, my pace quickening as I climb the hills to our place, a rock ledge overlooking a valley. A thicket of berry bushes protects me from unwanted eyes. The sight of him waiting there brings on a smile. Gale says I never smile except in the woods. “Hey, Catnip,” says Gale. My real name
26
is Katniss, but when I first told him, I had barely whispered it. So he thought I‟d said Catnip. Then when this crazy lynx started following me around the woods looking for handouts, it became his official nickname for me. I finally had to kill the lynx because he scared off game. I almost regretted it because he wasn‟t bad company. But I got a decent price for his pelt. “Look what I shot,” Gale holds up a loaf of bread with an arrow stuck in it, and I laugh. It‟s real bakery bread, not the flat, dense loaves we make from our grain rations. I take it in my hands, pull out the arrow, and hold the puncture in the crust to my nose, inhaling the fragrance that makes my mouth flood with saliva. Fine bread like this is for special occasions. “Mm, still warm,” I say. He must have been at the bakery at the crack of dawn to trade for it. “What did it cost you?” “Just a squirrel. Think the old man was feeling sentimental this morning,” says Gale. “Even wished me luck.” “Well, we all feel a little closer today, don‟t we?” I say, not even bothering to roll my eyes. “Prim left us a cheese.” I pull it out He explained that the text was too difficult to be understood by students in 10th grader level as the text was directly adapted from Hunger Games novel, by the writer which used some of words that were too unfamiliar and difficult for 10 th grader students. Moreover, He also advised the writer to give some revises on test items that had a negative item discrimination. For example is the item test number 16. This item test gained 0.00 in the item discrimination level, which means bad. The test item is shown below. 16. Where did Katniss Everdean usually hide in the wood? (A). In the hills (B). In the trees (C). In the forest (D). In the perennial plant (E). In rock ledge The item, according to the writer‟s advisor, was bad. The first reason was that it had more than one possible answer. According to the text, Katnis Everdean hid herself on the some bushes or plants in forest, thus if students chose option (C) and (D), their answer would be correct. The next reason was
27
that the writer used “Perennial plant” which was too unfamiliar to students. The advisor suggested to use more familiar word such as, evergreen plant, or bushes. Finally, he suggested the writer to either revise the item question or find new texts that use more familiar and easy-to-understand words. Furthermore, to check the reliability of the test, the writer conducts a pilot study to 55 students. The obtained data from the pilot study is analyzed by using program namely Anatest Pilihan Ganda. The information shown in the Anatest result includes the difficulty level the item discrimination, and the reliability of the test. The description about how to read the difficulty level the item discrimination, and the reliability of the test will be explained below.
The Reliability Reliability is the degree to which an assessment tool produces stable and
consistent results. Test-retest reliability is a measure of reliability of a teat instrument. The criteria of the reliability test will be shown in the table below. Tabel 3.1 The Reliability Criteria Reliability Score (RS)
Reliability Level
0.00
Very low
0..20
Low
0.40
Average
0.60
High
0.80
Very High
The reliability achieved from the first pilot study was 0.46, and according to the table above, the reliability of the instrument was average. Then, since the number of significant item tests on the first pilot study did not meet with the expected number of significant item test (the significant item tests were 10 items while the expected
28
significant items were 20 items) the advisor suggested the writer to conduct the second pilot study, and also to increase the number of the item questions The second pilot study result showed that the reliability level was 0.74. It indicated that the instrument reliability was high. Moreover, the significant items from the second pilot study were 31 items. It exceeded from the expected number of significant items, which was 30 significant items.
The difficulty level The difficulty level provides the information of the difficultness of the test item. The score of difficulty level will determine whether the test item is too difficult, difficult, average, easy, or too easy. The criteria of the difficulty level will be shown in the table below. Table 3.2 The Difficulty Level (DL) Criteria DL = 0,00 0,00 < DL ≤ 0,30 0,30 < DL ≤ 0,70 0,70
Too difficult Difficult Average Easy Too Easy
The Item Discrimination The item discrimination is aimed at determining whether or not a test item is able to differentiate a group of test participants into high-ability test participants with low-ability test participants. This index shows the correspondence between the function of an item and the overall function of a test. The criteria of the item discrimination will be shown in the table below. Table 3.3 Item Discrimination (ID) Criteria ID Score
Criteria Very Good
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Good Enough Bad
F. The Technique of Data Analysis To analyze the data, the researcher uses the comparative technique. This technique is useful to prove statistically whether there us any significant different between two variables. After getting the data from pretest and posttest, the writer analyzes it by using SPSS 20. The tests that the writer conducted to analyze the data are shown below. 1. Normality Test The normality test is aimed at analyzing whether the sample distribution of the research comes from a normal population distribution. The Normality test is a prerequisite of a hypothesis test. There are four ways in conducting a normality test, which are: Lilliefors Test, Kolmogorov-Smirnov Test, Chi-Square Test, and Q-Q Plot Test. The writer chooses the Kolmogorov-Smirnov Test as the participant of the research are bigger than 30. The hypothesis to express the normality of the sample distribution of the research is shown below
Ho : The sample of the research has a normal distribution
H1: The sample of the research has not a normal distribution As the data are analyzed by using IBM Statistic SPSS 20 with Kolmogorov-
Smirnov Test thus to check the normality of the data, the writer has to check the value of Sig. or p-value for each class. With a significant values of 5% (0.05), the criteria of the normality test can be described below:
30
If the value of Sig=p-value is higher than 0.05 the sample has a normal distribution (Sig. > 0.05). It also means that Ho is accepted (Retain the null hypothesis)
If the value of Sig=p-value is lower than 0.05 the sample has not a normal distribution (Sig. < 0.05). It also means that Ho is rejected (Reject the null hypothesis)
2. Homogeneity Test Homogeneity test on a research is aimed at analyzing the variable of the research. This test will reveal whether the variables of the research has the same variants. The homogeneity test in this research is done to know whether the control and the experiment class have a same ability in reading skill before being given any treatment. The hypothesis to express the normality of the sample distribution of the research is shown below:
Ho : The variables of the research are homogenous
H1: The variables of the research are not homogenous As the data are analyzed by using IBM Statistic SPSS 20 then to check the
homogeneity the writer has to look at the Levene’s Test for Equality of Variances table. To know whether the variables have a same skill before being given treatment, the value of Sig. or p-value have to be checked. With a significant values of 5% (0.05), the criteria of the homogeneity test can be described below:
If the value of Sig=p-value is higher than 0.05 the variables of the research are homogenous (Sig. > 0.05). It also means that Ho is accepted (Retain the null hypothesis)
If the value of Sig=p-value is lower than 0.05 the variables of the research are not homogenous (Sig. < 0.05). It also means that Ho is rejected (Reject the null hypothesis)
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3. Hypothesis Test The hypothesis test are conducted to answer the question: 1. Is there any significance difference on students‟ reading comprehension achievement after they are taught by using Think-Aloud? 2. Does Think-Aloud enhance the awareness of students toward their reading strategy? Analyzing the obtained data from pre-test and post-test is conducted to answer the question number 1. The data is analyzed by using SPSS 20. The result of the analysis will be used to answer the hypothesis .The hypothesis are described as below:
H0: There is a significant difference of students‟ reading achievement after they are taught using Think-Aloud.
H1: There is no a significant difference of students‟ reading achievement after they are taught using Think-Aloud. To decide which of the mentioned hypothesis that is accepted, the writer analyzes
the data by using independent t test. The value of significant (p) shown by Sig. (2 tailed) score will show whether the hypothesis is accepted or not. The criteria is shown as below
If the value of significant (p) < 0.05, H0 is rejected. It means that There is no a significant difference of students‟ reading achievement after they are taught using Think-Aloud
If the value of significant (p) > 0.05, H0 is accepted. It means that there is a significant difference of students‟ reading achievement after they are taught using Think-Aloud The answer of question number two is obtain by analyzing the questionnaire
that is given to the experiment class. The questionnaire, namely, Metacognitive Awareness of Reading Strategy Inventory (MARSI), is going to be distributed before and after the students are given the treatment. The questionnaire that is
32
developed by Koider Mohtari and Carla Reichard consists of 30 question related to reading strategy. To determine the level of reading strategy, the writer use the MARSI score level. There are three levels score which are:
3.5 or higher means reading strategy
2.5-3.4 means medium Reading Strategy
2.4 or lower means low reading strategy To know the level of the students, the writer has to find the average score of the
questionnaire result of the experiment class. If there is an improvement of the mean of the result, it indicates Think-Aloud enhance the students‟ awareness of their reading strategy.
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CHAPTER IV RESEARCH FINDING
A. Description of the Data As having mention in the chapter three, the data for the research is obtained from two classes namely control and experiment class. The data is obtained from the pre and post test result from both classes. The obtained data is processed using a SPSS (Statistical Product and Service Solution) software. The detail of the data processing will be explained below. 1. Data Presentation In this research, the researcher used a quasi-experimental research to ascertain the effectiveness of using Think-Aloud toward students‟ reading achievement at SMK 57 Jagakarsa in academic year 2015/2016. There are three steps used in this research which are pre-test, treatment using Think-Aloud and post-test. The score obtained from the tests are shown below: Table 4.1 Descriptive Statistics of Students’ Pre-test Result Statistics
Class Control
Experiment
Number of Students (n)
35
35
Maximum (Xmax)
70
70
Minimum (Xmin)
28
34
Mean
47.37
52.54
Median
46
55
Mode
43
55
Variances
102.417
117.608
Standard Deviance
10.120
10.845
33
34
The data on the table shows that the lowest score achieved by control class on pretest is 28, it means from the 30 question given on the test, the students only correctly answered the question as many as 6 questions. The highest score achieved from this class group is 70, means that the students has 20 correct answers on the tests. From 35 students, most of them achieved score of 43. It is shown by the mode score from the table is 43 Meanwhile, the experiment class achieved a slightly higher score on pretest. The minimum score is 34 which means that students answered 8 out of 30 questions correctly. In the maximum score, the experiment class achieved the same scores as the control class did, that is 70. The mode score is 55, which is higher than the control class. Table 4.2 Descriptive Statistics of Students’ Post-test Result Statistics
Class Control
Experiment
Number of Students (n)
35
35
Maximum (Xmax)
76
79
Minimum (Xmin)
34
37
Mean
54.60
62.68
Median
52.00
64
Mode
43
64
Variances
113.659
97.597
Standard Deviance
11.561
9.789
The result taken from the post-test shows that there is a difference score for both classes. In the control class, the lowest score on post-test is 34 and highest score achieved by this class is 76. The experiment class also achieved a higher score on their post-test‟s score. The lowest score in this class is 37 and then the highest score achieved is 79 which means the students did 23 questions correctly.
