THE EFFECTIVENESS OF USING READING, ENCODING, ANNOTATING AND PONDERING (REAP) TECHNIQUE TOWARDS STUDENTS’ READING SKILL OF DESCRIPTIVE TEXT (A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
By Yayah Fauziyah 109014000123
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF USING READING, ENCODING, ANNOTATING AND PONDERING (REAP) TECHNIQUE TOWARDS STUDENTS’ READING SKILL OF DESCRIPTIVE TEXT (A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah)
Skripsi Presented to the Faculty of Tarbiyah and Teachers Training in Partial Fulfillment of the Requirements for the Degree of S.Pd (S - 1) in The Department of English Education
By Yayah Fauziyah 109014000123
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014 i
ABSTRACT Yayah Fauziyah (109014000123). The Effectiveness of Using Reading, Encoding, Annotating and Pondering (REAP) Technique towards Students’ Reading Skill of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah. Skripsi of The Department of English Education at Faculty of Tarbiyah and Teachers Training of State Islamic University Syarif Hidayatullah Jakarta, 2014. This study was carried out to find out the effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) technique towards students’ reading skill of descriptive text in the seventh grade of MTs Salafiyah academic year 2013/2014. The subjects of this study were consisted of 60 students’ of 2 class of MTs Salafiyah. The method was used in this study was Quasi-Experimental research that used 2 classes which consists of one control class and one experimental class. An experimental class as a group that gets the treatment and the control class that doesn’t get the treatment. this study will be focused on using REAP technique as a treatment in the experimental class, then the writer will compare the result with a control class that doesn’t get a treatment in the end of the research. The result of the study showed that the T-test of this research is 56.961 and the Ttable of this research is 2.662. It can be seen from the calculation of reading test result between the experimental class and the control class, Ho is rejected, and the Ha is accepted because 56.961 > 2.662 or the T-test > T-table. It means there is an effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) technique towards students’ reading skill of descriptive text at the seventh grade of MTs Salafiyah. It can be seen that the students’ reading skill in the experimental class after being given the treatment of using REAP technique were higher than the students’ reading skill in the control class who did not get the treatment of using REAP technique. It can be seen from students’ pre-test and post-test score. The pretest mean score of students in experimental class was 51.5000 and control class was 41.8333, while the post-test mean score of students in experimental class was 70.5000 and the control class was 64.6667. Conclusion, REAP technique is effective towards reading skill of descriptive text in the seventh grade of MTs Salafiyah.
v
ABSTRAK Yayah Fauziyah (109014000123). The Effectiveness of Using Reading, Encoding, Annotating and Pondering (REAP) Technique towards Students’ Reading Ability of Descriptive Text; A Quasi-Experimental Study at the Seventh Grade of MTs Salafiyah. Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. 2014. Penelitian ini dilakukan untuk mengetahui keefektivan penggunaan Reading, Encoding, Annotating and Pondering (REAP) teknik terhadap kemampuan membaca teks deskriptif siswa di kelas tujuh MTs Salafiyah tahun akademik 2013/2014. Subyek penelitian ini terdiri dari 60 murid dari 2 kelas MTs Salafiyah . Metode ini digunakan dalam penelitian ini adalah Quasi - Experimental yang menggunakan 2 kelas yang terdiri dari satu kelas kontrol dan satu kelas eksperimen. Kelompok eksperimen sebagai kelompok yang mendapat perlakuan dan kelompok kontrol yang tidak mendapatkan perlakuan. Penelitian ini akan difokuskan pada menggunakan teknik REAP sebagai perlakuan di kelas eksperimen, maka penulis akan membandingkan hasilnya dengan kelas kontrol yang tidak mendapatkan perlakuan pada akhir penelitian . Hasil penelitian menunjukkan bahwa T-test dari penelitian ini adalah 56,961 dan Ttabel penelitian ini adalah 2,662. Hal ini dapat dilihat dari perhitungan hasil tes antara kelas eksperimen dan kelas kontrol, Ho ditolak, dan Ha diterima karena 56,961>2,662 atau Ttest > Ttabel. Ini artinya ada keefektivan menggunakan Reading, Encoding, Annotating and Pondering (REAP) teknik terhadap kemampuan membaca teks deskriptif siswa kelas tujuh di MTs Salafiyah. Dapat dilihat bahwa kemampuan membaca siswa di kelas eksperimen setelah diberikan perlakuan menggunakan teknik REAP lebih tinggi dari siswa kemampuan membaca di kelas kontrol yang tidak mendapatkan perlakuan menggunakan teknik REAP . Hal ini dapat dilihat dari nilai pre -test dan post-test siswa. Nilai pre –test siswa rata-rata di kelas eksperimen adalah 51,5000 dan kelas kontrol adalah 41,8333 , sedangkan nilai post-test siswa rata-rata di kelas eksperimen adalah 70,5000 dan kelas kontrol adalah 64,6667. Kesimpulanya, REAP teknik efektif terhadap kemampuan membaca teks deskriptif di kelas tujuh MTs Salafiyah .
vi
ACKNOWLEDGEMENT In the name of Allah, The Beneficent, The Merciful. All praises be to Allah for the blessing given to the researcher, so she could eventually accomplish this skripsi entitled The Effectiveness of Using Reading, Encoding, Annotating and Pondering (REAP) Technique towards Students’ Reading Skill of Descriptive Text (A QuasiExperimental Study at the Seventh Grade of MTs Salafiyah. Peace and Blessing be upon to the prophet Muhammad, who had guided mankind to the right path blessed by the lord. In this opportunity, the researcher would like to remark the utmost thanks from her deep heart to the following people, who always helped, contributed, and empowered her to achieve a success in completing this skripsi. 1. The honorable Dr. Alek, M.Pd., and Devi Yusnita, M.Pd., as the advisors of the researcher, for the guidance and patience in helping and correcting the researcher in writing this skripsi. 2. The Head of English Education Department, Drs. Syauki, M.Pd., and the Secretary, Zaharil Anasy, M.Hum. 3. All lecturers of English Education Department who have given lots of things like motivation, guidance, knowledge and happiness during her study in English Education Department, Syarif Hidayatullah Jakarta State Islamic University Jakarta. 4. The Principal, Vice-Principal, the English teachers and the students at MTs Salafiyah Sawangan Depok, for giving chance, permission and helping the researcher to conduct the research there. 5. The researcher’s parents and family, Drs. H. Musa Thoyib as her father and Hj. Salbiah, S.Pd., as her mother who is always giving motivation, never stop caring and always sending prayers for her. In addition, for her two younger sisters and a younger brother who always encourage her in doing her skripsi.
vii
6. Her best friend in C class in The Department of English Education, thanks for sharing their lovable experience, both in sadness and happiness. Especially for Deswinda Andarini, S.Pd., Anike Rosalina, S.Pd., Priska Aprillianty N.F, S.Pd., Rusda Ayu Syafniar, S.Pd., Viona Rosalina, S.Pd., Linda, S.Pd., Leyly K.Z. 7. Her special friend, Hendra Wijaya, S.Pd.I. who always gives her support and prayers for her and giving her a great motivation to finish her skripsi. 8. Her another friend, Josh Meares, thanks for giving some suggestions and motivation. 9. The people who have helped the researcher to finish her study that she cannot mention one by one. May Allah bless them all, Aamiin.
Jakarta, March 2014
Yayah Fauziyah
viii
TABLE OF CONTENTS
TITLE……………………………………………………………………......
i
APPROVAL....................................................................................................
ii
ENDORSEMENT SHEET ............................................................................
iii
CERTIFICATION OF ORIGINALITY ......................................................
iv
ABSTRACT ....................................................................................................
v
ABSTRAK ......................................................................................................
vi
ACKNOWLEDGEMENT .............................................................................
vii
TABLE OF CONTENTS ...............................................................................
ix
LIST OF TABLES .........................................................................................
xii
LIST OF PICTURES .....................................................................................
xiii
LIST OF APPENDICES................................................................................
xiv
CHAPTER I
CHAPTER II
INTRODUCTION A. Background of The Study............................................
1
B. Identification of the Problem .......................................
3
C. Limitation of the Problem ...........................................
4
D. Formulation of the Problem ........................................
4
E. Objective of the Study .................................................
4
F. Significance of the Study ............................................
4
THEORETICAL FRAMEWORK A. Reading........................................................................
5
1. Definition of Reading ............................................
5
2. Purpose of Reading ...............................................
6
a. Reading to Search for Simple Information and Reading to Skim ..............................................
6
b. Reading to Learn from Text ............................
7
ix
c. Reading to Integrate Information, Write, and Critique Text....................................................
7
d. Reading for General Comprehension ..............
7
3. Kinds of Reading ...................................................
8
a. Critical Reading...............................................
8
b. Extensive Reading ...........................................
8
4. Model of Reading ..................................................
9
5. Reading Principles.................................................
10
a. Exploit the Reader’s Background Knowledge
10
b. Build a Strong Vocabulary Base .....................
10
c. Teach for Comprehension ...............................
11
d. Work on Increasing Reading Rate...................
11
e. Teach Reading Strategies ................................
12
f. Encourage Readers to Transform Strategies into Skills.........................................................
12
g. Build Assessment and Evaluation into Your Teaching ..........................................................
12
B. Descriptive Text ..........................................................
13
1. Definition of Descriptive Text ..............................
13
2. The Purpose of Descriptive Text ...........................
13
3. Generic Structure of Descriptive Text...................
14
4. Example of Descriptive Text .................................
15
C. Reading, Encoding, Annotating and Pondering (REAP) .......................................................
15
1. Definition of REAP ...............................................
15
2. Procedure of REAP ...............................................
16
D. Teaching Reading Using Reading, Encoding, Annotating and Pondering (REAP) .............................
17
E. Previous Study……………………………………….
18
F. Conceptual Framework ...............................................
19
G. Theoretical Hypothesis ................................................
20
x
CHAPTER III
CHAPTER IV
CHAPTER V
RESEARCH METHODOLOGY A. Place and Time of the Study........................................
21
B. Method and Research Design ......................................
21
C. The Population and Sample .........................................
22
D. The Instrument of the Research...................................
22
E. The Technique of Collecting Data ..............................
23
F. Internal Validity Control…………………………….
23
G. Data Analysis ..............................................................
24
H. Statistical Hypotheses..................................................
24
RESEARCH FINDINGS A. The Description of the Data ........................................
25
B. The Analysis of the Data .............................................
29
C. Data Interpretation.......................................................
41
CONCLUSION AND SUGGESTION A. Conclusion ...................................................................
43
B. Suggestion ...................................................................
44
BIBLIOGRAPHY ..........................................................................................
45
APPENDICES
47
...........................................................................................
xi
LIST OF TABLES Table 4.1
Pre-test and Post-test score of Control Class………………..
26
Table 4.2
Pre-test and Post-test score of Experimental Class…………..
27
Table 4.3
Table of Data Description of Pre-test Result of Experimental Class………………………………………..
Table 4.4
Table of Frequency Distribution of Pre-test Result of Experimental Class……………..………………….……...
Table 4.5
29
30
Table of Data Description of Pre-test Result of Control Class……………….……………………………... 31
Table 4.6
Table of Frequency Distribution of Pre-test Result of Control Class……………………………………………...
Table 4.7
Table of Data Description of Pos-test Result of Experimental Class……………………………………….
Table 4.8
36
Normality Pretest Result between Experimental Class and Control Class………………………
Table 4.12
35
Table of Frequency Distribution of Post-test Result of Control Class……………………………………………...
Table 4.11
34
Table of Data Description of Pos-test Result of Control Class…………………........................................
Table 4.10
33
Table of Frequency Distribution of Pos-test Result of Experimental Class……………………………………….
Table 4.9
32
37
Normality Posttest Result between Experimental Class and Control Class………………………. 37
Table 4.13
Homogeneity Pretest Results between Experimental Class and Control Class………………………. 38
Table 4.14
Homogeneity Posttest Results between Experimental Class and Control Class………………………
Table 4.15
39
T – test Result………………………………………………… 40
xii
LIST OF PICTURES Picture 4.1
Diagram of Pre-Test Result of Experimental Class……… 30
Picture 4.2
Diagram of Pre-test Result of Control Class……………... 32
Picture 4.3
Diagram of Post-test Result of Experimental Class……… 34
Picture 4.4
Diagram of Posttest Result of Control Class……………... 36
xiii
LIST OF APPENDICES Appendix 1
Profil of MTs Salafiyah Sawangan Depok........................ 47
Appendix 2
Lesson Plans ...................................................................... 51
Appendix 3
Validity question test......................................................... 85
Appendix 4
Key answer of validity test ................................................ 89
Appendix 5
Pre-test and post-test question........................................... 90
Appendix 6
Key answer of pre-test and post-test ................................. 93
Appendix 7
Score list ............................................................................ 94
Appendix 8
ANATES result ................................................................. 98
Appendix 9
SPSS result ........................................................................ 106
Appendix 10
Surat Permohonan Izin Penelitian ..................................... 122
Appendix 11
Surat Keterangan Penelitian .............................................. 123
xiv
CHAPTER I INTRODUCTION A. Background of the Study Reading is one of skills that students need to master English. For students Junior High School, reading is one of the problems that they should face. In reading, students need ability and more concentration to comprehend the text. As Antonioul said that reading comprehension is the biggest problem that almost students face when they study English. A large number of studies have shown that most students (80%) with learning disabilities manifest with difficulties in reading acquisition, particularly comprehension of written material.1 Successful understanding of written text involves certain prerequisite skills. Briefly, the main prerequisites for successful reading comprehension include the ability to decode words and to read fluently, as well as the use of active strategies to understand the meaning of printed text. As Pardo said that reading comprehension is the process of meaning construction as a result of blending content and message of the text with the readers existing knowledge and skills during reader text interaction2. Therefore, reading comprehension is a combination of knowledge and text oriented constructions. It is the result of a systematical reading process that integrates basic as well as higher-order reading skills. Furthermore, In Indonesia, English has become a foreign language that should be taught from Elementary School up to college or university level. In Curriculum 2006 or KTSP (Kurikulum Tingkat Satuan Pendidikan), the objective of English learning is stated on standard competence and based competence of KTSP. Thus, English learning in Indonesia has different obejctives for different
1
Faye Antoniou1 and Elmar Souvignier, Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities, (Learning Disabilities: A Contemporary Journal, 2007), p. 1. 2 Pardo, L. S (ed.), What Every Teacher Needs to Know About Comprehension. The Reading Teacher, (2004) 58(3), pp. 272—281.
1
2
levels of education. Based on the curriculum KTSP 2006, the purpose of English Language as a subject in SMP/MTs is that the students have an ability as follows: 1. To be able to develop a communicative competence whether in written or oral form to achieve a functional literacy 2. To have an awareness of English nature and importance to increase national competiveness in globalization society 3. To develop learners understanding about the language and nature relation.3 As we know, there are four language skills that have to be mastered by students in learning English. They are reading, listening, writing, and speaking. Among those skills. Reading is one of the skills to be developed and mastered in English language. Talking about reading, there are so many types of text in reading, such as narrative tsext, recount text, argumentative text, etc. And one of the texts that sudents need to master is descriptive text. In contrast, there are still some students who got difficulties in comprehend descriptive text. Based on my observation in MTs Salafiyah Depok, there are some problems in learning process of reading. The first problem is from the teacher. In learning process of reading, the teacher should be more creative in creating the reading technique. In order to make the teaching learning proccess fun and easier. As the matter of fact, the teacher of this school uses any inappropiate method or technique in learning process. So, it cannot make students easier to comprehend the reading. The second problem is the students itself. There are several reasons why they have difficulties in reading. First, to properly comprehend a written passage students must be able to decode the words on the page. Second, the students need to hold the information in working memory long enough for the information to be more extensively processed. Third, the students must have knowledge about vocabulary, grammar and syntactical skills to organize and interpret the written 3
Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), (Badan Standar Nasional Pendidikan, 2006)
3
message efficiently. Fourth, the students need to access higher order thinking skills to process the written message and infer possible meaning.4 In order to assess the extent to which students retrieved and used reading strategies, they were introduced to a reading-strategy knowledge test that was based on the metacognition questionnaire and further modified5. Reading strategies and guiding students towards self-regulated reading routines are promising approaches to fostering reading comprehension in students with learning disabilities.6 Departing the statement above, we need a suitable technique in teaching. So many techniques that we can apply to master reading comprehension for students. One of the techniques that writer want to research is Reading, Encoding, Annotating, and Pondering (REAP).
REAP as a strategy which will ensure
meaningful reading and encourage concise writing and thinking. REAP is also a technique for imprinting information in long term memory. 7 So in this case, the weiter focus on the effectiveness of REAP in mastering desriptive text for first grade.
