By SITI HADIJAH NIM:

THE EFFECTIVENESS OF KNOW WANT LEARN PLUS AND JIGSAW TECHNIQUES IN THE TEACHING OF EXPOSITORY READING TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMAN 8 TANGERANG SELATAN IN THE 2014-2015 ACADEMIC YEAR

By SITI HADIJAH NIM: 1110014000071

DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’TRAINING SYARIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014

KEMENTERIAN AGAMA UIN JAKARTA FITK

FORM (FR)

Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia

No. Dokumen Tgl. Terbit No. Revisi: Hal

: : : :

FITK-FR-AKD-089 5 Januari 2009 01 1/1

SURAT PERNYATAAN KARYA SENDIRI

Saya yang bertanda tangan di bawah ini, Nama

: Siti Hadijah

Tempat/Tgl.Lahir

: Jakarta, 5 Maret 1992

NIM

: 1110014000071

Jurusan/Prodi

: Pendidikan Bahsa Inggris

Judul Skripsi

: THE EFFECTIVENESS OF KNOW WANT LEARN PLUS AND JIGSAW TECHNIQUES IN THE TEACHING OF EXPOSITORY READING TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMAN

8

TANGERANG

SELATAN

IN

THE

2014-2015

ACADEMIC YEAR

Dosen Pembimbing

: 1. Dr. H. Atiq Susilo, MA. 2. Neneng Sunengsih, M. Pd.

Dengan ini menyatakan bahwa skripsi yang saya buat benar-benar hasil karya sendiri dan saya bertanggung jawab seara akademis atas apa yang saya tulis. Pernyataan ini dibuat sebagai salah satu syarat menempuh Ujian Munaqasah.

Jakarta, 30 November 2014 Mahasiswa Ybs.

____________________ NIM. 1110014000071

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ACKNOWLEDGEMENT

‫ﯿﻢ‬ ْ ِ‫ﺑ‬ ِ ‫ﻤﻦ اﻟ ﱠﺮ ِﺣ‬ ِ ‫ﺴ ِﻢ ﷲِ اﻟ ﱠﺮ ْﺣ‬ In the name of Allah, The Beneficent and The Merciful All praise be to Allah the Lord of the worlds for the blessing, the strength, and the guidance to the writer in completion of this research. Peace and blessing from Allah SWT be upon to the Prophet Muhammad SAW, his families, his companions, and his followers. It is a valuable thing that the writer finally accomplishes her “skripsi” entitled “The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year”. It is presented to the Faculty of Tarbiyah and Teachers’ Training in a Partial Fulfillment of the Requirements for the Degree of Strata 1 (Bachelor of Art) in English Language Education. First, the writer would like to express the greatest gratitude to her beloved parents, Hadim and Nurseha, the best part of writer’s life. Moreover, her brothers, Agus Haeruddin, Dani, and Nuryadi,. I thank for love, support, and contributions both moral and material to the writer. Furthermore, the writer would like to give the deepest gratitude and the greatest honor to: 1. All lecturers in Department of English Education for the knowledge, the motivation, and patience to the writer during her study at State Islamic Syarif Hidayatullah Jakarta University. 2. Drs. Syauki, M. Pd., the Head of Department of English Education. 3. Mr. Zaharil Anasy, M. Hum., the Secretary of Department of English Education and the researcher’s academic advisor.

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4. Nurlena Rifa’i, M. A., Ph. D., the Dean of Faculty of Tarbiyah and Teachers’ Training. 5. Dr. H. Atiq Susilo, MA. and Neneng Sunengsih, M. Pd., the advisors who have given guidance, advice, motivation and patience to the writer in accomplishment of this “skripsi”. 6. Imam Supingi, S. Pd, MM. as the headmaster of SMAN 8 Tangerang Selatan. He had gave permission to do her research. 7. Tri Aji Anugroho, S. Pd. as the English teacher of the eleventh grade students at SMAN 8 Tangerang Selatan, Cirendeu. He gave permission to the writer to do her research in his class. Moreover, He helped, advised and supported the writer during the research. 8. All of students at eleventh grade at SMAN 8 tangerang Selatan, Cirendeu, participated in this research. 9. All of beloved friends of The Class of PBI B in Department of English Education. In addition, specially thanks to Yusri, Alfi, Iyang, Tami, Uswah, Tia, and Fyan. 10. To any other persons who give contribution to the researcher and cannot be mentioned one by one.

Finally the researcher truly realizes that this “skripsi” cannot be considered as a perfect masterpiece. Therefore, it is a very precious thing for her to get suggestion and criticism which can make this better. Jakarta, 8 December 2014

The writer

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ABSTRACT Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi of Department of English Education at Faculty of Tarbiyah and Teachers’ Training of State Islamic Syarif Hidayatullah Jakarta University, 2014. Advisor I : Dr. H. Atiq Susilo, MA. Advisor II : Neneng Sunengsih, M. Pd.

Key Words: Know Want Learn Plus, jigsaw, reading, expository text. The objective of this research was to find empirical evidence whether the use of Know Want Learn Plus is more effective in teaching analytical exposition text than the use of jigsaw technique. The population was the eleventh grade of SMAN 8 Tangerang Selatan, Cirendeu. The sample were class XI MIA 2 as the experimental class who taught by using Know Want Learn Plus and XI MIA 3 as the controlled class who taught by using jigsaw technique. For the sampling, the researcher used purposive sampling. This research used quantitative approach with experimental method and quasi-experimental design. The instrument of this research was a test. In analyzing the data, the writer used t-test to analyze the students’ achievement test, by holding a pre-test to know whether or not the two different classes are relatively at the same level, and post-test to know whether or not that the use of Know Want Learn Plus technique is more effective in teaching analytical exposition text than the use of jigsaw technique. The findings of this research shows that the students’ pre-test mean score ( 𝑥𝑥̅ ) of the experimental class was 53.71 while the students’ post-test mean score ( 𝑥𝑥̅ ) was 71.89. In contrary, the students’ pre-test mean score ( 𝑥𝑥̅ ) of the controlled class was 55.09 and the post-test mean score ( 𝑥𝑥̅ ) was 69.66. The significant effect was shown by the students’ post-test mean score ( 𝑥𝑥̅ ) of the experimental class which was treated by using Know Want Learn Plus technique was greater than the post-test of the controlled class which was treated by using Jigsaw. The result of statistical hypothesis test found that on significance level 1 - ½α, t-value was 3.05 while ttable with df = 68 was 1.995 or t-value > t-table. Thus, the Ho (Null Hypothesis) was rejected and the Ha (alternative hypothesis) was accepted. It proved that the application of Know Want Learn Plus technique is more effective in teaching analytical exposition text than the use of jigsaw at the eleventh grade students of SMAN 8 South Tangerang.

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ABSTRAK Siti Hadijah (NIM: 1110014000071). The Effectiveness of Know Want Learn Plus and Jigsaw Techniques in the Teaching of Expository Reading Texts to the Eleventh Grade of SMAN 8 Tangerang Selatan in the 2014-2015 Academic Year. Skripsi pada Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2014. Pembimbing I : Dr. H. Atiq Susilo, MA. Pembimbing II : Neneng Sunengsih, M. Pd.

Kata Kunci: Know Want Learn Plus, Jigsaw, membaca, teks eksposisi, Tujuan dari penelitian ini adalah untuk mendapatkan bukti yang empiris apakah penggunaan teknih Know Want Learn (KWL) Plus lebih effektif dalam pengajaran teks eksposisi analisis daripada teknik jigsaw. Populasi dalam penelitian ini adalah siswa kelas 11 SMAN 8 Tangerang Selatan. Sempel yang diambil adalah siswa kelas sebelas (XI) MIA 2 sebagai kelas eksperiment yang diajarkan dengan menggunakan teknik KWL Plus dan XI MIA 3 sebagai kelas kontrol yang diajarkan menggunakan teknik jigsaw. Untuk teknik pengambilan sampel, penulis menggunakan purposive sampling. Metode yang dipakai dalam penelitian ini adalah kuantitatif. Sementara, instrument yang digunakan adalah tes. Untuk menganalisa data, peneliti menggunakan perhitungan t-test. Untuk menentukan sample yang akan dijadikan penelitian, peneliti menggunakan pretest dan melihat hasilnya apakan dua kelas yang berbeda memiliki level yang relative sama. Sementara, post-test digunakan untuk melihat apakah penggnaan teknik KWL Plus lebih efektif dalam pengajaran analytical exposition text daripada penggunaan teknik jigsaw. Hasil dari penelitian ini menunjukan bahwa rata-rata skor pre-test kelas eksperimen adalah 53.71, sementara post-test yang didapat adalah 71.89. Berbeda dengan kelas eksperimen, skor rata-rata kelas control yang didapat adalah 55.09 dan skor rata-rata post-test adalah 69.66. Efek yang signifikan dapat dilihat dari skor rata-rata post-test dari kelas eksperimen yang diajarkan menggunakan teknik KWL Plus lebih besar dari skor post-test kelas control yang diajarkan menggunakan teknik jigsaw. Hasil uji hipotesis statistic menunjukan bahwa dengan taraf signifikansi 1 - ½α, α = 0,05/5%, didapatkan t hitung sebesar 3.05 sementera t table dengan df = 68 yaitu 1.995 atau disebut t hitung > t table. Berdasarkan pertihungan statistic, maka Ho ditolak dan Ha diterima. Hasilnya menunjukan bahwa penggunaan KWL Plus teknik lebih efektif dalam pengajaran teks eksposisi daripada penggunaan teknik jigsaw di kelas sebelas SMAN 8 Tangerang Selatan.

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TABLE OF CONTENTS

Page TITLE SURAT PERNYATAAN KARYA SENDIRI APPROVAL ................................................................................................... i ENDORSEMENT .......................................................................................... ii ACKNOWLEDGEMENT ............................................................................. iii ABSTRACT .................................................................................................... v TABLE OF CONTENTS............................................................................... vii LIST OF TABLES ......................................................................................... x LIST OF APPENDICES ............................................................................... xi LIST OF FIGURE ......................................................................................... xii CHAPTER I: INTRODUCTION A. The Background of the Research ........................................................ 1 B. The Formulation of the Problem ........................................................ 4 C. The Limitation of the Problem ........................................................... 5 D. The Objectives of the Research .......................................................... 5 E. The Significance of the Research........................................................ 5 CHAPTER II: THEORETICAL FRAMEWORK A. Reading and Reading comprehension ................................................. 7 a. The Understanding of Reading ..................................................... 7 b. The Understanding of Reading Comprehension ........................... 8

viii

c. The Purpose of Reading ................................................................ 9 d. The Types of Reading ................................................................... 11 e. The Components of Reading ......................................................... 13 f. Reading Texts................................................................................ 14 1. The Understanding of Analytical Exposition Text ................. 14 2. The Purpose of Analytical Exposition Text ........................... 15 3. The Schematics Structure of Analytical Exposition Text ....... 15 4. The Language Features of Analytical Exposition Text.......... 16 g. Affecting Factors in Reading ........................................................ 17 B. Know Want Learn Plus Technique ..................................................... 17 1. The Understanding of Know Want Learn Plus Technique ........... 17 2. The Procedures of Know Want Learn Plus Technique ................. 18 C. Jigsaw .................................................................................................. 22 1. The Understanding of Jigsaw Technique ...................................... 22 2. The Stages of Jigsaw Technique .................................................. 23 D. Previous Relevant Studies................................................................... 25 E. Conceptual Framework ....................................................................... 27 F. Hypotheses of the Research ................................................................ 28 CHAPTER III: RESEARCH METHODOLOG A. The Method of the Research ............................................................... 29 B. The Place and Time of the Research .................................................. 29 C. The Population and Sample ................................................................ 29 D. The Technique of Data Collecting...................................................... 30 E. The Technique of Data Analyzing...................................................... 30 F. The Procedures of the Research ......................................................... 33 CHAPTER IV: RESEARCH FINDINGS A. The Data Description ......................................................................... 35 a. The Data of Experiment Class ...................................................... 35 b. The Data of Control Class ............................................................. 35

ix

B. The Analysis of The Data and Hypotheses Testing ............................ 36 1. Item Test Analysis ......................................................................... 36 2. Analysis of Pre-test and Post-Test ................................................ 36 3. Analysis of Data ............................................................................ 41 4. Hypotheses Testing ....................................................................... 42 C. Interpretation ....................................................................................... 43 CHAPTER V: CONCLUSION AND SUGGESTION A. The Conclusion .................................................................................. 46 B. The Suggestion.................................................................................... 46 BIBLIOGRAPHY .......................................................................................... 48 APPENDICES ................................................................................................ 51

x

LIST OF TABLE

Page Table 4.1 Normality of Pre-Test Using One-Sample Komogorov-Smirnov

37

Table 4.2 Normality of Pre-Test Using Lilliefors .......................................... 38 Table 4.3 Normality of Post-Test Using One-Sample Kolmogorov-Smirnov 38 Table 4.4 Normality of Post-Test Using Lilliefors ........................................ 39 Table 4.5 Homogeneity of Pre-Test ............................................................... 40 Table 4.6 Homogeneity of Post-Test.............................................................. 40

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LIST OF APPENDICES

Page Appendix 1 The Score of Pre-Test and Post-Test from Experiment Class .... 51 Appendix 2 The Score of Pre-Test and Post-Test from Control Class .......... 53 Appendix 3 Table of Interval Class ............................................................... 55 Appendix 4 Table of Comparison score of Gained Score ............................. 57 Appendix 5 The Result of Validity Test of Pre-Test ..................................... 59 Appendix 6 The Result of Validity Test of Post Test .................................... 67 Appendix 7 Instrument of Pre-Test ................................................................ 75 Appendix 8 Instrument of Post-Test .............................................................. 84 Appendix 9 Kisi-Kisi Pre-Test ....................................................................... 93 Appendix 10 Kisi-Kisi Post-Test ................................................................... 95 Appendix 11 Answer Key of Pre-Test and Post-Test .................................... 97 Appendix 12 RPP of Experiment Class ......................................................... 98 Appendix 13 Know Want Learn Plus Chart .................................................. 130 Appendix 14 RPP of Control Class................................................................ 132 Appendix 15 Surat Pernyataan telah Malakukan Penelitian .......................... 168

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LIST OF FIGURES

Page Figure 2.1 Example of Know Want Learn Chart ........................................... 20 Figure 2.2 Example of Mapping .................................................................... 21 Figure 2.3 Example of Jigsaw Technique ...................................................... 25

CHAPTER I INTRODUCTION

A. The Background of the Research Reading is source of learning and a source of enjoyment. It can be a goal in its own right and a way of reaching other goals. 1 In learning a language, reading skill has important role because it helps us to comprehend the English articles, books, magazine, and nonfiction books. Moreover, for some people it may be the way to use and to practice English. Furthermore besides printed materials, nowadays information that is found in the internet and computer technology uses English language. We are able to get a lot of information, pleasure, and problem solution by reading various printed materials as mentioned in paragraph before. Hence, the ability to read those printed materials in any form will contribute a great deal of advantages in our life such as gaining success at school and have a lot of information. Reading is an active process. It has to be done with conscientiously with a questioning and curious mind. Do not just accept what someone else writes. Do not just ignore what at first you do not understand. Reading is struggle, but it will make the reader thinker and writer . 2 Based on Kurikulum 2013, the forth core competence is students should “analyzing, comprehending, and presenting developments of concrete and abstract domains of the learned material; being able to apply various methods according to scientific principle”. 1

I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p.

49. 2

Santi V. Buscemi, A Reader for Developing Writers (Fifth Edition), (New York: McGrawHill, 2002), pp. 2-3.

1

2

Furthermore, one of the standard competence in Kurikulum 2013 is “students is to be able to get the main idea of analytical exposition text and provide or present the solution to solve the problems that related to the natural environment in form of exposition text”. As it has been mentioned in the paragraph above, analytical exposition text is one of the texts that should be learned by students. It is a text that presents one side of an issue to be discussed and solved so can give advantages to the reader. Actually, there are two kinds of exposition text. 3 There are hortatory exposition and analytical exposition text. Both types are alike, but the difference located on the generic structure and function of each text. Hortatory exposition is to give recommendation to the reader about an issue discussed. It is influence the reader to follow what the writer’s point of view. Meanwhile, in analytical exposition text, it is only give the exposure of an issue, just to let the reader know and convince the rightness about the issue. However, reading is one of skills which have to be learned by the students. In Senior High School, students are expected to be able to comprehend a kind of functional texts and essay in a form of narrative, procedure, recount, and exposition text. Reading lesson may the difficult one to the students. Most students argue that reading an English text is very difficult. Hence, the writer found a technique in reading that has low of attention from the teachers. Know Want Learn Plus is one of the pre-reading activities that concerned to students metacognitive ability. Based on the interview on August 5th, the writer interviewed the English teacher in SMAN 8 Tangerang Selatan about the teaching and learning process in reading skill. The teacher stated that the students get bored when they get reading text. The teacher said that one of the techniques that worked in the class that he used

3

Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.

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is jigsaw. He stated that when he used jigsaw, some of the students too dominant in their group and some are not. Moreover, while the writer doing observation in the class, the teacher only give the reading text then asked the students to read, translate and asking the main idea, after that he gave explanation of grammar and topic from the text. In addition, according the data from UNESCO states that among countries in worldwide ASEAN has the lowest interest in reading, especially Indonesia. It can be counted, Indonesia has comparison among 1000 inhabitants only one person who has high interest in reading. 4 For such this condition, teachers as the important role holder in students’ learning success are expected to be able to build students’ interest in reading whether in or outside the school. Teacher should have a creative way in teaching and learning process to boost students’ interest in the class. Considering the facts above, there is an urgent need to implement a technique that can help to solve these problems and involve the teachers and students in cooperative and interesting activities. In addition, a teacher need a technique or a way in teaching reading in the classroom that can motivate students in learning reading, or they can apply the strategy independently outside of class at least to increase their interest in reading or to build their reading habit. In English language teaching there are many kinds of techniques that can be used by the teacher in teaching and learning reading skills. Therefore the writer is interested in investigating the teaching reading of analytical exposition texts with the alternative techniques. There are Know Want Learn Plus and Jigsaw technique. Know Want Learn (KWL) Plus and Jigsaw are two different type of reading techniques that can be used in the process of teaching and learning. KWL Plus is

4

Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http://www.unpad.ac.id/2013/04/akses-buku-sulit-minat-baca-di-indonesia-masih-rendah/. Retrieved October 2nd, 2014.

4

firstly conducted by Ogle in 1987. 5 The KWL Plus technique is designed to activate students’ metacognitive skill before they read a text. Students’ metacognitive skill is activated by calling attention to prior knowledge. This KWL Plus is one of the newest techniques used in teaching and learning reading. Although KWL Plus is firstly conducted in 1987, its use in reading lesson is still rarely in a class. So, the writer is interested in applying this technique in her research to see the effectiveness of its technique in class. Meanwhile, there is also jigsaw that can be useful in the classroom reading learning. Jigsaw is one of the techniques used in cooperative learning. This technique is more frequently used by teachers in learning process, in which, cooperative learning is used as a variety in teaching learning activity in class that focuses particularly to students. With cooperative learning, students work together in group where usual size is two to four members in a group. In cooperative learning, students can interactive with other students in a group and share about the material which is taught. Based on the thinking above, the writer is interested in doing an experimental study to compare the effectiveness of KWL Plus with Jigsaw technique in the title of Skripsi is: “The Effectiveness of Using Know Want Learn Plus and Jigsaw Techniques toward Students Learning Achievement in Reading Exposition Text” (A Quasi-Experimental Study at The Eleventh Grade of SMAN 8 Tangerang Selatan). The writer used KWL Plus in the first class and Jigsaw technique in the second class to develop students’ skill in reading analytical exposition text.

B. The Formulation of The Problem The formulation of the problem in this research mentioned bellow:

5

Donna M. Ogle, K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986, pp. 564-570.

5

“Is the use of Know Want Learn Plus more effective in teaching analytical exposition text than the use of Jigsaw technique?”

C. The Limitation of The Problem It is important to set some limitation of the problem to avoid misunderstanding and to clarify the problem. The writer limits the extend of the research only in the implementation of Know Want Learn Plus compared with Jigsaw technique in teaching reading of analytical exposition at the eleventh grade students of SMAN 8 Tangerang Selatan.

D. The Objective of The Research In line with the formulation of the problem above, the objective of this research is to find the empirical evidence whether the use of Know Want Learn Plus is more effective in teaching analytical exposition text than the use of Jigsaw technique.

E. The Significance of The Research The results of this research are expected to give some benefits not only theoretically, but also practically in English language teaching and learning. These benefits can be conveyed to: First, for the writer is to fulfill the one of the requirements of graduation. And also it is intended to know about factual condition in which the KWL Plus and Jigsaw technique are applied as a part of method in English teaching and learning activity. This study also gives more understanding about the implementation of KWL Plus and Jigsaw in the frame of cooperative learning in the future to different students’ level.

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Second, for the teacher. It gives an alternative method in teaching reading skill and it can improve the teacher’s quality of his/her strategies to make students ease in learning English. Third, for the students. It helps them to solve their problem in reading expository text and also helps them to improve their reading skills. The last for the institution. It can be beneficial regarding to improve education quality.

CHAPTER II THEORETICAL FRAMEWORK A. Reading and Reading Comprehension a. The Understanding of Reading As a skill, reading is one of important skill for English learner as a second or a foreign language. Reading the English text for learner as a foreign language meets very complex process. Constructing meaning from text or spoken language is not a separate literacy skill, but a merging of all acquired prior knowledge, personal experience, and vocabulary with the strategy of deductive and inductive reasoning and making connections. 1 Mc Donough and Shaw argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject but may never have to speak the language, such cases are often referred to as ‘English as a library language’. 2 From the statements above, reading is an active and complex process that constructs meaning from the text. While constructing the meaning, the readers use their prior knowledge and personal experience to connect the text. By reading a lot of printed materials, the students become familiar with the words. In addition, to complete the understanding of reading, here some experts propose the definition of reading. Reading consists of two related process. First is word recognition that refers to the process of perceiving how written symbols correspond to one’s

1

Judy Willis, M. D., Teaching the Brain to Read, (Virginia: ASCD, 2008), p. 127. Jo Mc Donough and Christoper Shaw, “Materials and Method in ELT”: A Teacher’s Guide (Oxford: Blackwell Publishing, 2003), p. 89. 2

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spoken language and second is comprehension, the process of making sense and connect to the text. 3 Other definition comes from Daniels and Bizar in their book. They stated that reading is an interaction between the reader and the author that construct the understanding of the text, in which the reader use a strategy to connect with the texts.4 In Teaching Readers of English Students, Texts, and Contexts, Wolf stated “Reading is neuronally and intellectually circuitous act, enriched as much by the unpredictable indirections of a reader’s inferences and thoughts, as by the direct message to the eye from the text”. 5 Based on the experts’ statements above, reading is an active process that consists of two important processes: recognition and comprehension. While the reader is reading, a reader’s brain actively is processing recognition of the written symbols, they try to making a sense symbols in order to connect to the text. b. The Understanding of Reading Comprehension Lems, Miller and Soro defined reading comprehension is the ability to construct meaning from a given written text. Reading comprehension is not a static competency; it varies according to the purposes for reading and the text that is involved. 6 The

NEAP

Reading

Framework

Committee

defined

reading

comprehension as “an active and complex process that involves understanding

3

Elizabeth S. Pang and friends, Teaching Reading, (Chicago: IAE Educational Practice Series, 2003), p. 6. 4 Harvey Daniels and Marilyn Bizar, Teaching the Best Practice Way: Method that Matter, K-12, (Portland: Stenhouse Publishers, 2005), pp. 38-39. 5 John S. Hedgcock and Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009). p.15. 6 Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners: Insights from Linguistics, (New York: The Guilford Press, 2010), p. 170.

9

written text, developing and interpreting meaning, and using meaning as appropriate to the type of text, purpose, and situation”. 7 Furthermore, in Reading Instruction Competence Assessment by Wynne, Cooper defined comprehension as a strategic process by which readers construct or assign meaning to a text by using the clues in the text and their own prior knowledge. 8 RAND Reading Study Group defined reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. They also stated three elements of comprehension: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehending is a part. 9 Based on all the statements above, the writer can take a conclusion that reading comprehension is a dynamic and active process of the reader’s brain, to connect with the text and interpreting the messages that given in the text. In order to get connection with the text, the reader uses their prior knowledge and the clues in the text by using a reading strategy. Comprehension process is also a brain process to construct meaning from the text, in order to get the message that given in the text. Moreover, like Lems, Miller and Soro’s statement, comprehension also the process that depends on the reader’s purpose of reading. c. The Purposes of Reading There have been some experts proposing the purpose of reading. Some of them have similar ideas on the purposes of reading, some do not. Some of experts propose them specially, but some generally.

7

Susan E. Israel and Gerald G. Duffy, Handbook of Research on Reading Comprehension, (New York: Routledge, 2009).p. 32. 8 Sharon Wynne, Reading Instruction Competence Assessment: Teacher Certification Exam, (Boston: XAMonline, Inc., 2008), p. 68. 9 RAND Reading Study Group, Reading for Understanding; Toward and R&D Program in Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.

10

In general, Harmer divided purposes or reasons for reading, as receptive skill, in two general categories. They are instrumental and pleasurable categories. 10 1. Instrumental Category It means that reading and listening as receptive skill take place because the readers want to achieve a particular objective. For example, someone read a road sign to know where to go or read an instruction in a machine to know how to operate it. For students, reading is useful for language acquisition, the more they read the more they get at it.