35
Picture 4. 1 The chart bar of students' pre-test result from the control class
Picture 4. 2 The chart bar of students' pre-test result from experiment class
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B. The Homogeneity Test Homogeneity test on a research is aimed at analyzing the variable of the research. This test will reveal whether the variables of the research has the same variants. The homogeneity test in this research is done to know whether the control and the experiment class have a same ability in reading skill before being given any treatment. To know the classes‟ homogeneity, the writer uses the classes‟ pretest result and analyze it using the SPSS program. The result of this analysis is shown on the table below. Table 4.3 Group Statistics Class
Pre-test Score
N
Mean
Std. Deviation Std. Error Mean
The Control Class
35
47.37
10.120
1.711
The Experiment Class
35
52.54
10.845
1.833
Table 4.4 The Homogeneity Test Result Levene's Test for Equality of Variances F
Sig.
F Pre-test score
Equal variances assumed
.962
.330
Equal variances not assumed
From the table 4.3 above, it is found that the mean of the pre-test result from the control class is 47.37 and mean from the experiment class is 54.60. Being analyzed, it is revealed that the Levene’s Test for Equality of Variances are F=0.962 and Sig.=0.330. It is known that the Sig. value is higher than Significance Level (0,05). It can be assumed that the classes (the control and experiment class) have similarity level of reading before they are given the treatment.
37
C. The Normality Test The normality test is aimed at analyzing whether the sample distribution of the research comes from a normal population distribution. The Normality test is a prerequisite of a hypothesis test. There are four ways in conducting a normality test, which are: Lilliefors Test, Kolmogorov-Smirnov Test, Chi-Square Test, and Q-Q Plot Test. The writer chooses the Kolmogorov-Smirnov Test as the participant of the research are bigger than 30. The result of the Normality Test using Kolmogorov-Smirnov Test are shown below. Table 4.5 One-Sample Kolmogorov-Smirnov Test on Pretest Data Pretest Pretest Experiment Control N 35 35 Mean 52.54 47.37 a,b Normal Parameters Std. 10.845 10.120 Deviation Absolute .132 .124 Most Extreme Positive .098 .124 Differences Negative -.132 -.090 Kolmogorov-Smirnov Z .784 .732 Asymp. Sig. (2-tailed) .571 .658 a. Test distribution is Normal. b. Calculated from data. According to the table above, it can be seen that the Sig.(Significant value) of the test is 0.571 for the experiment class and 0.658 for the control class. Then, compared with the value of α, which is 0.05, it can be assumed that 0.571>0.05 and 0.658 > 0.05. Thus, the conclusion of the test is that Ho for the control class is accepted and the pretest data on the control and experiment class has a normal distribution.
38
Table 4.6 One-Sample Kolmogorov-Smirnov Test on Post-test Data Post Test Post Test Experiment Control N 35 35 Mean 62.86 54.60 a,b Normal Parameters Std. 9.879 11.561 Deviation Absolute .108 .132 Most Extreme Positive .063 .132 Differences Negative -.108 -.109 Kolmogorov-Smirnov Z .639 .780 Asymp. Sig. (2-tailed) .809 .577 a. Test distribution is Normal. b. Calculated from data. From the table 4.6, it can be seen that the Sig.(Significant value) of the test is 0.809 on the experiment class and 0.577 on the control class. Then, compared with the value of α, which is 0.05, it can be assumed that 0.809 > 0.05 and 0.577>0.05. Thus, the conclusion of the test is that Ho for the experiment class is accepted and the experiment class and the control class on the post-test has a normal distribution D. The Hypothesis Test To answer the question: 1. Is there any significance difference on students‟ reading comprehension achievement after they are taught by using Think-Aloud? 2. Does Think-Aloud enhance the awareness of students toward their reading strategy The writer analyzes the data obtained from the reading test‟ result (pre and post-test), and the data obtained from the questionnaire to answer the question above. Thus, the analyzing data in this section is divided in two, which are reading test data analysis (to answer question number 1) and questionnaire analysis (to answer question number 2).
39
The Reading Test Data Analysis Before the data analysis is described, the writer would like to re-emphasizes
the hypothesis of the research. The hypothesis are described as below: H0: There is a significant difference of students‟ reading achievement after they are taught using Think-Aloud. H1: There is no a significant difference of students‟ reading achievement after they are taught using Think-Aloud. To know which hypothesis is accepted, the writer analyzed the data using Independent T-test, and the result is shown in the table below. Table 4.7 The Independent T-test Post Test Score
t
Equal variances assumed Equal variances not assumed
df
3.212
Sig. (2tailed)
Mean Difference
Std. Error Difference
68
.002
8.257
2.570
3.212 66.386
.002
8.257
2.570
From the table above, it can be seen that the score of sig. is 0.02. The value if sig(2-tailed) is lower than α=0.05. Thus, since the value of sig. is lower than α (0.02<0.05) H1 is accepted. It indicates that there is a significance differences between control class and experiment class in the post-test. Afterwards to know how far Think-Aloud influenced the experiment class, the gain difference is conducted to both classes. The gain differences are shown in the table below: Table 4.8 The Gain Differences Test Result The Experiment Class
The Control Class
Pretest
Post-test
Pretest
Post-test
52.54
62.68
47.37
54.60
Gain: 0.217446
Gain: 0.137374
40
The table above shows that there is difference on both the experiment and control classes. It shows that students in the control class that is not taught by using Think-Aloud also shows an improvement in the reading comprehension test result, and so do students in the experiment class that is taught by using Think-Aloud. After being calculated, it shows that the gain difference on experiment class is higher than the gain difference on the control class. We can see that the gain achieved by the control class is 0.137374, while the experiment class achieved the gain as much as 0.217446, which is higher. This result supports the independent t-test that Think-Aloud significantly influence the reading comprehension skill on the experiment class. The gain differences between the experiment and control class is illustrated on the bar diagram below.
The Gain Differences 0.25 0.2 0.15
Experiment Gain
0.1
Control Gain
0.05 0 Experiment Gain
Control Gain
Picture 4. 3 The Gain Differences on the Experiment and Control Classes
The Questionnaire Analysis Besides giving sets of reading test, to know the effectiveness of Think-Aloud
toward students‟ reading skill the writer also gave sets of questionnaires namely Metacognitive
Awareness
of
Reading
Strategies
Inventory
(MARSI).
The
questionnaires aims at investigating students‟ awareness in using reading strategies whilst they are reading the text. The detail of the question on the questionnaire will be attached on the appendix of this paper.
41
The questionnaire was given twice that is before the students were given Think-Aloud and after the students were given treatment. The questionnaire was only given to the experiment class as the questionnaire is analyzing the effectiveness of Think-Aloud. The scores gained by the experiment class are shown in the table below Table 4.9 The Descriptive Statistics of the Questionnaire Result Pre-Questionnaire Post-Questionnaire Valid N Missing Mean Median Mode Std. Deviation Variance Skewness Std. Error of Skewness Kurtosis Std. Error of Kurtosis Range Minimum Maximum Sum
35 0 2.4831 2.3200 2.30 .40685 .166 1.079
35 0 2.7500 2.6600 2.86 .36612 .134 .692
.398
.398
.495 .778 1.70 1.83 3.53 86.91
-.198 .778 1.44 2.23 3.67 96.25
From the table above, it can be seen that the mean of the pre-questionnaire result is 2.4831, and according to the average key in MARSI, this mean score indicates that the students‟ has a low reading strategy. After the treatment, the same questionnaire was given to the students. As mentioned in the table, the mean score of the post-questionnaire is 2.7500 which means that the students have a medium reading strategy.
42
The increasing of the mean score in the questionnaire indicates that students have a better reading strategy after they are given Think-Aloud. The writer compare the paper from some students and they shows that before given think-Aloud they seldom use context clue to help them better understanding the text, and they also seldom guess uncommon words they found in the texts (they circle or thick number 1 or 2 in the questionnaire). After they are given Think-Aloud and having some exercise to do in the class, they started to use a smart guessing every time they find an uncommon word in the text. They also use a context to help them get a better understanding of the text. Besides that, they also use a clue given in the text like a picture. The result of the questionnaire in detail is attached in the appendix of this paper. Then, according to the hypothesis test result and the questionnaire analysis it can be conclude that the significant difference on the test result from the experiment class is also followed by the higher reading strategy level, which is from low level to the medium level.
43
CHAPTER V CONCLUSION AND SUGGESTION
A. CONCLUSION From the data analysis and data interpretation in chapter 4, it is proven that the Think-Aloud method has improved the ability of students‟ reading. Before being treated using Think-Aloud the experiment class gained a mean score 52.54 and after the treatment is conducted, then the class gained the mean score 62.68. Then, from the hypothesis test, it is also revealed that the result shows a significant differences result of pre-test and the post-test. The Independent t-test shows that the significant score is 0.02, which is lower than the value of α (0.05). It indicates that Think Aloud has significantly influenced reading comprehension skill on students‟ in the experiment class. Although students in the control class also increased their mean score in the post-test (0.137374), the increase of the mean score of the experimental class is higher (0.217446). It means that Think-Aloud is proven to effectively increase students‟ reading ability in the class. In the process of giving the treatment the students seemed to be confused at first but after the writer modelled the Think-Aloud and asked them to do ThinkAloud in more than one phase, students were finally able to conduct the ThinkAloud. Apart from the reading test result, the result from the questionnaire also shows an improvement of students‟ ability to use a strategy in their reading. For instance, before using Think-Aloud students always confused when it came to them a difficult and uncommon word in the text. Then, instead of guessing the word from the context, students often left the word behind. Then, after the Think-Aloud was given, students started to guess an uncommon word they found in the text. B. SUGGESTION From the research result, the writer suggests that Think-Aloud protocol should be applied to students for the sake of their reading comprehension ability. 43
44
Even though, Think Aloud is not so popular in Indonesia, its function that enables students to know and analyze what they think whilst they are reading can be put as a consideration by teachers as a teaching reading technique. Moreover, in applying Think-Aloud teachers should begin with a story or a text that is familiar to students or a text whose vocabularies is not too difficult for students. If the text is quite difficult for students, the students may get stressed out and demotivated to conduct the Think-Aloud. In conducting Think-Aloud, teachers should also make sure that the text either contains of common words and also pictures. Common words and pictures help students build their own reading strategy while they are reading. Last but not least, it is important to model the Think-Aloud and make sure that students fully understand it before the teachers ask the students to do it. Besides giving suggestion to the teacher, the writer also wants to address his advice concerning on Think-Aloud to another researcher for further researches. As the writer conducted the research on the experiment class, the writer found that some of the participants did not do the Think-Aloud procedures exactly as what it is told. Instead of conducting Think-Aloud to the text that was given to them, some students were translating the text into Bahasa Indonesia. Translating is different from expressing out thought while we are reading. The writer admitted that he did not really reassure whether the participant understand how to conduct Think-Aloud. The writer only explained the procedure twice. Thus, in the future research, it is highly recommended to make sure that the participants understand how to conduct Think-Aloud, and also to make them aware that Think-Aloud is different from translating a text.
