THE EFFECT OF USING K-W-L CHART TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF DESCRIPTIVE TEXT (A Quasi-Experimental Study at Eighth Grade Students of MTs.Daarul Hikmah Pamulang)
By: PRISKA AMALIANI
1112014000031
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCES UIN SYARIF HIDAYATULLAH JAKARTA 2017
ABSTRACT Priska Amaliani (1112014000031). The Effect of Using K-W-L Chart Technique On Students’ Reading Comprehension of Descriptive Text (A Quasi-experimental Study at the Eighth Grade Students of MTs.DaarulHikmah, Pamulang in academic year 2015/2016). Skripsi of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah Jakarta University, 2016. Advisor I
: Dr. Atiq Susilo, M.A
Advisor II
: Drs. Sunardi Kartowisastro, Dipl, Ed
The objective of this study was to find the empirical evidance or data about the effect of K-W-L chart technique on students’ reading comprehension at the eighth grade students of MTs. Daarul Hikmah, Pamulang. This study used quasi-experimental design which was intended to get emperical evidence needed. Then, the population was the eighth grade students of MTs.DaarulHikmah, Pamulang. The sample was 44 students chosen through purposive sampling technique and classified into two classes, experimental and controlled class. As the method design, the experimental Class was applied the K-W-L chart as the treatment while the controlled class was not given the treatments.The instrumentthat consists of 15 multiple choice and 10 matching task. In addition, the test was administered at the beginning and the end of treatment or called by pre-test and post-test. The data from pre-test and post-test was analyzed using SPSS version 22. Futhermore, after calculated the priliminary analysis to check normality and homogeneity then it was also done t-test analaysis. The t-test result of analyzing of gained score, generated from difference between preand post-test, revealed that the mean score of experimental class was higher than controlled class. The difference of the score was 7.27 points. Morover, the significance (2-tailed) or p was lower than α, p<α , 0.001< 0.05. It means that the using of K-W-L chart was effective in improving students’ reading comprehension of Descriptive text at the eighth grade students’ of MTs.DaarulHikmah,Pamulang. In addition, Cohen formulation which showed that the K-W-L chart had moderate effect size in this study.
Key words
: Reading Comprehension, K-W-L Chart, Descriptive text
iii
ABSTRAK Priska Amaliani (1112014000031). The Effectiveness of Using K-W-L Chart in Improving Students’ Reading Comprehension of Descriptive Text (A Quasiexperimental Study at the Eighth Grade Students of MTs. Daarul Hikmah, Pamulang in academic year 2015/2016). Skripsi of Department of English Education at Faculty of Educational Sciences of Syarif Hidayatullah Jakarta University, 2016. Advisor I
: Dr. Atiq Susilo, M.A
Advisor II
: Drs. Sunardi Kartowisastro, Dipl, Ed
Tujuan dari peneltian ini adalah untuk mengetahui efek penggunan K-W-L chart untuk meningkatkan kemampuan pemahaman membaca padasiswa kelas delapan MTs. Daarul Hikmah Pamulang. Penelitian ini menggunakan desain quasiexperimental untuk memperoleh data empiris yang dibutuhkan. Kemudian, populasi dari penelitian ini adalah siswa kelas delapan MTs. Daarul Hikmah, pamulang. Sampel yang diambil berjumlah 44 siswa yang dipilih melalui secara purposive yang dikelompokan menjadi dua kelas yaitu kelas eksperimen dan kelas kontrol. Kelas eksperimental diberikan perlakuan khusus yaitu penggunaan K-W-L chart sedangkan kelas kontrol tidak mendapatkanya. Intrumen terdiri dari 15 pilihan ganda dan10 matching task. Selain itu, untuk memperoleh data dilakuakan test pada awal dan akhir atau sering disebut pre-test dan post test yang dihitung menggunakan SPSS versi 22. Setelah melakukan analisi pendahuluan untuk menguji normalitas dan homogenitas kemudian dilakukan juga analisis uji-t. Hasil dari uji-t gained score, selisih antara pre-tes and post-tes, diperoleh bahwa ratarata kelas eksperimen lebih besar dari kelas kontrol. Selisih dari keduanya adlah 7.27. Selain itu, significane 92tailed) atau p lebih kecil dari alpha α, 0.001<0.05. Itu menunjukan bahwa K-W-L chart efektif digunakan untuk meningkatkan pemahaman siswa dalam membaca deskriptif teks pada siswa kelas delapan MTS. Daarul Hikmah, Pamulang. Dan lagi, rumus Cohen menunjukan bahwa tingkat efektifitas dari penggunaan K-W-L adalah moderate atau sedang.
Kata kunci
: Reading Comprehension, K-W-L Chart, Descriptive text
iv
ACKNOWLEDGMENT
In the name of Allah. The Beneficent, the Merciful
All praises be to Allah, the Lord of the worlds who has given writer His mercy, blesseing, guidance, and strength to finish this skripsi. Sholawat and salam may Allah may be addressed to our Prophet Muhammad Saw, (peace be open him), his families, his companions, and his followers. It is really a happiness and pride that the writer is able to complete this final assignment, Skripsi, under the title “The Effectiveness of Using K-W-L chart in Improving Students’ Reading Comprehension of Descriptive Text.” Completing this skripsi is long long processes and the writer would not have been able to complete it without help and support of family, lectures, friends, teacher, and institution. Herewith, the writer is pleasure to acknowledge the help and support to those who have helped the writer in completing this skripsi. Therefore, it can be used to be one of the requirements for degree of “S. Pd” in English Language Eduaction at the Department of English Education of UIN Jakarta. First, the witer would to express the greatest gratitude to her beloved parents, Mr. Iwan Maulana and Mrs. Toifatin for all pray, support and motivation during doing this skripsi. Furthermore, the writer would like to express the greatest honor and gratitudes to the advisors, Dr. Atiq Susilo, MA and Sunardi Kartowisastro Dipl, Ed,. for the valuable advice, suggestion, comments and support during completing the skripsi. Besides that, the writer also wants to express her gratitude to: 1. All lecturers of Department of English Education who taught the writer with plenty of precious knowledge and experiences. 2. Dr. Alek, M. Pd., as the Head Master of English Education 3. Zaharil Anasy, M. Hum., as the secretary of Department of English Education 4. Siti Nurul Azkiyah, M. Sc. Ph.D., the writer’s academic advisor
v
5. Prof. Dr.Ahmaad Thib Raya, M.A, as the Dean of Faculty of Educational Sciences. 6. The Head of MTs. Daarul Hikmah Pamulang, Dra. Hj. Sri Uswati and Yunda S. Pd., as the English teacher who have given permission and guidance during conducting this skripsi. 7. The students of VIII. H and I who gave participation during the study. 8. All people, whose names cannot be mentioned, thanks for the help and support during doing this study. Finally, the writer truly relizes that this skripsi cannot be considered as a perfect masterpiece. Therefore, it is a very precious for her to get suggestion and criticism which hopefully can make it better.
Jakarta, 29th Desember 2016 The Writer
Priska Amaliani
vi
TABLE OF CONTENTS
APPROVAL ................................................................................................
i
ENDORSEMENT SHEET ......................................................................... ii ABSTRACT ................................................................................................. iii ABSTRAK ................................................................................................... iv ACKNOWLEDGEMENT .......................................................................... v TABLE OF CONTENTS ........................................................................... vii LIST OF TABLE ........................................................................................ x LIST OF APPENDICES ............................................................................ xi CHAPTER I: INTRODUCTION .............................................................. 1 A. Background of Study ...................................................... 1 B. Identification of the Problems ......................................... 4 C. Limitation of the Study ................................................... 4 D. Formulation of the Study ................................................ 4 E. Objective of the Study .................................................... 5 F. Significance of the Study ................................................ 5 CHAPTER II: THEORETICAL FRAMEWORK .................................. 6 A. Reading ........................................................................... 6 1. The Nature of Reading .............................................. 6 2. Variable that Affect the Nature of Reading .............. 9 a. Schemata/ Background Knowledge .................... 9 b. Reader Purpose of Reading ................................. 10 c. Reader motivation/interest .................................. 11 3. Kind of Reading ........................................................ 10 a. Intensive Reading ................................................ 12 b. Extensive Reading .............................................. 12 B. Descriptive Text .............................................................. 13 1. The Definition of descriptive Text ............................ 13 2. The purposes of the descriptive Text ........................ 15
vii
3. The General Structure of Descriptive Text ............... 15 4. Grammatical Feature of Descriptive Text Text ........ 16 C. Know, Want and Learned (K-W-L) Technique .............. 17 1. The Concept of K-W-L Technique ........................... 17 2. The K-W-L Chart ...................................................... 16 3. The Procedure of K-W-L Chart ................................ 18 D. Previous Study ............................................................... 20 E.
Conceptual Framework ................................................. 21
F.