B. Identification of the Problem Based on the background of the study above, the problems which are identified as follows: 1. The teachers not yet applied an approriate technique, method, approach, and model to teach reading 2. Students still have some difficulties in understanding text 3. The students still have many problems in reading skills, like on some genre texts, such as descriptive text, narrative text, recount, etc.
4
Wagner, R.K. Muse, A.E. & Tannenbaum, K.R, Vocabulary Acquisition: Implications for Reading Comprehension. (The Guilford Press, 2007), (http://everydaylife.globalpost.com/types-reading-comprehension-problems-children13533.html) 5 Antonioul. op. cit., p. 1. 6 Antonioul. op. cit., p. 1. 7 Eanet M. G and Manzo A. V, REAP – A Strategy for Improving Reading/Writing/Study, Skills,(Journal of Reading, 1976), p. 2.
4
4. Students still have difficulties in interpreting later, some important aspects, such as, min idea, structure and specific language features.
C. Limitation of the Problem Based on the indentification of problems above, the problems will be limited on the technique that teacher uses in teaching reading. In this case, the writer uses REAP.
D. Formulation of the Problem In accordance with the limitation of the problem, the writer formulates the research question as follows: “Is REAP technique effective towards students’ reading skill of desriptive text for the seventh grade of MTs Salafiyah?”
E. Objective of the Study The objective of this study is to know the emperical evidence about the effectiveness of using Reading, Encoding, Annotating and Pondering (REAP) in learning reading of descriptive text.
F. The Significance of the Study The writer expects that the results of this study will be significant to teachers, students and other researchers. This study was expected to give contribution on helping the teacher when he uses REAP (Reading, Encoding, Annotating and Pondering) can enhance the quality students’ reading ability. For students, this study is expected to give the students motivation in learning reading and hopefully increase their reading ability of descriptive texts, as well as the general reading of other texts. It is also can be reference for other researcher, and the other researchers can use this study as a comparison to other similar studies.
CHAPTER II THEORETICAL FRAMEWORK
A. Reading 1. Definition of Reading Reading is an important skill in English language. To learn reading, we absolutely need to know the definition of reading. ―Establishing a clear definition of reading provides an important perspective for evaluating approaches to teaching word identification skills. Most educators would agree that the major purpose of reading should be the construction of meaning comprehending and actively responding to what is read. Two of the most widely cited and agreed-upon definitions of reading are the following: Reading is the process of constructing meaning from written texts. It is a complex skill requiring the coordination of a number of interrelated sources of information.‖1 While Wixson said that reading is the process of constructing meaning through the dynamic interaction among: (1) the reader's existing knowledge; (2) the information suggested by the text being read; and (3) the context of the reading situation.2 As Heilman said that reading is proccess of getting meaning from printed word–symbols. It is not mererly a proccess of making conventaionalized noises assosiated with these symbols.3 As Grabe and Stoller said that reading is the ability to draw meaning from the printed page and interpret this information appropriately. 4 In addition, Grellet said that reading is a constant process of guessing, and what one brings to the text is often more important than what one finds in it.5 1
Anderson et al, Definition of Reading and Word Identification, 2012 (http://www.eduplace.com/rdg/res/teach/def.html). 2 Wixson, Peters, Weber, & Roeber, Citing the new definition of reading for Michigan, 2012 (http://www.eduplace.com/rdg/res/teach/def.html). 3 Arthur W. Heilman, Principles and Practices of Teaching Reading, (Ohio: Charles E. Merrill books, Inc, 1961), p. 8. 4 William Grabe and Fredrica L. Stoler, Teaching and Researching Reading, (England: Longman, 2002), p. 9. 5 Francoise Grellet, Developing Reading Skill, (Cambridge: Cambridge University Press, 2011), p. 7.
5
6
Meanwhile, another author said that reading is a problem–solving proccess. As a readers, we try to discover what the author means while, at the same time, we build meaning for ourselves. We use our own language, our own thoughts, and our own view of the world to interept what the author has written. These interpretations are limited by what we know. 6 Based on some of explanations above, the writer concluded that reading is a process to get the information of text that the writers share their mind to the readers.
2. Purpose of Reading When we begin to read, we actually have some decisions to make, and we usually make these decisions very quickly, almost unconsciously in most cases. As William Grabe said that there are several puposes of reading as follows: a. Reading to search for simple information and reading to skim A common reading ability is reading to search for simple information, though some researchers see it as a relatively independent cognitive process. That is probably best seen as a type of reading ability, it is used so often in reading task. We typically scan the text for a specific piece of information or a specific word in reading to search. As an example, we usually search through a telephone directory to find key information, either an address or a phone number. We sometimes slow down to process the meaning of a sentence or two in search of clues that might indicate the right page in prose text, section, or chapter. Similarly, reading to skim (i.e. sampling segments of text for a general understanding) is a common part of many reading tasks and a useful skill in its own right. It involves, in essence, a combination of strategies for guessing where important information might be in text, and then using basic reading comprehension skills on those segments of the text until a general idea is formed.
6
Yetta M. Goodman and Carolyn Burke, Reading Strategies Focus on Comprehension, (New York: Holt, 1980), p. 3.
7
b. Reading to learn from text Reading to learn typically occurs in academic and professional contexts in which a person needs to learn a considerable amount of information from a text. It requires ability too remember main ideas as well as a number of details that elaborate the main and supporting ideas in the text recognize and build rhetorical frames that organize the information in the text link the text to reader‘s knowledge base Reading to learn is usually carried out at a reading rate somewhat slower than general reading comprehension (primarily due to rereading and reflection strategies to help remember information). In addition, it makes stronger inferencing demands than general comprehension to connect the information with background knowledge (e.g. connecting a character, event or concept to other known characters, events or concepts; or connecting possible causes to known events).
c. Reading to integrate information, write, and critique texts Reading to integrate information requires additional decisions about the relative importance of complementary, mutually supporting or conflicting information and the likely restructuring of a rhetorical frame to accommodate information from multiple sources. This skill inevitably require critical evaluation of the information being read so that the reader can decide what information to integrate and how to integrate it for the reader‘s goal. In this respect, both reading to write and reading to critique texts maybe task variants of reading to integrate information. Both require abilities to compose, select, and critique information from a text. Both purposes represent common academic tasks that call upon the reading abilities needed to integrate information.
d. Reading for general comprehension The notion of general reading comprehension has been intentionally saved for last in this discussion for two reasons. First, it is the most basic purpose
8
for reading. Second, general reading comprehension is actually more complex than commonly assumed. (note that the term ‗general‘ does not mean ‗simple‘ or ‗easy‘). These assertions are treated in detail in the next two sections of this chapter. Reading for general comprehension, when accomplished by a skilled fluent reader, requires very rapid and automatic processing of words, strong skills in forming a general meaning representation of main ideas, and efficient coordination of many processes under very limited time constraints.7
3.
Kind of Reading As students gain in their processing abilities, teachers can have them do
activities to develop their skills to skim, scan, read for through comprehension, read critically, read extensively, and read dramatically. As Gebhard said that there are some kinds of reading, as follows:
a. Critical Reading ―There are at least three things to remember when asking students to do critical reading. First, when students are asked to read critically, they still need to do the kinds of activities that lead the full comprehension, as discussed earlier in this chapter. Second, students are asked to make judgments about what they read: Do I agree with the author‘s point of view? How is my view different? Does the author persuade me to change my view? Is the author‘s evidence strong? Third, we need to be careful about what we asked students to make judgments on. In other words, we need to select content that is not only interesting to the students as readers but also something they can relate to.‖8 b. Extensive Reading The goal of extensive reading is to improve reading skills by processing a quantity of materials that can be comprehend and pleasurable. Teachers who implement extensive reading set up an open library (in the classroom or school library) where students can select from an assortment of reading materials. The
7
Grabe and Stoller, op. cit., pp. 11—15. Jerry G. Gebhard, Teaching English as A Foreign or Second Language, (Michigan: The University of Michigan Press, 1996), p. 208. 8
9
teachers‘ job is to guide the reader to materials that are comprehensible, letting the students make their own choices.9 As a part of the extensive reading experience, teachers often ask students to report on what they have read. One way to do this is to have students interview each other through the use of question prompts.10 ―As Broughton said, there are some kinds of reading. First, reading aloud is primarly an oral matter. For those who teach foreign languages it is closer to ‗pronunciation‘ than it is to ‗comprehension‘. While it is perfectly proper to try to develop the skill of reading aloud it clearly cannot be done using an unfamiliar text the content and language of which stretches the linguistic capabilities of the learners to the utmost. It requires a familiar text whose content and language are clearly understood, detailed explication and practice of the special pronunciation problems in it, and small group techniques. It must also be admitted that the usefulness of the skill of reading aloud is limited. Few people are required to read aloud as a mater of daily routine, radio newscasters, clergymen, perhaps actors and that is all. To the huge majority its importance is minimal. Second, silent reading is interpretation is most likely for the term. This is perhaps the nearest approach to the essence of reading, the A – C of it. It is obvious that by far the greatest amount of reading that is done in the world is silent. A reading room is a silent room.‖11 4. Models of Reading As Goodman said that predicting, confirming, integrating – these we have identified of the key operation within the reading process. There will always be some minor variations in meaning is the basic function of reading, and it is achieved through the use of predicting and confirming strategies.12
5. Reading Principles a. Exploit the Reader’s Background Knowledge Carrell, Carrell and Connor said that areader‘s background knowledge can influence reading comprehension. Background knowledge include all of the 9
Jerry G. Gebhard, Ibid., p. 208 Jerry G. Gebhard, Ibid., p. 208 11 Gefrey Broughton, et al., Teaching English as A Foreign Language, (New York: Taylor and Francais e – Library, 2003), pp. 91—92. 12 Yetta M. Goodman and Carolyn Burke, op. cit., pp. 9—10. 10
10
experiences that a reader brings to a text: life experiences, educational experiences, knowledge of how texts can be organized rhetorically, knowledge of how one‘s first language works, knowledge of how the second language works, and cultural background and knowledge. Reading comprehension can be significantly enhanced if background knowledge can be activated by setting goals, asking questions, making predictions,teaching text structure, and so on. If students are reading on an unfamiliar topic, you may need to begin the reading process by building up background knowledge.
b. Build a Strong Vocabulary Base Recent research emphasized the importance of vocabulary to successful reading. As the writer of this book have developed my own philosophy of the role of vocabulary in reading instruction, he have decided that basic vocabulary should be explicitly taught and L2 readers should be taught to use context to effectively guess the meanings of less frequent vocabulary.
c. Teach for Comprehension In many reading instruction programs, more emphasis and time may be placed on testing reading comprehension than on teaching readers how to comprehend. Monitoring comprehension is essential to successful reading. Part of that monitoring process includes verifying that the predictions being made are correct and checking that the reader is making the necessary adjustments when meaning is not obtained. Cognition can be defined as thinking. Metacognition can be defined as thinking about our thinking. In order to teach for comprehension, it is my belief that readers must monitor their comprehension processes and be able to discuss with the teacher and/or fellow readers what strategies they use to comprehend. By doing this, the readers use both their cognitive and metacognitive skills.
11
d. Work on Increasing Reading Rate One great difficulty in the second language reading classroom is that even when language learners can read, much of their reading is not fluent. Often, in their efforts to assist students in increasing their reading rate, teachers over emphasize accuracy which impedes fluency. The teacher must work towards finding a balance between assisting students to improve their reading rate and developing reading comprehension skills. It is very important to understand that the focus is not to develop speed readers, but fluent readers. I define a fluent reader as one who reads at a rate of 200 words-per-minute with at least 70 percent comprehension. One focus here is to teach readers to reduce their dependence on a dictionary. Skills such as scanning, skimming, predicting, and identifying main ideas get students to approach reading in different ways. Readers should spend more time analyzing and synthesizing the content of the reading, and not focusing on moving through the passage one word at a time. Part of the joy of reading is being able to pick up a book and comprehend it, without having to struggle through the task of reading.
e. Teach Reading Strategies Strategies are the tools for active, self-directed involvement that is necessary for developing communicative ability. Strategies are not a single event, but rather a creative sequence of events that learners actively use. This definition underscores the active role that readers take in strategic reading. As Anderson, Chamot and O‘Malley said that to achieve the desired results, students need to learn how to use a range of reading strategies that match their purposes for reading. Teaching them how to do this should be a prime consideration in the reading classroom. A good technique to sensitize students to the strategies they use is to get them to verbalize (or talk about) their thought processes as they read. Readers can listen to the verbal report of another reader who has just read the same material, and it is often revealing to hear what other readers have done to get meaning from
12
a passage. I use this technique in my reading classes to get students to become more aware of their reading strategies and to be able to describe what those strategies are.
f. Encourage Readers to Transform Strategies into Skills An important distinction can be made between strategies and skills. Strategies can be defined as conscious actions that learners take to achieve desired goals or objectives, while a skill is a strategy that has become automatic. This characterization underscores the active role that readers play in strategic reading. As learners consciously learn and practice specific reading strategies, the strategies move from conscious to unconscious; from strategy to skill. For example, guessing the meaning of unknown vocabulary from context can be listed as both a strategy and a skill in reading texts. When a reader is first introduced to this concept and is practicing how to use context to guess the meaning of unfamiliar vocabulary he or she is using a strategy. The use of the strategy is conscious during the learning and practice stages. As the ability to guess unfamiliar vocabulary from context becomes automatic, the reader moves from using a conscious strategy to using an unconscious skill. The use of the skill takes place outside the direct consciousness of the reader. The goal for explicit strategy instruction is to move readers from conscious control of reading strategies to unconscious use of reading skills.
g. Build Assessment and Evaluation into Your Teaching According Brindley, assessing growth and development in reading skills from both a formal and an informal perspective requires time and training. Both quantitative and qualitative assessment activities should be included in the reading classroom. Quantitative assessment will include information from reading comprehension tests as well as reading rate data.Qualitative information can
13
include reading journal responses, reading interest surveys, and responses to reading strategy checklists.13
B. Descriptive Text 1.
Definition of Descriptive Text Sanggap Siahaan and Kisno Shinoda defined that descriptive text is a
written English text in which the writer describe an object. In this text, the object can be concrete or abstract object. It can be a person, or an animal, or a tree, or a house, or camping. It can be about any topic.14 Meanwhile according to Alice Oshima and Ann Hogue said that descriptive writing appeals to the senses, so it tells how something looks, feels, smells, tastes, and/or sounds. A good description is a word picture; the reader can imagine the object, place, or person in his or her mind.15 Based on Anderson and Anderson said that descriptive text describes a particular person, place or thing. Its purpose is to tell about the subject by describing its features without including personal opinions.16 From those explanations about the definition of descriptive text, it can be conclude that descriptive text is a text for describing the object to another. It can be everything like a person, an animal, a place, etc. that describe the feature of subject itself.
2. The Purpose of Descriptive Text When we make a descriptive text, we absolutely have a purpose. According Barbara Pine Clouse, there are some purposes on using descriptive text.
13
Carell and Conor, Principles for Teaching Reading, (1991), http://www.mhhe.com/socscience/supergoal/Chapter4%20Section3.pdf 14 Sanggap Siahaan and Kisno Shinoda, Generic Text Structure, (Yogyakarta: Graha Ilmu, 2008), p. 89. 15 Alice Oshima and Ann Hogue, Introduction to Academic Writing, (New York: Longman, 2007), p. 61. 16 Mark Anderson and Kathy Anderson, Text Type in English 1, (South Yara; Macmilan, 1997), p. 2.
14
―First is descriptive text can entertain, convey feelings, relate experience, inform, and persuade. Second, descriptive text is most often expressive, so it most helps writers share their perceptions. As human beings, we have compelling desire to connect with other people by sharing our experiences with them. Descriptive text helps us to do that. The last is descriptive text helps writers do more then just tell that something is true; it allows them to show that something is true. For this reason, writers often combine description with other patterns of development.‖17 3. Generic Structure of Descriptive Text The generic structure of descriptive text as follow: a. Identification: Identifies phenomenon to be describe b. Description: Describes parts, qualities, characteristics. 18 In addition, Anderson and Anderson divided the generic structure of descriptive text into: a. A general opening statement in the first paragraph 1. This statement introduce the subject of the description to the audience 2. It can give the audience brief details about the when, where, who, or what of the subject. b. A series of paragraphs about the subject 1. Each paragraph usually begins with a topic sentence 2. The topic sentence reviews the details that will be contained in the remainder of paragraph 3. Each paragraph should describe one feature of the subject 4. These paragraphs build the description of the subject c. A concluding paragraph (optional) Concluding paragraph signals the end of the text.19
17
Barbara Pine Clouse, Patterns for a Purpose, (New York: Mc Graw Hill, 2006), pp. 102—103. 18 Sanggap Siahaan and Kisno Shinoda, op. cit., p. 89. 19 Mark Anderson and Kathy Anderson, op. cit., pp. 26—27.
15
4.