45
REFERENCES Adler, Mortimer, J. and Doren, Charles Van, How to Read a Book Revised Edition. Boca Grande: Simon & Schuster, Inc., 1972. Barber, Charles, et.al. The English Language A Historical Introduction Second Edition. United Kingdom: University Press Cambridge, 2009. Bowels, Melissa A. The Think Aloud Controversy in Second Language Research. New York: Routledge, 2010. Carbo, Marie. Becoming a Great Teacher of Reading. United State: A oint Publication, 2007. Charters, Elizabeth, “The Use of Think Aloud in Qualitative Research; An Introduction to Think Aloud Methods”, Brock Education, Vo.12, No.2, (2003): 69 Creswell, John W., Educational Research; Planning, Conducting, and Evaluating Quantitative and Qualitative Research, New Jersey: Pearson Education, 2008. Day, Richard R. and Jeong-suk Park “Developing Reading Comprehension Questions”, Reading in Foreign Language. Vol.17.No.1. (2005): 62 Farris, Pamela. et. Al. Teaching Reading A Balanced Approach for Today’s Classroom. New York: McGraw-Hill, 2004. Fraenkel , Jack R. and Norman E. Wallen, How to Design and Evaluate Research in Education (Fifth Edition), New York: McGraw- Hill, 2003. Harmer, Jeremy, The Practice of English Language Teaching New Edition, New York: Longman Publishing, 1996.
46
Holensinska, Ing. Andre “Teaching English as a Foreign Language to Students with Learning Difficulties” Bachelor Thesis of Faculty of Education, Department of English Language and Literature, Masaryk University Jahandar, Shahrokh. et.al. “The Think Aloud Method in EFL Reading Comprehension”, International Journal of Scientific and Engineering, Vol.3, No.9, (2012):1 Lauder, Allan, “The Status and Function of English in Indonesia : A Review of Key Factors”, Makara, Sosial Humaniora, No.1, (2008):16 Lems, Kristin, et,al. Teaching Reading to English Language Learner. New York:The Guildford Press. 2010. Mustafa, B., „Indonesia Reading Habit is Very Low: How Libraries Can Enhance the People Reading Habit” www.consalxv.org/uploaded_files/pdf/papers/normal/ID_mustafa=paper reading-habit.pdf [accessed January 09, 2014] Oster, Leslie. „Using Think-Aloud for reading Instruction”, The Reading Teacher, Vol.55, No.1, (2001):64 Someren, W.Van.et.al. The Think Aloud; A Practical Guide to Modelling Cognitive Process. London: Academic Press, 1994. Spears, Deanne, Developing Critical Reading Skills, New York: McGraw Hill, 2006. Stremel, Kathleen, “Communication Interaction It Takes Two”, www.nationaldb.org/documents/products/Comminication.pdf [accessed January 02, 2014]
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
:
SMA 57 Jagakarsa
Matapelajaran
:
BAHASA INGGRIS
Kelas/Semester
:
X/2 (dua)
Materi Pokok
:
Teks narrative
Alokasi Waktu
: 2 JP (1 kali pertemuan)
A. Kompetensi Inti (KI) 1. Menghayati dan mengamalkan ajaran agama yang dianutnya 2. Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong, kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukan sikap sebagai bagian dari solusi atas berbagai permasalahan dalam berinteraksi secara efektif dengan lingkungan sosial dan alam serta dalam menempatkan diri sebagai cerminan bangsa dalam pergaulan dunia 3. Memahami, menerapkan, menganalisis dan mengevaluasi pengetahuan faktual, konseptual, prosedural dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah. 4. Mengolah, menalar, menyaji,dan mencipta dalam ranah konkret dan ranah
abstrak
terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri serta bertindak secara efektif dan kreatif, dan mampu menggunakan metoda sesuai kaidah keilmuan
B. KOMPETENSI DASAR 1.1.Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi International yang diwujudkan dalam semangat belaja
2.3.Menunjukkkan perilaku tanggung jawab, peduli, kerjasama, dan cinta damai, dalam melaksanakan Komunikasi fungsional 3.10.Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada teks naratif sederhana berbentuk legenda rakyat, sesuai dengan konteks penggunaannya.
INDIKATOR: 1. Memahami dan menemukan penggunaan Simple Past tense dalam teks narrative 2. Menceritakan kembali text narrative bentuk legenda dengan menggunakan kata-kata sendiri. 3. Menentukan pesan moral dari text narrative legenda yang di baca.
C. TUJUAN PEMBELAJARAN Tujuan pembelajaran teks narrative ini adalah siswa mampu Pertemuan Pertama 1. Mengidentifikasi fungsi sosial teks narative sederhana berbentuk legenda. 2. Mengidentifikasi struktur text dari text narrative berbentuk legenda. 3. Menangkap makna teks narrative lisan dan tulis berbentuk legenda sederhana 4. Mengidentifikasi unsur kebahasaan dalam text narrative berbentuk legend Pertemuan Kedua 1. Menentukan pesan moral dari text narrative legenda yang di baca. 2. Memahami dan menemukan penggunaan Simple Past tense dalam teks narrative 3. Menceritakan kembali text narrative bentuk legenda dengan menggunakan kata-kata sendiri. D. MATERI PEMBELAJARAN Fungsi sosial Meneladani nilai-nilai moral, cinta tanah air, menghargai budaya lain.
Struktur 1. Pengenalan tokoh dan setting (Introduction)
One summer day, there was a grasshopper who chirped and sang about its heart content.
2. Komplikasi terhadap tokoh utama (Complication)
"Why? I don't have any worries about winter. I have got plenty of foods." said the grasshopper.
3. Solusi dan akhir cerita (Resolution)
The grasshopper remembered when it saw the ants collecting the foods in summer for the stock in winter. Then the grasshopper knew he was so wrong didn't follow the ant in collecting the foods Unsur kebahasaan 1. Kata-kata terkait karakter, watak, dan setting dalam legenda 2. Modal auxiliary verbs. 3. Menggunakan simple past tense 4. Rujukan kata (pronoun). e.g. her, it, its, him, his, their, them THUMBELINA Teks Pertemuan ke2 One day, there was a woman who live alone in small house. She had no family and children. She always prayed to God to give her a child. Then, there was a little fairy who heard her pray. The fairy came to her and said "Why do you always pray with crying?". The woman was very shocked with fairy's appearance. She answered, "I have been living alone for so long. I always dream of having a child to accompany me". Looking the woman sadly, the fairy wanted to help her. So, fairy gave a magic flower seeds to her. She asked the woman to plant those in a flower pot. When fairy had gone, the woman planted the seeds in a small pot. Some days later, the seeds grew into a beautiful flower. Surprisingly, there was a little girl in flower. The woman was very surprised with the girl's size which was equal to her thumb. Yet, she was very happy and gave her a name as Thumbelina. Then, she made Thumbelina’s bed from the shells. She also took several dried leaves as her blanket.