Research Hypothesis ..................................................... 22
CHAPTER III: METHODOLOGY .......................................................... 23 A. Place and Time ................................................................ 23 B. Method and Research Design ......................................... 23 C. Population and Sample ................................................... 25 D. Instrument of the Study ................................................... 25 E. Preliminary Analysis ....................................................... 28 1. Normality ................................................................. 28 2. Homogenity............................................................... 29 F. Technique of Data Analysis ............................................ 29 1. T-test ........................................................................ 29 2. Effect Size Formulation ............................................ 31 G. Statistical Hypothesis ...................................................... 31 CHAPTER IV: FINDING AND DISCUSSION ....................................... 32 A. Finding ........................................................................... 32 1. Preliminary Analysis ................................................ 32 2. The Students’ Score of Pre-Test ............................... 37 3. The Students’ Score of Post-Test .............................. 38 4. The Students’ Gained Score...................................... 39 B. Data Analysis ................................................................... 40 1. The Difference between Experimental and Controlled Class in the Pre-test, Post-test
viii
and Gained Score……………………….…………. 38 C. Discussion ....................................................................... 44 D. Effect Size Formulation .................................................. 45 CHAPTER V: CONCLUSION AND SUGGESTION............................. 46 A. Conclusion ...................................................................... 46 B. Suggestion ....................................................................... 47 REFERENCES ............................................................................................ 48 APPENDICES ............................................................................................. 49
ix
LIST OF TABLE
Table 2.1 KTSP Competences ..................................................................... 13 Table 2.2 K-W-L Chart ................................................................................ 18 Table 2.3 Conceptual Framework ................................................................. 22 Table 3.1 The Schedule of the Study .......................................................... 23 Table 4.1 The Result of Validity of Pre-test and Post-Test .......................... 33 Table 4.2 The Result of Reliability of Pre-test ........................................... 33 Table 4.3 The Result of Reliabilityof Post-test ........................................... 33 Table 4.4 The Result of Normality Test of Pre-Test .................................. 34 Table 4.5 The Result of Normality Test of Post-Test ................................. 35 Table 4.6 The Result of Normality Test of Gained Score .......................... 35 Table 4.7 The Result of Homogeneity Test of Pre-Test ............................. 36 Table 4.8 The Result of Homogeneity Test of Post-Test ............................ 36 Table 4.9 The Result of Normality Test of Gained Score .......................... 36 Table 4.10 The Score of Pre-Test .............................................................. 38 Table 4.11 The Score of Post-Test ............................................................... 39 Table 4.12 The Gained Score of Pre-test and Post-test .............................. 40 Table 4.13 Group Statistic of Pre-test Score ................................................. 41 Table 4.14 Independent Sample Test of Pre-Test Score .............................. 41 Table 4.15 Group Statistic of Post-test Score ............................................... 41 Table 4.16 Independent Sample Test of Post-Test Score ............................ 41 Table 4.17 Group Statistic of Gained Score ................................................ 41 Table 4.18 Independent Sample Test of Gained Score ................................ 41
xi
CHAPTER I INTRODUCTION
There are six sub chapters in this chapter. They are background of the study, identification of the problem, limitation of the study, formulation of the study, Objective of the study and significance of the study A. Background of the Study Language is considered as a means of communication, it becomes basic need for human being as a social creature to express one’s ideas, thought, and feelings. In order to communicate among countries, there is needed an international language. English therefore, serves as a language used for wide range of communication which plays significant roles in technology, sociocultural aspects, economy, education, art, science, ideology, information, and many other aspects. Moreover, every language has its own rules and its own skills including English. There are four skills, namely: reading, listening, speaking and writing. Speaking and writing refer to productive skills while listening and reading refer to receptive skills.1 Those four aspects are also completed by the language components; grammar, vocabulary, and pronunciation (spelling). Considering the case explained above, mastering English is necessary and challenging for learners especially to emphasize their receptive skills. It is because before learners start to conduct productive skills, they need many sources of knowledge such as information from book, internet, magazine, newspaper, article, television, and others literature. One of the essential needs for us to get information in order to increase our knowledge is reading. Reading is the way to get information from a text to inform an interpretation and to draw conclusion of that information. Through reading, readers can get information, knowledge, enjoyment and even problem solution. Therefore, the ability to read the text in any form will give a great deal of 1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1989), p. 16.
1
2
advantage in our life. It makes possible for students to learn what they need and like. In Indonesia, the goverment has included reading skill in School-Based Curriculum such as in the Eighth grade students of Junior High School have to be able to understand the meaning of some short functional text and simple essays. One of them is descriptive text. According to the Andersons, descriptive text is a factual description that describes part of particular person, place, or thing without containing individual view.2 By the text, students will use their sensory experience to imagine a particular thing. In students’ English book, they may find some descriptive texts which can be used to check their comprehension. Usually, there are five to ten questions related to the text. The purpose of the question is to measure students’ comprehension about the text. But, in the real teaching learning, there are some problems that commonly happened. Based on the writer’s observation in one of Junior High Schools in Pamulang named MTs. Daarul Hikmah, there are five main problems found. First, when student was given the text, they try to translate word by word. After that, the most of them had diffuculty in understanding the meaning of some words (vocabulary). They also did not to look for in the dictionary. So, that gives impact on their understanding. Second, during the writer observed the class especially when students got reading section, they only read the text individually. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading. Then, third, students thought that the all content of the text are correct. It could be seen when students found an error word for example in a sentence with the title is The Giraffe; The giraffe has big brown eyes which are protected by very thick leashes; they did not recognize that the bold ones is incorrect word. The correct ones is lashes not leashes. It show that students tend to passively accept what is found in reading. Fourth, boring atmosphere that makes students 2
Mark Andeson and Kathy Anderson, Text Types in English. ( Sydney: Macmillan, 2003), p.26
3
have lack of interest at the starting points in a reading. They talked with their friends or do something that not related with the lesson. It usually can be influenced by the topic that chosen. And the last one, the most useful thing that must get consideration is students cannot utilize their prior knowledge with the information stated in the text. They did not know what they needed to know or understand the text. They did not remind or recall their prior knowledge before they read. In addition, they often did not relate what they have known to what they read. The all five problems may influence students’ reading comprehension. Therefore, the writer will try to apply an alternative technique to solve these problems so that students will be easier to comperhend text especially descriptive
text. The alternative that have been chosen is Know, Want and
Learned (K-W-L) Chart technique. It is one of many reading techniques that might be promising and beneficial to be applied in teaching and learning process of reading. In brief, it guides students before, during and after reading (brainstorming what I know, listing what I want to know, and recalling as well as reflecting on what I just learn, and possible performing a further reading). By this technique, students are supposed to be able to activate their own personal background of knowledge, predict about the information they expect to find in reading material, and take notes related to the information gained. So, it will make students more active to questioning, analysing and evaluating which started by activating their prior knowledge. Based on the reason mentioned above, the writer takes a title “ The Effect of Using Know, Want and Learned (K-W-L) Chart Technique on Students’ Reading Comprehension of Descriptive Text (An Experimental Study at the Eighth Grade Students of MTs. Daarul Hikmah Pamulang).”
4
B. Identification of the Problem Referring to the explanation above, it can be simplified that the possible causes of the problem are: 1. Students have diffuculty with the meaning of some words (vocabulary) that gives impact on their understanding 2. Students have less motivation in reading. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading. 3. Students’ attitude to text is “text knows best”. The students think that the all content of the text is correct. In that it makes students tend to passively accept what is found in reading. 4. Boring atmosphare. Students also have lack of interest at the starting points in a reading class especially when they found unfimiliar topic of the text that may lead to the whole boring atmosphere. 5. Students cannot utilize their prior knowledge with the information stated in the text, whereas, it will help them to comprehend the text they read.
C. Limitation of the Study This study focused on examining the Effect of Using K-W-L Chart technique on Students’ reading Comprehension of Descriptive Text at the Eighth grade students of MTs. Daarul Hikmah Pamulang.
D. Formulation of the Study Since the study has been limited to the particular topic and destined to specific students and school, it can be formulated that the question of the research is “Do K-W-L Chart enhance students’ reading comprehension of descriptive text at the Eighth grade students of MTs. Daarul Hikmah Pamulang?.”
5
E. Objective of the Study In line with the formulation of the study above, the main objective of the study is to get empirical evidence on the effect of using K-W-L chart on students’ reading comprehension of descriptive text.
F. Significance of the Study The research is expected to be useful to three terms. First, for the teacher, it gives the alternative solution in teaching reading skill especially to improve the students’ comprehension. Second, for the students, it assists them to solve their problems in reading activity especially in comprehending text types of descriptive text to make the learning process become easier. Third, for the next research, This study is expected to give new knowledge to the further researcher to do better research in the same field.
CHAPTER II THEORETICAL FRAMEWORK This chapter discusses several essential points. There are three main part which provided in this chapter. The first is the nature of reading, variable that affect the nature of reading, and kinds of reading. The second is the definition of descriptive text, the purposes of descriptive text and the general stuctures of descriptive text. The third is thr concept of K-W-L technique, the K-W-L chart, and the procrdure of K-W-L chart. Those continued by conceptual framework and reserach hypothesis. A. Reading 1. The Nature of Reading Reading is one of four basic skills which has significantly useful for our daily lives. It might be seen that we may not separate ourselves from printed materials. At school, reading becomes a skill that has strong attention. It becomes an subject tested in most educational field inculde in the national final examination. For that reason, the students have to read many kinds of references. Therefore, emphasizing the students‘s ability to grasp the idea from the written text has to be taken into consideration. Reading is the ability to draw meaning from the printed page and interpret this information appropriately.1 In other words, reading is transfer meaning from mind to mind or the transfer of message from writer to reder. Moreover, reading is not a simple activity. It involves some effort to understand what a text tells about. It is like the communication between reader and the text then transfering the meaning of the content to mind. Readers also have to make sense of the text to rebuild the writer‘s meaning by understanding it. Moreover, Heilman adds that; Reading is not the simple sum of its part, because in every case the reader must be considered in the process and each reader is 1
William Grabe and Fredricka L. Stoller, Teaching and Researching Reading, (London and New York: Routledge, 2002), p. 3
6
7
unique. Reading is always involves the stimultaneous application of a great number of mechanical skill and comprehension skill, all of which are influenced by the reader‘s attitudes, kowledge, and past experince.2. In addition, Grabe and Stoller added that ―Reading is the ability to draw meaning from printed page and interpret the information appropriately.‖3 Similar to the definition above reading is not only getting the meaning but also interpreting it appropriately in order to know what the writer means. Moreover, reading is a process of thinking which requires responses on the part of the reader. When reading, a reader can make different generalization, draw new inferences and plan new next steps on the basis of it. 4 The next level of reader not only interpret the meaning but also make different generalization that has the same message with text, make conclusion, or predict what the next passage. It is a response to a thinking process that readers do. Furthermore, Reading is followed by comprehension, because a reader has to comprehend what he or she reads to get information from a text or a book. Reading comprehension is the process of understanding the message that author is trying to convey. Comprehension also does not happen at one point; rather, it is a process that takes place over time. during this time, good readers are active in constructing meaning through the processes of interacting or transacting with what they read. Moreover, comprehension is acquiring and deriving meaning process and understanding the idea from text, it involves cognitive functioning related to what people read.5 It means that readers have to use their cognitive ability in order to comprehend a text. In order to understand the meaning reader uses their background knowledge or their ideas. The reader will connect them in order to get appropriate meaning.