Example of Descriptive Text Deidonychus The model of Deidonychus, a dinosaur from the Opening statement introducing the subject
Cretaceous period, can be found in the museum of Natural Science.
Deidonychus is small by dinosaur standards. It is about 2.5 meters in length and stands about one metre high at the shoulder. This reptile has a long tail, spindly legs and slender neck. The head is large and the jaws are lined with sharp teeth. Series of paragraphs describing the subjects
The tail, approximately 3 metres in length, has vertebrae surrounded by bundles of bony rods so the whole tail can be held stiff. The toes of Deidonychus are unusual. The first toe is small and points backwards. The second toe has a huge sickle shaped claw and is raised. The third and fourth toes are in the normal position.
A conclusion
Deidonychus is an interesting example of a fast running dinosaur.20
C. Reading, Encoding, Annotating and Pondering (REAP) 1.
Definition of REAP According Manzo said that REAP is designed to improve thinking, a
strategy for helping readers read and understand the text. This strategy, with modeling and guided practice will help students in increasing reading comprehension. According to Allen there are four stages of reading in REAP. a. R : Read on your own b. E : Encode the text by putting the gist of what you read in your own words. c. A : Annotate the text by writing down the main ideas and the author‘s message. 20
Mark Anderson and Kathy Anderson, op. cit., p. 27.
16
d. P : Ponder what you read by thinking and talking with others in order to make personal connections, develop questions about the topic, and/or connect this reading to other reading you have done.21
The others said REAP is designed to improve thinking, the underlying musculature for active reading and meaningful writing. The idea for this readerwriter exchange system was proposed some time ago as a means ofimproving and supporting a national content area reading and writing project essentially for urban schools. Shortly afterwards it was collectedinto a teaching learning approach called REAP—Read-Encode-Annotate-Ponder . The REAP system for responding to text has been in use in elementary through college classrooms for two decades. It is based on a scaffold form of writing that invites creativity, much as does haiku, or any other disciplined form of art.22
2.
Procedure of REAP ―The procedure of REAP is divide in some ways. The teacher should begin with easy reading materials. Students will require practice in determining the message or main idea. Several examples should be examined and critiqued. The teacher could model the process by thinking out loud. Students will find it useful to share annotations in pairs or small groups for evaluation, clarification and further development.‖23 The use of this strategy will cause the students to revisit the text during
each stage of the REAP process. In the Reading stage, the students read to figure out the writer‘s message while taking note of the title and author. As students move into Encoding, the students must take what they have read and place it into their own words. This allows the students to internalize the content of the reading while thinking about representing the main ideas, message in the author‘s and their own words. Once in the Annotate stage, students look at the main ideas and the author‘s message by writing a statement that summarizes the important points. 21
Allen, J, Tools for Teaching (http://www.west.net/~ger/index.html ). 22 Eanet, op. cit., p. 2. 23 Eanet. op. cit., p. 2.
Content
Literacy.
Stenhouse,
2012
17
Annotations are brief summaries of a text that explain and or critique the text. Annotates can be done by writing the message in notes or in a journal form. In this stage, the student should look at important words and quotes of
the
text. Once students move to the Ponder stage of this activity, they must connect with the text at a higher level through analysis and synthesis of the reading. In Jeff Zwiers book Building Academic Language, he talks about making connections through examples. This requires us to know our students so that the examples weuse actually do connect. Furthermore, when we use examples in the ponder stage it helps to clarify content for the students and models for students the process of supporting their claims and opinions with examples, explanations and evidence.24
D. Teaching Reading Using Reading, Encoding, Annotating and Pondering (REAP) First activity that writer will be held is the teacher helps the student in building their background knowledge about the will be learned. Such as shows some pictures, the title of the text and asks some questions. After that, the students may have some references in their mind about text that they will read. The next step is dividing the students into some groups. In each group consist of three or four people. Because there are four steps in REAP strategy, divided students make a group can help them in learning reading with REAP. Then, the first activity should teacher do is giving a descriptive text to each member of the group. Next, the teachers guide students to do the first phase of REAP strategy; Reading, in this phase, the teachers can ask one of the students to read aloud in front of the class, during this students read aloud, the other students listening carefully. After that the teachers ask all of students to read the text by two or three times by themselves. This activity may take time about 10 until 15 minutes.
24
Allen, op. cit., p. 4.
18
The second activity is Encode; in this phase the teacher leads the students to explore their idea about that text into their own words, also some of the difficult vocabularies. In this stage, the students may discuss to other member of their own group. In Encode step the teacher also add an activity; discussing the new or difficult vocabulary. Teacher asks a student of each member to write down the difficult vocabularies in the whiteboard. After that, the teacher leads the discussion about the meaning or the synonym of the difficult vocabularies. The third step is Annotate, this activity take time about 15 minutes. In annotate step, the student should write down their idea about the content of the descriptive text that teacher gave them before. To make it easier, the students can make the generic structure of the descriptive text they have read, such as identification, description and conclusion of the story line and the contents of it. In this activity, the student work alone. The teacher looking around the classroom for checking the students‘ work. In this activity there is possibility that there are some groups or students who are not understand about what to do in Annotate step. The last stage of REAP strategy is Ponder, in this stage, the students work by group. They pondering the significance of text, by thinking, discussing, or talking with their member of the group, then make one perfect summarize about the text. The summary is using their own language.
E. Previous Study The writer has found a relevant study which related to this research. That journal was written by Janet Allen with the title Teaching Content Literacy. In this research, Allen used Reading, Encoding, Annotating and Pondering (REAP) as a technique. Her classroom consist of twelve students, and she divided it into two group. The first group consist of 6 students that studied using REAP technique, and the second group consist of 6 students that didn‘t get REAP technique. Allen gave the short story to each group to find out the effectiveness of REAP technique. The result of this research is the first group students able to comprehend the text well. They can tell again the story, found the main idea and
19
conclude the message of the story. Besides that, the second group students had different result. In this group, the student was hard to understand the short story that Allen gave. It can be concluded that the REAP technique is effective. 25
F. Conceptual of Framework Reading is one of the important skills which improve students‘ general language skill in English. Reading is a process to get the information of text that the writers share their mind to the readers. Students need to master reading, because reading is tested in National Examination in Indonesia. Absolutely, students need to have good reading ability to pass the National Examination. In other words, reading is important for students to master English. By mastering reading, students can learn another skills. Talking about reading, many research results showed that the ability of Indonesian students to read English text was very low. It can be seen that some of students still have difficulties in comprehend the text. The first problem is because they should have enough knowledge about grammar, vocabulary, etc to get the information about the text. The other problem is the teacher. It‘s really hard to teach the students reading when the teacher has not yet the appropriate technique to make the students interest in learning reading. Hence, the teacher should find the an appropriate technique to increase students‘ reading ability. Those explanations above seemed to be the reason why the writer wanted to conduct this research. The writer believes that reading is such a compulsory skill to be mastered and the underlying problem stated above is that the students have low motivation in and outside the classroom. Therefore, to get the students‘ want to read and comprehend the text, the teachers need the appropriate method and technique which encourage students‘ reading skill.
25
Allen, op. cit., p. 4.
20
G. Theoretical Hypothesis Hypothesis is a temporary answer or a conclusion of the research. To find out is there any effectiveness of using REAP technique towards students reading skill of descriptive text, therefore the hypothesis of this research is, that Reading, Encoding, Annotating and Pondering (REAP) technique is effective towards students‘ reading skill of class VII of MTs Salafiyah Sawangan Depok.
CHAPTER III RESEARCH METHODOLOGY
A. The Place and Time of the Study The writer chose MTs. Salafiyah Bedahan as a place of study. It is located at Jl. H. Sulaiman No. 9 Bedahan, Sawangan Kota Depok. The study will be conducted on January 2014.
B. Method and Research Design 1.
Method This study will be conducted using a quasi experimental research that uses
2 classes which consists of one control class and one experimental class. Generally, the researcher in experimental research uses two groups, experimental group as a group that gets the treatment and the control group that doesn’t get treatment. So, this study will be focused on using REAP technique as a treatment in experimental class, then the writer will compare the result with a control class that doesn’t get a treatment in the end of the research.
2.
Research Design In this study the writer will use a quasi-experimental method with one
experimental class and one control class. The design of experiment that will be used is: Pretest Experimental Class
Treatment X
Control Class
Posttest
Difference -
21
Compare
22
Y1 = Pretest of both experimental and control group Y2 = Posttest of both experimental and control group = Implementation of REAP Technique1
X
C. The Population and Sample 1.
Population The population of this study is the first grade student of MTs Salafiyah
which consists of 180 students and divided into 4 classes; class VII.1, VII.2, VII.3, VII.4.
2.
Samples The sampling technique of this research is Purposive Sampling. It is
purposive because the sampling is determined by certain considerations. 2 The sample was 60 students from two classes; VII.1 and VII.4. The writer implemented without REAP technique in the first class (VII.1) and REAP technique was implemented in the second class (VII.4). Before the writer conducted the research, she made sure that both classes have the same characteristic by doing a pre observation. She observed the teaching and learning process in the classroom once and she saw the students’ reading score from their real teacher. It was found that the students from both classes have the same characteristic. The sample of this study is a class VII.1 as a control class and VII.4 as experimental class which each class consist of 30 students.
D. The Instrument of The Research The Instrument of the research is a test. The test was multiple choices. It was consist of 40 items which is designed not only validity but also reliability. Before the test is applied, the 40 items of the tests was tested first toward students of second grade to know its validity and reliability. The validity and reliability test 1
Larry B. Christensen, Experimental Methodology, (Alabama: University of South Alabama, 2007) , p. 332 2 Sugiyono. Metode Penelitian Pendidikan. (Bandung: Alfabeta, 2012), p. 124
23
was analyzed by using software ANATES. The content validity of the test item will be compared with the curriculum. It answered “Does the 40 tests items represent all the course objectives as stated in the curriculum?”
E. The Technique of Collecting Data To obtain the data, the technique that used in this research was a method of test, there were pretest and posttest. Pretest conducted to determine the ability of student learning outcomes early in the subjects of English language students before treatment. This test is used to determine their reading skill in descriptive text. This test was given to the control class and experimental class of first grade students of MTs Salafiyah. The test consists of some questions in multiple choices about descriptive text. It is necessary to do this test because the writer will compare the pretest data and the posttest data. Furthermore, after the treatment, the writer will give them the posttest. Posttest is performed to measure the acquisition of learning outcomes at the end of the treatment.
F. Internal Validity Control The instrument of this research is a test. Before the writer used this instrument to the students as the sample of the research, the writer tested the instrument to the eight grade students of MTs Salafiyah. In this case, the writer tested the instrument in class VIII.2. There are 40 students in this class who did the validity test. This test is needed to see the validity of this instrument before it will be applied to the sample of research. The writer analyzed this instrument by using ANATES. It could be seen from the result of this test, there were 16 items were very significance, 4 items significance and 20 items is not significance. So, in this research used 20 items of multiple choice as an instrument for pretest and posttest about descriptive text.
24
G.
Data Analysis To obtain the result of the research, the data of the research were analyzed
used statistical analysis. In this research, it has done some tests, such as normality test and homogeneity test. The purpose of analyzing the normality was to to see whether the data got in the research has been normally distributed or not. After normality test gives indication that the data is distributed normally, so it needs to do homogeneity test. To draw conclusions from the data obtained, the writer will use T-Test formulate to find out whether there is the differences between two variables in this study. In this case to get all of the results of the data, it analyzed by SPPS v.16 for windows.
H. Statistical hypothesis The statistical hypothesis of this research can be seen as: 1.
; Reading, Encoding, Annotating and Pondering (REAP)
technique is not effective towards students’ reading skill of class VII of MTs Salafiyah Sawangan Depok. 2.
; Reading, Encoding, Annotating and Pondering (REAP)
technique is effective towards students’ reading skill of class VII of MTs Salafiyah Sawangan Depok And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the experimental group are higher than the controlled group. The using of REAP is effective towards students’ reading skill. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of REAP is not effective towards students’ reading skill.
CHAPTER IV RESEARCH FINDINGS This chapter IV contains the description of the data, the analysis of the data, and the discussion of the findings.
A. The Description of the Data This chapter describes general description of data gained by researcher during the research. The data were collected from the result of pre-test and posttest from both experimental class and control class. The data were depicted into two tables. The Table 4.1 showed the students’ score in experiment class and the Table 4.2 showed the students’ score in control class. During this research, the material was extended to students about descriptive text with reading as a focused skill. The treatment to experimental class and control class: REAP technique was implemented in the experimental class, while in the control class, the writer didn’t use REAP technique. After that, the writer measured students’ toward reading ability by using a test in multiple choice forms. The validity and reliability instrument test was conducted before she administered the test to both classes. There were 40 numbers of questions given to the 60 students of class VIII.1 of MTs Salafiyah Depok. From the validity and reliability test, there were 20 valid questions from 40 questions which was gained. Further information about validity and reliability result can be seen in the appendix
25
26
1. The Data of Control Class Table 4.1 Pre-test and Post-test Score of Control Class (Students)
Pre-test
Post-test
1
50
50
2
40
50
3
45
55
4
45
60
5
40
65
6
35
50
7
45
60
8
55
65
9
55
60
10
30
75
11
40
60
12
40
70
13
50
60
14
55
75
15
40
80
16
45
65
17
40
75
18
35
60
19
45
65
20
50
55
21
35
70
22
30
80
23
35
75
24
35
75
X
27
(Students)
Pre-test
Post-test
25
45
80
26
40
70
27
50
60
28
45
65
29
30
55
30
30
55
X
From the description of score in experimental class above, it could be seen the lowest and the highest score of 30 students in the class. The lowest score in the pre-test was 20 and the highest score was 55. After the treatment using REAP technique, the writer gave the students post-test. The data showed in the post-test is the lowest score was 55 and the highest score was 80.
2. The Data of Experimental Class Table 4.2 Pre-test and Post-test Score of Experimental Class (Students)
Pre-test
Post-test
1
50
70
2
45
65
3
45
75
4
65
60
5
50
65
6
60
65
7
55
70
8
40
70
9
50
65
10
45
75
Y
28
(Students)
Pre-test
Post-test
11
55
70
12
50
70
13
60
65
14
65
75
15
60
70
16
50
85
17
55
75
18
45
75
19
50
85
20
45
70
21
50
80
22
50
85
23
60
65
24
65
65
25
40
60
26
35
75
27
55
65
28
45
70
29
55
55
30
50
75
Y
Based on the Table 4.2 above figured that from 30 students in the class, the lowest score in the pre-test was 20 and the highest score was 50. After the writer give the students material about descriptive text, the writer then gave the students post-test. The data showed in the post-test is the lowest score was 55 and the highest score was 85.
29
B. The Analysis of the Data 1. Results of Pre-test of Experimental Class and Control Class The result of pre-test of experimental class and control class base on SPSS v.16 for windows program was gained from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a pre-test in class VII.4 as an experimental class of this research are presented in a Table 4.3 below: Table 4.3 Table of Data Description of Pre-test Results of Experimental Class Valid
30
Missing
0
N Mean
51.5000
Median
50.0000
Mode
50.00
Std. Deviation
7.67329
Variance
58.879
Range
30.00
Minimum
35.00
Maximum
65.00
Sum
1545.00
Based on the Table 4.3, it can be described the data of experimental class was 30 students. The total of all data which is divided with the number of data determined as mean score from the experimental class was 51.5. Median score was 50.00. The median was the numerical value separating the higher half of a data sample, a population, or a probability distribution, from the lower half. The mode was defined as the element that appears most frequently in a given set of elements. The mode score from the table was 50. The set of scores constitute a population determined as variance score was 58.87, and deviation standard was 7.673. Deviation standard is quantity calculated to indicate the extent of deviation for a group as a whole. The highest score of the experimental class was 65.00 and the lowest score was 35.00. The sum gained from the total scores was 1545.00.
30
According to the Table 4.3 above, it can be made a table of frequency distribution which is presented as follows:
Table 4.4 Table of Frequency Distribution of Pre-test Result of Experiment Class Score
Frequency
Percent
35
1
3.3
40
2
6.7
45
6
20.0
50
9
30.0
55
5
16.7
60
4
13.3
65
3
10.0
Total
30
100.0
The Table 4.4 above is a tool of frequency distribution, it also can be describe by a diagram which is presented as follows:
Picture 4.1 Diagram of Pre-Test Result of Experimental Class
31
Result gained from a pre-test in class VII.1 as a control class of this research are presented in a Table 4.5 below: Table 4.5 Table of Data Description of Pre- test Result of Control Class Valid
30
Missing
0
N
Mean
41.8333
Median
40.0000
Mode
40.00a
Std. Deviation
7.59802
Variance
57.730
Range
25.00
Minimum
30.00
Maximum
55.00
Sum
1255.00
The Table 4.5 above shows that the data above shows that the data of the control class was 30 with sum 1255.00. Mean score from the control class was 41.83, the variance score was 57.730, and deviation standard was 7.59802. The highest score of the control class was 55.00 and the lowest score was 30.00. The median score was 40.00 and the mode score was 40.00.