One night, there was an ugly frog saw Thumbelina sleeping. He approached Thumbelina’s small house. "You are so beautiful. It will be great if I make her as my son's wife." Said frog. Then, she took a shells along with Thumbelina inside who was sleeping. E. METODE PEMBELAJARAN 1. Think-aloud 2. Diskusi 3. Tanya jawab
F. MEDIA, ALAT, DAN SUMBER PEMBELAJARAN 1. Media 2. Alat/Bahan
:Teks Narrative : Papan tulis, spidol, lembaran kertas teks Narrative
3. Sumber Belajar: Buku Bahasa Inggris, Situs yang berisi cerita Narrative
G. LANGKAH-LANGKAH KEGIATAN PEMBELAJARAN
Kegiatan Pendahuluan
Deskripsi Kegiatan
Alokasi Waktu
Guru menyapa siswa, menanyakan kabar dan keadaan 5 menit siswa
Guru menanyakan tentang cerita rakyat atau dongeng yang siswa pernah baca
Guru menanyakan kebisaan siswa ketika membaca cerita atau teks bacaan (Brainstorming)
Guru menjelaskan topik pembelajaran hari ini tentang Narrative teks menggunakan Think-aloud method
Inti
Observing
Siswa mendapatkan lembaran kertas yang berisi teks 10 menit Narrative yang berjudul Thumbellina
Siswa membaca dengan seksam teks yang telah didapat
Siswa mendapat kesempatan selama 15 menit untuk melakukan Think Aloud
Questening
Siswa diberikan kesempatan untuk bertanya mengenai langkah Think Aloud apabila mereka telah lupa
10 menit
Apabila semua siswa telah paham dengan langkah Think Aloud, maka Think Aloud dapat dilakukan
Experimenting
Siswa yang ditunjuk oleh guru melakukan Think Aloud 20 menit terhadap teks Thumbrelinna
Siswa lain mendengarkan Think Aloud yang dilakukan oleh siswa yang telah ditunjuk tadi
Siswa diminta memberika tanggapan mengenai Think Aloud yang baru saja dipresentasikan
Associating
Guru memberikan kata sulit dari teks dan meminta siswa 15 menit untuk megungkapkan bagaimana dia memcahkan kata sulit tersebut
Guru menunjuk salah satu siswa
Siswa yang ditunjuk memberika langkah bagaimana ia memecahkan arti kata sulit yang terdapat dari teks
Siswa lai menyimak dan membrikan tanggapan (jika ada) terhadap penjelasa siswa yang ditunjuk
Guru mengkonfirmasi penjelasan siswa
Communicating
Siswa diminta menemukan pesan moral dari teks
Siswa yang ditunjuk menjabarkan pesan moral dari teks ke pada seluruh siswa di kelas
Siswa menceritakan kembali cerita tentang Thumbrelina
15 menit
Siswa yang dutunjuk menceritakan kembali Thumbrelina dengan kata-kata sendiri
Guru
memberikan
penjelasan
singkat
mengenai
pengertian teks narrative , generic structure, dan ciri kebahasaan. Penutup
Setelah mengikuti kegiatan pembelajaran pada pertemuan 15 menit ini, siswa ditanya bagaimana perasaannya (REFLEKSI)
Guru memberikan pertanyaan untuk mengetahui apakah siswa sudah memahami topik tentang “ Narrative”
Siswa diminta membuat kesimpulan pembelajaran pada pertemuan ini
H. Penilaian
1. Instrumen Penilaian Sikap No
Sikap yang di amatiyang dinilai
Skor 4
1
Serius dalam menerima pelajaran
2
Bertanggung jawab dan teliti dalam menjalankan tugas
3
Santun terhadap guru (menghargai)
4
Menghargai teman
5
Aktif berperan serta dalam proses PBM
6
Bekerjasama dalam kelompok
4 : sangat baik 3 : baik 2 : cukup 1 : kurang 2. Instrumen Penilaian Keterampilan
Keterangan 3
2
1
No Keterampilan
yang
di
amatidan Skor
dinilai
4
Keterangan 3
2
1
Aspek proses
Mengamati tayangan
Mengajukan pertanyaan
Mencoba
Aspek Abstrak
Membaca (menyimak)
Aspek Konkret
Menggunakan
Merangkai
Membuat
Kriteria: 4 : Terlibat aktif dari awal sampai akhir pembelajaran 3 : Terlibat aktif hanya pada bagian-bagian tertentu 2 : Terlibat namun pasif 1 : Tidak terlibat bahkan mengganggu PBM Mengetahui
Kepala SMK 57 Jagakarsa
Peneliti
Imam Khasbani. NIM 1110014000090
Once upon a time, there was a huge apple tree which gave tasty apples to the people around it. There was also a little boy who became a close friend to the apple tree. The boy used to play with apple tree, climb its branches, sleep under its shadow, pluck its apples, etc. Every day he visited the apple tree, and ate some apples. The apple tree was kind to the boy and enjoying spending time together. Think aloud: ada kata once upon a time, berarti ini cerita jaman dahulu kala, terus disana ada huge apple. Huge apple tree berarti pohon apple yang besar. Seberapa besar ya? Oke lanjutbaca. Oh, kayaknya pohonnya besar banget, karena bisa ngasih buahnya ke orang orang disekitarnya. Tapi itu kenapa ada anak kecil temenan sama pohon apple. Aneh! Berarti pohon applenya bisa ngmong atau dia bisa gerak kayak manusia. Di kalimat selanjutnya, dikatakan kalo anak kecil itu bermain sama pohon apple. Kira kira gima itu mainnya. Oh, anak kecil itu manjat pohon apple, terus tiduran dibawah pohonnya. Itu ada kata pluck, artinya apa ya. Saya pernah denger tapi lupa, kalo dikira kira dari kalimat itu kayaknya artinya memberi. Jadi setiap hari anak kecil itu mengunjungi pohon apple dan memakan beberapa buah apple,. Buah terus dong appelnya kalo tiap hari bisa dipetik. Pohon apple itu sangat baikkkk sama anak kecil itu, dan mereka menghabiskan waktu bersama sama. Anak yang aneh, ga punya temen manusia apa.
The Ant And The Grasshopper One summer day, there was a grasshopper who chirped and sang about its heart content. Then, an ant passed by, bearing a sweet candy that he was taking to his nest. "Why don't you come and sing with me instead of moiling and toiling away?" The grasshopper said. "I am preparing the foods for the winter. You have to do the same." the ant replied. "Why? I don't have any worries about winter. I have got plenty of foods." said the grasshopper. But the ant left the grasshopper and continued its toil. Then, the winter came, the grasshopper found there was no food left to eat. It was so hungry. The grasshopper remembered when it saw the ants collecting the foods in summer for the stock in winter. Then the grasshopper knew he was so wrong didn't follow the ant in collecting the foods
File: E:\ \Pilot
Study Ke-2
Cetak.txt 3/9/2015,
3:25:34AM
SKOR DATA D]BOBOT
= 55 Jumlah Subyek = 50 Butir soalBobot utk jwban benar = lBobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah)
NAMA bETKAS: D:\FINAT, PAPER\RESEAP'CH
No
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:
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/i
Urt No SubYek 21' L 223 325 31 4 522 624 '78 832 1"'7 9 109 18 11, 52 72 136 35 t4 53 15 1-4 16 4'7 1,"7 11 18 30 19 34 20 36 2\ 43 22 45 23 49 24 252 263 277 13 28 29.16 L9 30 33 31 40 32 4l 33 46 34 50 35 51 36 55 3'7 1. 38 15 39 26 40 28 4t 48 42 10 43 t2 44 2'7 45 29 46 37 47
Kode/Nama ..
M. ILH.
MOCHAM..
.
.
.
MUHAMM.
RAMADH...
M. ZUL... MOESTA. . DENDI RAYHAN. .
. .
KEV]N ... DEVI R...
... ARIF W... LUCAS
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DIMAS
.
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AGAM M... MAWAR ...
NOVANJ.
..
YENYLI. . . ADE TIYO ADHA A. . .
ARIK A... PEL]X ... .JEFRI . . . TUTFI ... RIYAN ... FREDYA. . . GANAL ... NUR FI. . . KURNIA. . . ASEP S... VIRA R. . . ACHMAD...
]SFAN ...
MUHAMA. . . MUHAMM. . .
RISK] DHIMAS. . .
FARHAN... MUHAMM...
NURIL ...
ANNAST...
INSTRUMENT\PILOT STUDY KB-2.ANA
Benar Salah Kosong 0 15 35 0 15 35 0 L6 34 0 16 34 0 l7 33 0 t7 33 0 18 32. 210 29 22 28 -00 23 2'7 0 23 27 23 0 27 0 24 26 0 24 26 0 24 26 29 0 27 0 29 21. 0 30 20 0 30 20 0 30 20 0 30 20 0 31 i9 0 31 19 0 31 1.9 0 18 32 n 32 18 0 32 18 0 32 18 0 32 18 0 32 18 o 32 1A 0 32 18 U 32 18 U 32 18 0 18 32 0 32 18 0 18 32 0 33 L7 0 33 t't 0 33 1.'t n 33 1.7 U 33 "17 ,16 0 34 '16 0 34 0 1,6 34 0 34 16 0 34 1.6
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No.Urut No. Subyek Kode,/Nama Subyek Skor Ganjil 18 1" 21 M. ILHAM RIZKY 23 MOCHAMAD FAIS... 18 2 25 MUHAMMAD TQBA... 16 3 18 4 31 RAMADHAN MAHE... 18 5 22 M. ZULFIKAR 24 MOESTAFA KEMA. .. 1.'7 6 i 1-1 8 DENDT ARIFAN] B 1-1 32 RAYHAN ZE]N 77 KEVIN NUGROHO 15 9 10 13 9 DEVI RATNA PU... 11 18 LUCAS SAPUTRA 74 1-2 52 AR]F WICAKSONO 15 1-4 13 6 ARDIANSYACH \4 15 35 TONY SETIAWAN 15 15 53 SOKA 15 14 HUSNI FIRMAN ... L4 17 47 NURMAVITA ARR. . . 1.2 18 11 DIMAS KAREBET 12 19 30 PUTRI INDYRATI 13 2A 34 WAHYUDI 1"1 2L 1-2 35 AGAM MAULANA . .. 9 22 43 MAWAR NAZARI 23 45 NOVANJANI EKA... 11 24 49 YENYLIZA RIEC. .. 10 25 2 ADE TIYO 8 26 3 ADHA ANDHIKA ... 8 7 ARIK ARKHAN H... 27 10 28 13 EELIX DARMAWA... 11 29 16 JEFRI TRI ROM... 1.2 30 19 LUTFI SAFLI P... 9 31. 10 33 RIYAN SAPUTRA 32 40 FREDYANTO TJA... 10 13 33 41. GANAI AKBAR AKAS 10 34 46 NUR FITRIAH Y... 11 35 50 KURNIA IRANI 11 36 51 ASEP SAEFULLOH 9 37 55 V]RA RAMADINA
Skor Genap Skor Total
1'1 L1 18 16 15 L6 '15 1_2 13 14 13 1_2 L2 11 11 '7 92L 820 724 920 820 10 8 9 10 10 8 7 6 9 I I 5 8 '7 718 9
35 35 34 34
33 33 32
29 28 27 2'7
21 26 26 26 2L
19
19 19 18 18 18 18 18 18 18 18 ,18
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33
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File: E:\ \Pi1ot Study Ke-2 Ce'rak.txt 3/9/201,5, 24 MOESTAFA KEMA... 8 DENDI ARIFANT 32 RAYHAN ZEIN T7 KEVIN NUGROHO 9 DEVI RATNA 8U... 18 LUCAS SAPUqRA 52 ARIF WICAKSONO 6 ARDIANSYACH 35 TONY SETIAWAN 53 SOKA
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28 MUHAMMAD ZE]N... 48 RISKI MAULANI 10 DHIMAS TEGUH ... T2 FARHAN YUMA P... 27 MUHAMMAD REZA... 29 NURIL ANWAR 37 ANNASTASYA WU... 42 KHOIRIYAH NUR. . . . 4 AFRIZAL HAFIY... 5 AHYA FIKRI AS... 20 M. IBRAHIM S. 38 EMAD ROJI 44 NAB]LAH EEBR]. . . 54 FERNANDI 39 TAHRIZA ZAHRA...
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28 48
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1-6
16 76 15 15 15 14
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28 MUHAMMAD ZEIN. . . 48 RISKI MAULANI 10 DHTMAS TEGUH ... 12 FAB.HAN YUMA P. . . 2'7 MUHAMMAD REZA. . . 29 NURIL ANWAR 3'7 ANNASTASYA WU. . . 42 KHO]RIYAH NUR... 4 AFRIZAL HAFIY... 5 AHYA FIKR] AS... 2A M. IBRAH]M S. 38 EMAD ROJI 44 NABILAH FEBRI. . . 54 FERNANDI 39 FAHRIZA ZAHRA. ..