2
Arthur W. Heilman, Principles and Practices of Teaching Reading, (New York: Charles E. Merrill Publising Company, 1997), p.3. 3 William Grabe and Fredicka L. Stoller, Teaching and Researching Reading, (Great Britain: Pearson Education Limited, 2002), p. 3 4 Milez V. Zintz, Corrective Reading, (New York: Wm. C.Brown, 1966), p. 10 5 John F. Savage and Jean F. Mooney, Teaching Reading to Children with Special Need. (London; Allyn and Bacon, 1979), p.7
8
According to Bond and Wagner, comprehension consists of basic abilities, such as recognizing word and their meaning, grouping word into thought unit, giving proper emphasis to the thought units in order to understand the sentences. Moreover it is the readers‘ ability to ascertain the relationship between sentences, and then they can understand the meaning of the paragraph, until they arrive in the meaning of the total passage.6 It means comprehension is an ability to understand from the smallest aspect of the text such as vocabulary and grammar, to the whole meaning of the text such as finding main idea, making a conclusion and predicting what the next passage. Then, good comprehenders sum up their prior knowlegde about the topic of a reading, they ask questions about the topic before and during the reading, they make appropriate inferences when ideas are not explicitly stated, they find main ideas, they summarize, and they make mental images from the words in the text.7 In short, comprehension requires an active reader, one who is confident and curious enough to bring his/her own ideas to the reading and to question the ideas in the text. Furthermore, Westwood explained that children who are good comprehenders use a variety of cognitive processes as they read; they may8: a. Pose mental questions to themselves and seek answers in the text b. Generate visual images when reading certain types of material c. Mentally summarise the main points in a key paragraph d. Reflect upon and consider the importance or relevance of what they have read. In other word, reading is a way to get information and making an interpretation by drawing a conclusion. In this case, reading is absolutely not a passive skill; the reader is not taking passive role; because the readers have process of thinking to makes an interpretation by drawing the conclusion to get needed information. Moreover, Comprehension is also an interaction among word
6
Guy L. Bond, Teachingss the Child to Read, (New York: The Macmillan Company, 1960), pp. 200—201. 7 Gillet, Temple, Temple, Crawford, Understanding Reading Problem, (Boston: Pearson, 2012), p.166 8 Peter Westwood, Reading and Learning Difficulties, (Victoria: Acer Press, 2001, p. 10
9
identification, prior knowledge and the effective use of cognitive strategies. In addition, they not only read the text but also comprehend the meaning of written text being read. It thus concludes that, reading comprehension is understand the meaning from a text, interpret what should be understood about the context, and express the idea what we knew in order to get the author purposes.
2. Variables that Affect the Nature of Reading There are some variables that affect the nature of reading based on Alderson. Here the more explanation about those variables.9 a. Schemata/Background Knowledge The nature of knowledge that readers have will influence not only what they remember of text but their comprehension of the text also. The development of schema theory has attended to account for consistent finding that what readers know affects what they understand. Schemata are seen as interlocking mental structures representing readers‘ knowledge. When readers process text, they integrate the new information from the rest into their existing schemata. More than that, their schemata influence how they recognize information as well as how they store it. In short, the readers‘ schemata or background knowledge influence process by recalling the information that readers have before. In addition, Schemata/background knowledge usually consists of five parts below: 1) Knowledge of Language There is an Indonesian reader who want to read Korean newspaper. Of course, the reader will have great difficulty in processing the text. It because the readers have not study about Korean language. But, if the newspaper is changed to English, the reader will have enough understanding. It because he/she have got English lesson when he/she was in formal school. It means that vocabulary, structural of the sentences, or
9
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge university Press: 2000), p. 50-55
10
other rules is needed to understanding the text. So, from the example, it is clear that knowledge of language is an essential need for readers. 2) Knowledge of Genre/Text Type Knowing how text are organized, knowing how information is signalled and how changed of content might be marked, are the way that can be thought in facilitating reading. For example, knowing to look for main idea in a paragraph, and being able to identify how subsidiary ideas are marked are help a reader process the information. In addition, there are many text types that each has different characters. It will be easier to readers if they know about the characters of the text that they read. 3) Knowledge of Subject Matter/Topic If readers absolutely nothing about the topic of a text, they will find it difficult to process. Similarly that readers will find it easier to read text in areas they are familiar with. It because the readers who have familiar with the topic mean that they have existent information handling. In other words, Similarities can be seen with something already knows which can then be used to process the new. So, knowledge of Subject matter/topic is needed in reading process. 4) Knowledge of the World Knowledge of the world means that the reader must know how the world works. For example ―The policeman held up and the car stopped‖. The normal readers have no difficulty understanding the sentence. The sentence means the car has a driver, that the policeman holding up his hand is a signal to the driver stop the car. None of this stated but it is part of reader knowledge of how the world works. b. Reader Purpose in Reading Another possible cause of the variation between readers and readings which must consider is that different readers read text with different purposes. The purposes why people read are definetely different depending on their needs and goals. There are great various of reasons why people want to read. For instance, when people want to know about the last news in order to know what is going on
11
or what is heppening and what has happened these days about flood, they read newspaper that provide the news; when people want to enchance their knowledge about some topic, they may read textbook, encyclopedia book, journals and so on; when people want to understand the instruction on how to do something such as how to make a cup-cake, they will read cake recipe‘s book; or when people want to enjoy during they read, they may read novel, comic, or short stories. In short, it may be seen that people read because they have their own purpose based on their need and the text that will be chosen by the readers depend on their purposes. The different purposes also influence the way readers read the text.10 Reading a short story for pleasure at bedtime is likely to be different from reading a history for an examination the next morning. In summary, from the illustration above the writer concludes that the general purposes of reading means to get new information or pleasure. Reading purposes mentioned above are to understand or to comprehend the reading passage from the printed text. c. Reader Motivation/Interest The motivation is also can influence reading process. Reading motivation has been shown to relate to the quality of outcome of reading. There are two main motivation that have known. First named extrinsic. For the word, the motivation is influenced by the external factor. The example it can be found in the class. The teacher can conduct an appropriate technique for a genre then he/she also using an attractive media. So that, students‘ motivation can increase. Second name intrinsic. This motivation comes from the readers themselves. It usually influence by what the topic of the text. If the topic is interesting for readers, they also have a good motivation to read the text. In short, the motivation can up and down. It depend on readers and the environment.
10
J. Charles Alderson, Assessing Reading, (Cambridge: Cambridge university Press: 2000), p. 50
12
3. The Kinds of Reading Students will need to experience variety of reading tasks to the kinds of reading. Mostly, teachers develop students‘ reading ability both short and long text depending on their grade. According to Harmer, there are two kinds of reading: a) Intensive Reading, b) Extensive Reading.11 a. Intensive Reading Intensive reading refers to detailed focus on the construction of reading text that takes place usually in classroom. In addition, Intensive reading involves approaching the text under the guidance of a teacher or a task which demands the students to focus on the text. The aim is to arrive at an understanding not only of what the text means, but also of how the meaning is produced. Meanwhile, in intensive reading, as the term indicates, each vocabulary and structural item explained and made as fact of our active language, pronunciation, and intonation are stressed, and each concept allution is clarified. Besides, intensive reading is used to gain a deep understanding of a text which is important for the reader. b. Extensive Reading Extensive reading here means that in order to understand the whole of book, the readers must understand the part such as sentences, paragraphs, and chapters of it is made up. However, the reader may in fact , often understand a text adequately without grasping every part of it but the readers have to encourage them to develop this facility. Based on the statement above, the readers should select a good reading material related to extensive reading. In this activity, they do not need to understand each word but rather to understand the content of the text. Based on explanation above especially considering the variables that affect the reading process, the writer decided descriptive text as the material in this study. Descriptive text is one of many text type that familiar to the students (the sample of the study). Here are the explanation about it.
11
99 – 107.
Jeremy Harmer, How to Teach English, new edition (New York: Longman, 2007). pp.
13
B. Descriptive Text 1. The Definition of Descriptive Text There are many kinds of reading text; descriptive, recount, narrative, report, procedure, explanation, argumentative, persuasive, exposition and many others. one of genres that Junior High School students learnt is Descriptive Text. Based on Competency Standard (Standar Kompetensi) and Basic Competency (Kompetensi Dasar), in the first semester the students are expected to be able to understand and respond meaningful written texts in term of functional written text and simple short essay in the form descriptive and recount text interact with people in the nearest enviroment.
Standar Kompetensi
Kompetensi Dasar
Membaca 1. Memahami
makna
teks
tulis 1.1 Merespon makna yang terdapat
fungsional dan esei pendek sangat
dalam teks tulis pendek sangat
sederhana berbentuk descriptive dan
sederhana secara akurat, lancar
procedure yang berkaitan dengan
dan
lingkungan terdekat
dengan lingkungan terdekat.
berterima
1.2 Merespon
yang
makna
dan
berkaitan
langkah
retorika secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive dan procedure 1.3 Membaca nyaring bermakna teks funsional dan esei pendek dan sangat
sederhana
berbentuk
descriptive dan prosedure dengan ucapan, tekanan dan intonasi yang berterima Table 2.1 KTSP competences
14
From the table above, students at the eighth grade of junior high school may have ability to understand desriptive text. In general, people usully describe a thing in their life about what they see, hear, touch, and taste. In other words, description is a process of describing about something that people feel by using their five sensory sense, it may be what people see like someone physical description, place or thing; what people taste like food and drink; what people hear like music, sound or noise; what people smell both good smell or bad smell like aroma of parfume or scent of rubbish; then what people touch like soft or coarse thing. According to Mark Anderson and Kathy Anderson , a factual description describes the part of a particular person, place or thing.12 According to Siahaan and Shinoda, descriptive text is a written English text which describes an object. The object can be abstract or concrete object. It can be a person, or animal, or tree or a house or camping and the other topics.13Based on description above, descriptive is a text that describe concrete or abstract object based on fact. In addition, Adjectives are used to describe the characteristic of the object in order to give factual image to the reader. On the other hand, Buscemi and Smith stated that description makes for diversity. The people, place and thing described in the six selection that follow vary as widely as the distinctive style and perpectives of their author. Nonetheless, each essay is a potrait sketch in details that are at once concrete, specific, and vivid.14 Based on that, description is a way of picturing images verbally in speech or writing. Here, the writer may illustrate that the word ―drug‖ to an eldery person suffering the pains of age related disease is positive, but to parents with a son hooked on heroin, the word ―drug‖ is negative. Denotative language, on the other hand, means word that don‘t carry any emotional overtones or value judgments.