It gives the students positive effect on their

vocabulary knowledge on spelling and on their writing. 11 Furthermore, Grabe and Stoller proposed some purpose of reading: to search for simple information, skim quickly, learn from texts, to get general information, and to integrate information, write and critique texts. 12 2. Pleasurable Category Another reason why people read is for pleasure. They want to entertain themselves by reading a novel or short story. Hence, some people read magazine or newspaper to spend their time. Others read poetry or a comic to get relaxed. It can be concluded that the general purposes of reading are for instrumental and pleasurable categories. Some people read because they want to get information or to learn something from the texts and some other want to entertain themselves by reading such as reading a novel, comic or newspaper.

10

Jeremy Harmer, The Practice of English Language Teaching, (Third Edition, Harlow: Pearson Education Limited, 2001), p. 200. 11 Jeremy Harmer, How to Teach English New Addition, (Harlow: Pearson Education, 2007), p. 99. 12 William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (Edinburgh: Pearson Education, 2002), p. 13.

11

d. The Types of Reading According to Harmer, the reader reads a text generally for pleasure and general understanding improvement. Based on the purpose above, there are two types of reading as intensive reading and extensive reading. 13 1. Intensive Reading Intensive reading is reading of shorter texts to get specific information. Intensive study of reading texts can be a means of increasing learners’ knowledge of language features and their control of reading strategies that can improve their comprehension skill. 14 The term intensive reading, on the other hand, refers to the detailed focus on the construction of reading texts which take place usually in classroom. 15 In order to get students reading in the class, intensive reading needs teacher’s role in the class. The teacher chooses the genre and topic of the text may be determined by the specific purpose that the students are studying for such as for business or science. 16 There are the roles when the teacher asking the students to read intensively: organize purpose of reading by giving clear instructions how to read, observe the students’ progress of reading, giving feedback organizer to check whether they have completed the task successfully, and prompt students to notice the language features in the text. 17 From the explanation above, intensive reading is reading activities that take place in the classroom. The genre of the text is chose by the teacher based on the learning purpose.

13

Harmer, op. cit., 2001, p. 210. I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 25. 15 Harmer, op. cit., 2007, pp. 99-100. 16 Ibid. 17 Harmer, op. cit., 2001, p. 213. 14

12

2. Extensive Reading Beside of intensive reading that proposes the students to read in the classroom in their learning activity. There is also extensive reading, a wider scope of reading. Extensive reading is reading of longer texts to get general information for pleasure. 18 The term extensive reading refers to reading which students do often away from the classroom, they may read novels, web pages, newspaper or magazine. 19 Extensive reading fits into the meaning-focused input and fluency development strands of a course, depending on the level of the books that the learner read. 20 In addition, Nuttal also states that in improving students’ reading skill, the most effective way to do it is getting the students to read extensively. She also illustrated of extensive reading that it is assumed that in order to understand the whole (e.g. book), we must first understand the parts (sentences, paragraph, chapters) of which it is made up. However, we can in fact understand a text adequately without grasping every part of it; students have to be encouraged to develop this facility. 21 From the statement above, extensive reading is a way to improve reading skill in which students have to read a longer text that they choose their books freely and read a part of the book that they are interested in. To sum up, the types of reading skill are generally divided into two types. First, intensive reading that require the students to read in the class in order to follow teacher’s instruction and extensive reading that the students read for their pleasure outside the class, for example reading novels.

18

Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), pp. 4. 19 Harmer, op. cit., 2007, p. 99. 20 I. S. P. Nation, op. cit., 2009, p. 49. 21 Christine Nuttal, Teaching Reading Skills in a Foreign Language, (Oxford: Heinemann, 1996), p. 38.

13

e. The Components of Reading There are some components of reading that the reader achieved while reading a text. Grabe and Stoller divided the explanation of reading’s components into two parts. The lower-level processes that represent the more automatic linguistic processes and are typically viewed as more skills oriented. Then, the higher-level processes generally represent comprehension processes that make much more use of the reader’s background knowledge and inferencing skills. 22 Furthermore, Munby in Assessing Reading distinguishes the reading ‘microskills’ as the component of reading. It is focus on the product of reading as follow: 23 1. Recognizing the script of a language 2. Deducing the meaning and use an unfamiliar lexical items 3. Understanding explicitly stated information 4. Understanding implicitly information 5. Understanding conceptual meaning 6. Understanding the communicative value of sentence 7. Understanding relation within the sentence 8. Understanding relations between parts of a text through lexical cohesion devices 9. Understanding cohesion between parts of a text through grammatical cohesion devices 10. Interpreting text by going outside it 11. Recognizing indicators in discourse 12. Identifying the main point or important information in discourse 13. Distinguishing the main idea from supporting details 14. Extracting salient details to summarize (the text, an idea) 15. Extracting relevant points from a text selectively 22

Grabe and Stoller, op. cit., 2002, pp. 19-20. J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge University Press, 2000), pp. 10-11. 23

14

16. Using basic reference skills 17. Skimming 18. Scanning to locate specifically required information 19. Transcoding information to diagrammatic display

f. The Reading Texts There are many kinds of reading text that used in the senior high school to be learnt by students or printed materials that found in our daily life. Based on the curriculum available, there are procedure, narrative, and exposition text that should be learn by students on the second grade senior high school. For this research, the writer focuses in the materials on analytical exposition texts of second grade of senior high school students. 1. The Understanding of Analytical Exposition Text The writer only discussed one of the text types that will be used for her research that is analytical expository text. Analytical exposition is a text that elaborates the writer’s idea about the phenomenon surrounding. 24 Analytical Exposition text has social purpose to persuade the reader or listener that something is the case. 25 Based on that definition, analytical exposition text is one of the texts should be learned by students to improve their reading comprehension, the text that expose one side of an issue that is correct according to the writer and persuade the reader to agree with the opinion. Analytical exposition text itself to persuade the reader that there is something that, certainly need to get attention. It is to analyze a topic and persuade the reader that an opinion is correct and supported by arguments.

24

Shirin Amarain and friends, Text Form and Features: A Resource for International Teaching, (Jakarta: Umbrella Corporation, 2009), p. 10. 25 Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012, p. 117.

15

2. The Purpose of Analytical Exposition People read text might be basically they want to get some factual information from the text. For example, people read a newspaper, might be they want to read updated information from the newspaper or want to get job information. Then, from the information that they got, a response will appeared as influence of the text. It means they have something to be known, and the information is available in the text. This is in line with Musafak’s statement “the purpose of analytical exposition text is to persuade the reader or listener by presenting one side of an argument that is case the case for of the case against.”26 To sum up, the purpose of analytical exposition text is to influence the reader to do or belief something that is the writer’s point of view. 3. The Schematics Structure of Exposition Text An effective expository text has several steps which a reader may use as standard to guide his reading by author. In traditional expository text usually have three sections. The first section introduced the author’s point of view and can preview arguments that may follow in the text. The next is a series of arguments that aim to convince the audience. The final section is a conclusion to sum up the arguments and reinforce the author’s point of view. 27 a. An introductory statement An introductory paragraph is in the first paragraph. It consists of the author’s point of view as the thesis of the argument and the introduction that include a preview of the arguments. The thesis introduces a topic and indicates the writer’s position and the outline of the main paragraph to be presented. 28

26

Ibid. Amarain and friends. Op. cit., 2009. p. 10. 28 Ibid. 27

16

b. A series of arguments to convince the audience This is the main part of the analytical exposition paragraph. It is the content of the paragraph that exposes the argument to support the thesis statement. A new paragraph is used for each new argument with each topic sentence that introduces the argument. The thesis statement is followed by the supporting details. c. A conclusion summing up the arguments This past is the last section. Here, the author restates his or her thesis (point of view) and give a summary of what has been stated in the section above may include here. d. The Language Features of Analytical Exposition The language features usually found in expository text are: 29 1. Using relational process, e.g. don’t interfere, etc. 2. Using internal and causal conjunction, e.g. therefore, etc. 3. Using general and abstract nouns, e.g. car, policy, etc. 4. Using technical verb, e.g. species. 5. Using relating verbs, e.g. that is important, etc. 6. Using actions and thinking verbs, e.g. I believe, etc. 7. Using modal verbs and modal adverbs, e.g. we must preserve, etc. 8. Using connectives, e.g. firstly, secondly, etc. 9. Using evaluating language, e.g. important, valuable, etc. 10. Using passive voice and simple present tense.

29

Amarain and Friends, Op.cit., 2009. p. 10.

17

g. The Affecting Factors in Reading When reading a text, the readers will use their reading skill to comprehend the text. There are also the factors that affect in comprehending a text. Here some factors that can affect in reading. David divides the factors which affect reading comprehension into two categories; inside and outside of mind. The inside factors are linguistic competence that the readers have, interest about various topics, motivation (how much the reader care about the reading task), and the reader’s reading ability. The outside factors fall into two categories – the element on the page and the qualities of the reading environment. The elements on the page –textual characteristics- include factors like text readability and text organization. The qualities of reading environment include factors like the things the teacher does before, during, or after reading to help students understand what is the text; the ways peers react to the task; and the general atmosphere in which the task is to be completed. 30 From the explanation above, the factors that affect reading are divided into two. The inside of mind, what the readers have in their mind and their feeling to the text. Then, the outside factors related to the text itself and the environment or reading situation.

B. Know Want Learn Plus Technique a. The Understanding of Know Want Learn Plus Technique Know Want Learn originally was conducted by Donna M. Ogle in 1986. She assumed that this easy procedure helps teacher become more responsive to students’ knowledge and interest when reading expository material, and it models for students the active thinking involved in reading for information. 31 Then in 1987, Ogle and Carr completed the K-W-L by adding two sections: mapping and summarizing. They stated “we have developed a readingthinking strategy called K-W-L Plus which focuses on the student as learner. The 30

Pearson P. David, Teaching Reading Comprehension, (New York: Hollt, Rinehart and Winston, 1978), p. 9. 31 Donna M. Ogle, K-W-L: Teaching Model That Develops Active Reading of Expository Text, The Reading Teacher, Vol. 39, No. 6 (Feb., 1986), p. 564.

18

title derives from the three principal components of K-W-L recalling what is known; determining what students want to learn, and identifying what is learnedplus mapping text and summarizing information.” 32 The K-W-L is a process in which the teacher models and guides the students in active engagement with informational text.

33

Taught in this K-W-L

strategy make the students to self-regulated what they want to learn from the text, it can act as self-controlled curriculum differentiator in the ability that individual determine what they want to discover about a topic, and it provides relatively direct feedback concerning what students actually did learn. 34 In addition mapping and summarizing are added to K-W-L because reorganizing and writing of the text are strength tools in helping student process information from the text. 35 From the paragraphs above, K-W-L Plus is included in pre-reading activity that motivate students by recalling their metacognitive skill. K-W-L Plus is an easy process in learning reading that helps the learner to comprehend the text. It is also powerful device to stimulate students mind to critically think about a topic. b. The Procedures of Know Want Learn Plus Technique Ogle as the first developer has stated the steps in this K-W-L as a logical three-step procedure. She has named this three-step procedure the K-W-L for the three basic cognitive steps required: accessing what I Know, determining what I Want to learn, and recalling what I did learn as a result of reading. 36 For the further explanation, the following paragraphs provide the explanation of each step.

32

Eileen Carr and Donna Ogle, K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987, p. 626. 33 Camille Blachowicz, Reading Comprehension: Strategies for Independent Learners, (New York: Guilford Press, 2008), p. 113. 34 Raymond Philippot and Michael F. Graves, Fostering Comprehension in English Classes, (New York: The Guilford Press, 2009), p. 123. 35 Carr and Ogle, loc. cit. 36 Ogle, op.cit., 1986, p. 565.

19

The teacher and students begin the process by doing brainstorming together what they know about the topic given. Here, the teacher has an important role to motivate and guide the students to investigate their prior knowledge in order to stimulate so that they can explore everything that they have already know about the topic. 37 After brainstorming and discussing, students note on their individual worksheet what they know about the topic in the column K (what I know). 38 Then, the students have to categorize the information that they have already know. That will be useful to students in reading to involve them in thinking of the more general categories of information. 39 For example, from the figure 1 the students categorize what they know about “killer whales” as description, food and location. The second step of the logical procedure is exploring students’ curiosity. Using the list of information and categories generated, students identify areas about which they want to uncover more information. This activity develops the students’ own reason for reading-reading to find answers to questions that will increase their source of knowledge on the topic. 40 The students should note again the question that they have on the worksheet column W (what I Want to know). After brainstorming and questioning the topic, moreover the students have finished their reading. The last step is “what I did Learned”, here the teacher ask the students to describe, usually in written form, what they learned from the completion of reading. This will take much time for students to describe what the important information from the reading text. 41 To make the explanation clear, the example of K-W-L chart activity is given as follow:

37

Blachowicz, op.cit., 2008, p. 114. Carr and Ogle, op. cit. 1987, p. 627. 39 Ogle, 1986, loc. cit. 40 Ibid, p. 566. 41 Philippot and Graves, op. cit., 2009, p. 123. 38

20

A 9th grade disable reader’s K-W-L worksheet on killer whales 42 K (Know) They live in oceans. They are Vicious. They eat each other. They are mammals.

W (Want) Why do they attack people? How fast can they swim? What kind of fish do they eat? What is their description? How long do they live? How do they breathe?

Description Food Location

L (Learned) D – They are the biggest member of the dolphin family. D – their weigh 10,000 pounds and get 30 feet long. F – they eat squids, seals, and other dolphins. A – they have good vision underwater. F – They are carnivorous (meat eaters) A – they are the second smartest animal on earth. D – they breathe through blow holes. A – they do not attack unless they are hungry. D – warm blooded. A – they have echo-location (sonar). L – they are found in the oceans.

Final category designations developed for column L, information Learned about killer whales: A = abilities, D = description, F = food, L = location.

Figure 2.1 The last in K-W-L plus strategy explains how far students can learn from their reading. A written component which features concept mapping and summarizing increases students’ independent learning to think critically. A map is a graphic outline to organize text information. Otherwise, making summary can help students improve comprehension. 43 The following are the example of mapping and summarizing.

42 43

Carr and Ogle, op. cit., 1987. p. 628. Carr and Ogle, op. cit., 1987, pp. 628- 629.

21

The 9th grade’s concept map 44 Abilities (2) Kill for food Detect pebble sized aspirin tablet in 30 feet of water Find food in cloudy water Echo-location

Description (1) Warm blooded Dolphin family Second smartest animal next to man Born alive 10,000 lbs 30 feet long Blow holes Killer whales

Location (4) All oceans Sea worlds

Food (3) small dolphins carnivorous 400 lbs. salmon daily

(1) Through (4) indicate the order of categories the student chooses later for writing summary.

Figure 2.2 The summarization looked like this: 45 Killer whales are warm blooded mammals and part of the dolphin family. They are the second smartest animal next to man. Killer whales are born alive. They are 30 feet long and weigh 10,000 pounds. They breathe through their blow holes. They are able to kill for food. They can detect a pebble the size of an aspirin in a 30 foot tank. Killer whales also can feed in very cloudy water using echo-location. They eat as much as 400 pounds of salmon a day. They are located in all oceans. From the explanation above, K-W-L Plus is a useful strategy that can be applied in the classroom by students in group or individually. This strategy helps teacher to organize the learning activity sequentially by following the steps. Then for the students, they can evaluate their reading ability.

44 45

Carr and Ogle, op. cit., 1987, p. 629. Carr and Ogle, op. cit., 1987, p. 630.

22

C. Jigsaw Technique a. The understanding of Jigsaw Technique In cooperative learning method, there are many kinds of techniques used in teaching and learning process. Those are used as a tool of learning of education and various subjects. One of the cooperative learning techniques is jigsaw. Jigsaw was developed by Elliot Aronson and his colleagues at the University of Texas. In applying jigsaw technique, each group consists of five to six heterogeneous members in which the materials are given to the students and each student has to understand the material. Student, who have the same part of the text, gather with the other students. After they got deeper comprehension, they come back to their jigsaw and explain it to the other members of the jigsaw group. 46 Jigsaw requires learners to communicate with each other in order to fill in missing information and integrate it with other information. 47 In this technique the teacher is not the provider of knowledge but the teacher asks students get the material in other resources. Jigsaw technique is efficient way to learn students are active participants in the learning process. Meanwhile, according to Sholomo, Jigsaw is widely technique that is similar to group-to-group exchange with one important difference; every single student teaches something. Each student learns something which when combined with the material learned by others forming a coherent body of knowledge or skill. 48 Based on the theory above, students have more opportunities to express their thought, and manage information obtained and can improve communication skills, each member of the group responsible for the success of the group and completeness of the material being studied, and can deliver to home group. 46

http://jigsaw_Reading_Rockets.htm (retrieved on September, 12th 2014). Mahnaz Kazemi, “The Effect of Jigsaw Technique on the Learners’ reading Achievement: The Case of English as L2”, MJAL Journal, 4:3, (Iran: Autumn 2012), p. 173. 48 Shlomo Sharan (editor), Handbook of Cooperative Learning Methods, (London: Praiger Publisher, 1999), pp. 202. 47

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From the statement above, it can be concluded that jigsaw technique is a technique of cooperative learning that emphasizes the establishment of expert groups and these groups presenting the results of their discussion on each group member. Thus, in jigsaw technique, students are required to be experts in a particular matter and were able to present its expertise in the group. Jigsaw technique differs from other techniques in cooperative learning. It is because in jigsaw technique, the materials are divided into segments and each student in home group has different segments. b. The Stages of Jigsaw Technique According to Clark in Shlomo’s book, she conducted four generic stages in the process of Jigsaw approach. 49 a. Stage 1: Introduction In this stage, the teacher organizes the class into heterogeneous “home” group. Then, the teacher introduces the topic, text information or the material to be learnt. The teacher should explain how students learning will be assessed through learning experience. b. Stage 2: Focused Exploration In this stage, students recognize to form focus group. During this stage students need encouragement to think out loud in order to clarify their ideas and build understanding together. c. Reporting and Reshaping In this stage, student returns to their hoe group to take turns describing the ideas generated their focus groups. Meanwhile, during the reporting stage the member of groups should pose a question.

49

Ibid., p. 35.

24

d. Integration and evaluation The last stage is integration and evaluation. In this stage, the teacher ask the students to help the students reflect on how they worked together and about the materials they have learnt. According to Aronson, there are ten steps in implementation of the jigsaw in the classroom: 1. Students are divided into a 5 or 6 person jigsaw group. The group should be distinct in terms of ethnicity, gender, ability, and race. 2. One student should be appointed as the group leader. This person should initially be the most mature student in the group. 3. The day’s lesson is divided into 5-6 segments (one for each member) 4. Each student is assigned one segment to learn. Each student should only have direct access to their own segment. 5. Students should be given time to read over their segment at least twice to become familiar with it. Students do not need to memorize it. 6. Temporary experts group should be formed in which one student from each jigsaw group joins other students assigned to the same segment. Students in this expert group should be given time to discuss the main points of their segment and rehearse the presentation they are going to make to their jigsaw group. 7. Students come back to their jigsaw group. 8. Students present their segment to the group. Other members are encouraged to ask question for clarification. 9. The teacher needs to float from group to group in order to observe the process. Intervene if any group is having trouble such as a member being dominating or disruptive. There will come a point that the group leader should handle this task. Teachers can whisper to the group leader as to how to intervene until the group leader can effectively do it themselves.

25

10. At the end of the session, a quiz on the material should be given so students realize that the sessions are not just for fun and games, but that they really count. 50 In the following is the simple description of jigsaw technique: 51 Home Teams (Five or six members grouped heterogeneously) XXX XX

XXX XX

XXX XX

XXX XX

XXX XX

Expert Teams

XXX XX (Each expert team has one member from each of the home teams) Figure 2.3

D. Previous Relevant Studies 1. A journal entitled “Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts” written by Mona Roozkhoon, Mohammad Sadegh Bagheri, and Mortaza Yamini, an active journal of Islamic Azad University, which was published on April 30, 2013, Volume 2, Number 1. The objective of the research was to examine the effects of using KWL charts strategy on EFL learners’ comprehension of culturally unfamiliar texts. The researcher conducted this research to forty two intermediate EFL learners 50

Elliot Aronson, Jigsaw Classroom. http://www.broward.k12.fl.us/ci/strategies-andsuch/strategies/jigsaw.html. Retrieved on October 1 2014. 51 Richard I. Arends, Learning to Teach, (Ninth Edition, New York: McGraw Hill, 2007), p. 353.

26

with all the participants were female and native speakers of Persian in Bahar Language School in Shiraz. The participants were divided into two group, experimental group and control group. The method used was a quantitative research and the design used was an experimental. The instrument used was a test. The pre-test was given in order to check their reading comprehension before treatment. Then, the post-test was given to the participants to see whether the application of KWL charts had any effects on EFL learners’ comprehension. The result of this research showed that there was no significance improvement on EFL learners’ performance on reading quizzes while using KWL charts and KWL charts did not have any positive effect on Iranian EFL learners’ comprehension. 52 2. A journal entitled “The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors” written by Zhang Fengjuan from Soochow University, Chinese Journal of Applied Linguistics, Published on August 2010, Volume 33, Number 4. The objective of the study is to address the integration of the KWL strategy into English courses in ELT for non-majors. The questions considered included: 1) how can we integrate the KWL instructional schema into ELT for non-major? 2) what are response will learners make to this integration?. 53 The method that used in this study was experimental. The instrument used was test and questionnaire. Questionnaire was about students’ evaluation of the KWL schema. As to written work, the mean score of the experimental group was 12.2470 and that of the control class was 11.8677. The result showed that there is a significance difference with the calculation of t-test result is 2.161 and p = 0.034 (<0.05). It is showed that the KWL strategy had brought improvement in comprehension and writing performance. The 52

Mona Roozkhoon and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts, English Linguistic Research,

Vol. 2, No. 1, 2013, p. 72. 53

Zhang Fengjuan, The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol. 33, No. 4, 2010, p. 78.

27

questionnaire survey showed about 75% of the participants circled “4” and “5”, indicating that they were in favor or strongly favor of KWL strategy. Based on the previous relevant study, the first study result that there is no effect in teaching reading by using K-W-L technique toward EFL learners. Meanwhile, from the second study result that there is an improvement in both students’ reading comprehension and writing by using K-W-L technique. Hence, the researcher is going to conduct K-W-L Plus technique with design of experimental study in teaching analytical exposition text compare with the use of jigsaw technique.

E. Conceptual Framework In reading a text, students meet many difficulties. For example, sometimes they tried hard to get the main idea especially in reading analytical exposition text. Teacher to facilitate students’ learning activity use some strategy to support their learning, one of the techniques in cooperative learning is jigsaw. In this study, the writer previously assumed that Jigsaw as one of cooperative learning techniques is better than KWL Plus in teaching reading analytical exposition text. It is because jigsaw techniques can motivate students learning in social group. They can interact with other students in a group and share their knowledge. Meanwhile, KWL Plus uses students’ schemata or their metacognition skill to comprehend a text. In applying KWL Plus students’ prior knowledge is important to make a connection to the text given.

First Class is taught by using KWL Plus

Pre-Test

Post-Test Second Class is taught by Jigsaw

The score from both classes are compared

28

F. Hypotheses of The Research Based on the theory in conceptual framework above, the writer concludes the hypotheses could be formulated as follow: 1. Formulating alternative hypothesis (Ha): The use of Know Want Learn Plus is more effective in teaching reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text. 2. Formulating null hypothesis (Ho): The use of Know Want Learn Plus is not more effective in teaching reading of analytical exposition text than the use of Jigsaw in teaching reading of analytical exposition text.

CHAPTER III RESEARCH METHODOLOGY A. Method of the Research For this research, the writer used experimental method in quantitative study since it requires numerical data. She conducted experiment in two different classes with two different techniques. The writer used Know Want Learn Plus in experiment class and Jigsaw in controlled class, in teaching analytical exposition text. In analyzing the data, the writer used t-test to analyze the students’ achievement test, by holding a pre-test to know whether or not the two different classes are relatively at the same level, and post-test to know whether or not there is any significant different achievement of using Know Want Learn Plus and Jigsaw techniques.

B. Place and Time of the Research The research was conducted at SMAN 8 Tangerang Selatan. It was carried out from September to November, 2014 for six meetings which consisted of giving pre-test, presenting materials and giving post-test in the last meeting.

C. Population and sample of the research The population of this research was the eleventh grade of SMAN 8 Tangerang Selatan. The eleventh grade of this school consisted of four classes with 35 students in XI MIA 1, 35 students in XI MIA 2, 35 students in XI MIA 3, and 38 students in XI MIA 4. So, the total numbers of the students in eleventh grade were 143 students. The writer took the sample only two classes taken from class XI MIA 2 (35 Students) and XI MIA 3 (35 students). The sample was taken by using purposive sampling technique. All the class were given the pre-test and two closer

29

30

Mean was become the sample, XI MIA 2 and XI MIA 3. In which mean score of XI MIA 2 was 53.71 and mean score of XI MIA 3 was 55.09. So, XI MIA 2 was an experiment class using Know Want Learn Plus Strategy and XI MIA 3 was an controlled class using Jigsaw in teaching analytical exposition. The strategy used in this quantitative research was purposive sampling. Purposive sampling permitted the researcher to assume that she can used their knowledge of the population to judge whether or not a particular sample will be representative.