38 38
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Subyek Skor 1.'7 MUHAMMAD ZE]N... 1.1 RISKI MAULANJ 16 DH]MAS TEGU}I ... 16 FARHAN YUMA;.P... 16 MUHAMMAD REZA... 16 NURIL ANWAR 76 ANNASTASYA WU... 16 KHOIRIYAH NUR.. . 15 AFR]ZAL HAFIY... 15 AHYA FIKRI AS... 15 M. IBRAHIM S. 14 EMAD ROJ] 14 NABILAH FEBRI... 14 FERNANDI 11 FAHRIZA ZAHRA... Kode/Nama
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File: E:\ \Pifot
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15
D:\FINAL
PAPER\RESEARCH INSTRUMENT\PILOT STUDY KE-z'ANA
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t
9
FiIe: E:\ \Pllot Study Ke-2 Cetak.txt 3/9/201,5,3:25:34AM 46
46
4-7
48
41 48
49 50
49 50
10
3
'7
0
9
8 2
't
J
3
2
n
2
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-2
46 .6'7 0. 00 46 .67
13.33
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TYiI:=::3Y Jumlah Subyek: 55
Butir Soal= Nama
No
I
50
beTKas: D:\F]NAL
PAPER\RESEARCH INSTRUMENT\P]LOT STUDY KE-2.ANA
Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(?) Tafsiran 1 33 60.00 Sedang 1 9 2 16.36 Sukar 2 31 3 56.36 Sedang 3 L9 4 34.55 Sedang 4 29 5 52.'73 Sedang 5 6 13 23.64 Sukar 6 '7 'l 20 36.36 Sedang 2'7 49 .09 Sedang 8 8 9 31 55.36 Sedang 9 21 10 38.18 Sedang 10 15 11 11 27 .27 Sukar 26 12 4'l .27 Sedang 12 45 13 81.82 Mudah 13 45 14 8L.82 Mudah 14 15 32 l-5 58.18 Sedang 16 L6 1.6 29 . A9 Sukar L7 15 1,7 29.09 Sukar 18 34 61.82 Sedang 18 1-'l 19 19 30. 91 Sangat Mudah 19 20 20 34.55 Sedang 2327 49.09 Sedang 2L 4'J, 7 4.55 Mudah 22 22 23 19 23 34.55 Sedang 24 5 24 10.91 Sangat Sukar 25 50 25 90.91 Sangat Mudah 3 26 26 5.45 Sangat Sukar 22 2"7 2'l 40. 00 Sedang 28 44 28 80.00 Mudah 31 29 29 56.36 Sedang 30 24 43.64 Sedang 30 31 31 33 60.00 Sedang 1.2 32 32 2L.82 Sukar 33 6 10. 91 Sangat Sukar 33 11 34 34 20. 00 Sukar L2 35 35 21..82 Sukar 21. 36 38.18 Sedang 36 37 5 37 9.09 Sangat Sukar 26 38 47.27 Sedang 38 39 34 39 6L.82 Sedang 11 20.00 Sukar 40 40 26 4'1 4"1 .27 Sedang 41 42 31 56.36 Sedang 42 Page:
10
File: El\ \Pilot Study Ke-2 Cetak.txt
3/9/201.5, 3:25:34AM
43 44
ZJ
45 46
4?
46 4'7
4'l
22 13
43 44 45
48
48
49 50
49 50
16 1'7
L6
41,.82
Sedang
29.09 Sukar 76.36 Mudah 30.91 Sangat Mudah 40.00 Sedang ' 23.64 Sukar 29 -09 Sukar 3.64 Sangat Sukar
KORELASI SKOR BUTIR DG SKOR TOTAL
Jumlah Subyek= 55
Butir Soal=
50
NAMA bCTKAS:
D:\FINAL
No Butir Baru
No
PAPER\RESEARCH INSTRUMENT\PILOT STUDY
Butir Asli 1 2 3
1
2 3 4
4
tr
5
6
6
'7
7
8 9
10 11
-9
I
10 11
1_2
1_2
13 14 15
13
16
L4
15 16
Korelasi 0.326 0.369 0.227 0.379 0.358 0.360 o .281 0.351 0.262 0.382 0.036 0.279 0.319 0.410 0 .4'7 4
0.026
l7
!'7
0. 695
18
18
0.149 0.351 0.526 -0.004 -0.163 0 .464 0.579 0.293
19 20 27 22 23 24 25 26
2't 28 29 30 31 32
33 34 35 35 37 38 39
19 2A 2'L
22 23 24 25 26 27 28 29 30 31 32
33 34 35 36
0. 007 0. 157 0 .364 0.056 0.269 0. 145 0.347 0.269 0.577 0.243 0 -432
3'7
-0.010
38 39
-0 . 311
0.498
iG-2.ANA
Signifikansi Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Slgnifikan
Signifikan Signifikan
Sangat Signlfikan
Signifikan Si gnifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan
Signifikan
Sangat Signifikan
Signlfikan Sangat Signifikan Sangat Signifikan Sangat Signifikan
Page:
11
E1Ie: E:\ \Pilot Study Ke-2 Cetak.txt 3/9/2075, 40
40
41
41"
LIZ
44
42 43 44
45 46
45 46
4'l
47
48
4B
49 50
49 50
43
3:25:34AM
-0.09s
.446 Sangat Signifikan 0"-.522 Sangat Signlfikan 0.224 0. 453 Sangat Signifikan 0
, .' ''
0.5p8 0.7 47 0.588 0.732 0 .2'7 4
Sangat Signi-fikan Sangat Signifikan sangat Signifi-kan Sangat Signiflkan Si-gnlfikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: (N-2 ) P=0, 05 P:0, 01 df (N-2) P=0,05 P=0,01 60 0,250 0,325 10 a,s'l 6 0,708 70 0,233 0,302 15 0,482 0,606 80 0,21_7 0,283 20 0,423 0,549 90 0,205 0,267 25 0, 381 0,496 100 0, 195 0,254 0,349 0,449 3C 1-25 4,L74 0,228 40 0,304 0,393 >150 0, 159 0,208 50 0,273 0,354 Bila koefisien = 0,000 berarti tidak dapat dihitung.
df
KUALITAS
PENGECOH.
Jumlah Subyek= 55
Butir Soal:
50 NAMA bCTKAS: D:\TT]NAL PAPER\RESEARCH INSTRUMENT\PILOT STUDY KE-2.ANA
No
Butir
Baru .L
2
3
,54 6 '7
a 9
10 11 L2 13 L4
15
t5 1_7
18
19 20
2t 22
No
Butir Asli 1 2 3 4 5 6 7 I 9 10 11 L2 13 14 15 16 L'l 18 19 20 21 22
a 8++
tt+ 11+ 3--
17-13** 10++ 13+
6++ 5+ 19* *
19++ 31* *
9**
0 0
8++
0
5+
t2++ 29* *
0 0
]-2++ 16+ 5+ 9++
0
L
++ 20* *
3++ 9++ 10++
L7
1
'7++
7+ l-5* *
6+
0--
4++ 5+
4++
L2++ 13++
2t-
3-
11++
19---
45** 214++ 9+
27** 8++ 16+
3
2t* *
0 0 0
26* *
45**
2+
0
4++
1--
0
23---
2-
32* *
t"l+
13++ 16* *
L6* *
10++
9+ 14+
17** 2027**
4L**
6+
5++
'7+
++
0 0 0
34* *
19**
'7
1+
1---
5+
15--23--
d
7++
31**
2--
c
b
33* *
1--
0 0
0 0
8+
0
1+
0
4-
0
3+
U
Page:
L2
!= t'1
Ii I I
l.v
l_ I
rl
File: E:\ \Pilot Study Ke-2 Cetak.txt 3/9/20L5,
I
'l
23 24 25 26
;l rl
2'7
,i
28 29 30 31
,i. I
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5Z
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33
if
34
35 36 31 38
39 40 4L 42
43 44 45
46 4'7
48
49 50
23 24 25 26 2'7 28 29 30' 31 32 33 34 35 36 J / 38 39 40 41 42 43 44 45 46 47 48 49 50
3:25:34AM
14++ 13++ 19** 26t2+ 11t 2++ 2++ 1+ 32-fi++ 3* * 622** 26--2-5'7--. 3++ 44** 18++ 4- 31** ],2t*59++ 24** t71 1+ 6++ 5+ 33** !2** 15++ 2-26-9+ 6** 634--11+ 1-- 32--L1** 1"2** 11++ 13++ 19+ 2t** L2++ 9++ 13++ Z I85** 15++ 7+ 26** 10++ ].2++ 114+ 6++ 34** '7- 26-11+ 11** L2++ 13+ 26** 431** 6+ 11+ 7++ 32-- 23** 27-:11+ 10++ 15** l2++ 5++ 3+ 42** 5++ 1-2++ L'7** 15++ 11++ 1"2++ 11++ 10+r 22** 13** 15++ 233-15* * 16++ 14++ 9+ 833-2** 12+ 9+
6** 50**
0 0 0 0
0 0 0 0 0 0 U
n 0 0 0 0 0 0 0 0 0 tt
0 0 0
Keterangan:
** : Kunci Jawaban ++ : Sangat Baik
+ : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk
REKAP ANALISIS BUTIR
Rata2: 20.80 Simpang Baku: 6.31
KorelasiXY= 0. 73 Reliabilitas Tes= 0.74 Butir Soal= 50 Jumlah Subyek- 55 Nama berkai: D:\FINAL PAPER\RESEARCH INSTRUMENT\PILOT
ii *.t
ce
Btr
Bar u 1
2 3 4
5 6 7
STUDY KE-2.ANA
Btr Asli D.Pembeda(8) T. Kesukaran Korelasi Sign. Korelasi 46.6'l Sedang 0.300 Signifikan t 0.376 Sangat Signifikan 2 26.67 Sukar 0.300 Signifikan 53.33 Sedang 3 0.384 Sangat Signifikan 4 33.33 Sedang 0.389 Sanqat Signifikan 60.00 Sedang 5 0.353 Signifikan 40.00 Sukar 5 0.375 Sangat Signifikan 7 33.33 Sedang
"
Page:
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r
TI .l
rri
,l !