32
The table of frequency distribution from the data above is presented as follows: Table 4.6 Table of Frequency Distribution of Pre-test Result of Control Class Score
Frequency
Percent
30
4
13.3
35
5
16.7
40
7
23.3
45
7
23.3
50
4
13.3
55
3
10.0
Total
30
100.0
The diagram from the data above is presented as follows:
Picture 4.2 Diagram of Pre-test Result of Control Class
33
2. Result of Post-test of Experimental Class and Control Class The result of post-test of experimental class and control class based on SPSS V.16 for windows program was gainde from the steps as follows: Analyze – description statistic – frequencies statistic. Results gained from a posttest in class VII.4 as experimental class of this research are presented in a table below:
Table 4.7 Table of Data Description of Post-test Result of Experimental Class N
Valid
30
Missing
0
Mean
70.5000
Median
70.0000
Mode
65.00a
Std. Deviation
7.35199
Variance
54.052
Range
30.00
Minimum
55.00
Maximum
85.00
Sum
2115.00
The Table 4.7 above shows that the data above shows that the data of the control class was 30 with sum 2155.00. Mean score from the control class was 70.50, the variance score was 54.052, and deviation standard was 7.35199. The highest score of the control class was 85.00 and the lowest score was 55.00. The median score was 70.00 and the mode score was 65.00.
34
The table of frequency distribution from the data above is presented as follows: Table 4.8 Table of Frequency Distribution of Post-test Result of Experimental Class Score
Frequency
Percent
55
1
3.3
60
2
6.7
65
8
26.7
70
8
26.7
75
7
23.3
80
1
3.3
85
3
10.0
Total
30
100.0
The diagram from the data above is presented as follows:
Picture 4.3 Diagram of Post-test Result of Experimental Class
35
Results gained from a posttest in class VII.1 as a control class of this research are presented in a Table 4.9 below:
Table 4.9 Table of Data Description of Post-test Result of Control Class N
Valid
30
Missing
0
Mean
64.6667
Median
65.0000
Mode
60.00
Std. Deviation
9.27857
Variance
86.092
Range
30.00
Minimum
50.00
Maximum
80.00
Sum
1940.00
The Table 4.9 above shows that the data above shows that the data of the control class was 30 with sum 1940.00. Mean score from the control class was 64.6667, the variance score was 86.092, and deviation standard was 9.27857. The highest score of the control class was 80.00 and the lowest score was 50.00. The median score was 65.00 and the mode score was 60.00. The table of frequency distribution from the data above is presented as follows:
36
Table 4.10 Table of Frequency Distribution of Post-test Result of Control Class Score
Frequency
Percent
50
3
10.0
55
4
13.3
60
7
23.3
65
5
16.7
70
3
10.0
75
5
16.7
80
3
10.0
Total
30
100.0
Besides the table of frequency distribution, it also can be describe by a diagram which is presented as follow:
Picture.4.4 Diagram of Post-test Result of Control Class
37
3. Normality Test a. Pre-test Normality Test Table 4.11 Normality Pre-test Result between Experimental Class and Control Class
Shapiro-Wilk
pretest
Control Statistic
Df
Sig.
1
.951
30
.176
2
.936
30
.073
From the Table 4.11, it can be seen that the significance of pretest score in experimental class is 0.176. It can be coclude that the data are normally distributed because 0.176 > 0.05. Meanwhile the significance of prest score in control class is 0.073. According to the rerequiremnet that had mentioned in chapter III, if the significance score of (Asyim Sig 2 tailed) > 0.05, so the data comes from the normal population, but if (Asyim Sig 2 tailed) < 0.05, so the data does not come from the normal population. Therefore, the data are normally distributed because 0.73 > 0.05. in other words, the prtest result in both experimental class and control class are normally distributed.
b. Post-test Normality Test Table 4.12 Normality Post-test Result between Experimental Class and Control Class Shapiro-Wilk
Posttest
Control Statistic
df
Sig.
1
.937
30
.076
2
.935
30
.066
38
From the Table of 4.12, it can be seen that the significance of post-test score in experimental class is 0.076. It can be conclude that the data are normally distributed because 0.76 > 0.05. Meanwhile, the significance of posttest score in control class is 0.66. Therefore, the data are normally distributed because 0.66 > 0.05. In other words, the posttest result in both experiment class and control class are normally distributed.
4. Homogeneity Test a. Pre-test Homogeneity Test Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and control class have been distributed normally. The next step of the calculation was finding the pretest and posttest homogeneity of the data using SPSS v.16 for windows, specially by using Shapiro Wilk method. The results of pre-test homogeneity test of the data are presented as follows:
Table 4.13 Homogeneity Pre-test Results between Experimental Class and Control Class Levene Statistic
df1
df2
Sig.
.008
1
58
.928
The Table 4.13 shows that the significance of pre-test result between experimental class and control class is 0.928. Therefore, it can be concluded that there is no a significant difference between experimental class and control class because 0.928 > 0.05
b.
Post-test Homogeneity Test The posttest homogeneity test is also done by using SPSS v.16 for
Windows, specifically by using Shapiro Wil method. The result of post-test homogeneity test of the data are presented s follows:
39
Table 4.14 Homogeneity Post-test Results between Experimental Class and Control Class Levene Statistic
df1
df2
Sig.
.034
1
87
.853
The Table 4.14 shows that the significance of pos-test result between experimental class and control class is 0.853. Therefore, it can be concluded that there is no a significant difference between experimental class and control class because 0.853 > 0.05
5. Hypothesis Testing The last calculation was testing the hypothesis. This was the crucial calculation to answer the problem formulation of this research that whether there is significant different between students’ reading skill in experimental class which were given Reading, Encoding, Annotating and Pondering (REAP) technique and students’ reading skill in control class which were not. The writer used SPSS v.16 for Windows program which id Paired Smple Test. The criteria for hypothesis test are as follow: If the significance of T-test < T-table the Ho is accepted If the significance of T-test > T-table the Ho is rejected, Ha is accepted The table below shows the result between the experimental class which were given Reading, Encoding, Annotating and Pondering (REAP) technique in reading class and the control class which were not.
40
Table 4.15 T – test Result
Paired Differences 95% Confidence Interval of the Difference
Mean
Std.
Std. Error
Deviation
Mean
Lower
Sig. (2-
1.16014
63.76190
Upper
t
df
tailed)
posttest –
Pair 1
Control 6.60833E1 8.98641
68.40477
56.961
59
.000
Based on the hypothesis that has been explained in chapter II, which is: By using Reading, Encoding, Annotating and Pondering (REAP) technique is not effective toward students’ reading skill of class VII of MTs Salafiyah Sawangan Depok. By using Reading, Encoding, Annotating and Pondering (REAP) technique is effective toward students’ reading skill of class VII of MTs Salafiyah Sawangan Depok
From the table 4.15, it presents that the T-test of this research is 56.961 and the T-table of this research is 2.662. It can be seen from the calculation of reading test result between the experimental class and the control class, Ho is rejected, and the Ha is accepted because 56.961 > 2.662 or the T-test > T-table. Therefore, it can be conclude that there is a significance difference of students’ reading skill between the experimental class and the control class.
41
C. Data Interpretation In the present study, it can be seen that the students’ reading skill in experimental class after being given the treatment of using Reading, Encoding, Annotating and Pondering (REAP) technique were higher than the students’ reading skill in control class who did not get the treatment of using REAP technique. It can be seen from students’ pre-test and post-test score. The pre-test mean score of students in experimental class was 51.5000 . Ater giving 4 times treatments using REAP technique, the post-test mean score of students in experimental class was 70.5000. While, the smallest score in the pretst was 20 and the highest score was 50. The data showed in the post-test that the smallest score was 55 and the highest score was 85. Meanwhile, from the description of score in control class which showed that the mean of pre-test score was 41.8333. After giving 4 times treatments without of using REAP technique, the writer got the mean of post-test was 64.6667. The smallest score in the pre-test was 20 and the highest score was 55. The data showed in the post-test that the smallest score was 55 and the highest score was 80. It concluded that the gain score of experimental class was higher than control class. Before testing the hypothesis, the writer analyzed the normality and homogeneity of the data. The purpose of analyzing the normality was to see whether the data got in the research has been normally distributed or not. Meanwhile, the purpose of analyzing the homogeneity was to see whether the data/sample in both experimental and control class were homogenous or heterogeneous. In the analyzing the normality, the result showed that both the data of pre-test and post-test in experimental class were distributed normally. According to criteria of the test, it can be seen in the result that T max (pre-test and post-test) > Ttable (0.73 and 0.66 > 0.05). Both the data of pre-test and post-test in controlled class also showed that they were distributed normally. It means that all the data in both pre-test ad post-test of experimental and controlled class were distributed normally.
42
Thus, the results of the present study highlight and support the idea that used REAP technique have a positive impact on the students’ reading skill. The theory above is supported by the writer’s experiment during the treatment in the classroom. The writer discovered that the students were enthusiastic and cooperative when learning English text. They followed the lesson respectfully and they tried to comprehend the text together. They discussed the material with their group and helped each other to make their friends comprehend it. Therefore, it can be concluded that teaching reading through Reading, Encoding, Annotating an Pondering (REAP) technique had a significance influence on students’ reading skill on descriptive text. It was showed students’ reading achievemnet after given the treatment of using Reading, Encoding, Annotating and Pondering (REAP) technique were higher than students’ reading ability before they were given the treatment. In other words, Reading, Encoding, Annotating and Pondering (REAP) technique is found to be helpful and effective towards students’ reading skill of descriptive text, especially the students at the seventh grade of MTs Salafiyah Depok.
CHAPTER V CONCLUSION AND SUGGESTIONS A. Conclusion Based on the data analysis, finding and interpretation, it can be concluded that it is effective in using Reading, Encoding, Annotating and Pondering (REAP) technique toward students’ reading skill of the seventh grade students of MTs Salafiyah Depok. From the fourth meeting that has been conducted in the both of experiment and controlled class, the post-test data showed that there is a significant difference on students’ reading skill in experimental class and control class. Furthermore, the average score of experimental class is 70.5 and the average score of control class is 64.667. It revealed that the group of students’ taught REAP technique achieved substantially higher mean score of post-test in comparison to the mean score of post-test in the group of students’ were not taught by REAP technique. In short, it may be safely inferred from the above findings that Reading, Encoding, Annotating and Pondering (REAP) technique is more effective towards students’ reading skill on descriptive text. Hence, the finding of this research answers the research question, “Is REAP technique effective towards students’ reading skill of desriptive text for the seventh grade of MTs Salafiyah?” The answer is REAP technique is effective towards students’ reading skill of descriptive text for the seventh grade of MTs Salafiyah.
43
44
B. Suggestions Based on the research, there are some suggestions for the English teacher for consideration. 1. The teachers should be aware of the students’ condition nowadays by having the knowledge about various methods in teaching and learning. 2. The teachers are expected to be creative especially in motivating their students to read. 3. The teacher should have a good preparation about the teaching process. 4. The teacher should make the students ready before the reading class begin such as giving question and answer or discussion about some related with the material.
BIBLIOGRAPHY
Anderson et al, Definition of Reading and Word (http://www.eduplace.com/rdg/res/teach/def.html), 1987.
Identification
Anderson, Mark and Kathy Anderson, Text Type in English 1, South Yara: Macmilan, 1997. Antonioul, Faye and Souvignier, Elmar. Strategy Instruction in Reading Comprehension: An Intervention Study for Students with Learning Disabilities. Learning Disabilities: A Contemporary Journal, 2007. Broughton, Gefrey, et al., Teaching English as A Foreign Language, New York: Taylor and Francais e – Library, 2003. Christensen, Larry B. Experimental Methodology, New York: University of South Alabama, 2007. Clouse, Barbara Pine, Patterns for a Purpose, New York: Mc Graw Hill,2006. Depdiknas, Standar Isi Untuk Satuan Pendidikan Dasar dan Menengah (Standar Kompetensi dan Kompetensi Dasar SMP/MTs, BSNP), Badan Standar Nasional Pendidikan, 2006. Grabe, William Grabe and Fredrica L. Stoler, Teaching and Researching Reading, England: Longman, 2002. Grellet, Francoise, Developing Reading Skill, Cambridge: Cambridge University Press, 2011. G. Gebhard, Jerry, Teaching English as A Foreign or Second Language, Michigan: The University of Michigan Press, 1996. Hadi, Sutrisno. Bimbingan Menulis Skripsi. Yogyakarta: Yayasan Penerbit Fak. Psikologi UGM, 2000. Carell
and Cornor, Principles for Teaching Reading, http://www.mhhe.com/socscience/supergoal/Chapter4%20Section3.pdf, 1991.
45
46
J,
Allen. Tools for Teaching Content (http://www.west.net/~ger/index.html), 2012.
Literacy. Stenhouse.
M. Goodman, Yetta and Carolyn Burke, Reading Strategies Focus on Comprehension, USA: Holt, 1980. M. G, Eanet and A. V, Manzo. REAP – a strategy for improving reading/writing/study skills. Journal of reading, 1976. Oshima, Alice and Ann Hogue, Introduction to Academic Writing, New York: Longman, 2007. Pardo, L. S. What every teacher needs to know about comprehension. The Reading Teacher, 2004. Siahaan,Sanggap and Kisno Shinoda, Generic Text Structure, Yogyakarta: Graha Ilmu, 2008. Sugiyono, Metode Penelitian Kuantitatif, Kualitatif, dan R&D, Bandung: Alfabeta, 2009. Wixson, Peters, Weber, & Roeber. Citing the New Definition of Reading for Michigan, (http://www.eduplace.com/rdg/res/teach/def.html), 2012. Wagner, R.K. Muse, A.E. & Tannenbaum, K.R, Vocabulary Acquisition: Implications for Reading Comprehension. The Guilford Press, (http://everydaylife.globalpost.com/types-reading-comprehensionproblems-children-13533.html), 2007 W. Heilman, Arthur, Principles and Practices of Teaching Reading, Ohio: Charles E. Merrill books, Inc, 1961.