D. Technique of Data Collecting The technique of data collecting in this research was quantitative. Design of this research is quasi-experimental research. Meanwhile, the design of this research was experiment. The instrument was test. The test consisted of pre-test and post-test. The pre-test provided a measure on some attribute or characteristic that assess for participant in an experiment before they received a treatment. 1 The pre-test consisted of 25 question items in two different classes, an experiment and controlled class. Meanwhile, the post-test was a measure on some attribute or characteristic that is assessed for participants in an experiment after a treatment. 2 The post-test consisted of 25 question items was given either in experiment class or controlled class. From these data the writer analyzed and obtained the result of the research.

E. Technique of Data Analysis To compare the differences between students score in using Know Want Learn Plus in teaching reading of exposition texts and using Jigsaw in teaching reading of exposition texts, the writer used t-test.

1

John W. Creswell, Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, (Third Edition, New Jersey: Pearson Education, 2008), p. 301. 2 Ibid.

31

The formula of t-test is expressed as follow: 3

𝑡𝑡0 =

𝑀𝑀1 − 𝑀𝑀2 𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼−𝑀𝑀2

M1

: Mean of difference of Variable X (Experiment Class)

M2

: Mean of difference of Variable Y (Controlled Class)

SEM1 : Standard Error of Variable X (Experiment Class) SEM2 : Standard Error of Variable Y (Controlled Class) Before doing the calculation of t-test, there are several steps to be taken, the steps are: 4 a. Determining Mean of Variable X (Variable 1) 𝑀𝑀𝑥𝑥 =

∑𝑥𝑥 𝑁𝑁1

b. Determining Mean of Variable Y (Variable 2) 𝑀𝑀𝑦𝑦 =

∑𝑦𝑦 𝑁𝑁2

c. Determining Standard Deviation of Variable X score ∑𝑥𝑥 2 𝑠𝑠𝑠𝑠𝑠𝑠 = � 𝑁𝑁1

d. Determining Standard of Deviation of Variable Y score

3

Anas Sudiyono, Pengantar Statistik Pendidikan, (Jakarta: RajaGrafindo Persada, 2011), pp. 346-348. 4 Ibid.

32

∑𝑦𝑦 2 𝑠𝑠𝑠𝑠𝑠𝑠 = � 𝑁𝑁2

e. Determining Errors Standard of Mean Variable X 𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 =

𝑠𝑠𝐷𝐷1

�𝑁𝑁1 − 1

f. Determining Error Standard of Mean Variable Y 𝑠𝑠𝑠𝑠𝑀𝑀𝑦𝑦 =

𝑠𝑠𝐷𝐷2

�𝑁𝑁2 − 1

g. Determining Error Standard of the Difference between Mean Variable X and Mean Variable Y 𝑠𝑠𝑠𝑠𝑀𝑀1 − 𝑀𝑀2 = �𝑠𝑠𝑠𝑠𝑀𝑀1 + 𝑠𝑠𝑠𝑠𝑀𝑀2 2

2

h. Determining to 𝑡𝑡0 =

𝑀𝑀1 − 𝑀𝑀2 𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼 −𝑀𝑀2

i. Determining Degree of Freedom 𝑑𝑑𝑓𝑓 = [𝑁𝑁1 + 𝑁𝑁2 ] − 2

For that purpose the writer proposed the alternative Hypothesis (𝐻𝐻𝑎𝑎 ) and

Null Hypothesis (𝐻𝐻0 ) as bellow:

𝐻𝐻𝑎𝑎 = “The use of Know Want Learn Plus is more effective in teaching reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.” 𝐻𝐻0 = “The use of Know Want Learn Plus is not more effective in teaching

reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.”

33

With note that: If 𝑡𝑡0 >t-table, it means that 𝐻𝐻𝑎𝑎 is accepted and 𝐻𝐻0 is

rejected; but If 𝑡𝑡0
F. Procedure of the Research

In conducting the research, the writer did some procedures in order to gain the result of the research. The procedures consisted of some steps as mentioned bellow: First, the writer began the research by doing observation in the class to see the condition and population of SMAN 8 Tangerang Selatan in the eleventh grade. She also took some supporting data for the research. The writer observed the teaching and learning reading skill in the class. Second, the writer made a test instrument (pre and post-test). Then, she did the test validity in the school and arranged the pre-test and post-test to be given to the sample of the research. Third, the writer began to give pre-test to see the students’ reading score before they get the materials of reading analytical exposition by using Know Want Learn Plus and Jigsaw technique. Forth, the writer took the sample from the population of the eleventh grade students of SMAN 8 Tangerang Selatan. The sample was took by giving the pretest to the groups of class, then two of them that has closer mean were took as the sample. The samples were XI MIA2 (with mean score 53.71) and XI MIA 3 (with mean score 55.09). The first class was experiment class and another class was the controlled class. Fifth, it was the treatment. In this treatment the writer conducted the teaching learning process in class by herself. She conducted the same materials which was analytical exposition text to the two classes, but treated them in two different techniques. The experiment class was taught by using Know Want Learn Plus, and the controlled class was taught by using Jigsaw technique.

34

Sixth, after the treatment that consisted of four meetings finish, the writer administered post-test to students in both two classes (the experimental class and the controlled class) by using the different format from pre-test but has same level of difficulty. So, the meetings were held in six times. Finally the data that have been collected from the pre-test and post-test were calculated using statistical calculation of t-test to figure out the result or conclusion of the research. The writer also calculated the normality and homogeneity test by using SPSS Statistic 18 calculation. Table 3.1 RESEARCH SCHEDULE

Activities Observation Test Validity Experiment Class Pre-Test Treatment 1

September 1 2 3 4 √

1

Month October 2 3

4

1

November 2 3 4

√ √ √ √

Treatment 2

√

Treatment 3

√

Treatment 4 Post-Test Controlled Class Pre-Test Treatment 1 Treatment 2 Treatment 3 Treatment 4

√ √ √ √ √

Post-Test Data Analyzing

√

√

√

CHAPTER IV RESEARCH FINDINGS

A. Data Description 1. The Data of Experiment Class Based on the statistical calculation, the mean score of pre-test is 53.71 with the maximum score was 76 and minimum score was 36 (see appendix 1). It can be classified by using Sturgess formula, the interval class is 6 and the length of interval class is 7. It showed that there are 4 students got score between 71 to 77, 4 students got score between 64 to 70, 7 students got score between 57 to 63, 6 students got score between 50 to 56, 7 students got score between 43 to 49, and 7 students got score between 36 to 42 (see appendix 3). Furthermore, the mean score of post-test is 71.89, with the maximum score is 88 and minimum score is 52 (see appendix 1). The interval class is 6 and the length of interval class is 6, too. It showed that there are 4 students got score between 85 to 91, 7 students got score between 78 to 84, 8 students got score between 72 to 77, 6 students got score between 65 to 71, 7 students got score between 58 to 64, and 3 students got score between 52 to 57 (see appendix 3). Meanwhile, the calculation showed that the mean of gained score of pretest and post-test in experiment class is 18.34, with the maximum score is 28 and minimum score is 4. 2. The Data of Control Class The result showed that the mean score of pre-test was 55.09 with the maximum score was 76 and minimum score was 20 (see appendix 2). The length of interval class of the data is 10. It can be drawn that 4 students got score between 70 to 79, 9 students got score between 60 to 69, 11 students got score

35

36

between 50 to 59, 8 students got score between 40 to 49, 2 students got score between 30 to 39, and only 1 student got score between 20 to 29 (see appendix 3). Otherwise, the mean score of post-test was 69.66 with the maximum score was 84 and minimum score was 44 (see appendix 2). The length of interval class is 7. The score can be grouped as 9 students got score between 79 to 85, 8 students got score between 72 to 78, 2 students got score between 65 to 71, 9 students got score between 58 to 64, 5 students got score between 51 to 57, and the last 2 students got score between 44 to 50 (see appendix 3). Meanwhile, the mean of gained score of pre-test and post-test from control class is 13.6, with the maximum score is 24 and minimum score is 4. B. The Analysis of The Data and Hypotheses Testing 1. Item Test Analysis Before giving pre-test to the sample of research, the writer did the item test validity first. The test divided into two times. First, test validity of instrument I for pre-test items and test validity of instrument II for post-test items. The test validity of instrument I shown that there are 15 items is significant and 15 items is low of significant with the test reliability is 0.77 (high). Meanwhile, the test validity of instrument II shown that there are 13 items is significant and 17 items is low of significant with the test reliability is 0.52 (medium). Then, the writer modified the quality of distractor of the items that low of significant to be the instrument pretest and post-test. 2. Analysis of Pre-Test and Post-Test In calculating the normality and homogeneity of pre-test and post-test, the writer use One-Sample Kolmogorov-Smirnov Test and Lillifors test. a. Normality Before calculating the t-test value to find out the hypothesis of the research, a test of normality and homogeneity are needed to know whether the

37

data has been normality distributed or not; the data are homogeneous or heterogeneous. The writer used SPSS Statistic 18 to count the normality of each test. The test would be normal distribution if the result of calculation from SPSS Statistic 18, the number showed less than the result in Kolmogorov-Smirnov table with the number of sample (n) is 35. These tests are valued using SPSS Statistic 18. The normality Using OneSample Kolmogorov-Smirnov Test results can be seen as bellow: Table 4.1 Normality of Pre-test Using One-Sample Kolmogorov-Smirnov Test One-Sample Kolmogorov-Smirnov Test KWL Plus Jigsaw N 35 35 a,b Normal Parameters Mean 53.7143 55.0857 Std. Deviation 11.53147 12.12040 Most Extreme Absolute .136 .130 Differences Positive .090 .099 Negative -.136 -.130 Kolmogorov-Smirnov Z .803 .769 Asymp. Sig. (2-tailed) .539 .595 a. Test distribution is Normal. b. Calculated from data. The normality calculation above used One-Sample Kolmogorov-Smirnov Test. From the table above, it is shown that the absolute difference (D) of KWL Plus (Experiment) Class data is 0.136. It is much less that absolute difference in Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical points of 35 = 0.224. It means that the pre-test of experiment class data is normal. Meanwhile, the absolute difference of Jigsaw (Controlled) Class data is 0.130. I is also much less than D-table with the closest Kolmogorov-Smirnov critical points

38

of 35 = 0.224. It can be conclude that the pre-test of controlled class is normal, too. Table 4.2 Normality of Pre-test Using Lilliefors kelompok

Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. .136 35 .102 .948 35 .096

Nilai KWL Plus Jigsaw .130 35 a. Lilliefors Significance Correction

.142

.965

35

.315

Besides using the normality test calculation of One-Sample KolmogorovSmirnov Test the writer also using Lilliefors test. It shows that the normality is significant too. It is shown the absolute difference (D) in Lilliefors table of KWL Plus (Experiment) Class data is 0.136 and the absolute different (D) in Lilliefors table of Jigsaw (Controlled) Class data is 0.130. Both absolute different (D) of Experiment class data and the absolute different (D) of Controlled Class data are much less than the calculation Kolmogorov-Smirnov table with critical points of 35 = 0.224. Table 4.3 Normality of Post-test Using One-Sample Kolmogorov-Smirnov Test

N Normal Parametersa,b Most Extreme Differences

Mean Std. Deviation Absolute Positive Negative

Kolmogorov-Smirnov Z Asymp. Sig. (2-tailed) a. Test distribution is Normal. b. Calculated from data.

KWL Plus Jigsaw 35 35 72.1714 68.6857 9.99260 10.78062 .106 .132 .090 .125 -.106 -.132 .629 .780 .824 .576

39

As in the pre-test, the normality calculation of post-test above used OneSample Kolmogorov-Smirnov Test too. From the table above, it is shown the absolute difference (D) of KWL Plus (Experiment) Class is 0.106. It is much less than the calculation in Kolmogorov-Smirnov table with the closest KolmogorovSmirnov critical points of 35 = 0.224. It is means the post-test of experiment class is normal. While the absolute difference (D) of Jigsaw (Controlled) Class data is 0.132. It is also much less than Kolmogorov-Smirnov table with the closest Kolmogorov-Smirnov critical points of 35 = 0.224. It is also means that the posttest of controlled class is normal distribution. Table 4.4 Normality of Post-test Using Lilliefors Kolmogorov-Smirnova Statistic KWL Plus

df

Sig.

Shapiro-Wilk Statistic

df

Sig.

.155

35

.033

.949

35

.103

.140

35

.081

.931

35

.029

Class (Experiment) Jigsaw Class (Controlled) a. Lilliefors Significance Correction

The writer using the Lillifors test for normality of post-test, it shows that the normality is significant too. It is shown the absolute (D) in the Lillifors table of KWL Plus (Experiment) class data is 0.155 and the absolute difference (D) of Jigsaw (Controlled) Class data is 0.140. Both absolute difference (D) of experiment and controlled class are much less than the calculation in KolmogorovSmirnov table with critical points of 35 at degrees significance 0.05% = 0.224. Hence, it can be conclude that the data is normal distribution.

40

b. Homogeneity The calculation of homogeneity of pre-test and post-test was counted by using SPSS Statistic 18, too. The test would be homogenous if the calculation of test result is higher than the Kolmogorov-Smirnov table with the critical points of 35 = 0.224. Table 4.5 Pre-Test of Homogeneity of Variance Levene Statistic Nilai Based on Mean

df1

df2

Sig.

.062

1

68

.804

Based on Median

.098

1

68

.755

Based on Median and

.098

1

63.937

.755

.095

1

68

.758

with adjusted df Based on trimmed mean

From the calculation table of homogeneity test of pre-test above, it can be conclude that all of degrees of significance are 0.804, 0.755, 0.755, and 0.758. These are higher than 0.05. So, it shows that both of the groups are homogenous. Table 4.6 Post-test of Homogeneity of Variance Levene Statistic Nilai Based on Mean

df1

df2

Sig.

1.161

1

68

.285

Based on Median

.900

1

68

.346

Based on Median and

.900

1

67.973

.346

1.166

1

68

.284

with adjusted df Based on trimmed mean

41

From the calculation table of homogeneity test of pre-test above, it can be conclude that all of degrees of significance are 0.285, 0,346, 0.346, and 0.284. These are higher than 0.05. So, it shows that both of the groups are homogenous.

3. Analysis of Data Hypothesis testing is the last step to find out the answer of hypothesis. From the hypothesis test, it will be found whether Know Want Learn Plus more effective to students than jigsaw. To analyze the hypothesis the writer used T-test formula as bellow: 𝑡𝑡0 =

𝑀𝑀1 − 𝑀𝑀2 𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼 −𝑀𝑀2

And the statistic calculation can be seen as follows: a. Determining Mean of Variable X (Variable 1) 𝑀𝑀𝑥𝑥 =

∑𝑥𝑥 𝑁𝑁1

= 18.34

b. Determining Mean of Variable Y (Variable 2) 𝑀𝑀𝑦𝑦 =

∑𝑦𝑦 𝑁𝑁2

= 13.6

c. Determining Standard Deviation of Variable X score ∑𝑥𝑥 2 1683.886 𝑠𝑠𝑠𝑠𝑠𝑠 = � = � = √48.1110286 = 6.9362114 𝑁𝑁1 35

d. Determining Standard of Deviation of Variable Y score ∑𝑦𝑦 2

𝑠𝑠𝑠𝑠𝑠𝑠 = � 𝑁𝑁

2

1190.4

= �

35

= √34.0114286 = 5.83193181

e. Determining Errors Standard of Mean Variable X

42

𝑠𝑠𝑠𝑠𝑠𝑠𝑠𝑠 =

𝑠𝑠𝐷𝐷𝑥𝑥

�𝑁𝑁1 −1

=

6.9362114 √35−1

= 1.18955044

f. Determining Error Standard of Mean Variable Y 𝑠𝑠𝑠𝑠𝑀𝑀𝑦𝑦 =

𝑠𝑠𝐷𝐷𝑦𝑦

=

�𝑁𝑁2 −1

5.83193181 √35−1

= 1.00016805

g. Determining Error Standard of the Difference between Mean Variable X and Mean Variable Y 2 2 𝑠𝑠𝑠𝑠𝑀𝑀1 − 𝑀𝑀2 = �𝑠𝑠𝑠𝑠𝑀𝑀1 + 𝑠𝑠𝑠𝑠𝑀𝑀2

= √1.189550442 + 1.000168052 = 1.5541449

h. Determining to 𝑡𝑡0 =

𝑀𝑀1 −𝑀𝑀2

𝑠𝑠𝐸𝐸𝑀𝑀𝐼𝐼 −𝑀𝑀2

=

18.34−13.6 1.5541449

= 3.04990867

i. Determining Degree of Freedom 𝑑𝑑𝑓𝑓 = [𝑁𝑁1 + 𝑁𝑁2 ] − 2

= [35 + 35] − 2 = 70 – 2 = 68

4. Hypotheses Testing The research was held to answer the question whether Know Want Learn Plus technique more effective than jigsaw technique on students’ ability in reading analytical exposition text on eleventh grade students of SMAN 8 Tangerang Selatan. In order to provide answer for the question above, the Alternative Hypothesis (𝐻𝐻𝑎𝑎 ) and Null Hypothesis (𝐻𝐻0 ) were proposed as follows:

a. 𝐻𝐻𝑎𝑎 (Alternative Hypothesis): “The use of Know Want Learn Plus is more effective in teaching reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.”

43

b. 𝐻𝐻0 (Null Hypothesis): “The use of Know Want Learn Plus is not more effective in teaching reading of analytical exposition text than the use of jigsaw in teaching reading of analytical exposition text.” To prove the hypothesis, the obtained data from experiment class and controlled class were calculated by using t-test formula with assumption as follows: If 𝑡𝑡0 ≥ t-table in significant difference of (1 - ½ α), the Alternative Hypothesis

(𝐻𝐻𝑎𝑎 ) is accepted and Null Hypothesis (𝐻𝐻0 ) is rejected. It means that the use of

Know Want Learn Plus is more effective in teaching reading of analytical

exposition text than the use of jigsaw in teaching reading of analytical exposition text. If 𝑡𝑡0 ≤ t-table in significant difference of (1 - ½ α), the Alternative Hypothesis

(𝐻𝐻𝑎𝑎 ) is rejected and Null Hypothesis (𝐻𝐻0 ) is accepted. It means that the use of

Know Want Learn Plus is not more effective in teaching reading of analytical

exposition text than the use of jigsaw in teaching reading of analytical exposition text. Based on the calculation above, the value of 𝑡𝑡0 is 3.05 and the degree of

freedoms is 68 with 1 - ½ α degree of significance is used by the writer. The writer used 1 - ½ α because she did a social research. Based on the significance, it can be seen that on degree of freedom of 68, and 1 - ½ α (α = 0.05) in degree of significance the value of t-table is 1.995. By comparing the result of t-table to, in the degree of significance of 5%, it can be seen that 𝑡𝑡0 > t-table (3.05 > 1.995).

According to the results, it can be conclude that the Null Hypothesis (𝐻𝐻0 ) is

rejected, meanwhile the Alternative Hypothesis (𝐻𝐻𝑎𝑎 ) is accepted. 5. Interpretation

From the research findings above, it can be shown that in the post-test, students from experiment class perform better than students from controlled class. It can be seen from the result of the average score of post-test of experiment class

44

and controlled class. The average score of post-test in experiment class is 71.89. Meanwhile, the average score of post-test in controlled class is 69.66. So the average score of post-test of experiment class is higher than average score of posttest of controlled class or 71.89 > 69.66. Afterward, the experiment and controlled class students’ gain score illustrates that the average gain score for experiment class students is higher than the average gain score for controlled class students. The average gain score of experiment class is 18.34. Then, the average gain score of controlled class is 13.6. In addition, from the data testing we can interpret that both pre-test and post-test have normal distribution as shown by the normality test that was count by the use of SPSS calculation. The result of normality of pre-test shown the absolute difference (D) of experiment class (KWL Plus) data is 0.136. It is much less that D-table with the critical points of 35 = 0.224. Moreover, the absolute difference (D) of controlled class (Jigsaw) data is 0.133. It is also much less than D-table with critical points of 35 = 0.224. It means the pre-test of both experiment and controlled class is normal. In the other side, the result of normality of post-test shows the absolute difference (D) of experiment class is 0.155. Then, the absolute difference (D) of controlled class is 0.140. Both of the absolute difference (D) data are much less than Kolmogorov-Smirnov table with critical points of 35 = 0.224. It can be concluded that the post-test of both experiment and controlled class is normal. Moreover, it is also confirmed that both experiment and controlled class are classified as homogenous group according to the SPSS calculation. From the result of homogeneity test of pre-test, it can be seen that the degrees of significance are 0.804, 0.755, 0.755, and 0.758. It is higher than 0.01. And from the result of homogeneity test of post-test, it can be seen that the degrees of

45

significance are 0.285, 0.346, 0.346, and 0.284. It is also higher than 0.01. So, it can be concluded that both of the groups are homogenous. Last of all, based on the result of analysis data, the value of t-table in the degree of significance of 1 - ½ α with α = 0.05 was 1.995, while, the value of 𝑡𝑡0

was 3.05. It means that the Null Hypothesis (𝐻𝐻0 ) was rejected and the Alternative

Hypothesis (𝐻𝐻𝑎𝑎 ) was accepted. Therefore, it can be inferred that Know Want

Learn Plus is more effective in teaching analytical exposition text than the use of Jigsaw. The t-observation (𝑡𝑡0 = 3.05) which is higher than t-table (t-table = -1.995) shows that the effectiveness of Know Want Learn Plus Technique is significant in

teaching reading analytical exposition text compared to the use of Jigsaw technique on SMAN 8 Tangerang Selatan.

CHAPTER V CONCLUSION

A. Conclusion Teaching reading of analytical exposition by using Know Want Learn Plus has given a positive influence, shown from mean score of post-test. The mean score of first class which used Know Want Learn Plus is bigger than the mean of second class which used Jigsaw technique. According to the result of the analysis of the research shown that the value of 𝑡𝑡0 is bigger than the value of t-table. Therefore, the alternative hypothesis (𝐻𝐻𝑎𝑎 )

is accepted and Null Hypothesis (𝐻𝐻0 ) is rejected, or it can be said that teaching reading of analytical exposition by using Know Want Learn Plus is more effective

than teaching reading of analytical exposition by using Jigsaw technique at the eleventh grade of SMAN 8 Tangerang Selatan, Cirendeu. Based on the result in the calculation of 𝑡𝑡0 it is shown that the 𝑡𝑡0 = 3.05

and df = 70 (there is no df = 68). The writer took only the degree of significance in level 1 - ½ α with α = 5% to give interpretation of the result of this research. With df = 70 the degree of significance in level 1 - ½ α = 1.995. Then the writer compares the 𝑡𝑡0 with the value of t-table, the result is 𝑡𝑡0 : t-table = 3.04 > 1.995. It can be conclude that the used of Know Want learn Plus in teaching reading of

analytical exposition is more effective than the use of Jigsaw to the students of SMAN 8 Tangerang Selatan, Cirendeu.

B. Suggestion Dealing with the conclusion, the writer would like to give suggestion as follow: 1. For students:

46

47

Students do not have to feel that reading is difficult because there are many techniques that can be applied to make reading process easy to do. That is Know Want Learn Plus can be applied easily and attractively in or outside the classroom by themselves. 2. For teachers: Teacher should teach any kind of materials by using appropriate techniques and make variation in every meeting in order to motivate students in learning. Moreover, in using a technique, teacher should make sure that she or he has organized it well and be ready for some possibilities that can be happened in students’ learning activities. In addition, teacher should keep trying to find out the suitable method and technique in the class condition. 3. For the experts, researchers, and academicians: Based on the data, it can be concluded that Know Want Learn Plus would be helpful to teaching reading in the classroom. Moreover, Know Want Learn Plus gives positive effects to the process of students’ reading comprehension development.

48

BIBLIOGRAPHY

Alderson, Charles J. Assessing Reading. New York: Cambridge University Press, 2000. Amarain, Shirin, anakia, and Lapae, Kanaya, Text Forms and Features: A Resource for International Teaching, Jakarta: Umbrella Corporation, 2009. Arends, Richard I., Learning to Teach, New York: McGraw-Hill, 2007. Blachowicz, Camille and Donna Ogle, Reading Comprehension: Strategies for Independent Learners, New York: The Guilford Press, 2008. Buscemi, Santi V. A Reader for Developing Writers. New York: McGraw-Hill Companies, 2003. Carr, Eileen and Ogle, Donna M. K-W-L Plus: A Strategy for Comprehension and Summarization, Journal of Reading, 1987.

Creswell, John W. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. New Jersey: Pearson Education, Inc., 2008. Daniels, Harvey and Marilyn Bizar, Teaching the Best Practice Way: Methods That Matter, K-12, Portland: Stenhouse Publisher, 2005. David, Pearson P., Teaching Reading Comprehension, California: Holt, Rinehart and Winston. 1978. Fengjuan, Zhang, The Integration of The Know-Want-Learn (KWL) Strategy into English Language Teaching for Non-English Majors, Chinese Journal of Applied Linguistic, Vol. 33, No. 4, 2010. Grabe, William and Fredricka L. Stoller, Teaching and Researching Reading, Harlow: Pearson Education, 2002. Grellet, Francoise, Developing Reading Skills: A Practical guide to Reading Comprehension Exercises, New York: Cambridge University Press, 1981.