Ji ;
13
E11e:
E:\ \Pilot Study Ke-2 Cetak.txt 3/9/2075,3:25:34AM 9
10
10 11
26.6't 20 .00
72
53. 33
Se$ang
13
13
33.33
1_4
L4
53.33,
Mudah ffr:Oafi
15
t6
15 L6
60. 00 13. 33
Sedang
!'7
L1
18
18 19
22
73.33 33.33 26.67 60. 00 6 .61 20.00
Mudah
23
26 .6'7
Sedang
24
40.00 20. 00
Sangat Sukar Sangat Mudah Sangat Sukar
19 20 21-
ir 1
Sedang Sedang Sedang
B
9
11 L2
l
46 .6'7
8
22 23 24 25 26 27 28 29 30 31 32 33 34
35 36
20
2!
25 26 29
6.6'7
30 31 32 33 34 35 36
40. 00 26.6'7 6 .67
42
42 43 44
4'7
48 49 50
20 .00
40.00 26 .61 20 .00 6
38
45 46
6.6'7
0.00 53.33
38 39 40 41 44
.67
27 28
3'7
43
6
39 40 41_
45 46 47 48
49 50
.67
13.33 73.33 0. 00 60. 00 73.33 6 .67 20 .00 53 .33 46.67 0. 00 46.6't 13.33 13.33
Sukar
Srrkar Sukar Sedang
Sangat Mudah Sedang Sedang
Sedang Mudah
Sedang Sedang Sedang
Sukar Sangat Sukar Sukar Sukar Sedang
Sangat Sukar Sedang Sedang
Sukar Sedang Sedang Sedang
Sukar Mudah
Sangat Mudah Sedang
Sukar Sukar Sangat Sukar
0.380 Sangat Signifikan 0.198
0.354 Sangat Slgnifikan 0
.026
0.2'75 4.332 0.400 0.486
Signifikan Slgnifikan Sangat Slgnifikan Sangat Signifikan
o -020
0.705 Sangat Signifikan 0.112 0.349 Signifikan 0.537 Sangat Signifikan 0. 108 0.L'72
0.445 Sangat Slgnifikan 0.599 Sangat Signifikan 0.293 Signifikan
0. 020 0. 145
0.355 Sangat Signifikan
0.054 0.263 0.L52
0.320 Signifikan 0.263 0.561 Sangat Signifikan 0.20'7 0 .402 Sangat Signiflkan 0.L72 0.255
0.513 0.144 0.552 0.L92 0.431 0.372 0.544 0.792 0.579 0.117 0.301 0.]-29
Sangat Signiflkan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signi-f i-kan Sangat Signifikan Sangat Signifikan
Signifikan
Page:
[', ', ' [
it
[,3
14
Name:
Class:
Pre-test Questions
Text 1 Long, long ago, when the gods and goddesses used to mingle in the affairs of mortals, there was a small kingdom on the slope of Mount Wayang in West Java. The King, named Sang Prabu, was a wise man. He had an only daughter, called Princess Teja Nirmala, who was famous for her beauty but she was not married. One day Sang Prabu made up his mind to settle the matter by a show of strength. After that, Prince of Blambangan, named Raden Begawan had won the competition. Unfortunately, the wicked fairy, Princess Segara fell in love with Raden Begawan and used magic power to render him unconscious and he forgot his wedding. When Sang Prabu was searching, Raden Begawan saw him and soon realized that he had been enchanted by the wicked fairy. The fairy could not accept this, so she killed Raden Begawan. When Princess Teja Nirmala heard this, she was very sad. So a nice fairy took her to the Kahyangan. 1. Which one of the following statements is false about Sang Prabu? (A) Sang Prabu was a king of a kingdom in West Java (B) Sang Prabu was taken to Kahyangan by a wicked fairy (C) Sang Prabu was a wise man (D) Sang Prabu didn’t have a son 2. Why the wicked fairy did used her magic to make Raden Begawan unconscious? (A) She didn’t like Raden Begawan (B) She liked Sang Prabu (C) The wicked Fairy to forget about her wedding (D) She didn’t want the prince of Blambangan marry the princess Teja Nirmala 3. So a nice fairy took her to the Kahyangan. (Paragraph 2) The word her in the sentence refers to… (A) The wicked fairy (B) The nice fairy (C) Princess Nirmala (D) The prince of Blambangan 4. The similarity between fairy and human according to the text is… (A) The place they live (B) The jealousy they have (C) The way they don’t feel love (D) Their life that is immortal 5. What did Sang Prabu do to find a husband for his daughter? (A) Meet Teja Nirmala (B) Call Prince of Blambangan (C) Make a most-beautiful competition (D) Make a strength competition (E) Ask an advice to a fairy 6. From the text, we know that… (A) Long time ago, humans and gods used to have mutual business (B) The competition held by the king was only followed by one man (C) Princess Teja Nirmala used magic to make Raden Begawan love her (D) Teja Nirmala’s mother lived in Khayangan
[Document title]
Text 2 A long time ago, there lived on the island of Bali a giant-like creature named Kbo Iwo. The people of Bali used to say that Kbo Iwo was everything, a destroyer as well as a creator. He was satisfied with the meal, but this meant for the Balinese people enough food for a thousand men. Difficulties arose when for the first time the barns were almost empty and the new harvest was still a long way off. This made Kbo Iwo wild with great anger. In his hunger, he destroyed all the houses and even all the temples. It made the Balinese turn to rage. So, they came together to plan steps to oppose this powerful giant by using his stupidity. They asked Kbo Iwo to build them a very deep well, and rebuild all the houses and temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep hole. One day he had eaten too much, he fell asleep in the hole. The oldest man in the village gave a sign, and the villagers began to throw the limestone they had collected before into the hole. The limestone made the water inside the hole boiling . Kbo Iwo was buried alive. Then the water in the well rose higher and higher until at last it overflowed and formed Lake Batur. The mound of earth dug from the well by Kbo Iwo is known as Mount Batur. 7. Why did Kbo Iwo feel angry to the Balinese people? (A) Because Balinese people ate his meal (B) Because Balinese people took his food so his barns was empty (C) Because Balinese people didn’t give him food (D) Because Balinese people were hungry 8. According to the story, if Kbo Iwa is never existed in Bali Island, what do you think will happen? (A) There will be no Bali Island (B) Bali people will never be angry (C) We are not able to see Lake Batur (D) Mount Batur will not be a sacred place now 9. So, they came together to plan steps to oppose this powerful giant……(Paragraph 3) The antonym of the word “oppose “ is…. (A) Support (B) Defeat (C) Turn Against (D) Beat (E) Change
Text 3 The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to eat them both. Each night, the children cried and begged the witch to let them go. Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of the children. “I must find them” she said and set off into the forest. Many hours later, when her feet were tired from walking and her lips were dry from thirsty, she came to the cottage belonging to the witch. The stepmother peeped through the window. Her heart cried out when she saw the two children. She picked up the broom leaning against the door and crept inside. The witch was putting some stew in the oven when the stepmother gave her an almighty push. The witch fell into the oven and the stepmother shut the door. “Children, I have come to save you” she said hugging them tightly. “”I have done a dreadful thing, I hope this time you will forgive me.” 2
[Document title]
10. The story is about a stepmother that…. (A) Planned to eat the children (B) Become a bad witch (C) Begged witch to let the children go (D) Tried to find out the children 11. What do you think the stepmother felt before Hanzel and Gretel were locked in witch house? (A) The stepmother spoil them (B) The stepmother hate them (C) The stepmother was proud of them (D) The stepmother felt pity to them 12. How did the witch die? (A) She was killed by stepmother using broom (B) She fell into a hole of fire because she slipped on the floor (C) She was pushed by children into an oven (D) The stepmother killed her by using her almighty power
Text 4 Once upon a time in west Java, Indonesia lived a wise king who had a beautiful daughter. Her name was Dayang Sumbi. She liked weaving very much. Once she was weaving a cloth when one of her tool fell to the ground. She was very tired at the time so she was too lazy to take it. Then she just shouted out loud. ‘Anybody there? Bring me my tool. I will give you special present. If you are female, I will consider you as my sister. If you are male, I will marry you’ Suddenly a male dog, its name was Tumang, came. He brought her the falling tool. Dayang Sumbi was very surprised. She regretted her words but she could not deny it. So she had to marry Tumang and leave her father. Then they lived in a small village. Several months later they had a son. His name was Sangkuriang. He was a handsome and healthy boy. Sangkuriang liked hunting very much. He often went hunting to the wood using his arrow. When he went hunting Tumang always with him. In the past there were many deer in Java so Sangkuriang often hunted for deer. One day Dayang Sumbi wanted to have deer’s heart so she asked Sangkuriang to hunt for a deer. Then Sangkuriang went to the wood with his arrow and his faithful dog Tumang. But after several days in the wood Sangkuriang could not find any deer. They were all disappeared. Sangkuriang was exhausted and desperate. He did not want to disappoint her mother so he killed Tumang. He did not know that Tumang was his father. At home he gave Tumang’s heart to her mother. 13. Why did the prince supprised when she got her tool back? (A) Because she met a handsome prince (B) Because she didn’t like her tool (C) Because it was dog who took it (D) Because she was very happy 14. “Well, I can’t deny it. I will marry with you”. What does word “it” refer to? (A) The dog’s promise (B) Dayang Sumbi’s promise (C) The king’s promise (D) The tool 3
[Document title]
15. What would most likely to happen if Dayang Sumbi didn’t make a reckless promise? (A) She will not marry a man (B) She will not be expelled from the palace (C) She will not have a baby (D) She will not marry a dog 16. Which of the following statement is false? (A) Dayang Sumbi lived in the palace before she married (B) Dayang Sumbi never told Sangkuriang that the dog is his father (C) Sangkuriang was in the forest for one day before he killed Tumang (D) Tumang was a nice and loyal dog
Text 4 One upon a time their lived a group of mice under a tree in peace. However, a group of elephants crossing the jungle unknowingly destroyed the homes of all the rats. Many of them were even crushed to death. Then taking of rats decided to approach the elephant's chief and request him to guide his herd through another route. On hearing the sad story, the elephant's king apologized and agreed to take another route. And so the lives of the rats were saved. One day elephant-hunters came to the jungle and trapped a group of elephants in huge nets. Then the elephant king suddenly remembered the king of the rats. He summoned on of the elephants of his herd, which had not been trapped, to go seek help from the king and told him about the trapped elephants. The rat's king immediately took his entire group of rats and they cut open the nets which had trapped the elephant's herd. The elephant herd was totally set free. They danced with joy and thank the rats. 17. Many of them were even crushed to death. The word “them” refer to… (A) The elephants (B) The rats’ home (C) The trees (D) The rats 18. Which one of the following reasons that shows the king of Rats is a wise man? (A) He wants to die to defends his colony from elephants herd (B) He is ready to have a war with the elephants (C) He still tries to have a discussion with elephants’ chief (D) He try not to be attacked by elephants’ colony 19. Why did the king of elephants ask rats to help them? (A) Because rats is the only friend they got (B) Because people were afraid of rats (C) Because rats had sharp teeth (D) Because rats were stronger than elephants 20. Which of the following statements is true? (A) There were kingdom of rats and elephants in the forest long time ago (B) Rats never helped elephants (C) Elephants killed rats because they hated them (D) The man also hunted rats in the forest.