12
Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26 13 SanggamSiahaan and KhisnoShinoda, Generic Text Structure, (Yogyakarta: GrahaIlmu, 2008), p. 89 14 Santi V. Buscemi and Charlotte Smith, 75 Reading Plus 8 ed, (New York: McGrawHill, 2007), p.37
15
Morover, describing may be delivered both in speaking and in oral form. The form of writing developed by details is a descriptive writing. In this writing, the writer has to write the description of something or someone or a place which contains clear information as real as possible. It helps readers easy to imagine what the text tells about. It means that readers are forming the details description of subject matter so as to become real to them. Based on the explanation above, descriptive text is a description of someone, place, or thing that is described into sentences. it includes details as real as possible which make the reader easy to conceive what the text is being described.
2. The Purposes of Descriptive Text Each text has different purpose including descriptive text. Generally, the purpose of descriptive text is to present description of a person, a place, or an object for the readers. Dietsch stated that description has three general purposes like to; 1) create imagery, a mood, or an aura of a place; 2) stimulate understanding and convince; and 3) argue the listeners to action.15in other words, it may be said that descriptive texts are to inform the specific featutres of the subject. For instance there is a pictures of actress wearing red long – dress, her hair is curly and black, she gets a beautiful silver necklace and bracelet, she also wears black wedges. In short, the proposes may guide emotional expression of readers by describing details that create
dominant impression of readers‘
imagination.
3. The General Structures of Descriptive Text An effective descriptive has several signifimayt characteristics which may be used as to guide your reading descriptive text. Generally, there are two general structures in descriptive text; introduction and description. In Introduction, the
15
Betty Mattix Dietsch, Reasoning & Writing Well 4ed, (New York: McGraw-Hill, 2006), p. 140
16
writer introduces the object then describe the feature of the object in the description part. Furthermore, to give more explanation, the Andersons stated that a typical description has an opening paragraph introducing the subject of the description, followed by a series of paragraphs each describing one feature of the subject. There may also be a final concluding section that signals the end of description‖.16 In other word, descriptive text consists of two general structures: 1) Identification is introduction part that introduce the object briefly, and 2) description is explaining part that describe the features of the object one by one.
4. Grammatical Features of Description Text Descriptive text also has gramatical features that may be characteristic of other text. As the explanation above, in the desriptive text, the writer may describe not only person but also place and thing to give information and imaginary to readers. According to Buscemi, the grammatical features of descriptive text has two types; (a) describing place and thing, those use concrete and proper noun, effective verb including specific details. (b) describing people it uses not only physical appearence, action, behaviour but also the writer asking someone about the subject‘s personality, lifestyle, morals, description, and so on.17 On the other hand, Siahaan and Shinoda said that the language features of descriptive are:18 a. Focus on specific participant. The object that is described is specific, in order to give real image to the reader about the object. b. Use of attributive and identifying processes. c. Frequent use of adjectives and classifiers in nominal group. The adjective is used in order to give the reader clear image about the object when they read a text, it can be situation, the characteristic, and the personalities.
16
Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26. 17 Santi V. Buscemi, A reader for developing Writer, Fifth Edition (New York:McGrawHill,2002), p. 263-264, 267. 18 Siahaan,op. Cit., p. 89.
17
d. Use of simple present tense. The descriptive text is text that describe factual object. It means that It have to use simple present tense, except the object was died or extinct. Furthermore, according to the Andersons descriptive text also has linguistic feature. There are verb in the present tense, adjective to describe the features of the subject, then topic sentence to begin paragraphs and organize the various aspects of the description.19 In summary, reading descriptive text, readers must pay attention to the grammatical features that may be distinguised from other kind of text. They are focused on specific participants using simple present tense. In Addition, Descriptive text is an apporiate text for students. The text may explore many new areas in the world of things, people, and event. Then, they also can activate their prior knowledge about something that they have ever known or heard. Moreover, the students need anticipation with questions or with specific intent.20 They turns to the text with the purpose of what they want to know. It also increase their curiosity to search the answer of questions because they have asked questiosn as they have gone along. So, the students need to have a way in their reading process to get comprehension.
C. Know, Want and Have Learned (K-W-L) Technique 1. The Consept of K-W-L Technique There are many kinds of reading techniques that may be applied in reading text to help students esier to comprehend the text itself. It depends on students‘ purposes and interest. One of the techniques is Know, Want, and have Learned (K-W-L) chart technique. K-W-L (Ogle, 1986) is a process in which the teacher models and guides active engagement informational texts. It is a group process using the knowledge and information students bring to help each other build a better starting place for learning and share the result of their reading. 21 19
Mark Anderson and Kathy Anderson, Text Types in English 3 (Sydney: Macmillan, 2003), p.26. 20 John J. DeBoer, Martha Dallamann, The Teaching of Reading, (Columbus: Holt, Rinehart,and Winston, Inc: 1964), p.8 21 Camille Blachowicz and Donna Ogle, Reading Comprehension, (New York: The Guilford Press: 2008), p. 113.
18
K-W-L stands for ‗what I kow‘, ‗what I want to know‘, and ‗what I have learned‘. The purpose of K-W-L chart technique provides a structure for activiting and building prior knowledge, establishing a purpose for reading and for summarizing what was learned. So, this technique may evaluate their learning experience, as well as serve assessment tool for teacher. K-W-L guides students thought their reading material. it is primary purposes is to develop a framework which students may use as they read.
2. The K-W-L Chart The K-W-L chart has three columns. First, provides students with the opportunity to brainstorm and list the ideas in K items and details that they already know about the topic. Second, they review the topic again and consider what they still want to know. They list these items in the W section of the chart. Item should be listed as questions. Third, as they read or after they read, students add details that they have kearned while reading. They list these items in the L section of the chart. K (Know)
W (Want to Know)
L (Have Learned)
(Pre-reading)
(whilst-reading)
(Post-Reading)
Students list everything Students tell what they After they think or they know want to know about the finished
students reading
have or
about the topic; concept topic. Make questions as studying a topic, they list what they do already the purpose of reading
what they have learned
know.
about new facts, ideas, or viewpoints that they had not yet considered before. Table 2.2 K-W-L Chart
3. The Prosedure of K-W-L Chart K-W-L stands for three questions that readers should ask themselves. Two questions are asked before reading; what do I know? and What do I want to learn.
19
Then, the last question is asked after the reading; What had I learned from this text?. All of the question correspond to the mental operations to accessing prior information, determining reading purposes, and recalling information.22 Based on Blachowicz and Ogle, here are the procedures to apply K-W-L chart in teaching reading:23 1. The teacher guides students in brainstorming or probe their prior knowledge what they already know about the topic of reading. It helps to have students list and share their ideas 2. Teacher creates a K-W-L chart on the board, overhead projector, or computer and writing down the information about what students think or ideas in K – What do we Know ? column. The teacher is not to correct or evaluate but to encourage and stimulate students to think broadly about what they bring about the study. 3. Teacher asks students to think of questions they have about the topic. generally, it will surface on through brainstorming or discussion process. They may begin by reviewing what they know, and finding where their knowledge is incomplete. Write questions on the chart in the colmn marked W - What do we Want to know? 4. The students now should read the text. They are reminded to look for answers to their questions, and for any new ideas they did not anticipate. 5. The students report the things they have learned both they report answers they found to their questions, and then they report any other interesting or important ideas they discovered. It may be writing on the chart in the column marke LWhat have we Learned? Thus it concludes that in the K-W-L technique teacher‘s role stimulates questions for all to persuade as they learn to learn. Because the teacher is the first one to write on the board, it permits students to see models what the students will
22
Gillet, Temple, Temple, Crawford, Understanding Reading Problem, (Boston: Pearson, 2012), p.173. 23 Camille Blachowicz and Donna Ogle, Reading Comprehension, (New York: The Guilford Press: 2008), p. 114.
20
write on their own worksheet. The technique also covers pre-reading activity, whilst-reading activity and post-reading activity.The students will begin to activate their prior knowledge about what they know (K) as pre-reading activity, then they decide the purpose of their reading by What do they want to know (W) as whilst-reading activity and then they write down in the column mark What they have learned (L) all of the answer of their questions as the purpose also the new information after they have finished the reading. All the steps are the way to developing students‘ reading comprehension by activiting their prior knowledge and the purpose of their reading. D. Previous Study A lot of research conducted to know the influences of using K-W-L chart in In improving students reading comprehension. Some of the reseraches was conducted such as the research conducted by Zhang Fengjuan with the title is The Integration of the Konow-Want-Learn (KWL) strategy into English Languge Teaching for Non-English Majors. In this reaserch the writer used the K-W-L strategy in the writing class. The objective of the research was to know how integrated KWL instructional scheme into ELT for non-major. He used two classes as experimental and controlled class. The data nalysis used Leven‘s testfor equality of varience. The calculated showed that p. Value= 0.34<0.05. it means that there was significant difference in the means of group. In short, the null hypothesis was rejected and alternative hyphothesis was accepted. Moreover, Hesti Wijaya also condacted the similiar research with the title is Using KWL strategy to Improve the Reading Comprehensiopn Skills on Hortatory Exposition Text. She used 25 undergratuate students from accountin department. The research methodology used qualitaive method with the procedure: planning, action,observation and reflection.then, after she did two cyles then the first mean score 67.07. In addition, the second mean score 74.80 it means that there was inprovemen 11.33 points in other word KWL strategy was effective in increasing the students‘ reading comprehension. Furthermore, another research condacted by Mohammad Hussein Hamdan with the title KWL –Plus Effectiveness on Improving Reading Comprehension of
21
Tenth Graders of Jordanian Male Students. The used two groups, a privete school as the controlled group and the public school as the experimental group. To administered tha data, the writer conducted pretest and postest. The data were analyzed by using mean score. The result was the public school score higher than private school. In other word, KWL was efectif in improving reading comprehension performance. Furtheromre, the distinguishable point in this reserach is that this research was the material used as the variable. The writer decided to use the descriptive text. The main reason was there was many things that could be describe such as animal, person and thing. In addition, it also could explain about feeling and sense. So, the students esier to recall their prior knowledge because they had more information about the topis.