49

Harmer, Jeremy, How to Teach English (new edition), Harlow: Pearson Education, 2007. Harmer, Jeremy, The Practice of English Language Teaching (3rd edition), Harlow: Pearson Education, 2001. Hedgcock, John S. and Dana R. Ferris, Teaching Readers of English Students, texts, and Contexts, New York: Routledge, 2009. I.S. P. Nation, Teaching ESL/EFL Reading and Writing, New York: Routledge, 2009. Israel, Susan E. and Gerald G. Duffy (edt.), Handbook of Research on Reading Comprehension, New York: Routledge, 2009. Kazemi, Mahnaz, The Effect of Jigsaw Technique on the Learners’ Reading Achievement: The Case of English as L2, Guilan: University of Guilan, 2012. Lems, Kristine, and friends, Teaching Reading to English Language Learning: insight from Linguistics, New York: The Guilford Press, 2010. Maulana, Akses Buku Sulitm Minat Baca di Indonesia Masih Rendah, 2013, http://www.unpad.ac.id/2013/04/akses-buku-sulit-minat-baca-di-indonesiamasih-rendah/. Mc Donough, Jo and Christopher Shaw, Materials and Methods in ELT: A Teacher’s Guide, Oxford: Blackwell Publishing, 2003. Musafak, The Use of Film to Teach Analytical Exposition Writing, Encounter, Volume 3, No. 2, 2012. Nuttall, Christine, Teaching Reading Skills in a Foreign Language, Oxford: Heinemann, 1996. Ogle, Donna M., K-W-L: A Teaching Model that Develops Active Reading of Expository Text, International Reading Association, 39, 1986. Pang, Elizabeth S. and friends, Teaching Reading, Chicago: IAE Educational Practice Press, 2003. Phillipot, Raymond and Michael F. Graves, Fostering Comprehension in English Classes: Beyond the Basics, New York: The Guilford Press, 2009.

50

RAND Reading Study Group, Reading for Understanding toward an R&D Program in Reading Comprehension, Santa Monica: RAND Education, 2002. Roozkhoon, Mona and friends, Evaluating KWL Charts Strategy in Relation to Iranian EFL Learners’ Comprehension of Culturally Unfamiliar Texts, English Linguistic Research, Vol. 2, No. 1, 2013, p. 72. Sharan, Shlomo (edt.), Handbook of Cooperative Learning Methods, London: Praeger Publisher, 1999. Sudijino, Anas, Pengantar Statistik Pendidikan, Jakarta: PT Raga Grafindo Persada, 2011. Willis, Judy, Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension, Virginia: ASCD, 2008. Wynne, Sharon, Reading Instruction Competence Assessment: Teacher Certification Exam, Boston: XAMonline, Inc., 2008. http://jigsaw_Reading_Rockets.htm http://www.broward.k12.fl.us/ci/strategies-and-such/strategies/jigsaw.html

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Appendix 1 The score of Pre-Test and Post-Test of Experiment Class (XI MIA 2) Students

Pre Test Score

Post Test Score

Gained Score

1

60

64

4

2

48

60

12

3

60

88*

28

4

36

64

28

5

72

88*

16

6

60

84*

24

7

36

64

28

8

48

64

16

9

56

84*

28

10

64

88*

20

11

44

56

12

12

40

70

30

13

36

60

24

14

64

80*

16

15

72

88*

28

16

60

80*

8

17

36

56

20

18

48

72

24

19

56

72

16

20

60

80*

20

21

56

76*

20

22

72

76*

4

23

48

68

20

24

76

80*

4

25

40

60

20

26

36

52

16

52

27

52

68

16

28

64

76*

12

29

60

76*

16

30

48

72

24

31

44

68

24

32

52

68

16

33

52

68

16

34

64

80*

16

35

60

76*

16

∑𝑥𝑥1 = 2516

∑𝑥𝑥1 = 642

∑𝑥𝑥1 = 1880

𝑀𝑀𝑥𝑥1 = 53.71 MAX = 76

𝑀𝑀𝑥𝑥1 = 71.89 MAX = 88

𝑀𝑀𝑥𝑥1 = 18.34

MIN = 36

MIN = 52

MIN = 4

*mencapai KKM (75) Mpre-Test =

∑𝑥𝑥0

= 53.71

Mpost-tets =

∑𝑥𝑥1

= 71.89

Mgain

=

𝑁𝑁

𝑁𝑁

∑𝑥𝑥2 𝑁𝑁

= 18.34

MAX = 30

53

Appendix 2 The score of Pre-Test and Post-Test of Control Class (XI MIA 3) Students

Pre-Test

Post-Test

Gained Score

1

72

80*

8

2

48

64

16

3

56

72

16

4

48

64

16

5

68

80*

12

6

44

68

24

7

36

56

20

8

72

84*

12

9

64

80*

16

10

56

76*

20

11

56

64

8

12

36

44

8

13

56

68

12

14

56

72

16

15

64

84*

20

16

76

76*

0

17

76

84*

8

18

68

80*

12

19

44

56

12

20

52

64

12

21

56

80*

24

22

56

64

8

23

40

56

16

24

52

64

12

25

20

44

24

26

60

76*

16

54

27

44

64

20

28

56

64

8

29

52

76*

24

30

48

56

8

31

68

80*

12

32

60

72

12

33

48

56

8

34

60

64

4

35

60

72

12

∑𝑥𝑥1 = 2438

∑𝑥𝑥1 = 476

∑𝑥𝑥1 = 1928

𝑀𝑀𝑥𝑥1 = 55.09 MAX = 76

𝑀𝑀𝑥𝑥1 = 69.66 MAX = 84

𝑀𝑀𝑥𝑥1 = 13.6

MIN = 20

MIN = 44

MIN = 4

*mencapai KKM (75) Mpre-Test =

∑𝑥𝑥0

= 55.09

Mpost-tets =

∑𝑥𝑥1

= 69.66

Mgain

=

𝑁𝑁

𝑁𝑁

∑𝑥𝑥2 𝑁𝑁

= 13.6

MAX = 24

55

Appendix 3 INTERVAL Perhitungan distribusi frekuensi kelompok, menentukan banyaknya kelas interval dengan menggunakan rumus Strugess: k = 1 + 3,322 log n, dimana n (jumlah seluruh data adalah 35).

(𝑖𝑖) =

𝑅𝑅 76 − 36 = =7 6 𝑘𝑘

Group Distribution Pre-Test of Experiment Class Interval Class 36 – 42 43 – 49 50 – 56 57 – 63 64 – 70 71 – 77

Tally IIIII II IIIII II IIIII I IIIII II IIII IIII

(𝑖𝑖) =

Frequency 7 7 6 7 4 4

𝑅𝑅 88 − 52 = =6 𝑘𝑘 6

Group Distribution Post-Test of Experiment Class Interval Class 52 - 57 58 - 64 65 - 71 72 - 77 78 - 84 85 - 91

Tally III IIIII II IIIII I IIIII III IIIII II IIII

Frequency 3 7 6 8 7 4

56

(𝑖𝑖) =

𝑅𝑅 76 − 20 = = 10 𝑘𝑘 6

Group Distribution Pre-Test of Controlled Class Interval Class 20 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79

Tally I II IIIII III IIIII IIIII I IIIII IIII IIII

(𝑖𝑖) =

Frequency 1 2 8 11 9 4

𝑅𝑅 84 − 44 = =7 𝑘𝑘 6

Group Distribution Post-Test of Controlled Class Interval Class 44 - 50 51 - 57 58 - 64 65 - 71 72 - 78 79 - 85

Tally II IIIII IIIII IIII II IIIII III IIIII IIII

Frequency 2 5 9 2 8 9

57

Appendix 4 The Comparison of Scores of Each Student of the Experiment and Controlled Class Students 1

X 4

Y 8

x -14.34

y -5.6

x2 205.6356

y2 31.36

2

12

16

-6.34

2.4

40.1956

5.76

3

28

16

9.66

2.4

93.3156

5.76

4

28

16

9.66

2.4

93.3156

5.76

5

16

12

-2.34

-1.6

5.4756

2.56

6

24

24

5.66

10.4

32.0356

108.16

7

28

20

9.66

6.4

93.3156

40.96

8

16

12

-2.34

-1.6

5.4756

2.56

9

28

16

9.66

2.4

93.3156

5.76

10

20

20

1.66

6.4

2.7556

40.96

11

12

8

-6.34

-5.6

40.1956

31.36

12

30

8

11.66

-5.6

135.9556

31.36

13

24

12

5.66

-1.6

32.0356

2.56

14

16

16

-2.34

2.4

5.4756

5.76

15

28

20

9.66

6.4

93.3156

40.96

16

8

0

-10.34

-13.6

106.9156

184.96

17

20

8

1.66

-5.6

2.7556

31.36

18

24

12

5.66

-1.6

32.0356

2.56

19

16

12

-2.34

-1.6

5.4756

2.56

20

20

12

1.66

-1.6

2.7556

2.56

21

20

24

1.66

10.4

2.7556

108.16

22

4

8

-14.34

-5.6

205.6356

31.36

23

20

16

1.66

2.4

2.7556

5.76

24

4

12

-14.34

-1.6

205.6356

2.56

25

20

24

1.66

10.4

2.7556

108.16

26

16

16

-2.34

2.4

5.4756

5.76

27

16

20

-2.34

6.4

5.4756

40.96

58

28

12

8

-6.34

-5.6

40.1956

31.36

29

16

24

-2.34

10.4

5.4756

108.16

30

24

8

5.66

-5.6

32.0356

31.36

31

24

12

5.66

-1.6

32.0356

2.56

32

16

12

-2.34

-1.6

5.4756

2.56

33

16

8

-2.34

-5.6

5.4756

31.36

34

16

4

-2.34

-9.6

5.4756

92.16

35

16

12

-2.34

-1.6

5.4756

2.56

N1 = 35 N2 = 35

642

476

∑𝑥𝑥 2 1683.886

∑𝑦𝑦 2 1190.4

Mean

18.34

13.6

48.11

34.01

Appendix 5 SKOR DATA DIBOBOT ================= Jumlah Subyek = 35 Butir soal = 30 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Keterangan: data terurut berdasarkan skor (tinggi ke rendah) Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 17 Rizma ... 25 5 0 25 25 2 19 Shadow... 23 7 0 23 23 3 13 Dinda ... 22 8 0 22 22 4 25 M Syaf... 22 8 0 22 22 5 15 Hana I... 21 9 0 21 21 6 18 Bayu M... 21 8 1 21 21 7 9 Suci I... 20 10 0 20 20 8 10 Shuma ... 20 10 0 20 20 9 14 Ratu C... 20 10 0 20 20 10 21 Widya ... 20 10 0 20 20 11 22 Arsya ... 20 10 0 20 20 12 27 Verel ... 20 10 0 20 20 13 28 Rissa ... 20 10 0 20 20 14 29 Putri ... 20 10 0 20 20 15 32 Donny ... 20 10 0 20 20 16 6 Zalfa ... 19 11 0 19 19 17 7 Cherun... 19 11 0 19 19 18 16 Dwi Fi... 19 11 0 19 19 19 23 Ram Da... 19 11 0 19 19 20 24 Shandi 19 11 0 19 19 21 5 Fajar ... 18 11 1 18 18 22 30 Safriz... 18 12 0 18 18 23 3 Meidya... 17 13 0 17 17 24 11 Vicky ... 17 13 0 17 17 25 20 Belmir... 17 13 0 17 17 26 26 Jihan ... 17 13 0 17 17 27 2 Siti S... 16 14 0 16 16 28 4 Rafly ... 16 14 0 16 16 29 33 Nezar ... 16 14 0 16 16 30 8 Bahar ... 15 14 1 15 15 31 34 Adhyas... 14 16 0 14 14 32 31 Fadly 13 17 0 13 13 33 12 Yonabilah 11 19 0 11 11 34 35 Muhamm... 11 17 2 11 11 35 1 Gustia... 7 22 1 7 7

RELIABILITAS TES

================ Rata2= 18.06 Simpang Baku= 3.64 KorelasiXY= 0.62 Reliabilitas Tes= 0.77 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldi 3 4 7 2 2 Siti Silma Mu... 7 9 16 3 3 Meidyana Savitri 7 10 17 4 4 Rafly Nur Sap... 7 9 16 5 5 Fajar Januar 9 9 18 6 6 Zalfa Adelia ... 8 11 19 7 7 Cherunnisa Ad... 10 9 19 8 8 Bahar Nur Haidy 6 9 15 9 9 Suci Indah Sari 10 10 20 10 10 Shuma Widyatami 10 10 20 11 11 Vicky Carin S 6 11 17 12 12 Yonabilah 5 6 11 13 13 Dinda Arfiani 11 11 22 14 14 Ratu Chita A 9 11 20 15 15 Hana Ika Okta... 8 13 21 16 16 Dwi Fitria 8 11 19 17 17 Rizma Rahmala... 12 13 25 18 18 Bayu Mertayasa 9 12 21 19 19 Shadow Haq W 10 13 23 20 20 Belmiro Dava ... 7 10 17 21 21 Widya Ananta 9 11 20 22 22 Arsya Putri M... 10 10 20 23 23 Ram Darius W 7 12 19 24 24 Shandi 9 10 19 25 25 M Syafri Hidayat 10 12 22 26 26 Jihan Sarah Dewi 7 10 17 27 27 Verel Antares 9 11 20 28 28 Rissa Pratama... 9 11 20 29 29 Putri Selly N 9 11 20 30 30 Safrizal Rahm... 8 10 18 31 31 Fadly 4 9 13 32 32 Donny Hikmawan 10 10 20 33 33 Nezar Patria L 7 9 16 34 34 Adhyasta Dirg... 6 8 14 35 35 Muhammad Firn... 7 4 11

KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA

1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 2 19 Shadow Haq W 23 - 1 1 1 1 1 1 3 13 Dinda Arfiani 22 - 1 1 1 1 1 4 25 M Syafri Hidayat 22 - 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 - 1 1 1 1 1 6 18 Bayu Mertayasa 21 - 1 1 1 1 1 7 9 Suci Indah Sari 20 1 - 1 1 1 1 8 10 Shuma Widyatami 20 1 1 - 1 1 1 1 9 14 Ratu Chita A 20 - 1 1 1 1 1 Jml Jwb Benar 3 8 8 9 9 9 3 8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 25 1 1 1 1 1 1 1 2 19 Shadow Haq W 23 1 1 1 1 1 1 1 3 13 Dinda Arfiani 22 1 - 1 1 - 1 4 25 M Syafri Hidayat 22 1 1 1 1 1 1 1 5 15 Hana Ika Okta... 21 1 - 1 1 1 1 1 6 18 Bayu Mertayasa 21 1 * 1 1 1 1 1 7 9 Suci Indah Sari 20 1 - 1 - 1 1 1 8 10 Shuma Widyatami 20 - - 1 1 1 1 9 14 Ratu Chita A 20 1 - 1 1 1 1 1 Jml Jwb Benar 8 3 9 8 8 9 7 15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 17 Rizma Rahmala... 25 1 1 1 - 1 1 2 19 Shadow Haq W 23 1 1 1 - - 1 3 13 Dinda Arfiani 22 1 1 1 - 1 1 4 25 M Syafri Hidayat 22 - 1 1 - - 1 5 15 Hana Ika Okta... 21 1 1 - 1 1 1 6 18 Bayu Mertayasa 21 1 - - 1 1 1 7 9 Suci Indah Sari 20 1 - - 1 1 1 1 8 10 Shuma Widyatami 20 - 1 1 1 - - 9 14 Ratu Chita A 20 1 - - 1 1 1 Jml Jwb Benar 7 6 5 5 6 8 1

No.Urut 1 2 3 4 5 6 7 8 9

22 23 24 25 26 27 28 No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 17 Rizma Rahmala... 25 1 1 1 - 1 1 19 Shadow Haq W 23 1 1 1 - 1 - 13 Dinda Arfiani 22 1 1 1 1 1 1 25 M Syafri Hidayat 22 1 1 1 - - 1 15 Hana Ika Okta... 21 1 1 - - 1 - 18 Bayu Mertayasa 21 - 1 1 - 1 1 9 Suci Indah Sari 20 - 1 - - 1 1 10 Shuma Widyatami 20 1 1 - 1 1 1 1 14 Ratu Chita A 20 - 1 - - 1 1 -

Jml Jwb Benar

6 9 5 2 8 7 1

29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 17 Rizma Rahmala... 25 1 1 2 19 Shadow Haq W 23 1 1 3 13 Dinda Arfiani 22 1 1 4 25 M Syafri Hidayat 22 1 1 5 15 Hana Ika Okta... 21 1 1 6 18 Bayu Mertayasa 21 1 1 7 9 Suci Indah Sari 20 1 1 8 10 Shuma Widyatami 20 1 9 14 Ratu Chita A 20 1 1 Jml Jwb Benar 9 8

Kelompok Asor Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 2 Siti Silma Mu... 16 - 1 - - 1 - 2 4 Rafly Nur Sap... 16 1 1 1 1 - - 3 33 Nezar Patria L 16 1 - - 1 - - 4 8 Bahar Nur Haidy 15 1 1 - 1 1 - 5 34 Adhyasta Dirg... 14 - 1 1 - - - 6 31 Fadly 13 - 1 1 1 1 1 7 12 Yonabilah 11 - 1 1 - - - 8 35 Muhammad Firn... 11 1 - 1 - 1 * 9 1 Gustian Rizaldi 7 1 - - 1 1 - * Jml Jwb Benar 5 6 5 5 5 1 0 8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 2 Siti Silma Mu... 16 1 1 - 1 1 1 2 4 Rafly Nur Sap... 16 1 - 1 1 - 1 3 33 Nezar Patria L 16 1 1 1 1 1 1 4 8 Bahar Nur Haidy 15 1 - 1 1 1 1 5 34 Adhyasta Dirg... 14 1 - 1 - 1 1 1 6 31 Fadly 13 1 - 1 - 1 1 7 12 Yonabilah 11 1 - 1 - - 1 8 35 Muhammad Firn... 11 1 - - 1 1 1 9 1 Gustian Rizaldi 7 - - - - 1 1 Jml Jwb Benar 8 2 6 5 7 9 1

No.Urut 1 2

15 16 17 18 19 20 21 No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 2 Siti Silma Mu... 16 - 1 - 1 1 1 4 Rafly Nur Sap... 16 - 1 - 1 1 - -

3 4 5 6 7 8 9

33 Nezar Patria L 16 1 1 - - - - 8 Bahar Nur Haidy 15 1 1 - - - * 34 Adhyasta Dirg... 14 1 - - - 1 1 31 Fadly 13 - - - - - - 12 Yonabilah 11 1 - - 1 - - 1 35 Muhammad Firn... 11 - - - - - - * 1 Gustian Rizaldi 7 - 1 - - - 1 Jml Jwb Benar 4 5 0 3 3 3 1

22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 2 Siti Silma Mu... 16 1 1 - - 1 - 2 4 Rafly Nur Sap... 16 1 - 1 - 1 1 3 33 Nezar Patria L 16 1 1 1 - 1 1 4 8 Bahar Nur Haidy 15 1 - 1 - 1 1 5 34 Adhyasta Dirg... 14 1 1 - - 1 1 6 31 Fadly 13 1 - 1 - 1 1 7 12 Yonabilah 11 1 1 - - 1 - 8 35 Muhammad Firn... 11 1 1 1 - - - 9 1 Gustian Rizaldi 7 - - - - - - Jml Jwb Benar 8 5 5 0 7 5 0 29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 2 Siti Silma Mu... 16 1 1 2 4 Rafly Nur Sap... 16 1 3 33 Nezar Patria L 16 - 1 4 8 Bahar Nur Haidy 15 - 5 34 Adhyasta Dirg... 14 - 6 31 Fadly 13 - 7 12 Yonabilah 11 - 8 35 Muhammad Firn... 11 1 9 1 Gustian Rizaldi 7 - Jml Jwb Benar 3 2

DAYA PEMBEDA ============ Jumlah Subyek= 35 Klp atas/bawah(n)= 9 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 3 5 -2 -22.22 2 2 8 6 2 22.22 3 3 8 5 3 33.33 4 4 9 5 4 44.44 5 5 9 5 4 44.44

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

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

9 3 8 3

1 0 8 2 9 8 8 9 7 7 6 5 5 6 8 1 6 9 5 2 8 7 1 9 8

8 3 0 1 6 5 7 9 1 4 5 0 3 3 3 1 8 5 5 0 7 5 0 3 2

3 3 1 0 6 3 1 5 2 3 5 0 -2 4 0 2 1 2 1 6 6

88.89 33.33 0.00 11.11 33.33 33.33 11.11 0.00 66.67 33.33 11.11 55.56 22.22 33.33 55.56 0.00 -22.22 44.44 0.00 22.22 11.11 22.22 11.11 66.67 66.67

TINGKAT KESUKARAN ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 15 42.86 Sedang 2 2 29 82.86 Mudah 3 3 26 74.29 Mudah 4 4 26 74.29 Mudah 5 5 30 85.71 Sangat Mudah 6 6 22 62.86 Sedang 7 7 8 22.86 Sukar 8 8 33 94.29 Sangat Mudah 9 9 8 22.86 Sukar 10 10 31 88.57 Sangat Mudah 11 11 29 82.86 Mudah 12 12 31 88.57 Sangat Mudah 13 13 35 100.00 Sangat Mudah 14 14 15 42.86 Sedang 15 15 18 51.43 Sedang 16 16 20 57.14 Sedang 17 17 6 17.14 Sukar

18 19 20 21 22 23 24 25 26 27 28 29 30

18 19 20 21 22 23 24 25 26 27 28 29 30

23 22 25 2 24 29 12 6 32 22 3 27 23

65.71 Sedang 62.86 Sedang 71.43 Mudah 5.71 Sangat Sukar 68.57 Sedang 82.86 Mudah 34.29 Sedang 17.14 Sukar 91.43 Sangat Mudah 62.86 Sedang 8.57 Sangat Sukar 77.14 Mudah 65.71 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.127 2 2 0.388 Signifikan 3 3 0.301 4 4 0.411 Signifikan 5 5 0.371 Signifikan 6 6 0.606 Sangat Signifikan 7 7 0.200 8 8 0.313 9 9 0.181 10 10 0.532 Sangat Signifikan 11 11 0.557 Sangat Signifikan 12 12 0.156 13 13 NAN NAN 14 14 0.518 Sangat Signifikan 15 15 0.350 Signifikan 16 16 0.078 17 17 0.500 Sangat Signifikan 18 18 0.196 19 19 0.392 Signifikan 20 20 0.433 Signifikan 21 21 -0.176 22 22 -0.144 23 23 0.472 Sangat Signifikan 24 24 0.022 25 25 0.183 26 26 0.403 Signifikan 27 27 0.276 28 28 0.052 29 29 0.635 Sangat Signifikan

30

30

0.616 Sangat Signifikan

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208 Bila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA No Butir Baru No Butir Asli a b c d * 1 1 20--- 15** 0-- 0-0 2 2 2++ 4-- 29** 0-0 3 3 4+ 5- 26** 0-0 4 4 3++ 26** 5- 10 5 5 30** 2++ 3-- 0-0 6 6 1-- 22** 10--- 1-0 7 7 8++ 8** 9++ 9++ 0 8 8 2--- 33** 0-- 0-0 9 9 8** 15- 4- 7++ 0 10 10 31** 2+ 2+ 0-0 11 11 1- 29** 1- 4-0 12 12 3--- 31** 1+ 0-0 13 13 0 0 35** 0 0 14 14 15** 4+ 12-- 4+ 0 15 15 17--- 18** 0-- 0-0 16 16 2- 1-- 20** 12--0 17 17 29--- 6** 0-- 0-0 18 18 5++ 23** 4++ 3+ 0 19 19 22** 0-- 4++ 9--0 20 20 25** 0-- 4++ 5+ 0 21 21 7+ 7+ 18- 2** 0 22 22 0-- 11--- 0-- 24** 0 23 23 0-- 3+ 2++ 29** 0 24 24 22--- 12** 0-- 1-0 25 25 1-- 0-- 28--- 6** 0 26 26 3--- 0-- 32** 0-0 27 27 2- 22** 3+ 8-0

28 29 30

28 3** 4- 24--- 40 29 27** 4+ 1- 3++ 0 30 2- 9--- 1-- 23** 0

Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 18.06 Simpang Baku= 3.64 KorelasiXY= 0.62 Reliabilitas Tes= 0.77 Butir Soal= 30 Jumlah Subyek= 35 Nama berkas: D:\SKRIPSI SITI\SITI HADIJAH 1110014000071\HASIL UJI ISTRUMENT\I\TES VALIDITAS 1.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 -22.22 Sedang -0.127 2 2 22.22 Mudah 0.388 Signifikan 3 3 33.33 Mudah 0.301 4 4 44.44 Mudah 0.411 Signifikan 5 5 44.44 Sangat Mudah 0.371 Signifikan 6 6 88.89 Sedang 0.606 Sangat Signifikan 7 7 33.33 Sukar 0.200 8 8 0.00 Sangat Mudah 0.313 9 9 11.11 Sukar 0.181 10 10 33.33 Sangat Mudah 0.532 Sangat Signifikan 11 11 33.33 Mudah 0.557 Sangat Signifikan 12 12 11.11 Sangat Mudah 0.156 13 13 0.00 Sangat Mudah NAN NAN 14 14 66.67 Sedang 0.518 Sangat Signifikan 15 15 33.33 Sedang 0.350 Signifikan 16 16 11.11 Sedang 0.078 17 17 55.56 Sukar 0.500 Sangat Signifikan 18 18 22.22 Sedang 0.196 19 19 33.33 Sedang 0.392 Signifikan 20 20 55.56 Mudah 0.433 Signifikan 21 21 0.00 Sangat Sukar -0.176 22 22 -22.22 Sedang -0.144 23 23 44.44 Mudah 0.472 Sangat Signifikan 24 24 0.00 Sedang 0.022 25 25 22.22 Sukar 0.183 26 26 11.11 Sangat Mudah 0.403 Signifikan 27 27 22.22 Sedang 0.276 -