47
Appendix 1 PROFIL SEKOLAH DAN SARANA DAN PRASARANA
A. Profil Sekolah Nama Madrasah : MTs. Salafiyah Bedahan Nomor Statistik Madrasah : 121232760029 NPSN : 20279728 Akreditasi Madrasah : Terakreditasi B Penyelenggaraan : PagiPukul: 07.10 s/d 13.00 Alamat Lengkap Madrasah : Jl. : H. Sulaiman No. 9 Rt 04/02 Desa/Kelurahan : Bedahan Kecamatan : Sawangan Kota : Depok Provinsi : Jawa Barat NPWP : 02.021.665.1-412.002 Nama Yayasan : Raudlatul Ulum Depok Alamat Yayasan : Jl. H. Sulaiman No. 9 Rt 04/02 Kel. Bedahan Kec. Sawangan Kota Depok 16519 Telp. Yayasan : 021-29434990 No. Akte Pendirian Madrasah :642/287-PM/DM/2003 Kepemilikan Tanah : Yayasan a. Status Tanah : Wakaf b. Luas Tanah : 1770 m2 Status Bangunan : Yayasan Luas Bangunan : 384 m2 Nomor Rekening Sekolah: 0002570531100 Nama : MTs. SALAFIYAH Nama Bank : Bank Jabar Banten Cabang/Unit : Depok B. Kondisi Guru No 1 2 3 4 5 6 7
Nama Guru
Drs. H. Musa Thoyib Drs. Koharudin Salim, S.Pd.I Adnan Khosogi, S.Pd Zainal, S. Ag Sofyan Sari, S.Pd.I Mansyur, S.Pd.I
Asal Perguruan Tinggi
Jabata/ Mata Pelajaran
Universitas Ibnu Khaldun Bogor
Kepala Sekolah
IAIN Syarif Hidayatullah
Waka Bid Kur
STAIS Lantaboer
Wali Kelas VIII.3
Universitas Indra Prasta PGRI
Wali Keals VIII.2
IAIC Singaparna Tasikmalaya
Wali Kelas VII.3
STAIS Lantaboer
Waka Bid Sis
STAIS Lantaboer
Wali Kelas IX.2
48
8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26
Llilih, S.Ag Abdul Aziz, S.Hum Rohmat, S.Pd.I Tutut Feriana Sulistyowati, S.pd Farida, S.Pd.I Nurhayati, S.Hi Sofyan Tsaury, S.Pd.I Salman Fauzi, S.Pd.I Abdurohim, S.Pd.I Kiki Mariam, S.Ag Ipah Pauziah Anita Rahman, SS Ganda Wijaya,S.Pd.I Ahmad Syarif, S.Pd.I Agung Wahyudi Abdurrahman, S.Pd Radhiyah Mardiyah, S.Pd Yayah Fauziyah Delly Arsiyanty, Sos
STAI Al- Hikmah
Guru BiD. Study
Unversitas Islam Syarif Hidayatullah
Wali Kelas VII.2
STAI Acprilesma Indonesia
Wali Keals VII.4
IKIP Surabaya
Wali Kelas IX.1
STAI laa roiba
Wali Kelas IX.3
IAIN Sunan Gunung Djati
Guru Bid Study
STAIS Lantaboer
Wali Kelas VII.1
UIN Sayrif Hidayatullah
Guru Bid. Study
STIT
Guru Bid. Study
I A I N Jakarta
Guru Bid. Study
SMK Taman Ilmu
Kepala TU
UIN Sayrif Hidayatullah
Guru Bid. Study
STAI Al-Karimiah
Guru Bid. Study
UIN Sayrif Hidayatullah
Staff TU
PP.Qotrun Nada
Guru Bid. Study
STAI Acprilesma Indonesia
Guru Bid. Study
Universitas Indra Prasta PGRI
Guru Bid. Study
MAN 04 Jakarta
Guru Bid. Study
Lenteng Agung
Guru Bid. Study
C. Kondisi Staf Sekolah Pendidikan NO
Nama
Jabatan Terakhir
1
Farida, S.Pd.I
S1
Bendahara
2
Ipah Pauziah
S1
Kepala TU
3
Ahmad Syarif
S1
Staff TU
4
Helmi
MI
Petugas Kebersihan
D. Jumlah Murid Data Siswa Tahun Pelajaran 2012/2013 Rombel
Jumlah
Kelas
L
P
Siswa
Rombel
VII
92
92
184
4
VIII
78
63
141
3
49 IX
56
77
133
3
Jumlah
226
232
458
10
Data Siswa dalam 3 Tahun Terakhir
Tahun Ajaran
Kelas VII
Kelas VIII
Kelas IX
Jumlah
Jumlah
Jumlah
Siswa
Rombel
Siswa
Rombel
Siswa
Rombel
2010/2011
151
3
148
3
101
3
2011/2012
185
4
147
3
136
3
2012/2013
184
4
141
3
133
3
E. Data Sarana dan Prasarana Data Ruang Kelas No
Kelas
Jumlah
Kondisi
1
VII
4
Rusak Sedang
2
VIII
3
Rusak Sedang
3
IX
3
Rusak Sedang
Data Ruang Lain No
Jenis Ruang
Jumlah
Kondisi
1
Ruang Kelas
1
Rusak Sedang
2
Ruang Guru
1
Rusak Sedang
3
Ruang Kelas
6
Rusak Sedang
4
Ruang Perpustakaan
-
Rusak Sedang
5
Ruang Lab. Komputer
1
Rusak Sedang
Keterangan Bersatu dengan ruang TU
Sebagian komputer rusak
50 Ruang Lab. IPA
-
-
7
Ruang Lab. Bahasa
-
-
8
Ruang Keterampilan
-
-
9
Ruang Konseling
-
-
10
Ruang UKS
-
-
11
Tempat Ibadah
-
-
12
Gudang
1
Rusak
Rusak Berat
13
Tempat Olah Raga
1
Rusak
Rusak Ringan
14
WC Guru
1
Rusak
Rusak Ringan
15
WC Siswa
3
Rusak
Rusak Berat
16
Tempat Olah Raga
1
Rusak
Rusak Ringan
13
Ruang Lainnya
1
Rusak
Rusak Berat
51
Appendix 2 Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
1
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Mengidentifikasi generic stucture descriptive text Mengidentifikasi communicative purpose dari descriptive text
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Mengidentifikasi generic stucture descriptive text
Mengidentifikasi communicative purpose dari descriptive text
B.
Materi Pokok Terlampir
C. Metode Pembelajaran:
REAP technique
52
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru menjelaskan generic structure dan communicative purpose dalam descriptive text
Guru membagi siswa dalam beberapa kelompok
Guru meminta siswa bekerja sama dalam kelompok untuk mengidentifikasi generic structure dan communicative purpose dalam descriptive text
Siswa mengidentifikasi generic structure dan communicative purpose dalam descriptive text perkelompok
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi generic structure dan communicative purpose dalam descriptive text
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
53
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
Sumber Materi:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
54 Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
55
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
2
Standar Kompetensi :
Membaca 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Menentukan jenis teks dari suatu bacaan Mengidentifikasi ciri – cirri fisik seseorang
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat : -
Menentukan jenis teks dari suatu bacaan
-
Mengidentifikasi ciri – ciri fisik seseorang
B.
Materi Pokok Terlampir
C. Metode Pembelajaran:
REAP technique
56
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru membagi siswa dalam beberapa kelompok
Siswa mengidentifikasi ciri – ciri fisik seseorang yang terdapat dalam teks perkelompok
Siswa menuliskan kosa kata yang sulit menurut mereka
Siswa menuliskan kosa kata yang sulit kepapan tulis
Guru dan siswa membahas kosa kata yang sulit tersebut
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa menentukan jenis teks dari suatu bacaan dan mengidentifikasi ciri – ciri fisik seseorang dalam paragraph descriptive text.
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
57
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
58
Tall
DESCRIBING PEOPLE Short
FAT
THIN
59
POINTED NOSE
FLAT NOSE
DESCRIBING MY IDOL My idol is Jensen Ackles. He is a tall and handsome man. He has a pointed nose. His skin is light. He has an oval face and big eyes. The colour of his hair is brown .
Slanted eyes
Big eyes
60
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
3
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Mengidentifikasi ciri – ciri fisik seseorang
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat : -
B.
Mengidentifikasi ciri – ciri fisik seseorang
Materi Pokok Terlampir
C. Metode Pembelajaran:
REAP technique
61
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru membagi siswa dalam beberapa kelompok
Guru membahas ciri – ciri fisik seseorang
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi ciri – ciri fisik seseorang..
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
62
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
63 His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
64
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
4
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Siswa mengidentifikasi makna dari suatu teks
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
B.
Menidentifikasi makna yang terdapat dalam teks
Materi Pokok Terlampir
C. Metode Pembelajaran:
REAP technique
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
65
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru membagi siswa dalam beberapa kelompok
Siswa mengidentifikasi makna yang terdapat dalam teks
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi makna yang terdapat dalam teks Konfirmasi
Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
66 My Lovely Yellowish I have a bird in my house. I named Yellowish because it has yellow colors. The bird is from my uncle. His name is Ahmad. He bought it in the Birds Market. The price was Rp 50.000. He gave me the nice gift last year when I got the winner of bird competition in my district. It twitters every early morning before I awake up from my sleeping. It sounds melodiously. It has beautiful furs around its body. Also it has crust on its head. I feed it thrice every day and give also fresh water. In the morning always put its cage in front of my house. It needs sun shine to refresh its healthy and its body. And in the evening, I return it beside of my house. I never forget to brush its furs and water it every morning. And also I clean its cage every week when I am off from the school. Everyone likes it very much especially my family and my friends.
1. What is Yellowish? 2. What is the color of Yellowish? 3. How much does Yellowish cost ? 4. How does Yellowish twit sounds? 5. When does the writer brush Yellowish fur? MY PET I have a pet. It is dog, and I call it brownie because the color is brownish yellow. Brownie is a Chinese breed. It is small, fluffy and cute. It has brown fur. When I cuddle it, the fur feels soft. Brownie doesn’t like bone. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, brownie plays with my cat. They get along well, and never fight maybe because brownie doesn’t bark a lot. It treats the other animals in our house gently and it never eats shoes. It is really a sweet and friendly animal.
6. What is the title of the text above? 7. What is the name of the writer’s pet? 8. Does Brownie like bone? 9. When does Brownie drink milk and eat bread? 10. Is Brownie a sweet and friendly animal? 11. What does Peter play after school?
67
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
1
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Mengidentifikasi generic stucture descriptive text Mengidentifikasi communicative purpose dari descriptive text
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
Mengidentifikasi generic stucture descriptive text
Mengidentifikasi communicative purpose dari descriptive text
B.
Materi Pokok Terlampir
C. Metode Pembelajaran:
GTM (Grammar Translation Method)
68
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru menjelaskan generic structure dan communicative purpose dalam descriptive text
Guru memberikan paragraph descriptive text kepada masing – masing siswa
Guru meminta siswa untuk mengidentifikasi generic structure dan communicative purpose dalam descriptive text
Siswa mengidentifikasi generic structure dan communicative purpose dalam descriptive text
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi generic structure dan communicative purpose dalam descriptive text
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
69
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
Sumber Materi:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
70 Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
Her name is Selena Marie Gomez. She’s usually called Selena Gomez or Miss Gomez. She was born on 22 July 1992 in Grand Praire, Texas, USA. Selena Gomez is a singer, songwriter, and American Actress. She sings for some soundtracks, like Cinderella and Tinker Bell. Her performance as an actress can be seen at Cinderella Story DVD version. Miss Gomez has red hair, pointed nose, and slim body. She looks beautiful while she is smiling. She is also famous with her Latin face. Selena Gomez doesn’t have siblings. She’s the only child in her family. Her father’s name is Ricardo Gomez and her mother’s name is Mandy.
71
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
2
Standar Kompetensi :
Membaca 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Menentukan jenis teks dari suatu bacaan Mengidentifikasi ciri – cirri fisik seseorang
Jenis teks
A.
:
Descrivtive Text
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat : -
Menentukan jenis teks dari suatu bacaan
-
Mengidentifikasi ciri – ciri fisik seseorang
B.
Materi Pokok Terlampir
C. Metode Pembelajaran:
GTM (Grammar Translation Method)
72
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh mendeskripsikan fisik seseorang
Guru memberian kosa kata yang berkaitan dengan ciri – ciri fisik seseorang
Guru meminta siswa mendeskripsikan ciri – ciri fisik teman mereka.
Siswa mengidentifikasi ciri – ciri fisik seseorang.
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa menentukan jenis teks dari suatu bacaan dan mengidentifikasi ciri – ciri fisik seseorang dalam paragraph descriptive text.
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
73
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
74
Tall
DESCRIBING PEOPLE Short
FAT
THIN
75
POINTED NOSE
FLAT NOSE
DESCRIBING MY IDOL My idol is Jensen Ackles. He is a tall and handsome man. He has a pointed nose. His skin is light. He has an oval face and big eyes. The colour of his hair is brown .
Slanted eyes
Big eyes
76
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
3
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana yang berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar
Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Mengidentifikasi ciri – ciri fisik seseorang
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat : -
B.
Mengidentifikasi ciri – ciri fisik seseorang
Materi Pokok Terlampir
C. Metode Pembelajaran:
GTM (Grammar Translation Method)
77
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari hari.
Guru memberikan contoh sebuah gambar
Guru meminta siswa mengidentifikasi cirri – cirri fisik seseorang yang berada dalam gambar
Guru membahas ciri – ciri fisik seseorang
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi ciri – ciri fisik seseorang..
Konfirmasi Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
78
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptivebahasa-inggris-lengkap.html
79 His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
His fullname is Barack Obama. People often calls him Barack Obama or Obamaonly. He is African – American. He was born on 4 August 1961 in Honolulu, USA. Obama is quite tall, 183 cm. he has oval face, baldheaded, and black skin. His face looks patient and strong. He always keep smiles when he gives speech. Obama has got married to Michelle. They have 1 daughters, Malia and Natasha Obama. Obama’s hobby is having sport. He likes playing golf in spare time. Obama also loves blogging. He wries on his twitter quite often.
80
Rencana Pelaksanaan Pembelajaran (RPP)
Nama Sekolah
:
MTs Salafiyah
Mata Pelajaran
:
Bahasa Inggris
Kelas/Semester
:
VII / 2
Alokasi Waktu
:
2 x 30 menit
Aspek/Skill
:
Membaca
Pertemuan Ke
:
4
Standar Kompetensi :
Berbicara 4. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek
sederhana yang berbentuk
descriptive untuk berinteraksi
dengan lingkungan sekitar Kompetensi Dasar
:
4.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk descriptive.
Indikator
:
Siswa mengidentifikasi makna dari suatu teks
Jenis teks
:
Descrivtive Text
A.
Tujuan Pembelajaran
Pada akhir pembelajaran siswa dapat :
B.
Menidentifikasi makna yang terdapat dalam teks
Materi Pokok Terlampir
C. Metode Pembelajaran:
GTM (Grammar Translation Method)
81
D. Skenario Pembelajaran Kegiatan Awal (10’) -
Mengucapkan salam dengan ramah kepada siswa ketika memasuki ruang kelas(nilai yang ditanamkan: santun, peduli)
-
Guru mengabsen siswa
-
Guru melakukan ice breaking, review
Kegiatan Inti (60’) Eksplorasi Dalam kegiatan eksplorasi guru:
Memberikan kesempatan pada peserta didik mengkomunikasikan secara lisan atau mempresentasikan mengenai pertanyaan teks fungsional dalam kehidupan sehari - hari.
Guru memberikan contoh teks deskriptif
Guru memberikan contoh berupa paragraph descriptive
Guru meminta siswa mengidentifiasi makna yang terdapat dalam descriptive text
Siswa mengidentifikasi makna yang terdapat dalam teks
Guru memantau kegiatan siswa
Elaborasi Dalam kegiatan elaborasi guru:
Membiasakan siswa mengidentifikasi makna yang terdapat dalam teks Konfirmasi
Dalam kegiatan konfirmasi guru:
Guru memonitor kegiatan siswa dalam kelas.
Memberikan umpan balik pada siswa dengan member penguatan dalam bentuk lisan pada siswa yang telah dapat menyelesaikan tugasnya.
Memfasilitasi siswa melakukan refleksi untuk memperoleh pengalaman belajar yang sudah dilakukan.
Memberikan motivasi kepada siswa yang kurang dan belum bisa mengikuti dalam materi mengenai pertanyaan teks functional.
Kegiatan Akhir (10’)
82
Siswa dan Guru melakukan refleksi terhadap kegiatan yang sudah dilaksanakan.
Guru menanyakan kesimpulan dari materi yang telah dipelajari beserta evaluasi tentang materi yang telah diajarkan.
SumberMateri:
http://www.caramudahbelajarbahasainggris.net/2013/05/contoh-teks-descriptive-bahasainggris-lengkap.html
83 My Lovely Yellowish I have a bird in my house. I named Yellowish because it has yellow colors. The bird is from my uncle. His name is Ahmad. He bought it in the Birds Market. The price was Rp 50.000. He gave me the nice gift last year when I got the winner of bird competition in my district. It twitters every early morning before I awake up from my sleeping. It sounds melodiously. It has beautiful furs around its body. Also it has crust on its head. I feed it thrice every day and give also fresh water. In the morning always put its cage in front of my house. It needs sun shine to refresh its healthy and its body. And in the evening, I return it beside of my house. I never forget to brush its furs and water it every morning. And also I clean its cage every week when I am off from the school. Everyone likes it very much especially my family and my friends.
1. What is Yellowish? 2. What is the color of Yellowish? 3. How much does Yellowish cost ? 4. How does Yellowish twit sounds? 5. When does the writer brush Yellowish fur? MY PET I have a pet. It is dog, and I call it brownie because the color is brownish yellow. Brownie is a Chinese breed. It is small, fluffy and cute. It has brown fur. When I cuddle it, the fur feels soft. Brownie doesn’t like bone. Every day it eats soft food like steamed rice, fish or bread. Every morning I give her milk and bread. When I am at school, brownie plays with my cat. They get along well, and never fight maybe because brownie doesn’t bark a lot. It treats the other animals in our house gently and it never eats shoes. It is really a sweet and friendly animal.
6. What is the title of the text above? 7. What is the name of the writer’s pet? 8. Does Brownie like bone? 9. When does Brownie drink milk and eat bread? 10. Is Brownie a sweet and friendly animal? 11. What does Peter play after school?