E. Conceptual Framework Reading is one of language skills that students need to be acquire because reading may improve and develop their knowledge and their language skill. When students read a text, they have to comprehend and intrepet the ideas from the text, so they may get the information and message from the writer. Unfortunatelly, most of students have many problems in their reading compeehension. Here are the five main problem that usually found by students. 1) Students have diffuculty with the meaning of some words (vocabulary) that gives impact on their understanding. 2)Students have less motivation in reading. Most of them did not try to ask their teacher when they found a diffcult word, consequently, they need a long time to read or give up finishing their reading. 3) Students‘ attitude to text is ―text knows best‖. The students think that the all content of the text is correct. In that makes students tend to passively accept what is found in reading. 4) Boring atmosphare. Students also have lack of interest at the starting points in a reading class especially when they found unfimiliar topic of the text that may lead to the whole boring atmosphere. 5) Students maynot utilize their prior knowledge with the information stated in the text, whereas, it will help them to comprehend the text they read.
22
By consedering the problems above, Know, Want and Learned (KWL) Chart may be a solution. Here the main reason why K-W-L Chart may solve the students‘ reading problem. The process of K-W-L do in a group and activiting their prior knowledge. From the group students may discuss about the topic include the difficult word. It is also providing an opportunity for students to expand ideas beyond the text by sharing one another by variety of backgound knowledge. So, they motivate them to write more and more the information that their group have known about the topic. The class atmosphare will become active and interesting because they know what are being discuss. In short, it will help students to comprehend the text as pre-reading, a long reading and past reading activities. Reading is one of the essential aspect for students to increase their knowledge
KNOW
WANT
Activiting prior knowledge
Listing possible question
Students have problems on reading comprehension
Using K-W-L Chart
LEARNED Reading a text
Answering the listed questions
Diagram Organizer
Comprehend the text
Table 2.3 Teorical Framework
F. Research Hypothesis Based on theoretical description and theoretical framework, the research hypothesis can be formulated as follow: 1. H0 (Null Hypothesis): there is not a possitive effect of using K-W-L Chart on students‘ reading comprehension. 2. Ha ( Alternative Hypothesis): there is a possitive effect of using K-W-L Chart on students‘ reading comprehension.
CHAPTER III RESEARCH METHODOLOGY
This writer discusses the research methodology related to the content of this research. They are time and place of the study, method and design of the study, population and sample, instrument of the study, preliminary analysis, technique of data analysis and Statistical Hypothesis. A. Time and Place of The Study The study was conducted in September to November2016 (in the first semester). It takes palce in MTs. Daarul Hikmaah Pamulang which is located at Surya Kencana, Pamulang Barat, Tangerang Selatan. In collecting the data, the researcher needs five weeks and it will do some steps, as follow: Table 3.1 The Schedule of the Study No 1
Time 1st week
Activity a. Asking permission to head master of the school and meeting with English teacher b. Validation and realibility test
2
2ndand week
3
4
4th
3rd the writer come to both of class (experimental and controlled class) as observer.
-
5th the witer gave pre-test and teach to both controlled and
week
experimental classes
6th week
the writer give post test to both controlled and experimental classes and calculate the data
B. Method and Design of the Study In this research, the method used quantitative method in the design quasiexperiment. Quantitative method is a type of educational research in which the researcher decides what to study; ask specific, narrow questions, collect quantifiable data from participants; analyze these numbers using statistics and
23
24
objective manner.1Muijs stated that quasi-experimental research is especially suited to looking at the effects of an educational intervention, such as a school improvement program, project to improve a specific element.2Meanwhile, Sugiyono also states, quantitative method is defined as a method that aims to investigate a certain population or sample, involves an instument to collect the data and analyzes it quantitatively in order to test the formulated hyphotesis.3Generally, this quasi-experimental design collect numerical data must be analyzed matematically to explain cause and effect. In experimental research, the researcher manipulates at least one independent variable, controlled other relevant variables, and observes the effect on one or more dependent variables. Independent variable of this research was referred to K-W-L chart, while the dependent variable was referred to reading comprehension. Morever, the procedure of conducting this design was dividing the samples into two groups. In this case, the students were grouped into experimental and controlledlededed class.the experimental class was given the material in the learning process by conducting K-W-L chart as the treatment, while the controlledlededed class was not given the treatment or in other word theytaught as usual by using conventional teaching that is lecture through printed material. Furthermore, it is necessary to get initial data of students’ reading comprehension, so the writer conduct the pre-test for both classes. Then, treatments were also conducted in order to get significant result when comparing two groups. During the treatments, the experimental classfill the column Know (K) to recall their prior knowledge about the topic, then they list some questions in column Want (W) about information that they want to know. Afer that, they have a descriptive text from the writer and a long the reading process they might search the answer of listing question. Then, they could fill the column Learned (L) with the new information. At the end, they answered some question relared 1
John W. Cresswell, Educational Research, (Unted States: Pearson: 2008) p. 46 Daniel Muijs, Doing Quantitative Research Education, (London: SAGE Publications, Ltd, 2004), p.27. 3 Prof. Dr. Sugiyono, MetodePenelitianPendidikan,(Bandung: Alfabeta, 2013), p.50 2
25
the topic. The students were given different topic for five meetings. On the other hand, the controlled group was taught by using regular teaching method. Here, the writer just explained about descriptive text then gave a text. After that, they read the text and try to answer the questions. And the last, the post test was adminitered to examine the result of the effectivness of using K-W-L chart n improving students’ reading comprehension of descriptive text.
C. Population and Sample Population is the larger group to which the researcher would like the results of a study to be generalizable The Population of this research is eighth grade students of MTs. Daarul Hikmaah Pamulang in academic year 2016/2017. There are nine classes that consist of 225 students. Because the number of population was so big, the writer considered to take sample for collecting data. The writer determined the sample used purposive sampling. Purposive sampling is a technique to choose the member from the population based on certain purposes. In other words, the sample is taken on the basis of the judgment of their typically or possession of the paricular characteristics being sought.4Therefore, the writer took the class sample based on teacher’s judgment. According to the teacher, there are two classes basically have the same characteristic and have the same average achievment. Those classes were VIII.H and VIII. I that Consist of 22 in each class.
D. Instrument of the Study The instument of the study is multiple choice and matching task. The items would have 15 multiple choice question and 10 matching task question. Before the writer does the research, first she create grid of test item, grid was arranged based on standard competence and basic competence which has been determine. The grid was to make the items of the test appropriate with the criteria of the research. The table of the test instument may be seen in the appendix. Then, the writer collected the data by giving pre-test and post-test.Pre-test was given before 4
Prof. Dr. Sugiyono, Statistika untuk Penelitian, (Bandung: Alfabeta, 2012) p.68
26
the writer teaches on both of class (experimental class and controlled class) and post-test was given at the end of the reserach.In order to get a good instrument, it would be continuouslly tested through validity and reliability test. A valid test measures and accurately reflect what it was designed to measure. According to Brown, validity is the extent to which inferences made from assessment results are appropiate, meaningful, and useful in terms of the purpose of the assessment.5Validity is related to knowing the exact purpose of an assessment and designing an instrument that meets that purposes.6So, before this instrument is applied to the students as the sample of the this study, the instrument would be tested to students in different class in the same grade. The writer took two classes, VIII E and VIII F.The analysis of this instrument was done to see the validity using the formula of item analysis in test using Statistical Package for the Social Science(SPSS)version 22. To compute data, the steps were as follows: a. Open the IBM SPSS Statistics 22 b. Go to variable view and fill in the columns as follows. 1) Name Write Q.1 for question number 1 untill Q.35 for question number 35 2) Type column was numeric 3) Width column is filled 8 4) Decimal change this row frow 2 to 0 5) Label column was left blank 6) Value column is none 7) Missing column is none 8) Column is 8 9) Align column is right 10) Measure coulumn is unknown 11) Role coulumn is filled with input c. Click Data View, in each Q column, compute 1 to correct answer and 0 to incorrect answer. 5
H. Douglas Brown, Language Assessment(new York: Longman, 2004), p. 22 JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p.29 6
27
d. Click Analyze>>Scale>>Reliability Analysis e. Transfer the data from the left rectangular to the right rectangular f. Click statistic g. Ceklist Scale if item deleted in Desciptive for option h. Ceklist none in ANOVA Table i. Click Continue then O.K After the steps have done, there was output. TheCorrected Item Total Correlation is represent rhitung for each questions. The validity and reability can be seen from rtable and rhitung. If.rhitung > rtable, it means that the items mighht be used. The criteria of validity. 0.80
very high
0.60
high
0.40
enough
0.20
low
0.00
very low
rxy≤0.00
not valid
The writer also pay attention to reliability test. A reliable test is consitent, that is yields similar results over time with similar students in similar situation.7It also stated by Bartlett and Diana Burton that reliability describes the extent to which a research instrument or method is repeatable.8It is clear that, the reliability test is necessary to be tested before the instruments will be given to the sample of the study. The steps that must be done was same with analyze the validity. In output of the analysis, it would be foung Reliability Statistics. In the left column, there was Conbarch’s Alpha. It is an internal consistency score based on ekuavalen of each item that represent reliability. Both validity and reliability have the same criteria.
7
JoAnne Schudt Caldwell, Comprehension Assessment, (New York: The Guilford Press, 2008), p.30 8 Steve Bartlett and Diana Burton, Introduction to Education Studies, (London: SAGE Published, 2007) p. 44
28
E. Preliminary Analysis The writer conducted preliminary analysis that consist of normality and homogenity before analyzing te data with t-test. 1) Normality The normality test is performed using Kolmogriv Smirnnov and ShapiroWalk. It used to determine if the distribution of the data from sample is normal. The test was done for both classess. The writer used IBM SPSS Statistics version 22 software. The formula used Kolmogrov – Smirnov and Sapiro – Wilk. Here are the formulas: 1. Kolmogrov – Smirnov *D= sup {|Fn(z) - Ф (z)|-∞≤z≤∞} Where: Fn
= the empirical distribution function
Fn(z)
= the sum up of z(k)≤z/n
Ф (z) = cumulatifdiatribution function 2. Shapiro – Wilk
Where: xi= the ordered random sample values ai = contants generated from the covariance, variance and means of the sample (size n) from a normally distributed sample.9 The procedure to get normality analysis as follow: a.