28 29 30

28 29 30

11.11 Sangat Sukar 0.052 66.67 Mudah 0.635 Sangat Signifikan 66.67 Sedang 0.616 Sangat Signifikan

Appendix 4 SKOR DATA DIBOBOT ================= Jumlah Subyek = 35 Butir soal = 30 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Gustia... 19 11 0 19 19 2 2 Siti S... 12 14 4 12 12 3 3 Meidya... 13 17 0 13 13 4 4 Rafly ... 12 18 0 12 12 5 5 Fajar ... 13 17 0 13 13 6 6 Zalfaa... 15 14 1 15 15 7 7 Chaeru... 15 15 0 15 15 8 8 Bahar ... 15 15 0 15 15 9 9 Suci I... 12 18 0 12 12 10 10 Shuma ... 11 19 0 11 11 11 11 Vicky ... 17 13 0 17 17 12 12 Yonabila 11 19 0 11 11 13 13 Dinda ... 13 17 0 13 13 14 14 Ratu C... 13 17 0 13 13 15 15 Hana I... 15 9 6 15 15 16 16 Dwi Fi... 14 15 1 14 14 17 17 Rizma ... 12 18 0 12 12 18 18 Bayu H... 18 12 0 18 18 19 19 Shadow... 18 12 0 18 18 20 20 Belmir... 12 18 0 12 12 21 21 Widya ... 17 12 1 17 17 22 22 Arsya ... 10 12 8 10 10 23 23 Ram Da... 14 15 1 14 14 24 24 Shandi 13 13 4 13 13 25 25 M Syaf... 8 22 0 8 8 26 26 Jihan ... 15 13 2 15 15 27 27 Verel ... 14 16 0 14 14 28 28 Rissa ... 17 13 0 17 17 29 29 Putri ... 19 11 0 19 19 30 30 Safriz... 10 20 0 10 10 31 31 Fadly 13 16 1 13 13 32 32 Donni ... 12 18 0 12 12 33 33 Nezar ... 4 26 0 4 4 34 34 Adhyas... 18 12 0 18 18 35 35 Muhamm... 18 12 0 18 18

RELIABILITAS TES ================

Rata2= 13.77 Simpang Baku= 3.25 KorelasiXY= 0.35 Reliabilitas Tes= 0.52 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Gustian Rizaldy 8 11 19 2 2 Siti Silma Mu... 4 8 12 3 3 Meidyana Savitri 5 8 13 4 4 Rafly Nur sap... 6 6 12 5 5 Fajar januar R 6 7 13 6 6 Zalfaa Adelia... 7 8 15 7 7 Chaerunnisa A... 6 9 15 8 8 Bahar Nur Haidy 8 7 15 9 9 Suci Indah Sari 6 6 12 10 10 Shuma Widyatami 5 6 11 11 11 Vicky Carin S 7 10 17 12 12 Yonabila 5 6 11 13 13 Dinda Arfiani 6 7 13 14 14 Ratu Chita A 6 7 13 15 15 Hana Ika Octa... 6 9 15 16 16 Dwi Fitriana 7 7 14 17 17 Rizma Rahmala... 5 7 12 18 18 Bayu Hertayasa 6 12 18 19 19 Shadow Har W 5 13 18 20 20 Belmiro Dava ... 6 6 12 21 21 Widya Ananta 7 10 17 22 22 Arsya Putri M... 4 6 10 23 23 Ram Darius W 5 9 14 24 24 Shandi 3 10 13 25 25 M Syafri Hidayat 6 2 8 26 26 Jihan Sarah Dewi 5 10 15 27 27 Verel Antares 6 8 14 28 28 Rissa Pratama... 7 10 17 29 29 Putri Selly N 8 11 19 30 30 Safrizal Rahm... 4 6 10 31 31 Fadly 5 8 13 32 32 Donni Hikmawan 3 9 12 33 33 Nezar Patrial 2 2 4 34 34 Adhyasta Dirg... 7 11 18 35 35 Muhammad Firn... 7 11 18

KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No.Urut 1

1 2 3 4 5 6 7 No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 Gustian Rizaldy 19 - 1 1 1 - 1 1

2 3 4 5 6 7 8 9

29 Putri Selly N 19 - 1 1 1 1 1 1 18 Bayu Hertayasa 18 - 1 1 1 1 1 1 19 Shadow Har W 18 - 1 1 1 - 1 1 34 Adhyasta Dirg... 18 - 1 1 1 - 1 1 35 Muhammad Firn... 18 - 1 1 1 - 1 1 11 Vicky Carin S 17 - 1 1 1 1 1 1 21 Widya Ananta 17 - 1 1 1 1 1 1 28 Rissa Pratama... 17 - - 1 1 1 1 1 Jml Jwb Benar 0 8 9 9 5 9 9

8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 1 Gustian Rizaldy 19 - 1 1 1 - - 1 2 29 Putri Selly N 19 - 1 1 1 - - 1 3 18 Bayu Hertayasa 18 - - 1 1 - - 1 4 19 Shadow Har W 18 - 1 1 - - - 1 5 34 Adhyasta Dirg... 18 - - 1 1 - - 6 35 Muhammad Firn... 18 - - 1 1 - - 7 11 Vicky Carin S 17 - 1 1 1 - - 1 8 21 Widya Ananta 17 - 1 1 1 - * 1 9 28 Rissa Pratama... 17 - 1 1 1 - - 1 Jml Jwb Benar 0 6 9 8 0 0 7 15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 1 Gustian Rizaldy 19 1 1 1 1 1 1 2 29 Putri Selly N 19 1 1 1 1 - 1 3 18 Bayu Hertayasa 18 1 1 1 1 - 1 4 19 Shadow Har W 18 1 1 1 1 - 1 5 34 Adhyasta Dirg... 18 1 1 1 1 - 1 6 35 Muhammad Firn... 18 1 1 1 1 - 1 7 11 Vicky Carin S 17 - - - 1 1 1 8 21 Widya Ananta 17 - 1 - 1 1 1 9 28 Rissa Pratama... 17 1 1 - 1 - 1 Jml Jwb Benar 7 8 6 9 3 9 0 22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 1 Gustian Rizaldy 19 - 1 - - 1 - 1 2 29 Putri Selly N 19 - 1 - - 1 - 1 3 18 Bayu Hertayasa 18 - - 1 - 1 - 1 4 19 Shadow Har W 18 1 - 1 - 1 - 1 5 34 Adhyasta Dirg... 18 1 - 1 1 1 1 6 35 Muhammad Firn... 18 1 - 1 1 1 1 7 11 Vicky Carin S 17 1 1 1 - - - 8 21 Widya Ananta 17 1 1 1 - - - 9 28 Rissa Pratama... 17 - 1 - - 1 - 1 Jml Jwb Benar 5 5 6 2 7 2 5 29 30

No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 1 Gustian Rizaldy 19 - 1 2 29 Putri Selly N 19 - 1 3 18 Bayu Hertayasa 18 - 1 4 19 Shadow Har W 18 - 1 5 34 Adhyasta Dirg... 18 - 1 6 35 Muhammad Firn... 18 - 1 7 11 Vicky Carin S 17 - 1 8 21 Widya Ananta 17 - 9 28 Rissa Pratama... 17 - 1 Jml Jwb Benar 0 8

Kelompok Asor Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 17 Rizma Rahmala... 12 1 1 - 1 1 - 2 20 Belmiro Dava ... 12 1 1 - 1 - - 3 32 Donni Hikmawan 12 1 1 - - - - 4 10 Shuma Widyatami 11 1 1 - 1 - - 5 12 Yonabila 11 1 1 - 1 - - 6 22 Arsya Putri M... 10 - 1 1 1 1 * * 7 30 Safrizal Rahm... 10 1 1 - 1 - - 8 25 M Syafri Hidayat 8 1 - 1 - - - 9 33 Nezar Patrial 4 1 1 - - - - Jml Jwb Benar 8 8 2 6 2 0 0 8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 17 Rizma Rahmala... 12 - 1 1 - - - 1 2 20 Belmiro Dava ... 12 - 1 1 - - - 3 32 Donni Hikmawan 12 - - - - 1 - 1 4 10 Shuma Widyatami 11 - 1 1 - - - 1 5 12 Yonabila 11 - 1 1 - - 1 6 22 Arsya Putri M... 10 - 1 1 - * * 7 30 Safrizal Rahm... 10 - 1 1 - - - 8 25 M Syafri Hidayat 8 - 1 1 - - - 9 33 Nezar Patrial 4 - - - - 1 - Jml Jwb Benar 0 7 7 0 2 1 3

No.Urut 1 2 3 4 5 6 7

15 16 17 18 19 20 21 No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 17 Rizma Rahmala... 12 - - - 1 1 - 1 20 Belmiro Dava ... 12 - - 1 - - - 1 32 Donni Hikmawan 12 1 1 1 1 - - 10 Shuma Widyatami 11 1 - 1 - 1 - 12 Yonabila 11 - 1 1 1 - - 22 Arsya Putri M... 10 - * * 1 - - * 30 Safrizal Rahm... 10 - 1 1 1 - 1 -

8 9

25 M Syafri Hidayat 8 - - - 1 1 - 33 Nezar Patrial 4 - - 1 - - - Jml Jwb Benar 2 3 6 6 3 1 2

22 23 24 25 26 27 28 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 26 27 28 1 17 Rizma Rahmala... 12 - - - - - - 1 2 20 Belmiro Dava ... 12 1 1 1 - - 1 1 3 32 Donni Hikmawan 12 - - 1 - 1 - 1 4 10 Shuma Widyatami 11 - - - - - - 1 5 12 Yonabila 11 1 1 - - - - 6 22 Arsya Putri M... 10 - - - * 1 - 7 30 Safrizal Rahm... 10 - - - - - - 8 25 M Syafri Hidayat 8 - 1 - 1 - - 9 33 Nezar Patrial 4 - - - - - - Jml Jwb Benar 2 3 2 1 2 1 4 29 30 No.Urut No Subyek Kode/Nama Subyek Skor 29 30 1 17 Rizma Rahmala... 12 - 1 2 20 Belmiro Dava ... 12 - 3 32 Donni Hikmawan 12 - 1 4 10 Shuma Widyatami 11 - 1 5 12 Yonabila 11 - 6 22 Arsya Putri M... 10 1 1 7 30 Safrizal Rahm... 10 1 8 25 M Syafri Hidayat 8 - 9 33 Nezar Patrial 4 - Jml Jwb Benar 2 4

DAYA PEMBEDA ============ Jumlah Subyek= 35 Klp atas/bawah(n)= 9 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 0 8 -8 -88.89 2 2 8 8 0 0.00 3 3 9 2 7 77.78 4 4 9 6 3 33.33 5 5 5 2 3 33.33 6 6 9 0 9 100.00 7 7 9 0 9 100.00 8 8 0 0 0 0.00 9 9 6 7 -1 -11.11 10 10 9 7 2 22.22 11 11 8 0 8 88.89

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

0 0 7 7 8 6 9 3 9 0 5 5 6 2 7 2 5 0 8

2 1 3 2 3 6 6 3 1 2 2 3 2 1 2 1 4 2 4

-2 -1 4 5 5 0 3 0 8 -2 3 2 4 1 5 1 1 -2 4

-22.22 -11.11 44.44 55.56 55.56 0.00 33.33 0.00 88.89 -22.22 33.33 22.22 44.44 11.11 55.56 11.11 11.11 -22.22 44.44

TINGKAT KESUKARAN ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 14 40.00 Sedang 2 2 31 88.57 Sangat Mudah 3 3 21 60.00 Sedang 4 4 32 91.43 Sangat Mudah 5 5 21 60.00 Sedang 6 6 18 51.43 Sedang 7 7 14 40.00 Sedang 8 8 2 5.71 Sangat Sukar 9 9 26 74.29 Mudah 10 10 33 94.29 Sangat Mudah 11 11 16 45.71 Sedang 12 12 4 11.43 Sangat Sukar 13 13 4 11.43 Sangat Sukar 14 14 23 65.71 Sedang 15 15 19 54.29 Sedang 16 16 20 57.14 Sedang 17 17 23 65.71 Sedang 18 18 29 82.86 Mudah 19 19 16 45.71 Sedang 20 20 20 57.14 Sedang 21 21 4 11.43 Sangat Sukar 22 22 8 22.86 Sukar 23 23 10 28.57 Sukar 24 24 10 28.57 Sukar

25 26 27 28 29 30

25 26 27 28 29 30

5 11 3 18 3 24

14.29 Sangat Sukar 31.43 Sedang 8.57 Sangat Sukar 51.43 Sedang 8.57 Sangat Sukar 68.57 Sedang

KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 -0.651 2 2 0.058 3 3 0.542 Sangat Signifikan 4 4 0.551 Sangat Signifikan 5 5 0.215 6 6 0.733 Sangat Signifikan 7 7 0.713 Sangat Signifikan 8 8 -0.021 9 9 -0.001 10 10 0.443 Signifikan 11 11 0.691 Sangat Signifikan 12 12 -0.254 13 13 -0.198 14 14 0.399 Signifikan 15 15 0.435 Signifikan 16 16 0.514 Sangat Signifikan 17 17 0.024 18 18 0.417 Signifikan 19 19 -0.024 20 20 0.658 Sangat Signifikan 21 21 -0.142 22 22 0.293 23 23 0.242 24 24 0.400 Signifikan 25 25 0.080 26 26 0.470 Sangat Signifikan 27 27 0.213 28 28 0.145 29 29 -0.201 30 30 0.297 -

Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01

df (N-2) P=0,05 P=0,01

10 15 20 25 30 40 50

0,576 0,482 0,423 0,381 0,349 0,304 0,273

0,708 0,606 0,549 0,496 0,449 0,393 0,354

60 70 80 90 100 125 >150

0,250 0,325 0,233 0,302 0,217 0,283 0,205 0,267 0,195 0,254 0,174 0,228 0,159 0,208

Bila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH ================= Jumlah Subyek= 35 Butir Soal= 30 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA No Butir Baru No Butir Asli a b c d * 1 1 16--- 14** 4+ 1-0 2 2 1+ 2+ 31** 1+ 0 3 3 6+ 7+ 21** 1-0 4 4 32** 0-- 0-- 3--0 5 5 5++ 4++ 5++ 21** 0 6 6 15--- 0-- 1-- 18** 0 7 7 14** 2- 4+ 110 8 8 5- 8+ 2** 20-0 9 9 7--- 0-- 26** 10 10 10 33** 0-- 2--- 0-0 11 11 4+ 13--- 16** 20 12 12 24--- 5- 1-- 4** 0 13 13 4** 9++ 9++ 8++ 0 14 14 2- 7- 3+ 23** 0 15 15 19** 1-- 6++ 90 16 16 20** 2- 1-- 9-0 17 17 0-- 5++ 4++ 23** 0 18 18 2++ 2++ 29** 0-0 19 19 16** 2- 2- 15--0 20 20 2- 20** 11--- 20 21 21 8++ 18- 4** 30 22 22 11++ 8** 6+ 10++ 0 23 23 10** 5+ 2-- 16-0 24 24 1-- 9++ 13- 10** 0 25 25 5** 6+ 2-- 21--0 26 26 12+ 5+ 6+ 11** 0 27 27 7+ 10++ 3** 14+ 0 28 28 18** 3+ 2- 12--0 29 29 12++ 3** 10++ 10++ 0 30 30 5+ 24** 4++ 2+ 0

Keterangan: ** : Kunci Jawaban ++ : Sangat Baik

+ : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR ===================== Rata2= 13.77 Simpang Baku= 3.25 KorelasiXY= 0.35 Reliabilitas Tes= 0.52 Butir Soal= 30 Jumlah Subyek= 35 Nama berkas: D:\SKRIPSI SITI\ISTRUMENT\II\MENTAH.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 -88.89 Sedang -0.651 2 2 0.00 Sangat Mudah 0.058 3 3 77.78 Sedang 0.542 Sangat Signifikan 4 4 33.33 Sangat Mudah 0.551 Sangat Signifikan 5 5 33.33 Sedang 0.215 6 6 100.00 Sedang 0.733 Sangat Signifikan 7 7 100.00 Sedang 0.713 Sangat Signifikan 8 8 0.00 Sangat Sukar -0.021 9 9 -11.11 Mudah -0.001 10 10 22.22 Sangat Mudah 0.443 Signifikan 11 11 88.89 Sedang 0.691 Sangat Signifikan 12 12 -22.22 Sangat Sukar -0.254 13 13 -11.11 Sangat Sukar -0.198 14 14 44.44 Sedang 0.399 Signifikan 15 15 55.56 Sedang 0.435 Signifikan 16 16 55.56 Sedang 0.514 Sangat Signifikan 17 17 0.00 Sedang 0.024 18 18 33.33 Mudah 0.417 Signifikan 19 19 0.00 Sedang -0.024 20 20 88.89 Sedang 0.658 Sangat Signifikan 21 21 -22.22 Sangat Sukar -0.142 22 22 33.33 Sukar 0.293 23 23 22.22 Sukar 0.242 24 24 44.44 Sukar 0.400 Signifikan 25 25 11.11 Sangat Sukar 0.080 26 26 55.56 Sedang 0.470 Sangat Signifikan 27 27 11.11 Sangat Sukar 0.213 28 28 11.11 Sedang 0.145 29 29 -22.22 Sangat Sukar -0.201 30 30 44.44 Sedang 0.297 -

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Appendix 7 INSTRUMENT I (Pre Test) Text 1 The Trial of Lindy Chamberlain In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria while camping at Anyer’s Rock. In my opinion, Lindy should not have been convicted for Azaria’s murder however there is too much conflicting evidence. Firstly, there is the question of the blood found in the car. It was claimed that it was the baby’s blood. On the other hand, the tests used to identify the blood were later found to be unreliable and the blood could have come from an adult. Another piece of conflicting evidence concerns a dingo. Lindy claimed that Azaria was taken by a stray dingo. Some of the campers said that they saw no dingo, whereas there were several who confirmed Lindy’s story, and who stated that they heard a dingo’s cry just before Azaria went missing. And finally there is the matter of the baby’s jumpsuit which was later found with holes in it. The prosecution maintained that those holes could only have been made by a pair of nail scissors the ones the claimed Lindy used to kill her baby. The defiance as demonstrated that the holes could just as easily have been made by a dingo’s teeth. In the light of such conflicting evidence, I believe that it was wrong to convict Lindy Chamberlain without finding more definite proof of her guilt. (Adapted from: How Texts Works, Beverly Derewianka) 1. Which of the following sentences is implied based on the text? a. The baby Azaria was killed by a Big Dingo. b. The writer believes that the murderer of baby Azaria is not her mother, Lindy Chamberlain.

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c. Lindy Chamberlain killed her baby by using scissor. d. The Dingo killed baby Azaria by using scissor. 2. The word “prosecution” in line 12 has similar meaning with…. a. Execution b. Nonfulfillment c. Judgment d. Reward 3. According to the writer, which of the following is NOT true based on the text? a.

Blood that found in the car could from an adult’s blood

b. Lindy Chamberlain killed her baby by using a scissor c.

The holes in the baby’s jumpsuit have been made by bingo’s teeth

d. One of the camper hear bingo’s cries before the missing of Azaria Text 2 Do you know if you are too fat, you may have serious problems with your health? A group of doctors wrote a report about some of the effects of too much fat. One important effect is on the heart. If you are fat, your heart has to work harder. This may lead to a heart attack; or it may lead to other heart problem. In addition, extra fat can also change the amount of sugar in your blood. This can cause serious disease such as diabetes. Furthermore high blood pressure is another possible result of being fat. More studies are needed about all these problems. But one thing is clear, extra fat may make your life shorter. (Adapted From: Let’s Write English) 4. What is the reiteration of all the facts of being fat? a. By all the problems of being fat, it reduce our age easily b. By all the problems of being fat, it increases our sugar composition

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c. By all the problems of being fat, it can reduce our blood pressure d. By all the problems of being fat, it can destroy our heart 5. What is the purpose of the text above? a.

To inform the reader that being fat is so many risks

b. To inform the reader that obesity is one of the cause blood pressures c.

To describe how people can get obesity

d. To describe how to avoid obesity 6. What is the thesis of the text above? a.

The important of being fat

b. The serious problems of being fat c.

The advantages of being fat

d. The effect of being fat to our blood Text 3 The Important of English Language I personally think that English is the world’s most important language. Why do I say that? Firstly, English is an international language. It is spoken by many people all over the world, either as a first or second language. Secondly, English is also the key which opens doors to scientific and technical knowledge, which is needed for the economic and political development of many countries in the world. Thirdly, English is a top requirement of those seeking jobs. Applicants who master either active or passive English are more favorable that those who don’t. From the fact above, it is obvious that everybody needs to learn English to greet the global era. (Adapted from: Student Book For SMA, BalaiPustaka)

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7. The word “those” in the last lines of paragraph 4 refers to…. a. Job applicants

c. Requirements

b. Jobs

d. English

8. The word “favorable” according to the text above means . . . . a. Famous b. Acceptable c. Familiar d. Disapproving 9. What is the reiteration of the text above? a. English is needed to learn economics and politics development b. Study English can open our worldwide knowledge c. People need to learn English in this modern era d. People need to learn English to get a better job Text 4 The Power of Music in Our Life Do you agree that music is important in our life? Yes I do, music has certain role completing our day to activities. Here are some reasons why music is heard everywhere and anywhere. Music is a way to express feelings. When we fall in love, the kind of music we’d listen to would be all about love. When we’re sad, we would go for music that is melancholic in nature and immerse ourselves in the sadness. When we’re happy, we’d choose songs with happy tunes too. Song can help to memorize the last experience. A favorite song is a powerful documentary. People with Alzheimer which are impaired the brain would remember details about songs they were familiar with. For example, an elderly woman who couldn’t even remember her husband’s name would remember the details of her favorite song; when it was played, how it made her feel and things about the song that made it especially memorable for her.

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Further, music can unite people for a cause and changes the world. A song with good lyric and striking deep chord can stimulate the universal feeling of all people. We can see it in the case of the famous and legendary Michael Jackson’s Heal the World. It can arouse humanism of lot people in this world. So what would the world be like without music? It would be lonely. 10. What is the topic of the paragraphs? a. Music as a media to express feeling b. Role of music in human life c. Role of music for Alzheimer disease d. Variation of music in world 11. The word “arouse” in line 16 has similar meaning with . . . . a.

Reach

b. Build c.

Raise

d. Increase 12. What is the purpose of the text above? a.

To persuade the reader that music has energy in human life

b. To persuade the reader that music can help people to solve their mind problem c.

To inform the reader that music is a source of feeling formation

d. To describe how music can music influence people’s feeling 13. According to the text, which statement is NOT discussed in the passage? a.

Music can help children to memorize their learning experience

b. Music is used as a media to express people’s feeling c.

Music can influence people to be united

d. Music can stimulus to Alzheimer to remind their family’s name or past experience

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Text 5 The Importance of Reading I personally think that reading is a very important activity in our life. Why do I say so? Firstly, by reading we can get a lot of knowledge about many things in the world such as Science, technology, Sports, arts, culture, etc. written either in books, magazine, newspaper, or etc. Secondly, by reading we can get a lot of news and information about something happening in any parts of the world which can we see directly. Another reason, reading can give us pleasure too. When we are tired, we read books, newspaper or magazine on the entertainment column such as comedy, short story, quiz, etc. To make us relaxed. The last, reading can also take us to other parts of the world. By reading a book about Irian Jaya we may feel we are really sitting in the jungles not at home in our rooms. From the facts above, it’s obvious that everyone needs to read to get knowledge, information and also entertainment. Or in summary we can say reading is truly important in our life. 14. What does the text tells about? a.

The function of reading

b. The important of reading c.

The disadvantages of reading

d. The purpose of reading 15. Why is reading very important in our life? Because….. a.

By reading, we can get a lot of friends, relatives, and experience.

b. By reading, we can get little knowledge but a lot of entertainment. c.

By reading, we can get relaxation.

d. By reading, we can get a lot of knowledge, news, information and entertainment.

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16. If we want to get knowledge, what should we do? a.

Borrow a lot of books

b. Look for newspaper and magazine c.

Sell and buy many expensive books

d. Read a lot of books and other printed materials. 17. Based on the text, what kind of reading text that will be read if you want to relax? a.

Textbook, comic, and newspaper

b. Agenda, textbook, and magazine c.

Magazine, comic and short story

d. Yellow pages, comic, and newspaper Text 6 In Australia there are three levels of governments, the federal government, state governments and local governments. All of these levels of government are necessary. This is so for number of reasons. First, the federal government is necessary for the big things. They keep the economy in order and look after like defense. Similarly, the state governments look after the middle sized things. For example they look after law and order, preventing things like vandalism in school. Finally, local government looks after the small things. They look after things like collecting rubbish, otherwise everyone would have disease. Thus for the reason above, we can conclude that the three levels of the government are necessary. 18. What is the thesis of the text? a.

The important of three levels of governmentss

b. The three levels of Australia’s government

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c.

The function of governments of Australia

d. The duties of Australia’s government 19. The three levels governments are necessary. This statement is included into schematic structure of. . . . a.

Reiteration

b. Supporting details c.