84
KISI-KISI INSTRUMEN SOAL PENELITIAN
Nama Sekolah
: MTs Salafiyah
Kelas/Semester
: VII / 2 (dua)
Mata Pelajaran
: Bahasa Inggris
SK
KD
Indikator
4. Mengungkapkan makna dalam 4.1 Mengungkapkan makna dalam teks lisan fungsional dan monolog monolog pendek sederhana yang berbentuk dengan descriptive
untuk
pendek
-
sederhana
menggunakan
ragam
stucture descriptive text -
berinteraksi bahasa lisan secara akurat, lancar,
dengan lingkungan sekitar
hari
dalam
descriptive.
teks
14, 17, 20 dan 27
Mengidentifikasi communicative
dan berterima untuk berinteraksi dalam konteks kehidupan sehari-
Mengidentifikasi
No Soal generic 15 dan 22
purpose
dari descriptive text -
berbentuk
Menentukan jenis teks dari 13 suatu bacaan
-
Mengidentifikasi cirri –
5 dan 9
ciri fisik seseorang -
Mengidentifikasi
1, 2, 3, 4, 6, 7, 8, 10, 11, 12, 16, 18,
makna 19, 21, 23, 24, 25, 26, 28, 29, 30, 31,
yang terdapat dalam teks
32, 33, 34, 35, 36, 37, 38, 39, 40
85
Appendix 3 My Uncle My Uncle Martin is my mother's brother. He is a very interesting man. He lives quite near us with my Aunt Angela and my cousins Anne and Bob. I often go to his house. He is about 45 with grey hair. He is still quite good-looking. He is tall and well-built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He takes them off when he doesn't work. Uncle Martin is a textile engineer. He works for a big firm in the city. He travels widely in his job. He is an expert in solving problems with machines. At present, he is in the United States. He is visiting the firm's customers there. He is very fond of the sea. 1. Who is Uncle Martin? A. Bob's father. B. Anne's uncle. C. My mother's uncle. D. Aunt Angela's neighbour. 2. Which paragraph talks about the physical description of Uncle Martin? A. 1 B. 2 C. 3 D. 4 3. How many children does Uncle Martin have? A.One B. Two C. Three D. Four My Doll My favorite toy is a doll. I named my doll Becky. I got it in my 12th birthday. My dad bought it for me when he was in England. Becky is 16 cm tall doll with plastic head, arms, and legs and a white cloth stuffed body. Her body is covered with yellow, orange, and green flower bud prints. She has a long auburn-red brush-able hair, green eyes. There are freckles on her cheek. There are also two dimples near her mouth on the left and on the right. They make her more beautiful. I put her at my side when I sleep at night. I like my doll very much. I sometimes ask my friends to come to my house and play with Becky. They like Becky too. 4. What does the text tell us about? A. My favorite toy. B. The writer's favorite doll. C. A birthday party. D. A doll 5. What are on Becky's face? A. White cloth. B. Auburn red hair.
C. Freckles and dimples. D. Flower bud prints 6. "They make her more beautiful." The underlined word refers to ... A. Freckles. B. Green eyes. C. The left and bright cheeks. D. The dimples. Peter is the youngest in our family. He is fourteen years old and four years younger than me. He has long, straight hair, bright eyes and a friendly smile. Sometimes he is rather naughty at home, but he usually does what he is asked to do. Peter is interested in sports very much, and at school, he plays football and tennis. He is the best badminton player in our family. 7. How old is Peter? He is … years old. A. Four B. Fourteen C. Forty D. Ten 8. The writer is … years old. A. Fourteen B. Sixteen C. Eighteen D. Nineteen 9. Which of the following statement is NOT TRUE about Peter? A. He has long and straight hair. B. He has bright eyes. C. He is interested in sports. D. He plays football and tennis. 10. According to the passage, we know that Peter is …. A. The writer‟s youngest brother B. He writer‟s elder brother C. A naughty boy D. A friendly boy Read the following text to answer question 11-12 Kediri is a name of a town. It is situated in a valley between the Kelud and Wilis mountains and inhabited by about 1.3 million people. In the center of the town there is a large hill which is called the Dathok mountain. Because of the topography of the region, Kediri is called a chily town by the locals. There is a big river called Brantas cutting off the centerof the town. Besides temples, Kediri is also famous for its products like cigarettes and a special kind of tofu or bean curd. This highly nutritious food is a delicacy
86 of Kediri and has a distinctive taste. The cigarette factory dominates the town‟s economy and employs the majority of the women labor force. Kediri and the cigarette factory are inseparable and it is considered the biggest cigarette factory in Indonesia. Most of the local people work in this factory. Those who do not work here are farmers or traders. 11.What does the above text tell us about? a.The history of Kediri b.The famous products of Kediri c. The description of Kediri d. The people of Kediri 12.“Those who do not work here….” (Last sentence) The underlined word refers to…. a.the local people b.the factory workers c.the farmers d.the traders Read the following text to answer question 13-15 My Favourite Teacher Everyone has a favourite teacher, my favourite teacher is Ms. Nuraini. Ms. Nuraini was 45 years old and rather short about 1.50 meters. Since I‟m short too, I always feel a bit nervous with tall teacher who tower menacingly over me. It was reassuring to be around Ms. Nuraini. Also, I always enjoy the fragrance of the herbs that she grew in our classroom. Ms. Nuraini usually wore bright long sleeve blouse that went well with her coffee-color skin. She did not wear much jewelry, just a simple Casio watch on her left hand and a ruby red ring on the ring finger of her right hand. The other „decoration‟ on her hand came from types of ink from whiteboard markers and other sources. 13. The type of the text above is ……. a. Descriptive b. Narrative c. Discussion d. Explanation 14. The purpose of the text is …….. a. to tell what happened with Ms. Nuraini b. to describe how Ms. Nuraini looks like c. to tell someone how to make favorite teacher d. to entertain the reader with Ms. Nuraini 15. The generic structure of the text contains.. a. Goal-Material-Steps b. Goal-Steps c. Orientation-Events d. Identification-Descriptions
Read the following text to answer question 16-18 My Unique Pets I have some pets at home because my family is pet lovers. I have kept two turtles since February 2003. I put them all in one tank in my room. The name of the male turtle is Donatello and the female one is called Rafael It is quite easy to keep them. They can survive without food for about two months. However, they need a comfortable place to live. They have to live with imported soil and plants, good water circulation and a piece of dry trunk in the aquarium. Inadequate conditions can cause not only stess but also affect their growth. The worst thing is they may even end in their death! The weapon of an adult turtle lies in its edge of the shell. He will use this weapon when he is disturbed while he is taking a nap. 16.Why is it dangerous to touch the edge of the turtle‟s shell when he is having his nap? a. because the turtle might infect you with a certain disease b. because it is the location of a turtle‟s weapon c. because it can cause stress to the turtle d. because it will kill the turtle 17. What is the purpose of the text above ? a. To tell the readers that the writer‟s family is pet lovers b. To describe the writer‟s turtles to the readers c. To persuade the readers to keep turtles as a pet d. To show the advantages of keeping turtles
Read the following text to answer question 19-21 The new plasma TV has a screen as the largest regular TV set, but it is only 15 cm thick. It consists of hundreds of thousands of small cells that contain xenon and neon gas. The advantage of this plasma display technology is that you can produce ultra large screens using super thin materials. The image is also very clear because ench pixel is lit individually making the image look good from almost every angle. 18. What is the advantage of this plasma display technology ? a. It can produce a screen as the largest regular TV set b. It can consist of thousands of small cells c. It can cortain xenon and neon gas d. It can produce ultra large screens
87 19. … is lit individually making the image look good from almost every angel. The word printed in bold means … a. the positon from which something is viewed b. the direction for someone see c. the place where someone watch d. the time when someone see 20. The communicative purpose of this text is … a. to share an amusing incident with others b. to inform the readers the beauty of plasma TV or monitor c. to describe plasma TV or monitor d. to persuade people to buy plasma TV or monitor
Read the following text to answer question 22-24 Doraemon is one of the characters in a Japanese manga series created by Fujiko Fujio. Doraemon is a robotic cat. He has small body and white hands and feet. Although he can hear perfectly well, Doraemon has no ears. Doraemon possesses a large pocket that can produce many gadgets from the future. The pocket is called yojigen-pocket, or fourth- dimensional pocket. Doraemon‟s favorite food is dorayaki, a Japanese treat filled with red bean paste. This robotic cat has the tendency to panic during emergencies. In an emergency situation, he will frantically pull out every unnecessary gadget from his pocket. Nevertheless, Doraemon is a good cat. He always helps Nobita.
away. She has a younger brother. His name is Rahmat. In order to help their father, Rohmi and her brother work part-time to earn some money. Rohmi sells food during our class break, while her brother sells newpapers and magazines after school. One thing that I always admire about her is that she can manage her time well, and she always looks cheerful. 24. What does the second paragraph tell you about? a. Rohmi and her family b. Rohmi and her father c. Rohmi and her brother d. Rohmi and her friends 25.”…Rohmi and her brother work part-time to earn some money.” What do the underlined words mean? a. work for the whole of working week b. work for only part of each day or week c. work for the purpose of getting money as much as possible d. work for family 26. Where did the writer sit ? a. in front of Rohmi b. behind Rohmi c. next to Rohmi d. far from Rohmi
Read the following text to answer question 28-30 21. What does the text mainly talk about? a. Doraemon b. Fujiko Fujio c. Robotic cats d. Nobita 22. The generic structure of the text contains.. a. Goal-Material-Steps b. Goal-Steps c. Orientation-Events d. Identification-Descriptions 23. What is the weakness of Doraemon? a. He has a magic pocket b. He gets panic easily c. He is only a robotic cat d. He likes eating Dorayaki Read the following text to answer question 25-27 My best friend I have a special friend. She is my classmate and sits besides me. Her name is Rohmi. Rohmi is a quite girl and very simple on the look. However, I really adore her. She is not only kind but also tough. Rohmi comes from a very simple family. Her father is a pedicab driver and her mother has passed
The Terrifying Headmaster Mr.Tucker is the headmaster of my school. He does not wear glasses. His eyes always frighten me even when I refuse to face them. They are sharp, hard, and cold, and he uses them like a whip. He always washes his hands in an enamel basin in the corner of the room. After he has washed them, he will walk over to his desk and stand behind is looking at the pupils while he dries his hands on a small, white towel. He dries each finger separetely, beginning with the first finger. His fingers are long and white. He rubs them briskly without losing the effect of deliberation and as he rubs them, he looks at us with his eyes. 27. What is the purpose of the text? a. to terrify the readers b. to decribe the writer‟s headmaster c. to promote the writer‟s headmaster career d. to inform the readers about a terrifying school 28. Where does Mr. Tucker usually wash his hands? a. corner of the room b. in front of the room
88 c. beside of the room d. behind of the room 29. “He dries each finger separately….” The underlined word has similar meaning to… a. wash b. fold c. divide d. corner Nabila is the youngest in our family. She is fourteen years old and four years . Younger than me. He has long, straigt hair, bright eyes, and a friendly smile. Sometimes, he is rather naughty at home, but he usually does what she is to do. Nabila is interested in drawing very much. She likes to draw some kind of flowers. Everyday she draws flowers and coloring well. She often take parts in drawing competition. 30. What is the text mostly about? a. Nabila b. Nabila‟s hobby c. Nabila‟s family d. Nabila‟s elder sister 31. From the text we know that… a. The writer‟s youngest sister b. The writer‟s elder sister c. A naughty girl d. A friendy girl 32. Based on the text we know that the writer is…years old. a. fourteen b. sixteen c. eighteen d. nineteen 33. “Nabila is interested in drawing very much.”. The underlined phrase can be replaced with… a. dislike drawing b. really likes drawing c. hates drawing very much d. finds drawing not really entertaining 34. “She is rather naughty at home.” What is the antonym of the word naughty in this sentence …? a. obey b. disobey c. kindly d. friendly 35. What is the main idea of the second paragraph…? a. Nabila b. Nabila‟s family
c. d.
Nabila‟s sister Nabila‟s hobby
Koes Plus was well known as a pop music group in the seventies until the eighties. At that time, most Indonesian people were crazy about their songs because they were nice and simple. Every radio station broadcasted their songs and always put them in the top of music. Their music shows were always full of audience. 36. What is the purpose of the text…? a. To entertain the readers with Koes Plus b. To persuade the readers to listen Koes Plus songs c. To describe about Koes Plus d. To ask the students to see Koes Plus show 37. Most Indonesian people were crazy about their songs… What does the underlined phrase mean…? a. b. c. d. 38.
fanatic mad drunken lazy
“ Every radio station broadcasted their songs…” The word “their “ in this sentence refer to… a. b. c. d.
songs radio musics Koes Plus
39. “ Koes Plus was well known as a pop music group…” The word well known has the same meaning with… a. favorite b. popular c. interested d. diligent e. 40. Why were Indonesian people crazy about their songs? Because their songs were a. b. c. d.
nice and simple nice and wellknown simple and wellkown interesting and simple
89
Appendix4 KEY ANSWER OF VALIDITY TEST
1. A
21. A
2. A
22. D
3. B
23. B
4. B
24. A
5. C
25. B
6. D
26. C
7. B
27. B
8. C
28. A
9. A
29. C
10. A
30. A
11. C
31. A
12. A
32. C
13. A
33. B
14. B
34. A
15. D
35. D
16. B
36. C
17. B
37. A
18. D
38. D
19. A
39. B
20. C
40. A
90
Appendix 5 PRETEST AND POSTEST QUESTIONS
My Uncle My Uncle Martin is my mother's brother. He is a very interesting man. He lives quite near us with my Aunt Angela and my cousins Anne and Bob. I often go to his house. He is about 45 with grey hair. He is still quite good-looking. He is tall and well-built. He has blue eyes and a strong face. He wears glasses. He is short sighted. He takes them off when he doesn't work. Uncle Martin is a textile engineer. He works for a big firm in the city. He travels widely in his job. He is an expert in solving problems with machines. At present, he is in the United States. He is visiting the firm's customers there. He is very fond of the sea. 1. Who is Uncle Martin? A. Bob's father. B. Anne's uncle. C. My mother's uncle. D. Aunt Angela's neighbour. 2. Which paragraph talks about the physical description of Uncle Martin? A. 1 B. 2 C. 3 D. 4 3. How many children does Uncle Martin have? A.One B. Two C. Three D. Four My Doll My favorite toy is a doll. I named my doll Becky. I got it in my 12th birthday. My dad bought it for me when he was in England. Becky is 16 cm tall doll with plastic head, arms, and legs and a white cloth stuffed body. Her body is covered with yellow, orange, and green flower bud prints. She has a long auburn-red brush-able hair, green eyes. There are freckles on her cheek. There are also two dimples near her mouth on the left and on the right. They make her more beautiful. I put her at my side when I sleep at night. I like my doll very much. I sometimes ask my friends to come to my house and play with Becky. They like Becky too. 4. What does the text tell us about? A. My favorite toy. B. The writer's favorite doll. C. A birthday party. D. A doll
5. What are on Becky's face? A. White cloth. B. Auburn red hair. C. Freckles and dimples. D. Flower bud prints 6. "They make her more beautiful." The underlined word refers to ... A. Freckles. B. Green eyes. C. The left and bright cheeks. D. The dimples. Peter is the youngest in our family. He is fourteen years old and four years younger than me. He has long, straight hair, bright eyes and a friendly smile. Sometimes he is rather naughty at home, but he usually does what he is asked to do. Peter is interested in sports very much, and at school, he plays football and tennis. He is the best badminton player in our family. 7. How old is Peter? He is … years old. A. Four B. Fourteen C. Forty D. Ten 8. The writer is … years old. A. Fourteen B. Sixteen C. Eighteen D. Nineteen 9. According to the passage, we know that Peter is …. A. The writer‟s youngest brother B. He writer‟s elder brother C. A naughty boy D. A friendly boy Read the following text to answer question My Favourite Teacher Everyone has a favourite teacher, my favourite teacher is Ms. Nuraini. Ms. Nuraini was 45 years old and rather short about 1.50 meters. Since I‟m short too, I always feel a bit nervous with tall teacher who tower menacingly over me. It was reassuring to be around Ms. Nuraini. Also, I always enjoy the fragrance of the herbs that she grew in our classroom. Ms. Nuraini usually wore bright long sleeve blouse that went well with her coffee-color skin. She did not wear much jewelry, just a simple
91 Casio watch on her left hand and a ruby red ring on the ring finger of her right hand. The other „decoration‟ on her hand came from types of ink from whiteboard markers and other sources. 10. The generic structure of the text contains.. a. Goal-Material-Steps b. Goal-Steps c. Orientation-Events d. Identification-Descriptions Read the following text to answer question My Unique Pets I have some pets at home because my family is pet lovers. I have kept two turtles since February 2003. I put them all in one tank in my room. The name of the male turtle is Donatello and the female one is called Rafael It is quite easy to keep them. They can survive without food for about two months. However, they need a comfortable place to live. They have to live with imported soil and plants, good water circulation and a piece of dry trunk in the aquarium. Inadequate conditions can cause not only stess but also affect their growth. The worst thing is they may even end in their death! The weapon of an adult turtle lies in its edge of the shell. He will use this weapon when he is disturbed while he is taking a nap. 11.Why is it dangerous to touch the edge of the turtle‟s shell when he is having his nap? a. because the turtle might infect you with a certain disease b. because it is the location of a turtle‟s weapon c. because it can cause stress to the turtle d. because it will kill the turtle
Read the following text to answer question The new plasma TV has a screen as the largest regular TV set, but it is only 15 cm thick. It consists of hundreds of thousands of small cells that contain xenon and neon gas. The advantage of this plasma display technology is that you can produce ultra large screens using super thin materials. The image is also very clear because ench pixel is lit individually making the image look good from almost every angle. 12. What is the advantage of this plasma display technology ? a. It can produce a screen as the largest regular TV set b. It can consist of thousands of small cells c. It can cortain xenon and neon gas d. It can produce ultra large screens
Read the following text to answer question Doraemon is one of the characters in a Japanese manga series created by Fujiko Fujio. Doraemon is a robotic cat. He has small body and white hands and feet. Although he can hear perfectly well, Doraemon has no ears. Doraemon possesses a large pocket that can produce many gadgets from the future. The pocket is called yojigen-pocket, or fourth- dimensional pocket. Doraemon‟s favorite food is dorayaki, a Japanese treat filled with red bean paste. This robotic cat has the tendency to panic during emergencies. In an emergency situation, he will frantically pull out every unnecessary gadget from his pocket. Nevertheless, Doraemon is a good cat. He always helps Nobita. 13. The generic structure of the text contains.. a. Goal-Material-Steps b. Goal-Steps c. Orientation-Events d. Identification-Descriptions
Read the following text to answer question My best friend I have a special friend. She is my classmate and sits besides me. Her name is Rohmi. Rohmi is a quite girl and very simple on the look. However, I really adore her. She is not only kind but also tough. Rohmi comes from a very simple family. Her father is a pedicab driver and her mother has passed away. She has a younger brother. His name is Rahmat. In order to help their father, Rohmi and her brother work part-time to earn some money. Rohmi sells food during our class break, while her brother sells newpapers and magazines after school. One thing that I always admire about her is that she can manage her time well, and she always looks cheerful. 14. What does the second paragraph tell you about? a. Rohmi and her family b. Rohmi and her father c. Rohmi and her brother d. Rohmi and her friends 15. Where did the writer sit ? a. in front of Rohmi b. behind Rohmi c. next to Rohmi d. far from Rohmi
92
Read the following text to answer question The Terrifying Headmaster Mr.Tucker is the headmaster of my school. He does not wear glasses. His eyes always frighten me even when I refuse to face them. They are sharp, hard, and cold, and he uses them like a whip. He always washes his hands in an enamel basin in the corner of the room. After he has washed them, he will walk over to his desk and stand behind is looking at the pupils while he dries his hands on a small, white towel. He dries each finger separetely, beginning with the first finger. His fingers are long and white. He rubs them briskly without losing the effect of deliberation and as he rubs them, he looks at us with his eyes. 16. Where does Mr. Tucker usually wash his hands? a. corner of the room b. in front of the room c. beside of the room d. behind of the room
Nabila is the youngest in our family. She is fourteen years old and four years . Younger than me. He has long, straigt hair, bright eyes, and a friendly smile. Sometimes, he is rather naughty at home, but he usually does what she is to do. Nabila is interested in drawing very much. She likes to draw some kind of flowers. Everyday she draws flowers and coloring well. She often take parts in drawing competition. 17. “Nabila is interested in drawing very much.”. The underlined phrase can be replaced with… a. dislike drawing b. really likes drawing c. hates drawing very much d. finds drawing not really entertaining 18. What is the main idea of the second paragraph…? a. Nabila b. Nabila‟s family c. Nabila‟s sister d. Nabila‟s hobby
Koes Plus was well known as a pop music group in the seventies until the eighties. At that time, most Indonesian people were crazy about their songs because they were nice and simple. Every radio station broadcasted their songs and always put them in the top of music. Their music shows were always full of audience. 19. Most Indonesian people were crazy about their songs… What does the underlined phrase mean…? a. b. c. d.