Open the IBM SPSS Statistics 22
b.
Go to variable view and fill in the columns as follows. 1) Name Write “class” in the first row. This is to indicate and differentiate between experimental and controlledlededed class. write ”score” in the second row.
9
Stanislaus S. Uynto, P. hD, PedomanAnalisis Data dengan SPSS, (Yogyakarta: GrahaIlmu, 2009), p.54
29
2) Type column was numeric 3) Width column is filled 8 4) Decimal change this row frow 2 to 0 5) Label column was left blank 6) Value column is none 7) Missing column is none 8) Column is 8 9) Align column is right 10) Measure coulumn is unknown 11) Role coulumn is filled with input c. Click Data View, in score column, compute “1” as representing experimental class and “2” representing controlledlededed class. d. In score column, compute score of each class. e. Click Analyze>>Descriptive Statistics>>Explore f. Fill in the Dependents List with score pret-test and then fill in the Factor List with class. g. Click Plots>>checklist Normality Polts with test, Histograms, Power Estimation>>Continue>>O.K If (p) – value < α, the data is not distributed normal If (p) – value ≥ α, the data is distributed normal Note: In SPSS, P – value is same with Significance (Sig.)10 2) Homogenity Homogenity test is used to wether the data from two classes have same variant in order that the hypothesis can be tastes by t-test. The procedure are same with normality’s steps. Furthermore, after testing both normality and homogenity, the writer began test the hyphothesis.
F. Technique of Data Analysis 1. t-test
10
Ibid, p. 40
30
In addition, the writer also used IBM SPSS statistics version 22 to find the siginificances differences result from the pre-test and post-test data to conduct ttest. In SPSS, t-test was conducted through Independent-Sample t-test. It is a comparative test
that compare the mean score between experimental and
controlled class. the steps are as follows: a. Open the IBM SPSS Statistics 22 b.
Go to variable view and fill in the columns as follows. 1) Name Write “class” in the first row. This is to indicate and differentiate between experimental and controlledlededed class. write ”score” in the second row. 2) Type column was numeric 3) Width column is filled 8 4) Decimal change this row frow 2 to 0 5) Label column was left blank 6) Value column is none 7) Missing column is none 8) Column is 8 9) Align column is right 10) Measure coulumn is unknown 11) Role coulumn is filled with input
c. Click Data View, in score column, compute “1” as reresenting experimental class and “2” representing controlledlededed class. d. Click Analyze>>Compare Means>>Independent Sample T-Test e. Fill in Test Variables with score of pre-test and post-test. Then, fill in the Grouping Variables with class and fill Define Groups with 1 and 2 f. Click Options>>fill Confidennce Interval Percentage with 95% g. Click Continue>>O.K If sig. 2 tailed (p) – value < α, H0 was rejected and Ha was accepted If sig. 2 tailed (p) – value > α, H0 was accepted and Ha was rejected
31
2. Effect Size Formulation This is the way to know how much the effect size of the treatment that given in experimental class. There are three categorize that stated in Cohen formulation; small, medium, and large effect size. The formulation is below. d=
(
)
Pooled (SD) =
The result might be interpreted as the criteria follow: 0.2 = small effect size 0.5 = medium effect size 0.8 = large effect size G. Statistical Hypothesis Hyphothesisis a statement or assumption about one population or more11. In other words, the hyphothesis is a counjecture or a guess at the solution to a problem or the status of the situation.12 a. Null Hypothesis (H0) There is no significant difference on students’ reading comprehension of Descriptive Text by using K-W-L Chart if the result of calculation p > α; sig. 2 tailed was greater than alpha, the null hypothesis(H0) are accepted and alternative hyphotesis (Ha) is rejected. It means that the experiment technique is rejected. (α = 0.05) b. Alternative Hypothesis (Ha) There is significant differenceson students’ comprehension in descriptive Text by using K-W-L Chart if the result of calculation p < α; sig. 2 tailed was lower than alpha, there is significance differences and the alternative hypothesis (Ha) are accepted and null hyphotesis (H0) is rejected. It means that the experiment technique is accepted. (α = 0.05)
11
Ronald E. Walpole, PengantarStatistika, (Jakarta: GramediaPustakaUtama, 1992), p.
288 – 289 12
William Wiersma, Stephen G. Jurs, Research Method in Education: (Unated States of America,Pearson), 37
CHAPTER IV FINDING AND DISCUSSION In this chapter, the writer would like to present the description of data which consist of preliminary analysis, the score of both pre-test and post-test between two classes, experimental and controlled class. Furthermore, the description would be followed by the analysis data and discussion. A. Finding Based on explanation in the chapter three, this study used quantitative method with quasi-experimental study. Quasi – experimental study is similar to experimental research in that one or more experimental variable are involved and conducted by some treatments. In this study, the writer had four meetings to both experimental and controlled classes. In the first meeting, the writer took pre-test score as the preliminary analysis to know the homogeneity and normality of the classes. Then, after finished the treatment, the writer took the posttest score. Both of the data would be presented in the following description. 1. Preliminary Analysis a) Validity and Reliability test There are 70 questions that conducted in this study as the instrument. But, after the writer have tested the instrument, then there are 51 questions valid. That consist of multiple choice and matching task. Furthermore, the instrument separated into two part as pre-test and post-test each part have 25 items, 15 multiple choice question and 10 matching task question. The items arranged based on standard competence and basic competence which has been determine. The grid was to make the items of the test appropriate with the criteria of the research. The following table contained the result of the calculation.
32
33
Table 4.1 The Result of Validity of pre-test and Post-test Pre-Test
Post-Test
Total items tested
35
35
Total subject
30
30
Total significant items
26
25
Table 4.2 The Result of Reliability of pre-test Reliability Statistics Cronbach's Alpha
N of Items ,902
35
Table 4.3 The Result of Reliability of pre-test
Reliability Statistics Cronbach's Alpha
N of Items ,891
35
Based on the description table above, the amount of the subjects were 30 student from each test. So, rtable was 0.361 for the significant value of p=0.05. The writer found that from 35 question that were tested, for pre-test, there were 26 valid questions and 9 questions were not valid. The valid number were 1, 2, 3, 6, 8, 11, 12, 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 30, 31, 32, 34, 35. Then, there were 25 valid questions and 10 were not valid for the post-test. The valid number were 1, 2, 3, 5, 6, 7, 11, 12, 15, 16, 17, 18, 19, 20, 21, 23, 24, 25, 26, 27, 28, 29, 30, 34, 35. (see appendix). So, for this try out, the Conbarch’s Alpha was 0. 902 for pre-test and 0.891 for post-test. It means that the instrument not only valid but also reliable.The writer conducted normality and homogenity before analyzing the data with t-test.
34
b) Normality The normality test is performed using Kolmogriv Smirnnov and ShapiroWalk. It used to determine if the distribution of the data from sample is normal. The test was done for both classess. Table below show how the data analyzed and interpreted t test the normality data. - Normality of Pre-test Table 4.4 The Result of Normality Test of the Pre-test Tests of Normality a
Kolmogorov-Smirnov
Shapiro-Wilk
Class Statistic Experimental Score
Class Controlled Class
a.
df
Sig.
Statistic
df
Sig.
.192
22
.074
.931
22
.128
.169
22
.105
.934
22
.149
Lilliefors Significance Correction
The table 4.3 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnov showed that sig. value of the pre-test of the experimental class is 0.074 then sig. value of the pre-test of controlled class is 0.105. Meanwhile, minimum aplha (α) value is 0,05 for each sig. value of the pretest. Therefore, sig value of the pre-test of the experimental class is bigger than α (0.074 > 0.05) and sig. value of the pre-test of the controlled class also bigger than α (0.105 > 0.05), it means that the samples of both classes were from normal distributed population. In addition, Based on Shapiro. Wilk test, it also showed that sig.> α. From the experimental class 0.128 > 0.05 and from the controlled class 0.149 > 0.05. In summary, the classes are normal
35
- Normality of Post-test Table 4.5 The Result of Normality Test of The Post-test Tests of Normality a
Kolmogorov-Smirnov
Shapiro-Wilk
Class Statistic Experimental Score
Class Controlled Class
df
Sig.
Statistic
df
Sig.
.150
22
.200
*
.928
22
.109
.201
22
.102
.944
22
.235
a. Lilliefors Significance Correction
The table 4.4 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnovs howed that sig. value of the post-test of the experimental class is 0.200 then sig. value of the post-test of controlled class is 0.102. Meanwhile, minimum aplha (α) value is 0,05 for each sig. Value of the post-test. Therefore, sig value of te post-test of the experimental class is bigger than α (0.200 > 0.05) and sig. value of the post-test of the controlled class also bigger than α (0.102 > 0.05), it means that the samples of both classes were from normal distributed population. In addition, Based on Shapiro. Wilk test, it also shows that sig.> α. From the experimental class 0.109 > 0.05 and from the controlled class 0.235 > 0.05. In summary, the classes are normal. - Normality of Gained Score Table 4.6 The Result of Normality Test of Gained Score Tests of Normality a
Kolmogorov-Smirnov
Shapiro-Wilk
Class Statistic
df
Sig.
Statistic
df
Sig.
Expeimental Class
.173
22
.084
.932
22
.137
Controlled Class
.160
22
.148
.934
22
.146
Score a. Lilliefors Significance Correction
The table 4.4 was showed both Kolmogorov. Smirnov and Shapiro test. From Kolmogorov. Smirnov showed that sig. value of the gained score of the experimental class is 0.084 then sig. value of the gained score of controlled class
36
is 0.148. Meanwhile, minimum aplha (α) value is 0,05 for each sig. value of the gained score. Therefore, sig value of the pre-test of the experimental class is bigger than α (0.084 > 0.05) and sig. value of the gained score of the controlled class also bigger than α (0.148 > 0.05), it means that the samples of both classes were from normal distributed population. In addition, Based on Shapiro. Wilk test, it also showed that sig.> α. From the experimental class 0.137 > 0.05 and from the controlled class 0.146 > 0.05. In summary, the classes are normal. c) Homogeneity Homogenity test is used to wether the data from two classes have same variant in order that the hypothesis can be tastes by t-test. - Homoneity of Pre-Test Table 4.7 Test of Homogeneity of Pre-test Levene Statistic
Score
df1
df2
Sig.