Topic sentence

d. Thesis 20. Who is responsible for defense based on the text? a. Federal government b. Federal and State Government c. Federal and Local Government d. Local Government 21. The litter management is the responsibility of.... a. Australians b. Federal government c. State government d. Local government

Text 7 Smoking in Restaurant

Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.

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Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. 22. We have many reasons to say that smoking must be avoided. The word reasons mean….. a. Argument b. Reinforcement c. Conclusion d. Statement 23. Which statement is TRUE based on the text? a.

Smog from the smoker is not dangerous to other people.

b. Passive smoker has risks as same as the active smoker. c.

Restaurant is the right place to people that want to smoke.

d. Smog from the active smoker has not influence to other in the restaurant. 24. The synonym of the word dangerous in the text is…… a. Harmful b. Impolite c. Rude d. Risk 25. Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. The sentence above characterize as….. of the text. a. Arguments b. Thesis c. Topic sentence d. Supporting details

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Appendix 8 INSTRUMENT 2 (Post Test) Text 1 Reading People read for different reasons and purposes. Newsreader, for example, read for a living and students read for learning. Others read for knowledge and some read for enjoyment and pleasure. Newsreaders are specially trained to read the news accurately, carefully, and distinctively. Students have to read textbooks in order to absorb the contents in their memories for examination. Businessmen, politicians, scientist, and lecturers read for knowledge, others read to kill time, or for enjoyment and pleasure. Nevertheless, good books are not cheap. One way to minimize the cost is by exchanging books with friends. The other way is by going to book rentals or borrowing books from libraries. Sometimes, there are many book exhibitions held in big cities. Some publishers take these kinds of event as an opportunity to offer huge discounts. Books lovers can take this opportunity to get many books at a low cost. 1. What is the topic discussed in the text above? a.

The ways people read

b. The purpose of people read c.

Types of the materials people read

d. The reasons to be a reader 2. According to paragraph 2, who reads for knowledge? a. Students b. Housewives and daughters c. Businessmen and politicians d. Newsreaders

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3. Based on the text, why do people read? a. Some people read to practice their fluency in reading b. Some people want to get entertainment, amusement, and for living c. Some people read for a living, learning something, knowledge, and pleasure d. Some people read because they want to increase their reading habit 4. Good books are sometimes expensive. According to the text, what can people do to minimize the cost? a. Borrow books from libraries b. Read the books at the bookstore c. Make a copy of the books d. Wait patiently until sale season 5. What is the advice that the writer gives to the readers? a. To buy more book b. To meet publishers c. To buy expensive books d. To borrow books from libraries 6. “Books lovers can take this opportunity” (last sentence of paragraph 4), the bold words refers to . . . . a. A chance to borrow many books at book exhibitions. b. A chance to buy many second good books at book exhibitions. c. A chance to sell our second book at book exhibitions. d. A chance to get many books in a low cost at book exhibitions. 7. The word absorb in the passage has similar meaning with. . . . a. To learn b. To get c. To put d. To share

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Text 2 The Trial of Lindy Chamberlain In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria while camping at Anyer’s Rock. In my opinion, Lindy should not have been convicted for Azaria’s murder however there is too much conflicting evidence. Firstly, there is the question of the blood found in the car. It was claimed that it was the baby’s blood. On the other hand, the tests used to identify the blood were later found to be unreliable and the blood could have come from an adult. Another piece of conflicting evidence concerns a dingo. Lindy claimed that Azaria was taken by a stray dingo. Some of the campers said that they saw no dingo, whereas there were several who confirmed Lindy’s story, and who stated that they heard a dingo’s cry just before Azaria went missing. And finally there is the matter of the baby’s jumpsuit which was later found with holes in it. The prosecution maintained that those holes could only have been made by a pair of nail scissors the ones the claimed Lindy used to kill her baby. The defiance as demonstrated that the holes could just as easily have been made by a dingo’s teeth. In the light of such conflicting evidence, I believe that it was wrong to convict Lindy Chamberlain without finding more definite proof of her guilt. (Adapted from: How Texts Works, Beverly Derewianka) 8. According to the text, who is baby Azaria? a. Other camper’s baby b. Lindy Chamberlain’s maid c. Lindy Chamberlain’s child d. The Dingo’s name 9. Whose blood that found in the car after the murdering? a. Suspected as Dingo’s blood b. Suspected as Lindy’s Blood

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c. Suspected as Azaria’s blood d. The blood of Dingo’s victim 10. The word “it” in line 12 refers to …. a. Dingo b. Baby’s Jumpsuit c. Holes d. The Car Text 3 Dust Bins

To improve comfort and cleanliness at our school, a number of dust bins should be increased. When we look at classrooms, school corridors and school yard, there are paper mineral water cups, straws, and napkins here and there. The condition of uncleanliness and discomfort really hinders learning and teaching environment. Litters thrown are carelessly cause disease, especially empty plastic cup or glasses. They can be filled out with water coming from the rain. This can be placed for dengue mosquitoes to spread out. Besides, this rubbish can deteriorate the scene. Well painted wall and green school yard do not mean anything litters are scattered everywhere. Anyway I notice that most of the students in our school have responsibilities for the school environment. They put their litters on the proper places. But some are not diligent enough to find the dust bins. The numbers of dust binds in our schools are not enough. More dust bins should be put beside each of steps, outside of the classrooms, and some more also the corridors. Probably one dust bin should be in every ten meters. So when students want to throw away their litters, they can find the dust bins easily. When school is equipped with sufficient dust bins, we do not have problems of freak and discomfort any more. Our school will be very clean and become a nice place to study.

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11. According to the writer, more dust bins….. in every ten meters. a. Should be placed b. Should be painted c. Should be decorated d. Are unnecessary 12. What is the writer’s argument on a sufficient number of dust bins? a. They can serve janitor’s energy b. They make school environment neat c. Students can throw garbage away easily d. They can prevent litters 13. Besides, these rubbish can deteriorate the scene.(Paragraph 2). What is the synonym of underlined word…. a. Destroy b. Improve c. Minimize d. Reduce Text 4 There is no best way to deal with pests in agriculture. Pesticides which are commonly used may cause many problems. I think combining different management operations is the most effective way to control pests. Firstly, the chemicals in the pesticides may build up as residues in the environment and in the soil which absorbs the chemicals. This reduces the quality of farm product. Secondly, pests can gradually become resistant to pesticides. This means that newer and stronger ones have to be developed. Lastly, some pesticides affect non target plants and animals such as fish and bees. This affects the ecology and environment as well. So, understanding of ecology of an area helps a lot in pest control. Pesticides should be chosen and applied carefully so that they don't affect the ecological balance and environment.

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Therefore, integrated pest management is a safe and more effective option to fight pest in agriculture and livestock. 14. Which of the following is not directly affected by pesticides used? a. Ecology b. Animals c. Environment d. Human Beings 15. What can you say about paragraph two and four? a. Both paragraphs tell about the disadvantages of using pesticides b. The statement in paragraph is contrary to the statement in paragraph four c. Both paragraphs tell about how pesticides affect the quality of farm products d. The second paragraph tells about the effects of using pesticides on animals mentioned in paragraph four 16. One of the disadvantages of using chemical pesticides is … a. Killing fish and bees b. Creating balanced ecosystem c. Increasing crops productivity d. Helping reduce pollutants in the environment 17. Why the use of pesticides should be managed, chosen, and applied carefully? a. In order to saving the pesticides b. Because pesticides is very expensive c. In order they don’t affect to the ecology balance and environment d. In order to keep chemicals of soil 18. Secondly, pets can gradually become resistant to pesticides. (paragraph 3) The word resistant in the sentence above means . . . . a. Fragile b. Change c. Influenced d. Unaffected

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Text 5 The majority of us claim that we do not have time for exercise. We feel too busy to do that. However, many experts said that exercise has great role in making our body healthy. Being physically active offers many advantages. In physical reword, exercise can reduce weight then our body will become fitter. Exercise is also believed to reduce stress levels, improve sleep patterns, and reduce the risk of heart disease, diabetes and some forms of cancer. Beside physical advantage, exercise also brings good effects mentally. Due to the fitter body, exercise can make us feel refreshed and happy then we can increase our life quality and expectancy. How can we do exercise while we are busy? Such question is commonly found among us. Actually exercise can be done in simple ways. We can go walking while shopping. In the office we can take stair rather than lift to run up and down. Or we can go cycling while enjoy the leisure time. Over all, doing exercise is little bit difficult in busy life but the little bit of exercise will help better. 19. For such a busy people, they can do the simple exercise by . . . . a. Jogging in the morning while go to office b. Choose stairs rather than lift to run up and down c. Cycling in the evening after work d. Sitting up after wake up in the morning 20. What is the reiteration of the text above? a. We can do exercise everywhere and every time b. More exercise is better than never c. A little bit exercise is better than never d. It is better to exercise at the fitness center 21. “Many experts said that exercise has great role in making our body healthy.” What part of schematic structure do we call this sentence? a. Reiteration b. Argumentation

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c. Introduction d. Thesis Text 6 Smoking in Restaurant Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers. Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke. Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer. Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants. Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants. 22. What is the purpose of the text? a. To tell a story to the readers b. To inform the readers to the readers c. To persuade to the readers d. To argue about smoking to the readers 23. Smoking in the restaurants must be avoided because…… a. It is harmful to others b. It can cause heart and lung disease c. It’s dangerous to the food d. It’s can make the restaurant looks dirty 24. “The smell of the smoke affects all people and can turn them off their food” The idiom “turn off” in the sentence above means. . . . a. Having good interest

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b. Take on the food c. Having smell of smoke d. Lose interest 25. Since we can find a thesis, arguments and reiteration in the text, so we can conclude that this text belongs to….. a. Hortatory Exposition b. Anecdote c. Procedure d. Analytical exposition

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Appendix 9 KISI-KISI PENULISAN SOAL PRE TEST TAHUN PELAJARAN 2014/2015 Kompetensi Inti

Kompetensi Dasar

3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya.

4. mengolah, menalar, dan menyaji dalam ranah

Indikator

Jenis Soal

Menagkap makna teks berbentuk eksposisi analitis (dengan cara): 1. Menemukan makna gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik 2. Menentukan langkah retorika (Schematic Structure) dalam teks seperti: • Orientation • Argument • Reiteration 3. Menentukan makna tersirat dalam teks

Nomor Soal

Jumlah

10,5,14 13,9,6 17,23 7,12,16,20,21

25

MC 18,19, 22,25 4

1,3

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konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum.

4. Kosa Kata (vocabulary) 5. Making inferences

2,8,11,24 15

95

Appendix 10 KISI-KISI PENULISAN SOAL POST TEST TAHUN PELAJARAN 2014/2015 Kompetensi Inti

Kompetensi Dasar

3. memahami, menerapkan, dan menganalisis pengetahuan factual, konseptual, procedural, dan metakognitif berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dn kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesifik sesuai dengan bakat dan minatnya untuk memecahkan masalah.

3.10. menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunannya.

4. mengolah, menalar, dan menyaji dalam ranah

Indikator

Jenis Soal

Menagkap makna teks berbentuk eksposisi analitis (dengan cara): 1. Menemukan makna gagasan dalam teks • Gagasan Pokok • Gagasan Pendukung • Informasi factual • Informasi spesifik 2. Menentukan langkah retorika (Schematic Structure) dalam teks seperti: • Orientation • Argument • Reiteration 3. Menentukan makna tersirat dalam teks

Nomor Soal

Jumlah

1,22 2,4,19 3,8,14,16 5,9,10,11,17

25

MC 23 12,21 20

24

96

konkret dan ranah abstrak terkait dengan pengembangan dari apa yang dipelajarinya di sekolah secara mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan metoda sesuai kaidah keilmuan.

4.14. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan umum.

4. Kosa Kata (vocabulary)

7,13,18

5. Making inferences

6,15,25

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Appendix 11 ANSWER KEY Pre Test

1. C

11. A

21. C

2. C

12. B

22. B

3. B

13. C

23. A

4. A

14. B

24. A

5. B

15. B

25. D

6. B

16. A

7. A

17.A

8. A

18. D

9. B

19. D

10. B

20. D

ANSWER KEY Post Test 1. B

11. D

21. D

2. C

12. A

22. C

3. A

13. A

23. A

4. D

14. C

24. B

5. D

15. B

25. B

6. A

16. C

7. A

17. B

8. C

18. A

9. D

19. D

10. A

20. A

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Appendix 12 RENCANA PELAKSANAAN PEMBELAJARAN READING (Experiment Class) A. B. C. D. E. F. G.

Satuan Pendidikan Mata Pelajaran Kelas Materi Pokok Alokasi waktu Pertemuan Kompetensi Inti

KI 1

: SMAN 8 Tangerang Selatan : Bahasa Inggris : XI (Sebelas) : Teks Eksposisi Analisis : 2 X 45 Menit : Ke-1 (Kesatu)

: Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.1. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 3. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya.

99

4. 15. Menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan. I.

Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model Facebook dan contoh-contoh efek negatifnya.

100

b. Materi Konsep The Negative Effects of Facebook Do you have Facebook account? I think you do. Do you see that Facebook as the most popular social networking websites on the internet bring negative effect to the users? It is not only available on your computer but through mobile device like call phones and I-Phone. Here are some negative effects of using Facebook. First, Facebook is quite addictive. Once you get started you will find yourself absorbed. You will quickly hook on reading all your friends updated status messages and trying to come up with the interesting one to post for yourself. Every time Facebook gives you notification for any message or you see who are online. You’ll be attracted to replay your friend status, see pictures, or chat with your school friends or former sweetheart from the past time. Second, Facebook offers you game on line which will ask you to invite friends and started playing together, once you play it, and you will find that time runs very fast just for the games. You will spend hours upon hours instead of doing your main duty as student to do the homework and do the school project. The thing that is worse, it’s that you will look so serious with your own illusion world than the real world, as you have no time to have a gathering with your families or to have dinner or picnic. Third, Facebook will own you. Once you sign up for Facebook account, you’ll have Facebook expose you to the world. All your secret things such as identity or personal pictures, family, or your school friends and all will be accessed by anyone easily without asking your permission. Foreigners, or anyone who wants to find out anything about you, or people in your life who wants to stalk you or intimidate you, they will have easy access to you. To sum up my speech, although you may say that Facebook give you more friends, and chance to meet anyone anywhere and anytime, but I should conclude that Facebook still gives negative effects to the users if they aren’t careful and smart when they get in touch with foreigners. c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir)

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M. Media, Alat, dan Sumber Belajar 1. Media: - LCD - Laptop - Papan Tulis 2. Alat: - Gambar - Video 3. Sumber Belajar - Buku ajar siswa - Internet N. Langkah Pembelajaran Komponen Pendahuluan

Alokasi waktu a. Menyiapkan peserta didik a. menyimak, mendengar, dan 10 secara psikis dan fisik menghayati informasi yang Menit untuk mengikuti proses disampaikan oleh guru pembelajaran Kegiatan guru

Kegiatan Siswa/i

b. Memberi motivasi belajar b. mencatat hal-hal penting, yang berkaitan dengan makna siswa secara kontekstual pembelajaran sesuai manfaat dan aplikasi materi ajar c. Menjelaskan tujuan c. memahami makna, dan pembelajaran atau manfaat dari tujuan kompetensi dasar yang pembelajaran yang akan akan dicapai; dan dilaksanakan d. Menyampaikan cakupan materi analytical exposition text dan penjelasan uraian kegiatan sesuai silabus. Kegiatan inti Mengamati

Kegiatan guru Kegiatan Siswa/i Pre- Reading • Mengamati gambar a. Guru menunjukan ditunjukkan guru. gambar berupa lambang Facebook. b. Guru memberikan pertanyaan yang membangun pemahaman siswa: 1. What do you know about

yang 20 Menit

• Siswa menyebutkan apa yang mereka tahu tentang tema. • Memberikan jawaban yang

102

facebook? 2. what do we get from facebook? 3. What are the effects of Facebook? c. Guru memberi worksheet 1.

relevan dengan pertanyaan.

siswa •

Masing-masing

siswa

mengisi

yang

worksheet

diberikan guru, mengisi di

d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.

kolom K (what I know) tentang apa saja yang mereka tahu tentang tema teks yang akan diberikan.

e. Guru meminta sswa • menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.

Menanya

f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic. a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.

menyebutkan

memjelaskan mereka

apa

tahu

dan yang

dengan

menggunakan Bahasa inggris yang baik, sementara siswa yang lain menyimak.

•

Siswa

menuliskan

pertanyaan

yang

mereka

kembangkan pengetahuan

dari yang

telah

mereka tulis di kolom K lalu

b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan. c. Guru bertanya kepada siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka

siswa

menuliskannya di kolom W (Want

to

Know)

di

worksheet 1. •

Siswa

menyebutkan

peprtanyaan-pertanyaan yang sudah mereka eksplor.

10 menit

103

buat di kolom W)

d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur kebahasaannya.

Mencoba

While Reading a. Guru meminta

•

Siswa membaca teks secara 25 Menit seksama.

•

Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .

siswa

memulai membaca teks yang telah diberikan.

b. Meminta

siswa

menjawab

pertanyaan

yang sudah mereka buat di kolom W. Menalar

a. Menugaskan

siswa

a. Menganalisis struktur teks 5 Menit

untuk menganalisis teks

dan unsur kebahasaan dalam

eksposisi analitis tentang

teks eksposisi analitis, serta

topic

mendiskusikan makna yang

yang

sedang

hangat dibicarakan.

b. Memberi kepada

feedback siswa

tentang

fungsi social dan unsur

terdapat dari teks.

d. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan

kebahasaan teks yang diberikan.

Mengkomunikasik an/membentuk jaringan

c. Mengamati (sikap, pengetahuan , ke terampilan) Post Reading a. Kembali menanyakan

a. Siswa apa

mempresentasikan 15 Menit yang telah mereka

104

apa yang mereka pelajari

pelajari dari teks setelah

dari

mereka

teks

yang

telah

diberikan.

selesai

membaca

(sesuai dengan kolom L yang telah mereka isi).

b. Mengamati

(sikap,

pengetahuan, b. Siswa mengkomunikasikan

ketrampilan)

pengetahuan mereka tentang c. Memfasilitasi

siswa

ide

pokok

teks,

unsur

untuk mendiskusikan ide

kebahsaan serta bersama-

pokok dari teks yang

sama menyimpulkan fungsi

diberikan,

sosial dari teks sesuai tema.

fungsi

dan

unsur kebahsaan sesauai c. Siswa memuat mapping dan

dengan tema.

summary. d. Meminta mengisi

siswa

untuk

worksheet

2

yaitu membuat mapping dari worksheet 1 tantang

d. menuliskan

permasalahan

dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis.

apa yang sudah pelajari dan membuat summary dengan

menggunakan

Bahasa mereka sendiri.

Penutup

e. Memberikan kesempatan untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis. a. Mendeskripsikan keseluruhan aktivitas

rangkaian

pembelajaran

5 Menit

a. Refleksi diri b. Mencatat yang

hal-hal

berkaitan

penting dengan

105

dan

hasil-hasil

yang

diperoleh

untuk

selanjutnya

secara

langsung maupun tidak langsung

dari

hasil

pembelajaran yang telah berlangsung b. Memberikan balik

umpan

terhadap

proses

dan hasil pembelajaran c. Melakukan tindak

kegiatan

lanjut

dalam

bentuk pemberian tugas, baik

tugas

individual

maupun kelompok; dan b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

pembelajaran berikutnya c. Memahami mempersiapkan

dan tugas

pembelajaran berikutnya

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RENCANA PELAKSANAAN PEMBELAJARAN READING (Experiment Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-2 (kedua) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.2. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 5. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 6. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan. I. Indikator Pencapaian Kompetensi

107

5. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

6. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 7. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 8. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 6. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 7. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 8. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 9. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 10. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model uang, celengan, dan gambar anak yang sedang menabung.

b. Materi Konsep

108

Save Your Money Now! You may be asking yourself why it is compulsory to save money. If you have enough to pay for everything you need, why should you worry about putting some money aside each month? There are a variety of reasons to begin saving money. Different people save for different reasons. Here are some reasons that you may consider saving your money. One reason is for emergency funds. It is important to have an emergency fund set aside to cover unexpected expense. This could cover an unexpected car repair, improvements on your house, an illness or a sudden job loss. Ideally your emergency fund should be about three to six months of your expenses. In addition, you need to make sure you have a plan and good insurance in place to help you survive the unexpected financial events in your life. Another important reason to save money is for your retirement. The sooner you start saving for retirement, the less you will have to save in the future. You can put your money to work for you. As you continue to contribute overtime you will be earning more interest on the money you have. A third reason to save money is for vacation or secondary items. Your buying and negotiating power goes a lot farther when you have a significant saving. You can save up for your tour to Bali or Europe. Your negotiating power is stronger if you have cash in hand on binger purchases. You can also negotiate the price of the car much lower if you are willing to pay cash at the dealership. Last but not least, the reason to begin saving money is for your future education. Each year more people return to school to earn their master or doctoral degrees. You may also consider saving for your child’s education when the time comes. Better educations usually demand expensive costs. From the reasons mentioned above, it is unquestionable that saving money is a good habit and it is a compulsory, like an old proverb saying “forewarned, forearmed.” (adapted from: http//moneyfor20s.about.com)

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis

109

-

Fungsi sosial dari teks eksposisi analitis Struktur teks eksposisi analitis Unsur Bahasa dari teks exposisi analitis

L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir) M. Media, Alat, dan Sumber Belajar 4. Media: - LCD - Laptop - Papan Tulis 5. Alat: - Gambar - Video 6. Sumber Belajar - Buku ajar siswa - Internet N. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru a. Menyiapkan peserta didik secara psikis dan fisik untuk mengikuti proses pembelajaran b. Memberi motivasi belajar siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar c. Menjelaskan tujuan pembelajaran atau kompetensi dasar yang akan dicapai; dan

Kegiatan inti Mengamati

Alokasi waktu menyimak, mendengar, dan 10 menghayati informasi yang Menit disampaikan oleh guru Kegiatan Siswa/i

•

•

mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran

•

memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan

Kegiatan guru Kegiatan Siswa/i Pre- Reading • Mengamati gambar yang 20 a. Guru menunjukan Menit ditunjukkan guru. gambar berupa gambar seorang yang sedang menabung dan gambar uang. • Siswa menyebutkan apa yang mereka tahu tentang tema. b. Guru memberikan

110

pertanyaan yang • membangun pemahaman siswa: 1. What do you know about saving money? 2. What are the advantages of saving money? 3. Why we have to save • our money?

Memberikan jawaban yang relevan dengan pertanyaan.

Masing-masing

siswa

mengisi

yang

worksheet

diberikan guru, mengisi di c. Guru memberi worksheet 1.

siswa

kolom K (what I know) tentang apa saja yang mereka

Menanya

d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.s

tahu tentang tema teks yang

e. Guru meminta sswa • menjelaskan kembali apa yang mereka tahu tentang tema dengan cara memanggil secara random.

siswa

f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic. a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.

yang lain menyimak.

akan diberikan.

•

memjelaskan mereka

apa

tahu

dan yang

dengan

menggunakan Bahasa inggris yang baik, sementara siswa

menuliskan 10 menit

Siswa pertanyaan

yang

mereka

kembangkan pengetahuan

dari yang

telah

mereka tulis di kolom K lalu menuliskannya di kolom W

b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan. c. Guru bertanya kepada siswa (random) tetang apa yang ingin mereka tahu dari tema.

menyebutkan

(Want

to

Know)

di

worksheet 1. •

Siswa

menyebutkan

peprtanyaan-pertanyaan yang sudah mereka eksplor.

111

(meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)

Mencoba

d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur kebahasaannya. While Reading a. Guru meminta siswa

•

Siswa membaca teks secara 25 Menit seksama.

•

Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .

•

Menganalisis struktur teks 5 Menit

memulai membaca teks yang telah diberikan.

b. Meminta

siswa

menjawab

pertanyaan

yang sudah mereka buat di kolom W. Menalar

a. Menugaskan

siswa

untuk menganalisis teks

dan unsur kebahasaan dalam

eksposisi analitis tentang

teks eksposisi analitis, serta

topic

mendiskusikan makna yang

yang

sedang

hangat dibicarakan. b. Memberi kepada

terdapat dari teks.

feedback siswa

tentang

•

memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan

•

Siswa

fungsi social dan unsur kebahasaan teks yang diberikan.

Mengkomunikasik an/membentuk jaringan

c. Mengamati (sikap, pengetahuan , ke terampilan) Post Reading a. Kembali menanyakan apa yang mereka pelajari dari

teks

yang

telah

apa

mempresentasikan 15 Menit yang telah mereka

pelajari dari teks setelah mereka

selesai

membaca

112

diberikan.

(sesuai dengan kolom L yang telah mereka isi).

b. Mengamati

(sikap,

pengetahuan, ketrampilan) • c. Memfasilitasi

siswa

Siswa mengkomunikasikan pengetahuan mereka tentang

untuk mendiskusikan ide

ide

pokok dari teks yang

kebahsaan serta bersama-

diberikan,

sama menyimpulkan fungsi

fungsi

dan

unsur kebahsaan sesauai

pokok

teks,

unsur

sosial dari teks sesuai tema.

dengan tema. • d. Meminta mengisi

siswa

summary.

untuk

worksheet

Siswa memuat mapping dan

2

yaitu membuat mapping

•

menuliskan

permasalahan

dari worksheet 1 tantang

dalam menggunakan bahasa

apa yang sudah pelajari

Inggris untuk menganalisis

dan membuat summary

teks eksposisi analitis.

dengan

menggunakan

Bahasa mereka sendiri.