4
No 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
Name ABDUL RAHMAN ADJIE ANDREANSYAH AHMAD HANAFI ANAS AGENG RIFQI ANDREAS SUMA R ARIS ZULYANSYAH CHYNTIA PERMANASARI CINDY ANGGRAINI DANANG BAGUS CAHYO AJI DISTY ZEFFARIANI DICKY ISKANDAR DINATA ELISA VENINTA PUTRI FACHRI INDRAWAN FAHMI RALFIANSYAH FANNY FEBRIAN IDHAM ANUGRAH SAPUTRA IMELDA ISMAIL RAFY PUTRA N LUTFIYANTY MARIAH NUR AZIZAH MICHAEL ACHMAD SYAFEI MUHAMAD REZA NOVIA ARDANA ISWARI NUR ALFIAH ABIDIN NUR RAHMAH OKI ZIADATUL KHOFIFAH PUTRI AYU RAHMATULLAH YATAM RAY RIFQI RANGGIKA RIFAN MAULANA RINALDI LUBIS RIZKY ARIESA PUTRA SHAKILLA SHALSA FITRIA SUCI DWIANA
Score Pretest 64 43 64 61 37 55 46 61 58
Score PostTest 64 52 67 61 58 67 79 70 76
Score PreQues 2.50 2.13 2.26 2.76 2.13 2.20 3.20 2.56 3.40
Score PostQuest 2.56 2.86 2.53 2.86 2.76 2.26 3.26 2.66 3.50
46 55
70 55
1.83 2.33
2.23 2.43
59 34 61 43 61
73 58 70 64 61
2.53 2.30 2.53 2.26 3.10
2.66 2.50 3.13 3.06 3.11
70 37 43 64 34
73 46 55 70 37
3.06 3.53 2.13 2.30 2.16
3.21 3.67 2.83 2.41 2.33
70 52 55 64 46
76 61 64 64 64
2.46 2.56 2.46 3.13 2.83
2.61 2.61 2.94 3.31 2.97
55 58 70 40 40 52 49 55 37
58 76 73 55 49 70 60 61 43
2.30 2.56 2.30 2.10 2.10 2.32 2.30 2.13 2.16
2.36 3.00 2.46 2.86 2.60 2.40 2.33 2.45 2.53
No 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
Name ADELIA FEBRIANI ADITIA SAPUTRA ALFIYANTI TAZRIFAH ANA MARDIANA ANGGITA DWI RAHAYU ARSIAH AURA FAURIZKA NUHALIZA BELLA SAFITRI CHELSY DHIYA ASSALWA CHINDY OCTAVIANIS DEBY PERMATASARI DIAN WAHYU HAFIZHA DILA FARAMITA DWI YULIANTI DZABIL FIKRI ERLINA MIYANDANI FEBRI RAHMANIA LESTARI LILIS SETIAWATI LINA MARLINA LINDA AYU RINDJANI LINIA MIA JUSRINA NABILA ALFA JUAN NABILA APRILIAN NUR APIVAH NURAHMAH FITRIANTI NURUL NAJMIYAH PRAMIDETA KUSUMA W PRASTI ANGGI RANDYKA MARSHEL SALSABILA SALWA AUDHRIE NADHIFA SELA NOVITANIA SITI MARIYAM SUCI HANDAYANI
Score Pre-test
Score post-test
40 43 55 60 52 70 49
43 49 37 64 52 70 49
52 40
43 73
46 40 55 43 43 61 49 28
70 40 64 43 52 61 49 43
52 40 46 35 49 49 52 43 43 31 52 64 70 31 46
46 46 49 61 70 52 60 43 60 34 64 70 73 52 55
34 52 43
43 55 76
DESCRIPTIVES VARIABLES=PreEks PreCont /STATISTICS=MEAN SUM STDDEV VARIANCE RANGE MIN MAX SEMEAN KURTOSIS SKEWNESS.
Descriptives
[DataSet4]
Descriptive Statistics N
Range
Minimum
Maximum
Sum
Statistic
Statistic
Statistic
Statistic
Statistic
Mean Statistic
Std. Error
Pretest Eksperiment
35
36
34
70
1839
52.54
1.833
Pretest Control
35
42
28
70
1658
47.37
1.711
Valid N (listwise)
35
Descriptive Statistics Std. Deviation
Variance
Statistic
Statistic
Skewness Statistic
Kurtosis
Std. Error
Statistic
Std. Error
Pretest Eksperiment
10.845
117.608
-.156
.398
-1.094
.778
Pretest Control
10.120
102.417
.342
.398
.143
.778
Valid N (listwise)
NPAR TESTS /K-S(NORMAL)=PreEks PreCont /MISSING ANALYSIS.
NPar Tests [DataSet4]
One-Sample Kolmogorov-Smirnov Test Pretest
Pretest Control
Eksperiment N Normal Parametersa,b
Mean Std. Deviation
35
35
52.54
47.37
10.845
10.120
Absolute
.132
.124
Positive
.098
.124
Negative
-.132
-.090
Kolmogorov-Smirnov Z
.784
.732
Asymp. Sig. (2-tailed)
.571
.658
Most Extreme Differences
a. Test distribution is Normal. b. Calculated from data.
T-TEST GROUPS=Class(1 2) /MISSING=ANALYSIS /VARIABLES=Score /CRITERIA=CI(.95).
T-Test
Group Statistics Class
N
Mean
Std. Deviation
Std. Error Mean
Pretest Eksperiment
35
52.54
10.845
1.833
Pretest Control
35
47.37
10.120
1.711
Score
Independent Samples Test Levene's Test for Equality of
t-test for Equality of
Variances
Means
F Equal variances assumed Score
Sig. .962
t .330
Equal variances not assumed
df
2.063
68
2.063
67.677
Independent Samples Test t-test for Equality of Means Sig. (2-tailed)
Mean Difference
Std. Error
95% Confidence
Difference
Interval of the Difference
Lower Equal variances assumed
.043
5.171
2.507
.168
Equal variances not assumed
.043
5.171
2.507
.168
Score
Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Upper Equal variances assumed
10.175
Equal variances not assumed
10.175
Score
DESCRIPTIVES VARIABLES=PosEks PosCont /STATISTICS=MEAN SUM STDDEV VARIANCE RANGE MIN MAX SEMEAN KURTOSIS SKEWNESS.
Descriptives
[DataSet5]
Descriptive Statistics N
Range
Minimum
Maximum
Sum
Statistic
Statistic
Statistic
Statistic
Statistic
Mean Statistic
Std. Error
Post Test Eksperiment
35
42
37
79
2200
62.86
1.670
Post Test Control
35
42
34
76
1911
54.60
1.954
Valid N (listwise)
35
Descriptive Statistics
Post Test Eksperiment Post Test Control Valid N (listwise)
Std. Deviation
Variance
Statistic
Statistic
Skewness Statistic
Kurtosis
Std. Error
Statistic
Std. Error
9.879
97.597
-.633
.398
.216
.778
11.561
133.659
.232
.398
-1.049
.778
NPAR TESTS /K-S(NORMAL)=PosEks PosCont /MISSING ANALYSIS.
NPar Tests
[DataSet5]
One-Sample Kolmogorov-Smirnov Test
N
Post Test
Post Test
Eksperiment
Control
35
35
Mean
62.86
54.60
Std. Deviation
9.879
11.561
Absolute
.108
.132
Positive
.063
.132
Negative
-.108
-.109
Kolmogorov-Smirnov Z
.639
.780
Asymp. Sig. (2-tailed)
.809
.577
Normal Parametersa,b
Most Extreme Differences
a. Test distribution is Normal. b. Calculated from data.
T-TEST GROUPS=Class(1 2) /MISSING=ANALYSIS /VARIABLES=Score /CRITERIA=CI(.95).
T-Test
[DataSet5]
Group Statistics Class
N
Mean
Std. Deviation
Std. Error Mean
Posttest Experiment
35
62.86
9.879
1.670
Post test Control
35
54.60
11.561
1.954
Score
Independent Samples Test Levene's Test for Equality of
t-test for Equality of
Variances
Means
F Equal variances assumed Score
Sig. 2.215
t .141
Equal variances not assumed
df
3.212
68
3.212
66.386
Independent Samples Test t-test for Equality of Means Sig. (2-tailed)
Mean Difference
Std. Error
95% Confidence
Difference
Interval of the Difference Lower
Equal variances assumed
.002
8.257
2.570
3.128
Equal variances not assumed
.002
8.257
2.570
3.126
Score
Independent Samples Test t-test for Equality of Means 95% Confidence Interval of the Difference Upper Equal variances assumed
13.386
Equal variances not assumed
13.389
Score
FREQUENCIES VARIABLES=PreQuestion PostQuestion /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN MEDIAN MODE SUM SKEWNESS SESKEW KURTOSIS SEKURT /BARCHART FREQ /ORDER=ANALYSIS.