Based on Mean
.844
1
42
.363
Based on Median
.341
1
42
.562
.341
1
41.327
.562
.760
1
42
.388
Based on Median and with adjusted df Based on trimmed mean
The table gave the information about homogeneity using Levene’s test. It showed that the rows beased on sig. value based on mean is 0.363 which is above α (0.363>0.05). It means that both classes are homogent. - Homoneity of Post-Test Table 4.8 Test of Homogeneity of Post-test Levene
df1
df2
Sig.
Statistic Based on Mean
.023
1
42
.880
Based on Median
.020
1
42
.887
Score
37
Based on Median and with adjusted df Based on trimmed mean
.020
1
41.979
.887
.023
1
42
.880
The table showed the test of homogeneity using Levene’s test. It provided that the rows beased on sig. value based on mean is 0.880 which is above α (0.880>0.05). It means that both classes are homogent. - Homoneity of Gained Score Table 4.9 Test of Homogeneity of Gained Score Levene Statistic
Score
df1
df2
Sig.
Based on Mean
.004
1
42
.949
Based on Median
.000
1
42
1.000
.000
1
39.854
1.000
.001
1
42
.973
Based on Median and with adjusted df Based on trimmed mean
According to the table, it showed the test of homogeneity using Levene’s test. It provided that the rows beased on sig. value based on mean is 0.949 which is above α (0.949>0.05). It means that both classes are homogent. 2. The Students’ Score of Pre-Test In this research, the experimental class was students of VIII.I class that consists of 22 students, 4 were male and 18 were female students. While, the controlled class was students of VIII.H that also consist of 22 students, 1 was male and 21 were female. Then, the total sample is 44 students. The pre-test score of the students from both classes is described in table 4.1 below:
38
Table. 4.10 The Score of Pre-Test Score
Experimental Class
Band
Freq.
F (%)
≤ 40
6
41 – 50
Mean
Controlled Class Freq.
F (%)
27.27
7
31.81
9
40.90
12
54.54
51 – 60
7
31.81
3
13.63
61 – 70
-
0
-
0
>70
-
0
-
0
46.45
Mean
44.18
Based on descripting table of the pre-test given to the experimental class, there was 6 students (27,27% of them) got score ≤ 40. Then, the most frequent score appeared on the table are the score between 41 – 50 with frequency number 9 or 40.90 % of the students. Moreover, there also 7 students (31.81% of them) who getting score between 50 – 60. On the other hand, in the controlled class, students who got score ≤ 40 was 7 students (31-81%). Then the most frequent score appeared on the table are score between 41 – 50 with frequency number 12 or 54.54% and only 3 students who got score between 51 – 60 (13.63%). Moreover, the lowest score in the experimental class was 36 while in the controlled class was 32. Then, the highest score in the experimental class was 56 while in the controlled class was 52. Furthermore, there was not students who got 60 to 70 or >70of both classes. The table also showed the mean score of pre-test was 46.45 and in the controlled class was 44.18. So, the students’ reading comprehension in reading descriptive text was extremely poor. 3. The Students’ Score of Post-Test The data presented in this part was the result of the post-test both classes or in other word, this score have got after the writer finished the treatments. In general, their score were increase although almost students had not fulfilled the standard of minimum completeness of English. Furthermore, the score of post-test could be seen as follows:
39
Table. 4.11 The Score of Post-Test Score
Experimental Class
Band
Freq.
F (%)
≤ 40
-
41 – 50
Mean
Controlled Class Freq.
F (%)
0
1
4.54
3
13.63
10
45.45
51 – 60
8
36.36
9
40.90
61 – 70
8
36.36
2
9.09
>70
3
13.63
-
0
61.09
Mean
51.82
According to the table, in the experimental class, there did not found the students who got score ≤40 but there was still found 3 students who got score between 41 – 50 (13.63% of them). Then, there was a same amount; 8 students for each band (36.36%); of students who got score between 51 – 60 and 61 – 70. In addition there was 3 students who got score between 61 – 70 (13.63%). Meanwhile, in the controlled class there still found 1 student got ≤ 40. The most score appeared on the table are the score between 41 – 50 with frequency number 10 or 45.45 % of the students. Then 9 students (40.90%) got score between 51 – 60 and just 2 students got score between 61 – 70. Unfortunatelly, there did not found students got score >70. Furthermore, the lowest score in the experimental class was 48 while in the controlled class was 40. Then, the highest score in the experimental class was 72 while in the controlled class was 68. Moreover, the table also provided information about the mean score both classes. The experimental mean score was higher than controlled class, it was 61.09 : 51.82. It means that there was the difference of both mean score as big as 9.27 point. 4. The Students’ Gained Score After having the pre-test and post-test score, it could be presented the data of gained score. The gained score was calculated from post-test score minus pretest score. In addition, the gained score was presented on the table below.
40
Table. 4.12 The Gained Score of Pre- and Post-Test Score
Experimental Class
Band
Freq.
F (%)
≤0
1
4.54
1 – 10
2
9.09
11 - 20
18
81.81
21 – 30
1
4.54
Mean
14.82
Controlled Class Freq.
F (%)
3
13.63
12
54.54
7
31.81
0
-
Mean
7.55
Based on the table above, the most students in the experimental class could improve their score from 11 – 20 points, there are 8 students or 81.81 %. On the other hand, the students the most students in the controlled class could improve their score just from 1 – 10 points, there are 12 students or 54.54%. The table also showed the mean score of gained score of experimental class was 14.82 and te controlled class 7.55. Further, the different of mean would be calculated to get the significance of improvement. The mean of gained score of both classes were also different. The experimental class had 7.27 points higher than the controlled class. For clear explanation, the pre-test and post-test and gained score of the students in the experimental and controlled class could be seen on the appendix.
a. Data Analysis 1. The Difference between Experimental and Controlled Class in The PreTest, Post-Test and Gained Score a. Pre-Test As the explanation in the chapter three, to know the effectiveness of using K-W-L Chart in improving students reading comprehension of descriptive text, the writer used Statistical Package for the Social Science (SPSS) version 22. In SPSS, the data was analyzed by using t-test. T-test was conducted through Independent-Sample t-test. It is a comparative test that
41
compare the mean score between experimental and controlled class. Furthermore, the result of t-test would be presented in the table below: Table. 4.13 Group Statistic of Pre-test Score Class
N
Mean
Std. Deviation
Std. Error Mean
Experimental Class
22
46.45
6.045
1.289
Controlled Class
22
44.18
5.448
1.161
Score
Table. 4.14 Independent Sample Test of Pre-test Score Levene's
t-test for Equality of Means
Test for Equality of Variances F
Sig.
t
df
Sig.
Mean
Std.
95%
(2-
Differe
Error
Confidence
tailed)
nce
Differe Interval of the nce
Difference Lower
Upp er
Equal variances assumed
.844
.363
1.31 0
42
.197
2.273
1.735
-1.229
5.77
41.553
.197
2.273
1.735
-1.230
5.77
Score Equal variances not assumed
1.31 0
The table above showed the result of t-test for pre-test score. The table 4.11 described the mean, standard deviation and the standard error of mean. Then, the table 4.12 provided the result of independent sample test analyzed using SPSS 22. The data was homogeneous relate to the result of table 4.5 that p>0.05, p=0.363. Furthermore, the next step was analyzed of independent sample test result in the equal variance assumed. There found that p=0.197. It means p>0.05. In other words, the null hypothesis was
42
accepted and the alternative hypothesis was rejected. Hence, the condition of experimental and controlled group in the beginning was no difference.
b. Post-Test Table. 4.15 Group Statistic of Post-test Score Class
N
Mean
Std. Deviation
Std. Error Mean
Experimental Class
22
61.09
7.527
1.605
Controlled Class
22
51.82
7.248
1.545
Score
Table. 4.16 Independent Sample Test of Post-test Score Levene's
t-test for Equality of Means
Test for Equality of Variances F
Sig.
t
df
Sig. (2-
Mean
Std.
95%
tailed)
Differ
Error
Confidence
ence
Diffe
Interval of the
renc
Difference
e Equal variances assumed
.02 3
.880
4.1 62
42
.004
9.273
.004
9.273
2.22 8
Lower
Upper
4.777
13.769
4.777
13.769
Score Equal variances not
4.1
41.9
assumed
62
40
2.22 8
The table above showed the result of t-test for post-test. The table 4.13 provided the mean, standard deviation and standard error of mean. Then, the table 4.14 gave information about the result of independent t-test analyzed by using SPSS version 22. After the writer conducted four treatments, the mean score both classes gradually increased. It could be seen the mean score of experimental class had improvement from 44.45 in the pre-test to 61.09 in the post-test. Then, the controlled class had mean score improvement from 42.18 in the pre-test to 51.82
43
in the post test. In addition, the data was ho,ogeneous relate to the result of table 4.8 that p>0.05, p=0.880. So, it could be done the independent sample test. Then, the writer used data in the row equal variances assumed. It could be seen that the significance of the post-test was 0.004 (p=0.004). It means the p<α; 0.004<0.05. Therefore, null hypothesis was rejected and alternative hypothesis was accepted. In other word, there was significance effect of using KW-L Chart on students reading comprehension. c. Gained Score Table. 4.17 N
Class
Mean
Std. Deviation
Std. Error Mean
Expeimental Class
22
14.82
5.679
1.211
Controlled Class
22
7.55
5.235
1.116
Score
Group Statistic of Gained Score Table. 4.18 Independent Sample Test of Gained Score Levene's
t-test for Equality of Means
Test for Equality of Variances F
Sig.
t
df
Sig. (2-
Mean
Std.