Penutup

e. Memberikan kesempatan untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis. a. Mendeskripsikan keseluruhan aktivitas dan

rangkaian

Refleksi diri

•

Mencatat

pembelajaran

hasil-hasil

diperoleh

•

yang

yang untuk

hal-hal

berkaitan

5 Menit penting dengan

pembelajaran berikutnya •

Memahami

dan

113

selanjutnya

secara

langsung maupun tidak langsung

dari

hasil

pembelajaran yang telah berlangsung b. Memberikan balik

umpan

terhadap

proses

dan hasil pembelajaran c. Melakukan tindak

kegiatan

lanjut

dalam

bentuk pemberian tugas, baik

tugas

individual

maupun kelompok; dan b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

mempersiapkan

tugas

pembelajaran berikutnya

114

RENCANA PELAKSANAAN PEMBELAJARAN READING (Experiment Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-3 (ketiga) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.3. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.3. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 7. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 8. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan. I. Indikator Pencapaian Kompetensi

115

1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model buku-buku dan gambar siswa yang sedang membaca.

b. Materi Konsep

116

Why Books are Important for Us? A wise man once said, “Learning without books mean nothing.” In my opinion this statement is true. Why do I say that? This is for several reasons. Firstly, books are important because they develop the minds of people who read them. Even if you don’t agree with what an author has done in a book, you can at least have formed your own ideas on what would have been better. This leads to critical thinking skills. These critical thinking skills are a necessarily for the development of cultures. Secondly, books contain so much more than just the story. They record facts. They review history. Books are the documentations of themes that relate to everyone. You can even learn about a period in history just looking at what books were popular and published during that time. For instance, the Classic Tales of Two Cities by Charles dickens is set in the French Revolution era. The last thing I’ll say is that books are essential to life because they do not only carry knowledge, but they also entertain us. They entertain us with stories ranging from mystery and drama to comedy, adventures and autobiographies. In other words, you can read a book about anything. The possibilities are limitless and that is one of the many lessons you can learn from reading books. Based on the reasons listed above, it is obvious that books have a great influence in our lives. Without books we may learn nothing. (retrieved from Pathway to English)

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir) M. Media, Alat, dan Sumber Belajar Media: - LCD - Laptop

117

-

Papan Tulis

Alat: -

Gambar Video

Sumber Belajar -

Buku ajar siswa Internet

N. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru a. Menyiapkan peserta didik • secara psikis dan fisik untuk mengikuti proses pembelajaran b. Memberi motivasi belajar • siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar c. Menjelaskan tujuan • pembelajaran atau kompetensi dasar yang akan dicapai; dan.

Kegiatan inti Mengamati

Alokasi waktu menyimak, mendengar, dan 10 menghayati informasi yang Menit disampaikan oleh guru Kegiatan Siswa/i

mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran

memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan

Kegiatan guru Kegiatan Siswa/i Pre- Reading • Mengamati gambar a. Guru menunjukan ditunjukkan guru. gambar berupa seorang yang sedang membaca dan tumpukan buku. • b. Guru memberikan pertanyaan yang membangun pemahaman • siswa: 1. What do you know about book or reading book? 2. what do we get from reading a book? 3. What are the advantages • of reading books?

yang 20 Menit

Siswa menyebutkan apa yang mereka tahu tentang tema. Memberikan jawaban yang relevan dengan pertanyaan.

Masing-masing

siswa

118

mengisi c. Guru memberi worksheet 1.

siswa

worksheet

yang

diberikan guru, mengisi di kolom K (what I know)

d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.

tentang apa saja yang mereka tahu tentang tema teks yang akan diberikan.

e. Guru meminta sswa menjelaskan kembali apa yang mereka tahu • tentang tema dengan cara memanggil secara random.

siswa

menyebutkan

memjelaskan mereka

apa

tahu

dan yang

dengan

menggunakan Bahasa inggris f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic. Menanya

a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.

yang baik, sementara siswa yang lain menyimak.

•

pertanyaan

d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur

yang

mereka

kembangkan pengetahuan

dari yang

telah

mereka tulis di kolom K lalu menuliskannya di kolom W

b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan. c. Guru bertanya kepada siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)

menuliskan 10 menit

Siswa

(Want

to

Know)

di

worksheet 1. •

Siswa

menyebutkan

peprtanyaan-pertanyaan yang sudah mereka eksplor.

119

Mencoba

kebahasaannya. While Reading a. Guru meminta

•

Siswa membaca teks secara 25 Menit seksama.

•

Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .

siswa

memulai membaca teks yang telah diberikan.

b. Meminta

siswa

menjawab

pertanyaan

yang sudah mereka buat di kolom W. Menalar

a. Menugaskan

siswa

a. Menganalisis struktur teks 5 Menit

untuk menganalisis teks

dan unsur kebahasaan dalam

eksposisi analitis tentang

teks eksposisi analitis, serta

topic

mendiskusikan makna yang

yang

sedang

hangat dibicarakan.

b. Memberi kepada

terdapat dari teks.

feedback siswa

tentang

fungsi social dan unsur

e. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan

kebahasaan teks yang diberikan.

Mengkomunikasik an/membentuk jaringan

c. Mengamati (sikap, pengetahuan , ke terampilan) Post Reading a. Kembali menanyakan apa yang mereka pelajari dari

teks

yang

telah

diberikan.

•

Siswa apa

mempresentasikan 15 Menit yang telah mereka

pelajari dari teks setelah mereka

selesai

membaca

(sesuai dengan kolom L yang telah mereka isi).

b. Mengamati pengetahuan,

(sikap,

120

•

ketrampilan)

Siswa mengkomunikasikan pengetahuan mereka tentang

c. Memfasilitasi

siswa

ide

pokok

teks,

unsur

untuk mendiskusikan ide

kebahsaan serta bersama-

pokok dari teks yang

sama menyimpulkan fungsi

diberikan,

sosial dari teks sesuai tema.

fungsi

dan

unsur kebahsaan sesauai •

dengan tema.

Siswa memuat mapping dan summary.

d. Meminta mengisi

siswa

untuk

worksheet

2

•

menuliskan

permasalahan

yaitu membuat mapping

dalam menggunakan bahasa

dari worksheet 1 tantang

Inggris untuk menganalisis

apa yang sudah pelajari

teks eksposisi analitis.

dan membuat summary dengan

menggunakan

Bahasa mereka sendiri.

Penutup

e. Memberikan kesempatan untuk menuliskan permasalahan dalam menggunakan bahasa Inggris untuk menganalisis teks eksposisi analitis. a. Mendeskripsikan keseluruhan aktivitas dan

rangkaian

Refleksi diri

•

Mencatat

pembelajaran

hasil-hasil

untuk

selanjutnya

secara

langsung maupun tidak dari

yang

yang

diperoleh

langsung

•

hasil

pembelajaran yang telah

hal-hal

berkaitan

5 Menit penting dengan

pembelajaran berikutnya •

Memahami mempersiapkan

dan tugas

pembelajaran berikutnya

121

berlangsung b. Memberikan balik

umpan

terhadap

proses

dan hasil pembelajaran c. Melakukan tindak

kegiatan

lanjut

dalam

bentuk pemberian tugas, baik

tugas

individual

maupun kelompok; dan b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

122

RENCANA PELAKSANAAN PEMBELAJARAN READING (Experiment Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggri C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-4 (keempat) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.4. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.4. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 9. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 10. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.

123

I. Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model siswa yang sedang mencontek ketika ulangan.

b. Materi Konsep

Cheating on the test doesn’t take any benefit at all Some social observers say that corruption practices in a country may begin with the smallest dishonesty done in a daily life, especially at schools when students are

124

doing their test papers or examinations. Small practices of dishonesty and cheating are neglected but have a great impact on the future. Indeed, cheating on tests doesn’t have any benefit at all to students for several reasons. In the first place, students have no idea about their actual ability and competency in each school subject. By cheating at the tests, students don’t use their own brain to think. It makes students bury their potential ability without knowing how far they have understood the lesson and mastered the skills. Moreover, cheating at the tests causes students to depend upon others. Students who are accustomed to cheating during the tests will get into trouble when others cannot help them. Students will have no idea what to do in such a situation as they don’t prepare well for the tests. Lastly, the worst of all cheating habit could create a corruption culture. When students cheat at the tests, they are actually fooling themselves. They are lying to themselves to get good marks and take the benefit for themselves. This bad habit will teach students from time to time to do everything and to get everything in a way to get what they want, even by practicing corruption. In corruption practices, people commonly lie and do anything for their own benefits. So, it is no doubt that cheating is a “small form” of corruption. Based on the reason we talk above, we can draw a conclusion that cheating is a bad habit and doesn’t have any benefit at all of students. (adapted from: Pathway To English)

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Know Want Learn Plus Strategy (Worksheet Terlampir) M. Media, Alat, dan Sumber Belajar Media: -

LCD Laptop

125

-

Papan Tulis

Alat: -

Gambar Video

Sumber Belajar -

Buku ajar siswa Internet

n. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru a. Menyiapkan peserta didik • secara psikis dan fisik untuk mengikuti proses pembelajaran b. Memberi motivasi belajar • siswa secara kontekstual sesuai manfaat dan aplikasi materi ajar c. Menjelaskan tujuan • pembelajaran atau kompetensi dasar yang akan dicapai; dan.

Kegiatan inti Mengamati

Alokasi waktu menyimak, mendengar, dan 10 menghayati informasi yang Menit disampaikan oleh guru Kegiatan Siswa/i

mencatat hal-hal penting, yang berkaitan dengan makna pembelajaran

memahami makna, dan manfaat dari tujuan pembelajaran yang akan dilaksanakan

Kegiatan guru Kegiatan Siswa/i Pre- Reading • Mengamati gambar yang 20 a. Guru menunjukan Menit ditunjukkan guru. gambar berupa seorang siswa yang sedang mencontek temannya saat ujian. • Siswa menyebutkan apa yang mereka tahu tentang tema. b. Guru memberikan pertanyaan yang • Memberikan jawaban yang relevan dengan pertanyaan. membangun pemahaman siswa: 1. what do the man do? 2. is that good or bad attitude? 3. What are the effects of siswa cheating on your friends • Masing-masing when taking examination?

126

mengisi c. Guru memberi siswa worksheet 1.

worksheet

yang

diberikan guru, mengisi di kolom K (what I know)

d. Guru menuliskan di papan tulis apa yang siswa ketahui tentang topic.

tentang apa saja yang mereka tahu tentang tema teks yang akan diberikan.

e. Guru meminta sswa menjelaskan kembali • apa yang mereka tahu tentang tema dengan cara memanggil secara random.

siswa

menyebutkan

memjelaskan mereka

apa

tahu

dan yang

dengan

menggunakan Bahasa inggris f. Guru menuliskan beberapa, di papan tulis apa yang siswa ketahui tentang topic. Menanya

a. Membimbing dan mengarahkan siswa untuk bertanya berdasarkan tema serta berdasarkan apa yang telah mereka tulis di kolom K.

yang baik, sementara siswa yang lain menyimak.

•

pertanyaan

d. Mempersiapkan teks untuk dibaca oleh siswa dan menandai struktur teks dan unsur

yang

mereka

kembangkan pengetahuan

dari yang

telah

mereka tulis di kolom K lalu menuliskannya di kolom W

b. Membantu siswa untuk mengeksplor kemampuan mengkritisi tema atau judul yang diberikan. c. Guru bertanya kepada siswa (random) tetang apa yang ingin mereka tahu dari tema. (meminta siswa menjelaskan pertanyaan yang mereka buat di kolom W)

menuliskan 10 menit

Siswa

(Want

to

Know)

di

worksheet 1. •

Siswa

menyebutkan

peprtanyaan-pertanyaan yang sudah mereka eksplor.

127

Mencoba

kebahasaannya. While Reading a. Guru meminta

•

Siswa membaca teks secara 25 Menit seksama.

•

Siswa menuliskan jawaban dari pertanyaan yang mereka buatsesuai dengan isi teks di kolom L (Learn) pada worksheet 1, selesai mereka membaca .

siswa

memulai membaca teks yang telah diberikan.

b. Meminta

siswa

menjawab

pertanyaan

yang sudah mereka buat di kolom W. Menalar

a. Menugaskan

siswa

a. Menganalisis struktur teks 5 Menit

untuk menganalisis teks

dan unsur kebahasaan dalam

eksposisi analitis tentang

teks eksposisi analitis, serta

topic

mendiskusikan makna yang

yang

sedang

hangat dibicarakan.

b. Memberi kepada

terdapat dari teks.

feedback siswa

tentang

fungsi social dan unsur

f. memperoleh balikan (feedback) dari guru dan teman tentang fungsi sosial dan unsur kebahasaan

kebahasaan teks yang diberikan.

Mengkomunikasik an/membentuk jaringan

c. Mengamati (sikap, pengetahuan , ke terampilan) Post Reading a. Kembali menanyakan apa yang mereka pelajari dari

teks

yang

telah

diberikan.

•

Siswa apa

mempresentasikan 15 Menit yang telah mereka

pelajari dari teks setelah mereka

selesai

membaca

(sesuai dengan kolom L yang telah mereka isi).

b. Mengamati pengetahuan,

(sikap,

128

•

ketrampilan)

Siswa mengkomunikasikan pengetahuan mereka tentang

c. Memfasilitasi

siswa

ide

pokok

teks,

unsur

untuk mendiskusikan ide

kebahsaan serta bersama-

pokok dari teks yang

sama menyimpulkan fungsi

diberikan,

sosial dari teks sesuai tema.

fungsi

dan

unsur kebahsaan sesauai •

dengan tema.

Siswa memuat mapping dan summary.

d. Meminta mengisi

siswa

untuk

worksheet

2

•

menuliskan

permasalahan

yaitu membuat mapping

dalam menggunakan bahasa

dari worksheet 1 tantang

Inggris untuk menganalisis

apa yang sudah pelajari

teks eksposisi analitis.

dan membuat summary dengan

menggunakan

Bahasa mereka sendiri. e. Memberikan kesempatan untuk

menuliskan

permasalahan

dalam

menggunakan

bahasa

Inggris

untuk

menganalisis

teks

eksposisi analitis. Penutup

a. Mendeskripsikan

•

Refleksi diri

keseluruhan

•

Mencatat

aktivitas dan

rangkaian

pembelajaran

hasil-hasil

yang

diperoleh

untuk

selanjutnya

secara

langsung maupun tidak langsung

dari

yang

hasil

hal-hal

berkaitan

5 Menit penting dengan

pembelajaran berikutnya •

Memahami mempersiapkan

dan tugas

pembelajaran berikutnya

129

pembelajaran yang telah berlangsung b. Memberikan balik

umpan

terhadap

proses

dan hasil pembelajaran c. Melakukan tindak

kegiatan

lanjut

dalam

bentuk pemberian tugas, baik

tugas

individual

maupun kelompok; dan b. Menginformasikan rencana kegiatan pembelajaran untuk pertemuan berikutnya

Name _______________________________________________ Date ______________________

KWL Chart Before you begin your research, list details in the first two columns. Fill in the last column after completing your research.

Topic What I Want to Know

What I Learned

Copyright © Houghton Mifflin Company. All Rights Reserved.

What I Know

131

Mapping

Summarizing

132

Appendix 14 RENCANA PELAKSANAAN PEMBELAJARAN READING (Controlled Class) A. B. C. D. E. F. G.

Satuan Pendidikan Mata Pelajaran Kelas Materi Pokok Alokasi waktu Pertemuan Kompetensi Inti

KI 1

: SMAN 8 Tangerang Selatan : Bahasa Inggris : XI (Sebelas) : Teks Eksposisi Analisis : 2 X 45 Menit : Ke-1 (kesatu)

: Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.1. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 3. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 4. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.

133

I.

Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan.

J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model Facebook dan contoh-contoh efek negatifnya.

b. Materi Konsep The Negative Effect of Facebook A Do you have Facebook account? I think you do. Do you see that Facebook as the most popular social networking websites on the internet bring negative effect to the

134

users? It is not only available on your computer but through mobile device like call phones and I-Phone. Here are some negative effects of using Facebook. First, Facebook is quite addictive. Once you get started you will find yourself absorbed. You will quickly hook on reading all your friends updated status messages and trying to come up with the interesting one to post for yourself. Every time Facebook gives you notification for any message or you see who are online. You’ll be attracted to replay your friend status, see pictures, or chat with your school friends or former sweetheart from the past time. ----------------------------------------------------------------------------------------------------B Second, Facebook offers you game on line which will ask you to invite friends and started playing together, once you play it, and you will find that time runs very fast just for the games. You will spend hours upon hours instead of doing your main duty as student to do the homework and do the school project. The thing that is worse, it’s that you will look so serious with your own illusion world than the real world, as you have no time to have a gathering with your families or to have dinner or picnic. ----------------------------------------------------------------------------------------------------C Third, Facebook will own you. Once you sign up for Facebook account, you’ll have Facebook expose you to the world. All your secret things such as identity or personal pictures, family, or your school friends and all will be accessed by anyone easily without asking your permission. Foreigners, or anyone who wants to find out anything about you, or people in your life who wants to stalk you or intimidate you, they will have easy access to you. -----------------------------------------------------------------------------------------------------

D To sum up my speech, although you may say that Facebook give you more friends, and chance to meet anyone anywhere and anytime, but I should conclude that Facebook still gives negative effects to the users if they aren’t careful and smart when they get in touch with foreigners.

135

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork M. Media, Alat, dan Sumber Belajar 1. Media: - LCD - Laptop - Papan Tulis 2. Alat: - Gambar - Video 3. Sumber Belajar - Buku ajar siswa - Internet N. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru

Alokasi

Kegiatan Siswa/i

a. Menyiapkan peserta didik

•

waktu

menyimak, mendengar, 10 Menit

secara psikis dan fisik

dan

untuk mengikuti proses

informasi

pembelajaran

disampaikan oleh guru

b. Memberi motivasi belajar

•

mencatat

menghayati yang

hal-hal

siswa secara kontekstual

penting, yang berkaitan

sesuai

dengan

manfaat

aplikasi materi ajar

dan

pembelajaran

makna

136

c. Menjelaskan

tujuan

pembelajaran

•

atau

memahami makna, dan manfaat

dari

tujuan

kompetensi dasar yang

pembelajaran yang akan

akan dicapai; dan

dilaksanakan

d. Menyampaikan

cakupan

materi

analytical

exposition

text

penjelasan

dan uraian

kegiatan sesuai silabus. Kegiatan inti Mengamati

Kegiatan guru

Kegiatan Siswa/i •

Pre- Reading a. Guru

menunjukan

mengamati 10 Menit

Siswa

gambar tersebut

serta

gambar berupa lambang

menarik kesimpulan dari

Facebook dan beberapa

gambar.

contoh

efek

negative

•

bermain Facebook. b. Guru

membangun

memberikan

jawaban yang relevan

memberikan

pertanyaan

Siswa

dengan pertanyaan.

yang pemahaman

siswa: 1. What do you know about facebook? 2. what do we get from facebook? 3. What are the effects of Facebook? Menanya

a. Membimbing

dan

•

mengajukan 5 Menit

Siswa

mengarahkan siswa untuk

pertanyaan yang sesuai

bertanya

dengan tema.

berdasarkan •

tema. b. Mempersiapkan

teks

Siswa mengggali rasa ingin

tahu

untuk dibaca oleh siswa

mengenai

dan

judul

menandai

struktur

tema teks

mereka atau yang

137

teks

dan

unsur

diberikan.

kebahasaannya. Mencoba

a. Guru menugaskan siswa untuk

membentuk

•

ke

membentuk 30 Menit

Siswa

kelompok Home Group.

dalam 6 kelompok, setiap kelompok berjumlah 5-6 siswa.

•

mempersiapkan

diri

b. Guru membagikan teks

untuk

mendiskusikan

eksposisi analitis. Serta

teks

yang diberikan.

guru memberikan kartu berisikan

Siswa

pertanyaan2

tentang teks tersebut. Guru memberikan huruf pada kartu-kartu tersebut yaitu A, B, C, D, dan E. c. Selanjutnya guru meminta setiap anggota kelompok untuk berhitung dari A sampai E kemudian guru membagikan kartu kepada setiap anggota kelompok sesuai dengan huruf yang telah mereka hitung. d. Guru

meminta

siswa

untuk berkumpul sesuai dengan bagian huruf yang mereka dapat. e. Guru

meminta

siswa

•

Siswa

membentuk

membentuk kembali home

expert

group

berkumpul

sesuai

berdiskusi dalam expert

dengan

huruf

group.

yang mereka dapat.

selesai

siswa

group

dengan

bagian

138

•

While Reading a. Guru menunjuk dua orang siswa

dalam

dipimpin oleh satu orang

setiap

moderator

kelompok untuk menjadi pemimpin

diskusi

dan

Siswa berdiskusi dengan

dan

satu

orang notulen. •

Siswa

mendiskusikan

notulen. Pemimpin diskusi

bagian teks yang mereka

bertugas untuk memimpin

dapatkan.

diskusi

mendiskusikan:

dengan

menanyakan yang

cara

petunjuk

dimiliki

sedangkan

jawaban

pada

lembar

memberitahukan petunjuk lisan

menukar

tanpa atau

memperlihatkan isi dari

anggota

tersebut lain

pada dalam

kelompoknya. c. Siswa dalam home group diminta untuk membuat pertanyaan yang berkaitan dengan

teks

ditukarkan

untuk dengan

kelompok lain. d. Setelah

selesai,

guru

menukarkan hasil kerja kelompok

c. Difficult vovabularies •

Siswa bersama mereka.

b. Setiap anggota kelompok

petunjuk

b. Supporting details

notulen

jawaban.

secara

a. Main Idea

siswa

bertugas untuk menuliskan

dengan

kelompok lain dan guru

Siswa

berdiskusi home

group

139

menunjuk

satu

orang

siswa secara acak untuk menuliskan

jawaban

di

papan tulis dan melakukan pembahasan

secara

bersama-sama. e. Guru mengumpulkan hasil kerja

kelompok

dan

memberikan reward pada kelompok

yang

mendapatkan nilai paling besar. Menalar

a. Menugaskan siswa untuk menganalisis

•

teks

teks

eksposisi analitis tentang

b. Memberi feedback kepada siswa tentang fungsi social dan unsur kebahasaan c. Mengamati

(sikap,

pengetahuan

,

ke

struktur

dan

10 Menit

unsur

kebahasaan dalam teks

topic yang sedang hangat dibicarakan.

Menganalisis

eksposisi analitis •

memperoleh

balikan

(feedback) dari guru dan teman

tentang

fungsi

sosial

dan

unsur

kebahasaan

terampilan) Mengkomunikasi

Post Reading

kan/membentuk

a. Memfasilitasi

jaringan

hasil

diskusi

•

Mempresentasikan

presentasi

hasil

/

naratif

proses

analisis

teks

tentang

penemuan konsep tentang

legenda berdasarkan

contoh eksposisi analitis

struktur

teks

tentang topic yang sedang

unsur

kebahasaan

hangat dibicarakan secara

yang benar dan sesuai

lisan dan tertulis di kelas.

dengan konteks •

menuliskan

dan

20 Menit

140

b. Mengamati

(sikap,

permasalahan dalam

pengetahuan, ketrampilan)

menggunakan bahasa

c. Memberikan kesempatan untuk

Inggris

menuliskan

permasalahan

dalam

menggunakan

bahasa

Inggris

untuk

menganalisis

teks

eksposisi analitis.

untuk

menganalisis

teks

eksposisi analitis. Penutup

memberikan

•

Refleksi diri

kesimpulan umum tentang

•

Mencatat hal-hal penting

a. guru

materi. b. guru

yang berkaitan dengan memberikan

kesempatan kepada siswa untuk

bertanya

seputar

materi dan metode jigsaw.

pembelajaran berikutnya •

Memahami mempersiapkan pembelajaran berikutnya.

dan tugas

141

RENCANA PELAKSANAAN PEMBELAJARAN READING (Controlled Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : ke-2 (kedua) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.2. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.2. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 5. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 6. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan. I. Indikator Pencapaian Kompetensi

142

1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model uang, celengan, dan anak sedang menabung.

b. Materi Konsep

Save Your Money Now! A You may be asking yourself why it is compulsory to save money. If you have enough to pay for everything you need, why should you worry about putting some

143

money aside each month? There are a variety of reasons to begin saving money. Different people save for different reasons. Here are some reasons that you may consider saving your money. ----------------------------------------------------------------------------------------------------B One reason is for emergency funds. It is important to have an emergency fund set aside to cover unexpected expense. This could cover an unexpected car repair, improvements on your house, an illness or a sudden job loss. Ideally your emergency fund should be about three to six months of your expenses. In addition, you need to make sure you have a plan and good insurance in place to help you survive the unexpected financial events in your life. ----------------------------------------------------------------------------------------------------C Another important reason to save money is for your retirement. The sooner you start saving for retirement, the less you will have to save in the future. You can put your money to work for you. As you continue to contribute overtime you will be earning more interest on the money you have. ----------------------------------------------------------------------------------------------------D A third reason to save money is for vacation or secondary items. Your buying and negotiating power goes a lot farther when you have a significant saving. You can save up for your tour to Bali or Europe. Your negotiating power is stronger if you have cash in hand on binger purchases. You can also negotiate the price of the car much lower if you are willing to pay cash at the dealership. ----------------------------------------------------------------------------------------------------E Last but not least, the reason to begin saving money is for your future education. Each year more people return to school to earn their master or doctoral degrees. You may also consider saving for your child’s education when the time comes. Better educations usually demand expensive costs. From the reasons mentioned above, it is unquestionable that saving money is a good habit and it is a compulsory, like an old proverb saying “forewarned, forearmed.”