fanatic mad drunken lazy
20. Why were Indonesian people crazy about their songs? Because their songs were a. b. c. d.
nice and simple nice and wellknown simple and wellkown interesting and simple
93
Appendix 6 KEY ANSWER OF PRE TEST AND POST TEST
1. A 2. A 3. B 4. B 5. C 6. D 7. B 8. C 9. A 10. D 11. B 12. A 13. D 14. A 15. B 16. A 17. B 18. D 19. A 20. A
94
Appendix 7 STUDENTS’ SCORE OF CONTROL CLASS
PRE TEST SCORE No 1
Name Abdul Aziz
2
Ade Nuraini
3
Ahmad Fauzan
4
Andika Setiawan
5
Arsiah
6
Ayu Amelia
7
Bela Safitri
8
Danny Alifia Nartin
9
Dhini Haryani
10
Herlinda Septiani
11
M. Lutfi Fadhilah
12
M. Pebri AJi
13
Muhammad Tisna
14
Nur Rafika
15
Putri Oktavia
Score 50 40 45 45 40 35 45 55 55 30 40 40 50 55 40
16
Putri Yasmin
17
Rahwandi
18
Rifando Rimba. W
19
Riska Dwi Anggraini
20
Rizqy Rafliansyah
21
Rosano Yano Galangga
22
Salsabila. Z
23
Safitri. J
24
Shibila. M. S
25
Sinta Hakiki
26
Sipa Tasya Kamila
27
Siti Hulaeda
28
Tia Fauziah
29
Umi Atmitasari
30
Yuliana
45 40 35 45 50 35 30 35 35 45 40 50 45 30 30
95
POST TEST SCORE No
Name
1
Abdul Aziz
2
Ade Nuraini
3
Ahmad Fauzan
4
Andika Setiawan
5
Arsiah
6
Ayu Amelia
7
Bela Safitri
8
Danny Alifia Nartin
9
Dhini Haryani
10
Herlinda Septiani
11
M. Lutfi Fadhilah
12
M. Pebri AJi
13
Muhammad Tisna
14
Nur Rafika
15
Putri Oktavia
Score 50 50 55 60 65 50 60 65 60 75 60 70 60 75 80
16
Putri Yasmin
17
Rahwandi
18
Rifando Rimba. W
19
Riska Dwi Anggraini
20
Rizqy Rafliansyah
21
Rosano Yano Galangga
22
Salsabila. Z
23
Safitri. J
24
Shibila. M. S
25
Sinta Hakiki
26
Sipa Tasya Kamila
27
Siti Hulaeda
28
Tia Fauziah
29
Umi Atmitasari
30
Yuliana
65 75 60 65 55 70 80 75 75 80 70 60 65 55 55
96
STUDENTS’ SCORE OF EXPERIMENTAL CLASS
PRE TEST SCORE No 1
Name
Score 50
Rifki Adi Saputra 60
23
Rivaldiansyah 65
Dinda Luthfiyanti 24
Safitri. H 40
Gita Aprilia 25
Sifatasiya 35
Intan Nurul Koria 26
Sri Fatma Wati 55
Istigfarhan Fajri 27
Tri Wahyu Ningsih 45
Lisa Salsabila 28
Uti Agustina 55
Mailani 29
Widia Rahma 50
Moch. Rifky Lisdan 60
15
22
Dika Sandrawati
65 14
Rifaldi Fadhila. S 50
60 13
21
Bayu Indra Jaya
50 12
Rangga Candra Dinata 50
55 11
20
Bani Umayah
45 10
Nadia Rizki Maulidia 45
50 9
19
Bachtiar Ali
40 8
Muhamad Iqbal 50
55 7
18
Aulia Rizki Anisa
60 6
Muhamad Ferdiansyah 45
50 5
17
Anisa Ramdhani
65 4
Muhamad Dzulfiqri 55
45 3
16
Ahmad Ridho. R 45
2
50
Muhamad Aidil. M
30
Yessi Maria
97
POST TEST SCORE
No 1
Name
Score 70
12
20
Rangga Candra Dinata 80
Bani Umayah 21
Rifaldi Fadhila. S 85
Bayu Indra Jaya 22
Rifki Adi Saputra 65
Dika Sandrawati 23
Rivaldiansyah 65
Dinda Luthfiyanti 24
Safitri. H 60
Gita Aprilia 75
10 11
Nadia Rizki Maulidia 70
65 9
19
Bachtiar Ali
70 8
Muhamad Iqbal 85
70 7
18
Aulia Rizki Anisa
65 6
Muhamad Ferdiansyah 75
65 5
17
Anisa Ramdhani
60 4
Muhamad Dzulfiqri 75
75 3
16
Ahmad Ridho. R 65
2
85
Intan Nurul Koria Istigfarhan Fajri
25
Sifatasiya 75
70 70
Lisa Salsabila
26
Sri Fatma Wati 65
27
Tri Wahyu Ningsih
65 13
Mailani
70 28
Uti Agustina
75 14
Moch. Rifky Lisdan
55 29
Widia Rahma
70 15
Muhamad Aidil. M
75 30
Yessi Maria
SKOR DATA DIBOBOT ================= Jumlah Subyek = 30 Butir soal = 40 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No Urt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
No Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
Kode/Nama Aden F... Ajeng ... Almah ... Alda S... Alda Y... Annisa... Aryant... Badrul... Cahaya... Dea Sa... Dhea I... Dina A... Dinda ... Dwi An... Ega Se... Elinda... Fadhin... Fahmi ... Fahrez... Fanny ... Fitri ... Fitri ... Fitri ... Gita T... Hermal... M. Fak... Nafa M... Nurkho... Rian N... Riky F...
Benar 20 26 22 20 20 19 15 13 23 25 22 21 19 22 22 21 12 15 25 20 19 27 27 21 29 20 27 19 29 18
Salah 20 14 18 20 20 21 25 27 17 15 18 19 21 18 18 19 28 25 15 20 21 13 13 19 11 20 13 21 11 22
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 20 26 22 20 20 19 15 13 23 25 22 21 19 22 22 21 12 15 25 20 19 27 27 21 29 20 27 19 29 18
Skr Bobot 20 26 22 20 20 19 15 13 23 25 22 21 19 22 22 21 12 15 25 20 19 27 27 21 29 20 27 19 29 18
RELIABILITAS TES ================ Rata2= 21,27 Simpang Baku= 4,34 KorelasiXY= 0,72 Reliabilitas Tes= 0,84 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No.Urut 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
No. Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Kode/Nama Subyek Aden Fadli Ajeng Pratiwi Almah Azzahra Alda Safitri Alda Yolanda Annisa Fuji S... Aryanti Marini Badrul Kamal Cahaya Adji. R Dea Salsabila Dhea Iranti Dina Apriyanti Dinda Winata. L Dwi Anjani. A Ega Septianin... Elinda Fitri ...
Skor Ganjil 12 13 12 12 12 10 7 8 14 14 12 12 10 12 12 12
Skor Genap 8 13 10 8 8 9 8 5 9 11 10 9 9 10 10 9
Skor Total 20 26 22 20 20 19 15 13 23 25 22 21 19 22 22 21
17 18 19 20 21 22 23 24 25 26 27 28 29 30
17 18 19 20 21 22 23 24 25 26 27 28 29 30
Fadhine. J. C Fahmi Idris. E Fahreza. D Fanny Alvia O... Fitri Amelia Fitri Damayanti Fitri Yanti Gita Tryyani Hermalia Putri M. Fakih. F Nafa Maulida Nurkhofifah Rian Nur Rizky Riky Febrany
6 9 13 11 11 15 14 11 13 10 13 11 16 10
6 6 12 9 8 12 13 10 16 10 14 8 13 8
12 15 25 20 19 27 27 21 29 20 27 19 29 18
KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No.Urut 1 2 3 4 5 6 7 8
No Subyek 25 29 22 23 27 2 10 19 Jml Jwb Benar
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida Ajeng Pratiwi Dea Salsabila Fahreza. D
Skor 29 29 27 27 27 26 25 25
1 1 1 1 1 1 1 1 1 1 8
2 2 1 1 1 1 1 1 1 1 8
3 3 1 1 1 1 1 1 1 1 8
4 4 1 1 1 1 1 1 1 1 8
5 5 1 1 1 1 1 1 1 1 8
6 6 1 1 1 1 1 1 1 1 8
7 7 1 1 1 1 1 1 1 7
No.Urut 1 2 3 4 5 6 7 8
No Subyek 25 29 22 23 27 2 10 19 Jml Jwb Benar
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida Ajeng Pratiwi Dea Salsabila Fahreza. D
Skor 29 29 27 27 27 26 25 25
8 8 1 1 1 1 1 1 1 7
9 9 1 1
10 10 1 1 1 1 1 1 6
11 11 1 1 1 3
12 12 1 1 1 1 1 1 6
13 13 1 1 1 1 1 1 6
14 14 1 1 2
No.Urut 1 2 3 4 5 6 7 8
No Subyek 25 29 22 23 27 2 10 19 Jml Jwb Benar
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida Ajeng Pratiwi Dea Salsabila Fahreza. D
Skor 29 29 27 27 27 26 25 25
15 15 1 1 1 1 1 1 1 1 8
16 16 1 1 1 1 1 5
17 17 1 1
18 18 1 1 1 1 1 1 6
19 19 1 1 1 1 1 1 1 1 8
20 20 1 1 2
21 21 1 1 1 1 1 1 1 1 8
No.Urut 1 2 3 4 5
No Subyek 25 29 22 23 27
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida
Skor 29 29 27 27 27
22 22 1 1 -
23 23 1 1 -
24 24 1 1 1 1 1
25 25 1 -
26 26 1 1 1 -
27 27 1 1 -
28 28 1 1 1 1 1
6 7 8
2 10 19 Jml Jwb Benar
Ajeng Pratiwi Dea Salsabila Fahreza. D
No.Urut 1 2 3 4 5 6 7 8
No Subyek 25 29 22 23 27 2 10 19 Jml Jwb Benar
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida Ajeng Pratiwi Dea Salsabila Fahreza. D
No.Urut 1 2 3 4 5 6 7 8
No Subyek 25 29 22 23 27 2 10 19 Jml Jwb Benar
Kode/Nama Subyek Hermalia Putri Rian Nur Rizky Fitri Damayanti Fitri Yanti Nafa Maulida Ajeng Pratiwi Dea Salsabila Fahreza. D
26 25 25
1 3
1 1 1 5
1 1 1 8
1 1 3
1 4
1 3
1 1 1 8
Skor 29 29 27 27 27 26 25 25
29 29 1 1
30 30 1 1 1 1 4
31 31 1 1 1 1 1 5
32 32 0
33 33 1 1 1 1 4
34 34 1 1
35 35 1 1 1 1 1 1 1 1 8
Skor 29 29 27 27 27 26 25 25
36 36 1 1 1 1 1 1 1 7
37 37 1 1 1 1 1 1 1 1 8
38 38 1 1 1 3
39 39 1 1 1 1 1 1 1 1 8
40 40 1 1 1 1 1 1 1 1 8
Kelompok Asor Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No.Urut 1 2 3 4 5 6 7 8
No Subyek 13 21 28 30 7 18 8 17 Jml Jwb Benar
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini Fahmi Idris. E Badrul Kamal Fadhine. J. C
Skor 19 19 19 18 15 15 13 12
1 1 1 1 1 3
2 2 1 1 1 1 4
3 3 1 1 1 1 1 5
4 4 1 1
5 5 0
6 6 1 1 1 1 1 5
7 7 1 1 1 1 1 5
No.Urut 1 2 3 4 5 6 7 8
No Subyek 13 21 28 30 7 18 8 17 Jml Jwb Benar
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini Fahmi Idris. E Badrul Kamal Fadhine. J. C
Skor 19 19 19 18 15 15 13 12
8 8 1 1
9 9 1 1
10 10 1 1 1 3
11 11 1 1 2
12 12 1 1 1 1 1 5
13 13 1 1 1 1 4
14 14 1 1 1 3
No.Urut 1 2 3 4 5
No Subyek 13 21 28 30 7
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini
Skor 19 19 19 18 15
15 15 1 1 1 1 1
16 16 1 1
17 17 -
18 18 -
19 19 1 1 1
20 20 -
21 21 1 1 1 1 1
6 7 8
18 8 17 Jml Jwb Benar
Fahmi Idris. E Badrul Kamal Fadhine. J. C
No.Urut 1 2 3 4 5 6 7 8
No Subyek 13 21 28 30 7 18 8 17 Jml Jwb Benar
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini Fahmi Idris. E Badrul Kamal Fadhine. J. C
No.Urut 1 2 3 4 5 6 7 8
No Subyek 13 21 28 30 7 18 8 17 Jml Jwb Benar
No.Urut 1 2 3 4 5 6 7 8
No Subyek 13 21 28 30 7 18 8 17 Jml Jwb Benar
15 13 12
1 6
2
1 1 2
0
1 1 5
1 1 2
1 1 1 8
Skor 19 19 19 18 15 15 13 12
22 22 1 1
23 23 1 1 2
24 24 1 1 1 1 4
25 25 1 1 1 3
26 26 1 1
27 27 1 1 2
28 28 1 1 1 1 1 1 1 7
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini Fahmi Idris. E Badrul Kamal Fadhine. J. C
Skor 19 19 19 18 15 15 13 12
29 29 1 1 2
30 30 1 1 1 1 1 1 6
31 31 1 1 1 1 1 5
32 32 0
33 33 0
34 34 0
35 35 1 1 1 3
Kode/Nama Subyek Dinda Winata. L Fitri Amelia Nurkhofifah Riky Febrany Aryanti Marini Fahmi Idris. E Badrul Kamal Fadhine. J. C
Skor 19 19 19 18 15 15 13 12
36 36 1 1 1 1 1 1 6
37 37 1 1 1 1 1 1 1 7
38 38 0
39 39 1 1 1 1 1 1 1 7
40 40 1 1 1 1 1 1 1 7
DAYA PEMBEDA ============ Jumlah Subyek= 30 Klp atas/bawah(n)= 8 Butir Soal= 40 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Kel. Atas 8 8 8 8 8 8 7 7 1 6 3 6 6 2
Kel. Bawah 3 4 5 1 0 5 5 1 1 3 2 5 4 3
Beda 5 4 3 7 8 3 2 6 0 3 1 1 2 -1
Indeks DP (%) 62,50 50,00 37,50 87,50 100,00 37,50 25,00 75,00 0,00 37,50 12,50 12,50 25,00 -12,50
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
8 5 1 6 8 2 8 3 5 8 3 4 3 8 1 4 5 0 4 1 8 7 8 3 8 8
6 2 2 0 5 2 8 1 2 4 3 1 2 7 2 6 5 0 0 0 3 6 7 0 7 7
2 3 -1 6 3 0 0 2 3 4 0 3 1 1 -1 -2 0 0 4 1 5 1 1 3 1 1
25,00 37,50 -12,50 75,00 37,50 0,00 0,00 25,00 37,50 50,00 0,00 37,50 12,50 12,50 -12,50 -25,00 0,00 0,00 50,00 12,50 62,50 12,50 12,50 37,50 12,50 12,50
TINGKAT KESUKARAN ================= Jumlah Subyek= 30 Butir Soal= 40 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Jml Betul 22 22 24 13 11 22 24 8 4 20 5 23 15 5 28 9 3 7 22 8 30 4 21 26 13 10 7 29 5 20 23 0
Tkt. Kesukaran(%) 73,33 73,33 80,00 43,33 36,67 73,33 80,00 26,67 13,33 66,67 16,67 76,67 50,00 16,67 93,33 30,00 10,00 23,33 73,33 26,67 100,00 13,33 70,00 86,67 43,33 33,33 23,33 96,67 16,67 66,67 76,67 0,00