Frequencies
[DataSet0]
Statistics PreQuestionaire
PostQuestionair e
Valid
35
35
0
0
Mean
2.4831
2.7500
Std. Error of Mean
.06877
.06188
Median
2.3200
2.6600
2.30
2.86
.40685
.36612
.166
.134
1.079
.692
Std. Error of Skewness
.398
.398
Kurtosis
.495
-.198
Std. Error of Kurtosis
.778
.778
Range
1.70
1.44
Minimum
1.83
2.23
Maximum
3.53
3.67
86.91
96.25
N Missing
Mode Std. Deviation Variance Skewness
Sum
Frequency Table
PreQuestionaire Frequency
Percent
Valid Percent
Cumulative Percent
1.83
1
2.9
2.9
2.9
2.10
2
5.7
5.7
8.6
2.13
4
11.4
11.4
20.0
2.16
2
5.7
5.7
25.7
2.20
1
2.9
2.9
28.6
2.26
2
5.7
5.7
34.3
2.30
5
14.3
14.3
48.6
2.32
1
2.9
2.9
51.4
2.33
1
2.9
2.9
54.3
2.46
2
5.7
5.7
60.0
2.50
1
2.9
2.9
62.9
2.53
2
5.7
5.7
68.6
2.56
3
8.6
8.6
77.1
2.76
1
2.9
2.9
80.0
2.83
1
2.9
2.9
82.9
3.06
1
2.9
2.9
85.7
3.10
1
2.9
2.9
88.6
3.13
1
2.9
2.9
91.4
3.20
1
2.9
2.9
94.3
3.40
1
2.9
2.9
97.1
3.53
1
2.9
2.9
100.0
Total
35
100.0
100.0
Valid
PostQuestionaire Frequency
Percent
Valid Percent
Cumulative Percent
2.23
1
2.9
2.9
2.9
2.26
1
2.9
2.9
5.7
Valid
2.33
2
5.7
5.7
11.4
2.36
1
2.9
2.9
14.3
2.40
1
2.9
2.9
17.1
2.41
1
2.9
2.9
20.0
2.43
1
2.9
2.9
22.9
2.45
1
2.9
2.9
25.7
2.46
1
2.9
2.9
28.6
2.50
1
2.9
2.9
31.4
2.53
2
5.7
5.7
37.1
2.56
1
2.9
2.9
40.0
2.60
1
2.9
2.9
42.9
2.61
2
5.7
5.7
48.6
2.66
2
5.7
5.7
54.3
2.76
1
2.9
2.9
57.1
2.83
1
2.9
2.9
60.0
2.86
3
8.6
8.6
68.6
2.94
1
2.9
2.9
71.4
2.97
1
2.9
2.9
74.3
3.00
1
2.9
2.9
77.1
3.06
1
2.9
2.9
80.0
3.11
1
2.9
2.9
82.9
3.13
1
2.9
2.9
85.7
3.21
1
2.9
2.9
88.6
3.26
1
2.9
2.9
91.4
3.31
1
2.9
2.9
94.3
3.50
1
2.9
2.9
97.1
3.67
1
2.9
2.9
100.0
Total
35
100.0
100.0
Bar Chart
FREQUENCIES VARIABLES=PreQuestion PostQuestion /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM SEMEAN MEAN MEDIAN MODE SUM SKEWNESS SESKEW KURTOSIS SEKURT /HISTOGRAM NORMAL /ORDER=ANALYSIS.
Frequencies
Notes Output Created
01-APR-2015 10:48:25
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
N of Rows in Working Data
35
File
User-defined missing values
Definition of Missing
are treated as missing.
Missing Value Handling
Statistics are based on all
Cases Used
cases with valid data. FREQUENCIES VARIABLES=PreQuestion PostQuestion /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM
Syntax
SEMEAN MEAN MEDIAN MODE SUM SKEWNESS SESKEW KURTOSIS SEKURT /HISTOGRAM NORMAL /ORDER=ANALYSIS. Processor Time
00:00:01.73
Elapsed Time
00:00:02.56
Resources
[DataSet0]
Statistics PreQuestionaire
PostQuestionair e
Valid
35
35
0
0
Mean
2.4831
2.7500
Std. Error of Mean
.06877
.06188
Median
2.3200
2.6600
2.30
2.86
N Missing
Mode
Std. Deviation
.40685
.36612
.166
.134
1.079
.692
Std. Error of Skewness
.398
.398
Kurtosis
.495
-.198
Std. Error of Kurtosis
.778
.778
Range
1.70
1.44
Minimum
1.83
2.23
Maximum
3.53
3.67
86.91
96.25
Variance Skewness
Sum
Frequency Table
PreQuestionaire Frequency
Percent
Valid Percent
Cumulative Percent
Valid
1.83
1
2.9
2.9
2.9
2.10
2
5.7
5.7
8.6
2.13
4
11.4
11.4
20.0
2.16
2
5.7
5.7
25.7
2.20
1
2.9
2.9
28.6
2.26
2
5.7
5.7
34.3
2.30
5
14.3
14.3
48.6
2.32
1
2.9
2.9
51.4
2.33
1
2.9
2.9
54.3
2.46
2
5.7
5.7
60.0
2.50
1
2.9
2.9
62.9
2.53
2
5.7
5.7
68.6
2.56
3
8.6
8.6
77.1
2.76
1
2.9
2.9
80.0
2.83
1
2.9
2.9
82.9
3.06
1
2.9
2.9
85.7
3.10
1
2.9
2.9
88.6
3.13
1
2.9
2.9
91.4
3.20
1
2.9
2.9
94.3
3.40
1
2.9
2.9
97.1
3.53
1
2.9
2.9
100.0
Total
35
100.0
100.0
PostQuestionaire Frequency
Percent
Valid Percent
Cumulative Percent
Valid
2.23
1
2.9
2.9
2.9
2.26
1
2.9
2.9
5.7
2.33
2
5.7
5.7
11.4
2.36
1
2.9
2.9
14.3
2.40
1
2.9
2.9
17.1
2.41
1
2.9
2.9
20.0
2.43
1
2.9
2.9
22.9
2.45
1
2.9
2.9
25.7
2.46
1
2.9
2.9
28.6
2.50
1
2.9
2.9
31.4
2.53
2
5.7
5.7
37.1
2.56
1
2.9
2.9
40.0
2.60
1
2.9
2.9
42.9
2.61
2
5.7
5.7
48.6
2.66
2
5.7
5.7
54.3
2.76
1
2.9
2.9
57.1
2.83
1
2.9
2.9
60.0
2.86
3
8.6
8.6
68.6
2.94
1
2.9
2.9
71.4
2.97
1
2.9
2.9
74.3
3.00
1
2.9
2.9
77.1
3.06
1
2.9
2.9
80.0
3.11
1
2.9
2.9
82.9
3.13
1
2.9
2.9
85.7
3.21
1
2.9
2.9
88.6
3.26
1
2.9
2.9
91.4
3.31
1
2.9
2.9
94.3
3.50
1
2.9
2.9
97.1
3.67
1
2.9
2.9
100.0
Total
35
100.0
100.0
Histogram
1
.
2
Text 3
3
4
Metacognitive Awareness of Reading Strategies Inventory (MARSI) Version 1.0 Koider Mokhtari and Carla Reichard © 2002 Name:_______________________________
Grade:_________
Date:________________________________
Petunjuk: Isilah pernyataan berikut dengan jawaban yang jujur. Tidak ada jawaban benar atau salah pada lembar questionnaire ini. Jawaban yang diberikan adalah dalam bentuk skala, yang penggunaannya akan diuraikan dibawah ini. Petunjuk penggunaan skala:
Skala 1: “Saya tidak pernah atau hampir tidak pernah melakukannya”
Skala 2: “Saya jarang melakukannya”
Skala 3: “Saya terkadang melakukannya” (50% melakukannya)
Skala 4: “Saya hampir selalu melakukanya” (70-80% melakukannya)
Skala 5: “Saya selalu melakukannya”
No.
Pernyataan
Skala
1. Saya selalu mempunyai tujuan sebelum memulai membaca
1
2
3
4
5
2. Saya membuat catatan kecil ketika membaca untuk
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
6. Saya merangkum informasi penting yang saya baca dari teks
1
2
3
4
5
7. Saya memikirkan apakah teks yang saya baca cocok dengan
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
11. Ketika kehilangan kosentrasi, aku akan membaca ulang teks
1
2
3
4
5
12. Saya memberi tanda pada poin penting sebuah teks untuk
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
membantu memahami teks yang dibaca 3. Saya menggunakan informasi relevan yang saya tahu untuk membantuku memahami teks yang dibaca 4. Saya mereview teks yang akan dibaca untuk mendapatkan gambaran umum 5. Ketika menjumpai teks yang sulit saya akan membaca teks tersebut dengan keras untuk mambantu memahaminya
tujuan yang saya ajukan sebelum membaca 8. Saya membaca teks secara pelan dan hati-hati untuk memahami teks tersebut 9. Saya mendiskusikan teks yang telah saya baca dengan teman untuk memeriksa pemahaman yang saya capai 10. Sebelum membaca, saya memerhatikan karateristik teks seperti organisasi dan panjang teks
memudahkan mengingatnya 13. Saya menentukan kecepatan membaca sesuai dengan teks yang dibaca 14. Saya menentukan bagian teks yang harus dibaca dan yang tidak harus dibaca 15. Saya menggunakan referensi seperti kamus untuk membantu memahami teks
16. Ketika menemukan bagian teks yang sulit, saya akan
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
1
2
3
4
5
memerhatikan bagian tersebut secara mendalam. 17. Saya menggunakan table, chart, atau gambar yang terdapat pada teks untuk meningkatkan pemahaman terhadap teks 18. Saya sering berhenti ketika membaca untuk memikirkan apa yang baru saja dibaca 19. Saya menggunakan clue yang terdapat pada teks untuk membantu memahami teks 20. Saya memparaphrase (mengungkapakan ide dengan kata kata sendiri) untuk membantu memahami teks yang dibaca 21. Saya memvisualisasikan informasi yang terdapat di teks di dalam pikiran untuk membantu memahami teks 22. Saya menggunakan typographical informasi seperti huruf miring atau huruf cetak tebal untuk membantu memahami teks 23. Saya menganalisis dan mengevaluasi informasi yang terdapat di teks 24. Saya membaca ulang beberapa paragraphs di teks untuk menemukan hubungan antar ide di paragraph tersebut 25. Saya memeriksa pemahaman yang saya dapatkan ketika saya membaca teks yang berisi informasi yang tidak relevan 26. Saya mencoba menebak apa yang sebuah teks bicarakan ketika saya sedang membacanya 27. Ketika menemukan bagian teks yang susah, saya akan membacanya berulang-ulang 28. Saya sering mengajukan pertanyaan kepada diri sendiri tentang teks yang saya baca 29. Saya selalu memeriksa apakah prediksi prediksi yang saya buat untuk teks yang saya baca benar atau salah 30. Saya selalu mencoba menebak kata atau frasa yang saya tidak ketahui dari sebuah teks