144

(adapted from: http//moneyfor20s.about.com)

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork M. Media, Alat, dan Sumber Belajar Media: - LCD - Laptop - Papan Tulis Alat: -

Gambar Video

Sumber Belajar -

Buku ajar siswa Internet

N. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru a. Menyiapkan peserta didik

Alokasi

Kegiatan Siswa/i •

waktu

menyimak, mendengar, 10 Menit

secara psikis dan fisik

dan

untuk mengikuti proses

informasi

pembelajaran

disampaikan oleh guru

b. Memberi motivasi belajar siswa secara kontekstual

•

mencatat

menghayati yang

hal-hal

penting, yang berkaitan

145

sesuai

manfaat

dan

dengan

aplikasi materi ajar c. Menjelaskan

Kegiatan inti Mengamati

pembelajaran tujuan

pembelajaran

makna

•

atau

memahami makna, dan manfaat

dari

tujuan

kompetensi dasar yang

pembelajaran yang akan

akan dicapai;

dilaksanakan

Kegiatan guru

Kegiatan Siswa/i •

Pre- Reading a. Guru menunjukan gambar

mengamati 10 Menit

Siswa

gambar tersebut

serta

berupa orang yang sedang

menarik kesimpulan dari

menabung serta gambar

gambar. •

mata uang. b. Guru

memberikan

pertanyaan

Siswa

memberikan

jawaban yang relevan

yang

dengan pertanyaan.

membangun pemahaman siswa: 1. What do you know about saving money? 2. What are the advantages of saving money? 3. Why we have to save our money?

Menanya

a. Membimbing

dan

•

mengajukan 5 Menit

Siswa

mengarahkan siswa untuk

pertanyaan yang sesuai

bertanya

dengan tema.

berdasarkan

tema. b. Mempersiapkan

teks

•

Siswa mengggali rasa

untuk dibaca oleh siswa

ingin

dan menandai struktur

mengenai

teks

judul

dan

unsur

tahu tema teks

mereka atau yang

146

kebahasaannya. Mencoba

diberikan.

a. Guru menugaskan siswa untuk

membentuk

•

ke

membentuk 30 Menit

Siswa

kelompok Home Group.

dalam 6 kelompok, setiap kelompok berjumlah 5-6

•

siswa.

Siswa

mempersiapkan

diri

untuk

b. Guru membagikan teks

mendiskusikan

eksposisi analitis. Serta

yang diberikan.

teks

guru memberikan kartu berisikan

pertanyaan2

tentang

teks

tersebut.

Guru memberikan huruf pada kartu-kartu tersebut yaitu A, B, C, D, dan E. c. Selanjutnya

guru

meminta setiap anggota kelompok

untuk

berhitung dari A sampai E

kemudian

membagikan kepada

setiap

guru kartu anggota

kelompok sesuai dengan huruf yang telah mereka hitung. d. Guru

meminta

siswa

untuk berkumpul sesuai dengan bagian huruf yang

meminta

membentuk

Siswa expert

mereka dapat. e. Guru

•

siswa kembali

home group selesai siswa berdiskusi dalam expert

membentuk group

dengan

berkumpul

sesuai

dengan

huruf

bagian

yang mereka dapat.

147

group. While Reading f. Guru

•

menunjuk

dua

dipimpin oleh satu orang

orang siswa dalam setiap

moderator

kelompok untuk menjadi pemimpin

diskusi

notulen.

dan

•

e. Supporting details

siswa sedangkan notulen

memberitahukan petunjuk tanpa

secara

lisan

menukar

atau

memperlihatkan isi dari petunjuk tersebut pada anggota

lain

dalam

kelompoknya. h. Siswa dalam home group diminta untuk membuat pertanyaan berkaitan

yang dengan

teks

untuk ditukarkan dengan kelompok lain. i. Setelah

selesai,

guru

menukarkan hasil kerja kelompok

f. Difficult vovabularies •

Siswa bersama mereka.

g. Setiap anggota kelompok

dengan

Siswa

d. Main Idea

petunjuk yang dimiliki

lembar jawaban.

mendiskusikan

mendiskusikan:

dengan cara menanyakan

menuliskan jawaban pada

Siswa

dapatkan.

diskusi

untuk

satu

bagian teks yang mereka

diskusi bertugas untuk

bertugas

dan

orang notulen.

Pemimpin

memimpin

Siswa berdiskusi dengan

berdiskusi home

group

148

kelompok lain dan guru menunjuk

satu

orang

siswa secara acak untuk menuliskan jawaban di papan

tulis

melakukan

dan

pembahasan

secara bersama-sama. j. Guru

mengumpulkan

hasil kerja kelompok dan memberikan reward pada kelompok

yang

mendapatkan nilai paling besar. Menalar

a. Menugaskan untuk

siswa

•

menganalisis

teks

teks eksposisi analitis tentang

topic

sedang dibicarakan. b. Memberi

feedback

kepada siswa tentang fungsi

social

dan

pengetahuan

dan

10 Menit

unsur

eksposisi analitis •

memperoleh

balikan

(feedback) dari guru dan teman

tentang

fungsi

sosial

dan

unsur

kebahasaan

unsur kebahasaan c. Mengamati

struktur

kebahasaan dalam teks

yang hangat

Menganalisis

(sikap, ,

ke

terampilan) Mengkomunikasi

Post Reading

kan/membentuk

a. Memfasilitasi presentasi

jaringan

•

Mempresentasikan hasil

analisis

teks

hasil diskusi / proses

naratif

penemuan konsep tentang

legenda berdasarkan

contoh eksposisi analitis

struktur

teks

tentang topic yang sedang

unsur

kebahasaan

tentang

dan

20 Menit

149

hangat dibicarakan secara

yang benar dan sesuai

lisan dan tertulis di kelas.

dengan konteks

b. Mengamati

•

(sikap,

menuliskan

pengetahuan,

permasalahan dalam

ketrampilan)

menggunakan bahasa

c. Memberikan kesempatan untuk

Inggris

menuliskan

permasalahan

dalam

menggunakan

bahasa

Inggris

untuk

menganalisis

teks

eksposisi analitis.

untuk

menganalisis

teks

eksposisi analitis. Penutup

a. guru

memberikan

kesimpulan

Refleksi diri

•

Mencatat hal-hal penting

umum

tentang materi. b. guru

•

memberikan

yang berkaitan dengan

kesempatan kepada siswa

pembelajaran berikutnya

untuk bertanya seputar materi jigsaw.

dan

metode

•

Memahami mempersiapkan

dan tugas

pembelajaran berikutnya

150

RENCANA PELAKSANAAN PEMBELAJARAN READING (Controlled Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-3 (Ketiga) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.3. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.3. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 7. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 8. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan. I. Indikator Pencapaian Kompetensi

151

1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran c. Materi Fakta Gambar model buku-buka dan sesorang sedang membaca.

d. Materi Konsep

Why Books are Important for Us? A A wise man once said, “Learning without books mean nothing.” In my opinion this statement is true. Why do I say that? This is for several reasons.

152

Firstly, books are important because they develop the minds of people who read them. Even if you don’t agree with what an author has done in a book, you can at least have formed your own ideas on what would have been better. This leads to critical thinking skills. These critical thinking skills are a necessarily for the development of cultures. ----------------------------------------------------------------------------------------------------B Secondly, books contain so much more than just the story. They record facts. They review history. Books are the documentations of themes that relate to everyone. You can even learn about a period in history just looking at what books were popular and published during that time. For instance, the Classic Tales of Two Cities by Charles dickens is set in the French Revolution era. ----------------------------------------------------------------------------------------------------C The last thing I’ll say is that books are essential to life because they do not only carry knowledge, but they also entertain us. They entertain us with stories ranging from mystery and drama to comedy, adventures and autobiographies. In other words, you can read a book about anything. The possibilities are limitless and that is one of the many lessons you can learn from reading books. Based on the reasons listed above, it is obvious that books have a great influence in our lives. Without books we may learn nothing. (retrieved from Pathway to English)

e. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna f. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Groupwork

153

M. Media, Alat, dan Sumber Belajar Media: -

LCD Laptop Papan Tulis

-

Gambar Video

Alat:

Sumber Belajar -

Buku ajar siswa Internet

a. Langkah Pembelajaran

Komponen Pendahuluan

Kegiatan guru a. Menyiapkan peserta didik

•

menyimak, mendengar, 10 Menit dan

untuk mengikuti proses

informasi

pembelajaran

disampaikan oleh guru •

menghayati yang

mencatat

hal-hal

siswa secara kontekstual

penting, yang berkaitan

sesuai

dengan

manfaat

dan

aplikasi materi ajar c. Menjelaskan

kompetensi

dasar

•

memahami makna, dan

atau

manfaat

yang

pembelajaran yang akan

akan dicapai;

dari

tujuan

dilaksanakan

Kegiatan guru

Kegiatan Siswa/i •

Pre- Reading a. Guru

makna

pembelajaran tujuan

pembelajaran

Mengamati

waktu

secara psikis dan fisik

b. Memberi motivasi belajar

Kegiatan inti

Alokasi

Kegiatan Siswa/i

menunjukan

gambar berupa gambar

Siswa

mengamati 10 Menit

gambar tersebut

serta

menarik kesimpulan dari

154

buku dan gambar orang •

yang sedang membaca. b. Guru

gambar.

memberikan

pertanyaan

Siswa

memberikan

jawaban yang relevan

yang

dengan pertanyaan.

membangun pemahaman siswa: 1. What do you know about book or reading book? 2. what do we get from reading a book? 3. What are the advantages of reading books? Menanya

a. Membimbing

dan

•

mengajukan 5 Menit

Siswa

mengarahkan siswa untuk

pertanyaan yang sesuai

bertanya

dengan tema.

berdasarkan

tema. b. Mempersiapkan

teks

•

untuk dibaca oleh siswa

ingin

dan menandai struktur

mengenai

teks

judul

dan

unsur

kebahasaannya. Mencoba

Siswa mengggali rasa

tema teks

mereka atau yang

diberikan.

a. Guru menugaskan siswa untuk

tahu

membentuk

•

ke

Siswa

membentuk 30 Menit

kelompok Home Group.

dalam 6 kelompok, setiap kelompok berjumlah 5-6 siswa.

•

Siswa

mempersiapkan

diri

b. Guru membagikan teks

mendiskusikan

eksposisi analitis. Serta

yang diberikan.

guru memberikan kartu berisikan tentang

pertanyaan2 teks

tersebut.

Guru memberikan huruf pada kartu-kartu tersebut

untuk teks

155

yaitu A, B, C, D, dan E. c. Selanjutnya

guru

meminta setiap anggota kelompok

untuk

berhitung dari A sampai E

kemudian

guru

membagikan kepada

kartu

setiap

anggota

kelompok sesuai dengan huruf yang telah mereka hitung. d. Guru

meminta

siswa

untuk berkumpul sesuai dengan bagian huruf yang

•

expert

mereka dapat. e. Guru

meminta

membentuk

Siswa

siswa kembali

membentuk group

dengan

berkumpul

sesuai

dengan

huruf

bagian

yang mereka dapat.

home group selesai siswa berdiskusi dalam expert group. •

While Reading f. Guru

menunjuk

dua

Siswa berdiskusi dengan dipimpin oleh satu orang

orang siswa dalam setiap

moderator

kelompok untuk menjadi

orang notulen.

pemimpin notulen.

diskusi

dan

•

Pemimpin

Siswa

dan

satu

mendiskusikan

bagian teks yang mereka

diskusi bertugas untuk

dapatkan.

memimpin

mendiskusikan:

diskusi

Siswa

dengan cara menanyakan

g. Main Idea

petunjuk yang dimiliki

h. Supporting details

siswa sedangkan notulen

i. Difficult vovabularies

bertugas

untuk

•

Siswa

berdiskusi

156

menuliskan jawaban pada

bersama

lembar jawaban.

mereka.

g. Setiap anggota kelompok memberitahukan petunjuk tanpa

secara

lisan

menukar

atau

memperlihatkan isi dari petunjuk tersebut pada anggota

lain

dalam

kelompoknya. h. Siswa dalam home group diminta untuk membuat pertanyaan berkaitan

yang dengan

teks

untuk ditukarkan dengan kelompok lain. i. Setelah

selesai,

guru

menukarkan hasil kerja kelompok

dengan

kelompok lain dan guru menunjuk

satu

orang

siswa secara acak untuk menuliskan jawaban di papan

tulis

melakukan

dan

pembahasan

secara bersama-sama. j. Guru

mengumpulkan

hasil kerja kelompok dan memberikan reward pada kelompok

yang

mendapatkan nilai paling besar.

home

group

157

Menalar

a. Menugaskan siswa untuk menganalisis

•

teks

teks

eksposisi analitis tentang

b. Memberi kepada

feedback siswa

•

kebahasaan

memperoleh

balikan

teman

tentang

fungsi

sosial

dan

unsur

kebahasaan

(sikap, ,

unsur

(feedback) dari guru dan

fungsi social dan unsur

pengetahuan

dan

10 Menit

eksposisi analitis

tentang

c. Mengamati

struktur

kebahasaan dalam teks

topic yang sedang hangat dibicarakan.

Menganalisis

ke

terampilan) •

Mengkomunikasi

Post Reading

kan/membentuk

a. Memfasilitasi presentasi

jaringan

Mempresentasikan hasil

analisis

hasil diskusi / proses

naratif

penemuan konsep tentang

legenda berdasarkan

contoh eksposisi analitis

struktur

teks

tentang topic yang sedang

unsur

kebahasaan

hangat dibicarakan secara

yang benar dan sesuai

lisan dan tertulis di kelas.

dengan konteks

b. Mengamati

•

(sikap,

tentang

dan

menuliskan

pengetahuan,

permasalahan dalam

ketrampilan)

menggunakan bahasa

c. Memberikan kesempatan untuk

Inggris

menuliskan

permasalahan

dalam

menggunakan

bahasa

Inggris

eksposisi analitis.

teks

eksposisi analitis. a. guru kesimpulan

memberikan umum

untuk

menganalisis

untuk

menganalisis

Penutup

teks

•

Refleksi diri

teks

20 Menit

158

•

tentang materi. b. guru

Mencatat hal-hal penting

memberikan

yang berkaitan dengan

kesempatan kepada siswa

pembelajaran berikutnya

untuk bertanya seputar materi jigsaw.

dan

metode

•

Memahami mempersiapkan

dan tugas

pembelajaran berikutnya

159

RENCANA PELAKSANAAN PEMBELAJARAN READING (Controlled Class) A. Satuan Pendidikan : SMAN 8 Tangerang Selatan B. Mata Pelajaran : Bahasa Inggris C. Kelas : XI (Sebelas) MIA 3 D. Materi Pokok : Teks Eksposisi Analisis E. Alokasi waktu : 2 X 45 Menit F. Pertemuan : Ke-4 (Keempat) G. Kompetensi Inti KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya. KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, tanggungjawab, peduli (gotong royong), kerjasama, toleran, damai), santun, responsif dan pro-aktif dan menunjukkan 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. KI 3 : Memahami, menerapkan, menganalisis pengetahuan factual, konseptual, procedural berdasarkan rsa ingintahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan, dan peradaban terkait penyebab fenomena dan kejadian, serta menerapkan pengetahuan procedural pada bidang kajian yang spesisfik dan minatnya untuk memecahkan masalah. KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak terkait dengan pengembangan dari yang dipelajarinya di sekolah secara mandiri, dan mampu menggunakan metoda sesuai kaidah keilmuan. H. Kompetensi Dasar 1.4. Menyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa pengantar komunikasi internasional yang diwujudkan dalam semangat belajar. 2.4. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi interpersonal dengan guru dan teman. 9. 10. Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks exposisi analitis tentang topic yang hangat dibicarakan umum, sesuai dengan konteks penggunaanya. 10. 15. menangkap makna dalam teks eksposisi analitis tentang topic yang hangat dibicarakan.

160

I. Indikator Pencapaian Kompetensi 1. Siswa mampu mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 2. Siswa mampu menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 3. Siswa mampu memahami fungsi sosial, struktur teks, dan unsur kebahasaan dari jenis teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. 4. Siswa mampu menangkap makna dalam teks eksposisi analitis tentang topic yang sedang hangat dibicarakan. J. Tujuan Pembelajaran Setelah mempelajari materi “Teks Eksposisi Analitis” siswa: 1. Dapat menunjukkan rasa syukur atas kesempatan dapat mempelajari bahasa Inggris sebagai bahasa pengantar komunikasi internasional. 2. Dapat menunjukkan sikap perilaku santun dan peduli dalam melaksanakan komunikasi antar pribadi dengan guru dan teman. 3. Mengidentifikasi fungsi sosial, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 4. Dapat menganalisis fungsi social, struktur teks, unsur kebahasaan dari teks eksposisi analitis. 5. Dapat memahami teks eksposisi analitis secara baik dan benar. K. Materi Pembelajaran a. Materi Fakta Gambar model seorang murid yang sedang mencontek ketika ulangan.

b. Materi Konsep

Cheating on the test doesn’t take any benefit at all A

161

Some social observers say that corruption practices in a country may begin with the smallest dishonesty done in a daily life, especially at schools when students are doing their test papers or examinations. Small practices of dishonesty and cheating are neglected but have a great impact on the future. Indeed, cheating on tests doesn’t have any benefit at all to students for several reasons. ----------------------------------------------------------------------------------------------------B In the first place, students have no idea about their actual ability and competency in each school subject. By cheating at the tests, students don’t use their own brain to think. It makes students bury their potential ability without knowing how far they have understood the lesson and mastered the skills. ----------------------------------------------------------------------------------------------------C Moreover, cheating at the tests causes students to depend upon others. Students who are accustomed to cheating during the tests will get into trouble when others cannot help them. Students will have no idea what to do in such a situation as they don’t prepare well for the tests. ----------------------------------------------------------------------------------------------------D Lastly, the worst of all cheating habit could create a corruption culture. When students cheat at the tests, they are actually fooling themselves. They are lying to themselves to get good marks and take the benefit for themselves. This bad habit will teach students from time to time to do everything and to get everything in a way to get what they want, even by practicing corruption. In corruption practices, people commonly lie and do anything for their own benefits. So, it is no doubt that cheating is a “small form” of corruption. Based on the reason we talk above, we can draw a conclusion that cheating is a bad habit and doesn’t have any benefit at all of students. (adapted from: Pathway To English)

c. Materi Prinsip: 1. Mengidentifikasi 2. Menganalisis 3. Menangkap makna

162

d. Materi Prosedur: - Definisi teks eksposisi analitis - Fungsi sosial dari teks eksposisi analitis - Struktur teks eksposisi analitis - Unsur Bahasa dari teks exposisi analitis L. Pendekatan dan Metode Pembelajaran Strategy : Cooperative Learning (Jigsaw) Model : Group of five Metode : individual and Group work M. Media, Alat, dan Sumber Belajar 4. Media: - LCD - Laptop - Papan Tulis 5. Alat: - Gambar - Video 6. Sumber Belajar - Buku ajar siswa - Internet N. Langkah Pembelajaran Komponen Pendahuluan

Kegiatan guru

Alokasi

Kegiatan Siswa/i

a. Menyiapkan peserta didik

•

waktu

menyimak, mendengar, 10 Menit

secara psikis dan fisik

dan

untuk mengikuti proses

informasi

pembelajaran

disampaikan oleh guru

b. Memberi motivasi belajar

•

menghayati yang

mencatat

hal-hal

siswa secara kontekstual

penting, yang berkaitan

sesuai

dengan

manfaat

dan

aplikasi materi ajar c. Menjelaskan

kompetensi akan dicapai.

pembelajaran tujuan

pembelajaran dasar

makna

•

memahami makna, dan

atau

manfaat

yang

pembelajaran yang akan

dari

dilaksanakan

tujuan

163

Kegiatan inti Mengamati

Kegiatan guru

Kegiatan Siswa/i •

Pre- Reading a. Guru

menunjukan

mengamati 10 Menit

Siswa

gambar tersebut

serta

gambar berupa lambang

menarik kesimpulan dari

Facebook dan beberapa

gambar.

contoh

efek

negative

•

bermain Facebook. b. Guru

Siswa

memberikan

jawaban yang relevan

memberikan

pertanyaan

dengan pertanyaan.

yang

membangun pemahaman siswa: 1. what do the man do? 2. is that good or bad attitude? 3. What are the effects of cheating on your friends when taking examination? Menanya

a. Membimbing

dan

•

mengajukan 5 Menit

Siswa

mengarahkan siswa untuk

pertanyaan yang sesuai

bertanya

dengan tema.

berdasarkan

tema. b. Mempersiapkan

teks

•

untuk dibaca oleh siswa

ingin

dan menandai struktur

mengenai

teks

judul

dan

unsur

kebahasaannya. Mencoba

Siswa mengggali rasa

membentuk

tema teks

mereka atau yang

diberikan.

a. Guru menugaskan siswa untuk

tahu

•

ke

Siswa

membentuk 30 Menit

kelompok Home Group.

dalam 6 kelompok, setiap kelompok berjumlah 5-6 siswa.

•

Siswa

mempersiapkan

diri

b. Guru membagikan teks

mendiskusikan

eksposisi analitis. Serta

yang diberikan.

guru memberikan kartu

untuk teks

164

berisikan

pertanyaan2

tentang

teks

tersebut.

Guru memberikan huruf pada kartu-kartu tersebut yaitu A, B, C, D, dan E. c. Selanjutnya

guru

meminta setiap anggota kelompok

untuk

berhitung dari A sampai E

kemudian

guru

membagikan kepada

kartu

setiap

anggota

kelompok sesuai dengan huruf yang telah mereka hitung. d. Guru

meminta

siswa

untuk berkumpul sesuai

•

Siswa

membentuk

dengan bagian huruf yang

expert

mereka dapat.

berkumpul

sesuai

dengan

huruf

e. Guru

meminta

membentuk

siswa

group

dengan

bagian

yang mereka dapat.

kembali

home group selesai siswa berdiskusi dalam expert •

group.

Siswa berdiskusi dengan dipimpin oleh satu orang

While Reading f. Guru

moderator

menunjuk

dua

orang siswa dalam setiap

dan

satu

orang notulen. •

Siswa

mendiskusikan

kelompok untuk menjadi

bagian teks yang mereka

pemimpin

dapatkan.

notulen.

diskusi

dan

Pemimpin

mendiskusikan:

Siswa

165

diskusi bertugas untuk

j. Main Idea

memimpin

k. Supporting details

diskusi

dengan cara menanyakan petunjuk yang dimiliki

l. Difficult vovabularies •

Siswa

siswa sedangkan notulen

bersama

bertugas

mereka.

untuk

menuliskan jawaban pada lembar jawaban. g. Setiap anggota kelompok memberitahukan petunjuk tanpa

secara

lisan

menukar

atau

memperlihatkan isi dari petunjuk tersebut pada anggota

lain

dalam

kelompoknya. h. Siswa dalam home group diminta untuk membuat pertanyaan berkaitan

yang dengan

teks

untuk ditukarkan dengan kelompok lain. i. Setelah

selesai,

guru

menukarkan hasil kerja kelompok

dengan

kelompok lain dan guru menunjuk

satu

orang

siswa secara acak untuk menuliskan jawaban di papan melakukan

tulis

dan

pembahasan

secara bersama-sama.

berdiskusi home

group

166

j. Guru

mengumpulkan

hasil kerja kelompok dan memberikan reward pada kelompok

yang

mendapatkan nilai paling besar. Menalar

a. Menugaskan siswa untuk menganalisis

•

teks

teks

eksposisi analitis tentang

b. Memberi kepada

feedback siswa

tentang

fungsi social dan unsur kebahasaan c. Mengamati pengetahuan

(sikap, ,

struktur

dan

10 Menit

unsur

kebahasaan dalam teks

topic yang sedang hangat dibicarakan.

Menganalisis

eksposisi analitis •

memperoleh

balikan

(feedback) dari guru dan teman

tentang

fungsi

sosial

dan

unsur

kebahasaan

ke

terampilan) •

Mengkomunikasi

Post Reading

kan/membentuk

a. Memfasilitasi presentasi

jaringan

Mempresentasikan hasil

analisis

teks

hasil diskusi / proses

naratif

penemuan konsep tentang

legenda berdasarkan

contoh eksposisi analitis

struktur

teks

tentang topic yang sedang

unsur

kebahasaan

hangat dibicarakan secara

yang benar dan sesuai

lisan dan tertulis di kelas.

dengan konteks

b. Mengamati

(sikap,

•

tentang

dan

menuliskan

pengetahuan,

permasalahan dalam

ketrampilan)

menggunakan bahasa

c. Memberikan kesempatan untuk permasalahan

menuliskan dalam

Inggris menganalisis

untuk teks

20 Menit

167

menggunakan Inggris

bahasa

eksposisi analitis.

untuk

menganalisis

teks

eksposisi analitis. Penutup

a. guru

memberikan

•

Refleksi diri

umum

•

Mencatat hal-hal penting

kesimpulan tentang materi. b. guru

yang berkaitan dengan

memberikan

kesempatan kepada siswa

pembelajaran berikutnya •

Memahami

dan

untuk bertanya seputar

mempersiapkan

materi

pembelajaran berikutnya

jigsaw.

dan

metode

tugas

JIGSAW CLASS ACTIVITIES

Home Group

Expert Group