Tafsiran Mudah Mudah Mudah Sedang Sedang Mudah Mudah Sukar Sangat Sukar Sedang Sukar Mudah Sedang Sukar Sangat Mudah Sukar Sangat Sukar Sukar Mudah Sukar Sangat Mudah Sangat Sukar Sedang Sangat Mudah Sedang Sedang Sukar Sangat Mudah Sukar Sedang Mudah Sangat Sukar
33 34 35 36 37 38 39 40
33 34 35 36 37 38 39 40
10 4 23 26 29 6 28 29
33,33 13,33 76,67 86,67 96,67 20,00 93,33 96,67
Sedang Sangat Mudah Sangat Sangat Sukar Sangat Sangat
KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 30 Butir Soal= 40 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Korelasi 0,631 -0,318 0,632 -0,056 0,168 0,248 0,106 0,043 0,063 0,280 -0,161 0,233 0,235 -0,161 0,453 0,322 -0,400 0,142 0,183 -0,015 NAN 0,427 0,354 0,556 0,116 0,245 0,147 0,453 -0,194 -0,140 0,087 NAN 0,298 0,245 0,614 0,265 0,453 0,173 0,255 0,453
Signifikansi Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan NAN Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20
P=0,05 0,576 0,482 0,423
P=0,01 0,708 0,606 0,549
df (N-2) 60 70 80
P=0,05 0,250 0,233 0,217
P=0,01 0,325 0,302 0,283
Sukar Mudah Mudah Mudah Mudah
25 30 40 50
0,381 0,349 0,304 0,273
0,496 0,449 0,393 0,354
Bila koefisien = 0,000
90 100 125 >150
0,205 0,195 0,174 0,159
0,267 0,254 0,228 0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH ================= Jumlah Subyek= 30 Butir Soal= 40 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR =====================
a 22** 22** 0-4+ 19--0-4-20--4** 20** 6+ 23** 15** 41+ 31422--22** 18--30** 18--4+ 26** 3+ 25+ 29** 0-20** 23** 29--17--4** 2++ 1+ 29** 16-2--29**
b 2+ 8--24** 13** 0-5-24** 0-1-11-2++ 0-5** 0-9** 3** 1-0-4+ 0 2-21** 0-13** 16--7** 1--2-4++ 3+ 1-10** 18--43--1--0-28** 1---
c 6--0-6--1-11** 3++ 2++ 8** 11+ 2+ 5** 5--15--19--1+ 18--13+ 0-18** 0 6+ 52+ 10-10** 16--0-5** 6-2++ 0** 33126** 0-8++ 0-0--
d 0-0-0-12--0-22** 0-2147--18--0-0-2-28** 0-0-7** 7--0-0 4** 0-2+ 4+ 220-23--0-2++ 0-0-5+ 23** 0-0-6** 0-0--
* 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Rata2= 21,27 Simpang Baku= 4,34 KorelasiXY= 0,72 Reliabilitas Tes= 0,84 Butir Soal= 40 Jumlah Subyek= 30 Nama berkas: D:\YAYAH\DATA ANALYSIS\DATA UJI VALIDITAS.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
D.Pembeda(%) 62,50 50,00 37,50 87,50 100,00 37,50 25,00 75,00 0,00 37,50 12,50 12,50 25,00 -12,50 25,00 37,50 -12,50 75,00 37,50 0,00 0,00 25,00 37,50 50,00 0,00 37,50 12,50 12,50 -12,50 -25,00 0,00 0,00 50,00 12,50 62,50 12,50 12,50 37,50 12,50 12,50
T. Kesukaran Mudah Mudah Mudah Sedang Sedang Mudah Mudah Sukar Sangat Sukar Sedang Sukar Mudah Sedang Sukar Sangat Mudah Sukar Sangat Sukar Sukar Mudah Sukar Sangat Mudah Sangat Sukar Sedang Sangat Mudah Sedang Sedang Sukar Sangat Mudah Sukar Sedang Mudah Sangat Sukar Sedang Sangat Sukar Mudah Sangat Mudah Sangat Mudah Sukar Sangat Mudah Sangat Mudah
Korelasi 0,621 0,409 0,520 0,623 0,763 0,462 0,422 0,616 -0,025 0,392 -0,049 0,127 0,156 -0,175 0,455 0,317 -0,307 0,649 0,267 -0,073 NAN 0,389 0,280 0,530 0,024 0,337 0,095 0,403 -0,133 -0,254 0,071 NAN 0,437 0,159 0,644 0,231 0,403 0,281 0,299 0,403
Sign. Korelasi Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Signifikan Sangat Signifikan NAN Signifikan Sangat Signifikan Signifikan Sangat Signifikan NAN Sangat Signifikan Sangat Signifikan Sangat Signifikan Sangat Signifikan
106 NEW FILE. DATASET NAME DataSet1 WINDOW=FRONT. DATASET CLOSE DataSet0. FREQUENCIES VARIABLES=Experiment /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM MEAN MEDIAN MODE SUM /HISTOGRAM /ORDER=ANALYSIS.
Frequencies [DataSet1]
Statistics Experiment N
Valid
30
Missing
0
Mean
33.3333
Median
30.0000
Mode
30.00
Std. Deviation
9.76741
Variance
95.402
Range
35.00
Minimum
20.00
Maximum
55.00
Sum
1000.00
Experiment Cumulative Frequency Valid
Percent
Valid Percent
Percent
20
3
10.0
10.0
10.0
25
6
20.0
20.0
30.0
30
8
26.7
26.7
56.7
35
6
20.0
20.0
76.7
45
3
10.0
10.0
86.7
50
3
10.0
10.0
96.7
55
1
3.3
3.3
100.0
30
100.0
100.0
Total
107
NEW FILE. DATASET NAME DataSet2 WINDOW=FRONT. FREQUENCIES VARIABLES=Control /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM MEAN MEDIAN MODE SUM /HISTOGRAM /ORDER=ANALYSIS.
DATASET ACTIVATE DataSet1. DATASET CLOSE DataSet2. FREQUENCIES VARIABLES=Experiment /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM MEAN MEDIAN MODE SUM /BARCHART FREQ /ORDER=ANALYSIS.
108
Frequencies [DataSet2] Statistics Control N
Valid
30
Missing
0
Mean
41.8333
Median
40.0000
Mode
40.00
Std. Deviation
a
7.59802
Variance
57.730
Range
25.00
Minimum
30.00
Maximum
55.00
Sum
1255.00
a. Multiple modes exist. The smallest value is shown
Control Cumulative Frequency Valid
Percent
Valid Percent
Percent
30
4
13.3
13.3
13.3
35
5
16.7
16.7
30.0
40
7
23.3
23.3
53.3
45
7
23.3
23.3
76.7
50
4
13.3
13.3
90.0
55
3
10.0
10.0
100.0
30
100.0
100.0
Total
109
NEW FILE. DATASET NAME DataSet2 WINDOW=FRONT. FREQUENCIES VARIABLES=Control /STATISTICS=STDDEV VARIANCE RANGE MINIMUM MAXIMUM MEAN MEDIAN MODE SUM /HISTOGRAM /ORDER=ANALYSIS.
NEW FILE. DATASET NAME DataSet5 WINDOW=FRONT. EXAMINE VARIABLES=Experiment BY Control /PLOT BOXPLOT STEMLEAF NPPLOT /COMPARE GROUP /STATISTICS DESCRIPTIVES /CINTERVAL 95 /MISSING LISTWISE /NOTOTAL.
110
Explore [DataSet32]
Control Case Processing Summary Cases Valid Control pretest
N
Missing
Percent
N
Total
Percent
N
Percent
1
30
100.0%
0
.0%
30
100.0%
2
30
100.0%
0
.0%
30
100.0%
Descriptives Control pretest
1
Statistic Mean 95% Confidence Interval for Mean
51.5000 Lower Bound
48.6347
Upper Bound
54.3653
5% Trimmed Mean
51.5741
Median
50.0000
Variance
7.67329
Minimum
35.00
Maximum
65.00
Range
30.00
Interquartile Range
11.25
Skewness Kurtosis Mean 95% Confidence Interval for Mean
.069
.427
-.387
.833
41.8333
1.38720
Lower Bound
38.9962
Upper Bound
44.6705
5% Trimmed Mean
41.7593
Median
40.0000
Variance Std. Deviation
1.40094
58.879
Std. Deviation
2
Std. Error
57.730 7.59802
Minimum
30.00
Maximum
55.00
Range
25.00
Interquartile Range
11.25
111 Skewness Kurtosis
.083
.427
-.816
.833
Tests of Normality Kolmogorov-Smirnov Control pretest
Statistic
df
Shapiro-Wilk
Sig.
Statistic
df
Sig.
1
.177
30
.017
.951
30
.176
2
.129
30
.200
*
.936
30
.073
a. Lilliefors Significance Correction *. This is a lower bound of the true significance.
pretest
a
112
Detrended Normal Q-Q Plots
113
Normal Q-Q Plots
114
Stem-and-Leaf Plots pretest Stem-and-Leaf Plot for Control= 1,00 Frequency
Stem &
,00 1,00 2,00 6,00 9,00 5,00 4,00 3,00
3 3 4 4 5 5 6 6
Stem width: Each leaf:
. . . . . . . .
Leaf 5 00 555555 000000000 55555 0000 555
10,00 1 case(s)
pretest Stem-and-Leaf Plot for Control= 2,00 Frequency
Stem &
4,00 5,00 7,00 7,00 4,00 3,00
3 3 4 4 5 5
Stem width: Each leaf:
. . . . . .
Leaf 0000 55555 0000000 5555555 0000 555
10,00 1 case(s)
Explore [DataSet6]
Control Case Processing Summary Cases Valid Control Posttest
N
Missing
Percent
N
Total
Percent
N
Percent
1
30
100.0%
0
.0%
30
100.0%
2
30
100.0%
0
.0%
30
100.0%
115 Descriptives Control Posttest
1
Statistic Mean
70.5000
95% Confidence Interval for Mean
Lower Bound
67.7547
Upper Bound
73.2453
5% Trimmed Mean
70.4630
Median
70.0000
Variance
1.34228
54.052
Std. Deviation
2
Std. Error
7.35199
Minimum
55.00
Maximum
85.00
Range
30.00
Interquartile Range
10.00
Skewness
.304
.427
Kurtosis
.045
.833
64.6667
1.69403
Mean 95% Confidence Interval for Mean
Lower Bound
61.2020
Upper Bound
68.1313
5% Trimmed Mean
64.6296
Median
65.0000
Variance
86.092
Std. Deviation
9.27857
Minimum
50.00
Maximum
80.00
Range
30.00
Interquartile Range
16.25
Skewness Kurtosis
.139
.427
-1.035
.833
Tests of Normality Kolmogorov-Smirnov Control Posttest
Statistic
df
a
Shapiro-Wilk
Sig.
Statistic
df
Sig.
1
.160
30
.047
.937
30
.076
2
.159
30
.051
.935
30
.066
a. Lilliefors Significance Correction
116
Posttest
Detrended Normal Q-Q Plots
117
Normal Q-Q Plots
118
Stem-and-Leaf Plots Posttest Stem-and-Leaf Plot for Control= 1,00 Frequency ,00 1,00 2,00 8,00 8,00 7,00 1,00 3,00 Stem width: Each leaf:
Stem & 5 5 6 6 7 7 8 8
. . . . . . . .
Leaf 5 00 55555555 00000000 5555555 0 555
10,00 1 case(s)
Posttest Stem-and-Leaf Plot for Control= 2,00 Frequency 3,00 4,00 7,00 5,00 3,00 5,00
Stem & 5 5 6 6 7 7
. . . . . .
Leaf 000 5555 0000000 55555 000 55555
119 3,00 Stem width: Each leaf:
8 .
000
10,00 1 case(s)
NEW FILE. DATASET NAME DataSet7 WINDOW=FRONT. NEW FILE. DATASET NAME DataSet8 WINDOW=FRONT. DATASET ACTIVATE DataSet7. ONEWAY Experiment BY Control /STATISTICS HOMOGENEITY /MISSING ANALYSIS. DATASET ACTIVATE DataSet8. ONEWAY Eksperiment BY Control /STATISTICS HOMOGENEITY /MISSING ANALYSIS. NEW FILE. DATASET NAME DataSet9 WINDOW=FRONT. NEW FILE. DATASET NAME DataSet10 WINDOW=FRONT. DATASET ACTIVATE DataSet1. DATASET CLOSE DataSet10. DATASET ACTIVATE DataSet9. NEW FILE. DATASET NAME DataSet11 WINDOW=FRONT. T-TEST PAIRS=Eksperiment WITH Control (PAIRED) /CRITERIA=CI(.9500) /MISSING=ANALYSIS. NEW FILE. DATASET NAME DataSet12 WINDOW=FRONT. EXAMINE VARIABLES=Experiment BY Control /PLOT BOXPLOT STEMLEAF NPPLOT /COMPARE GROUP /STATISTICS DESCRIPTIVES /CINTERVAL 95 /MISSING LISTWISE /NOTOTAL.
120
Oneway [DataSet8]
Test of Homogeneity of Variances Posttest Levene Statistic
df1
.034
df2 1
Sig. 87
.853
ANOVA Posttest Sum of Squares Between Groups
df
Mean Square
113.638
1
113.638
Within Groups
6848.721
87
78.721
Total
6962.360
88
F 1.444
Sig. .233
Oneway [DataSet7]
Test of Homogeneity of Variances Pretest Levene Statistic .008
df1
df2 1
Sig. 58
.928
ANOVA Pretest Sum of Squares Between Groups
df
Mean Square
426.667
1
426.667
Within Groups
5563.333
58
95.920
Total
5990.000
59
F 4.448
Sig. .039
121
T-Test [DataSet11]
Paired Samples Statistics Mean Pair 1
N
Std. Deviation
Std. Error Mean
posttest
67.5833
60
8.80541
1.13677
Control
1.5000
60
.50422
.06509
Paired Samples Correlations N Pair 1
posttest & Control
Correlation 60
-.334
Sig. .009
Paired Samples Test Paired Differences 95% Confidence Interval
Mean Pair 1
Std.
Std. Error
Deviation
Mean
of the Difference Lower
Upper
63.76190
68.40477
t
df
Sig. (2-tailed)
postt est Contr ol
6.60833E1
8.98641
1.16014
56.96 1
59
.000