95%
tailed)
Differen
Error
Confidence
ce
Differen Interval of the ce
Difference Lowe Upper r
Equal variances Sco assumed re
Equal variances not assumed
.00 4
.949
4.41
4.41
42 41.7 24
.001
7.273
1.647
3.95
10.59
.001
7.273
1.647
3.94
10.59
In addition, there was also the calculation of mean of gained score that provided by table 4.9. From the table, in could be seen that the mean score of the experimental class was 14.82 and the mean score of the controlled class was 7.55.
44
It means that the experimental class had higher mean score than the controlled class. The difference of both mean score was 7.27 points. The standard Deviation of (SD1) of gained score of experimental class was 5.98 and the controlled class (SD2) was 5.64. Moreover, the data also homogeneous as the preliminary analysis in the table 4.9 above, p>0.05, p=0.949 then it could be done independent sample test result in the equal variance assumed. From the table, the significance was 0.001. In other word p< 0.05. It means null hypothesis was rejected and alternative hypothesis was accepted or there was significance effect of using K-W-L Chart on students reading comprehension. In conclusion, based on the description above, it could be inferred that there was significant difference between experimental class and controlled class due to significance difference of gained score mean and p value. Therefore, it could be assumed that having K-W-L chart was more effective in improving students reading comprehension of descriptive text compared to traditional teaching or not having K-W-L chart in text.
B. Discussion This study reveals that using K-W-L chart technique was effective to improve students’ reading comprehension especially in descriptive text of MTs. Daarul Hikmah, Pamulang. Moreover, the result had positively answered the research question stated in the beginning. After the writer compare the post-test score between experimental and controlled class. The experimental class got higher score than controlled class. In addition, the t-test of the gained mean score also showed that p<0.05, p= 0.001. It means that H0 was rejected and Ha was accepted. From the data, it can be concluded that there was a positive significance of using K-W-L chart technique in improving students’ reading comprehension of descriptive text especially for the eighth grade students’ of MTs. Daarul Hikmah Pamulang. Furthermore, by having K-W-L chart students have to remind their prior knowledge about the topic discussed as pre-reading activity. Then, they also write down some questions and look for the answers a whole reading process and
45
they also write down the information that they do not before as the post-reading activity. It is clear that K-W-L Chart help students to comprehend the text.
C. Effect Size Formulation d= Pooled (SD) =
d=
=
= 1.060
= 6.85
The criteria: 0.2
= small effect size
0.5
= medium effect size
0.8
= large effect size Based on the result above, it could be seen that d= 6.85. In other words, the
result of this calculation that used criteria of Cohen calculation, there are moderate size relationship between K-W-L chart towards students’ reading comprehension of descriptive text.
CHAPTER V CONCLUSION AND SUGGESTION This chapter present the conclusion and the suggestion. In this chapter, the writer would like to give some conclusion and offer some suggestion that may relate to the subject. A. Conclusion This study had quasy exprimental design which was intended to get empirical evidance of the effect of using K-W-L chart technique on students’ reading comprehension of descriptive text at eighth grade in MTs. Daarul Hikmah, Pamulang. At the beginning, students’ score in experimental and controlled class was no statistically different. It could be seen from the mean of both classes. The score of experimental class pre-test wass 46,45 then, the score of controlled class was 44,18. But, after four treatment, the post test and the gained score of experimental class was higher than the score of controlled class. The mean score of post-test of experimental class rise up to 61.09. It means that the mean gained score was 14.,82. While, the mean score of post-test of controlled class was lower than experimental class, it was 51.82 and the mean gained score was 7.55. In the result of T-test showed that sig. 2 tailed (p) was 0.001 while alpha (α) was 0.05. It means that the H0 (Null Hypothess) was rejected and Ha (Alternative Hypohothesis) was accepted. Based on the data that have been described ebove, the writer has found out that K-W-L chart technique improve students’ reading comprehension especially in reading descriptive text.
B. Suggestion Based on the conclusion above. The writer would offer some suggestion to: a.
Teacher 1. English teacher should consider to stimulate students’ prior knowledge about the topic that being discussed. 2. English teacher should give motivation to students and support their interest in reading. For instance, the teacher motivate the students to open
46
47
their dictionary when they found difficult word or give opportunity to students to ask if they found difficulty. a. Students 1.
Students should build or recall their prior knowledge Students should improve their ability to absorb and comprehend different material abundantly in order to help them in academic achievement.
2.
Students should have reading purpose in order that when they find difficulty, they will make efforts to solve the difficulty by themeselves or asking to the teacher.
3.
Students should improve their ability to absorb and comprehend different material abundantly in order to help them improve their reading comprehension.
4.
Students should encourage themsleves to adopt regular habit of reading and promote reading habit to their classmates so they can motivate one another.
b. Other Reserachers 1. This study used the small class. So, for the next writer can be investigate whether K-W-L chart is effective used in a large class. 2. The prior knowledge is the key of K-W-L Chart. In this study, the descriptive text chosen by the writer and the result showed that K-W-L is effective to apply for the text. It need to investigate whether K-W-L chart is effective to apply in other text especially for fiction text such as narrative text which not sample have prior knowledge about it.
References Alderson, J. Charles. 2002. Assessing Reading. Cambridge: Cambridge University. Anderson, Mark and Kathy Anderson. 1998. Text Types in English 3. South Yarra: Macmillan. Bartlett, Steve and Burton, Diana. 2007.Introduction to Education Studies. London: SAGE Published Brown, H. Douglas. 2003. Language Assessment Principles and Classroom Practices. California: Longman. Blachowicsz, Camille and Ogle, Donna. 2008. Reading Comprehension. New York: The Guilford Press Brown, H. Douglas. 2004. Language Assessment. New York: Longman Bucemi. Santi V. 2002. A reader for developing Writer, Fifth Edition. New York: McGraw Hll Caldwell, JoAnne Schudt. 2008. Comprehension Assessment. New York: The Guilford Press. Dietsch, Betty Mattix. 2006 Reasoning & Writing Well 4ed. New York: McGraw-Hill DeBoer Jhon J, et al. 2008 The Teaching of Reading. New York: Holt, Rinehart and Wiston, Inc Fraenkel, Jack R and Wallen, Norman E. 2008. How to Design and Evaluate Research in Education, New York: McGraw – Hill Creswell, John W. Education Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, Third Edition. 2008. New Jersey: Pearson Education, Inc. Crystal, David. 2005. Speaking of Writing and Writing of Speaking. London: Pearson Education. Gillet, Temple, Temple, Crawford. 2002. Understanding Reading Problem. Boston: Pearson Harmer, Jeremy. 2007. How to Teach English, new edition. New York: Longman
48
49
Muijs, Daniel. 2004. Doing Quantitative Research Education, London: SAGE Publications, Ltd Westwood Pater. 2001 Reading and Learning Difficulties; Approach to Teaching and Assessment. Victoria: Acer Press Sudijono, Anas. 2014. Pengantar Statistik Pendidikan. Jakarta: Rajawali Pers. Sugiyono, 2012. Statistika untuk Penelitian. Bandung: Alfabeta Uynto, Stanislaus. 2009. Pedoman Analisis Data dengan SPSS. Yogyakarta: Graha Ilmu Walpole, Ronald. E. 1992. Pengantar Statistika. Jakarta: Gramedia Pustaka Utama William Grabe and Fredricka L. Stoller. 2002. Teaching and Researching Reading. London and New York: Routledge
1
No
: MTs. Daarul Hikmah Pamulang : Bahasa Inggris : VIII/Ganjil
Bentuk Soal : Pilihan Ganda dan Matching Task JumlahSoal : 25 soal Penulis kis-kisi: Priska Amaliani Kriteria Indikator Variable Kompetensi Dasar Materi Nomor Soal Penilaian Soal Soal Tingkat Diberikan sebuah teks, 5.3 Merespon makna dan Reading ketercapaian siswa mampu: Comprehension langkah retorika fungsi sossial Menyimpulkan makna secra akurat, lancar teks deskriptif dari suatu paragraf atau tentang orang, teks secara tersirat atau 1,2,4, 13,9,15 dan berterima dalam binatang, tersurat. esai sederhana yang Descriptive: benda, pendek berkaitan dengan Girrafe dan sederhana KratonMenentukan ide utama lingkungan terdekat Yogyakarta Tingkat dari sebuah teks atau dalam teks Toraja kelengkapan paragraf secara tersirat Dolphins dan keruntutan atau tersurat 5,6,7,10,12 berbentuk Borobudur dalam descriptive/recount Tample menyebutkan 6.2 Mengungkapkan dan menanyakan Menetukan ide makna dan langkah tentang pendukunh dan rinci retorika dalam esai deskrifsi orang, secara tersirat atau tertulis binatang, benda 3,8,11,14 pendek sederhana dalam teks
Satuan Pendidikan Mata Pelajaran Kelas/Semester
APPENDIX 1 GRID ITEMS PRE-TEST
48
untuk
recount.
descriptive
berbentuk dan
sekitar dalam teks
dengan lingkunagn
berinteraksu
berterima
akurat, lancar dan
ragam bahasa tulis
menggnakan
dengan Tingkat ketepatan unsur kebahsaan, tata bahasa, kosa kata, intonasi, ejaan, tanda baca, kerapihan.
deskriptif Menentukan struktur dan unsur bahasa yang tepat untuk melengkapi sebuah para
16,17,18,19,20,21,22,23,24,25
49
1
No
: MTs. Daarul Hikmah Pamulang : Bahasa Inggris : VIII/Ganjil
Bentuk Soal : Pilihan Ganda dan Matching Task JumlahSoal : 25 soal Penulis kis-kisi: Priska Amaliani Kriteria Indikator Variable Kompetensi Dasar Materi Nomor Soal Penilaian Soal Soal Tingkat Diberikan sebuah teks, 5.3 Merespon makna dan Reading ketercapaian siswa mampu: Comprehension langkah retorika fungsi sossial Menyimpulkan makna secra akurat, lancar teks deskriptif dari suatu paragraf atau 5,6,7,10,12 tentang orang, teks secara tersirat atau dan berterima dalam binatang, tersurat. esai sederhana yang Descriptive: benda, pendek berkaitan dengan Girrafe dan sederhana KratonMenentukan ide utama lingkungan terdekat Yogyakarta Tingkat dari sebuah teks atau dalam teks Toraja kelengkapan paragraf secara tersirat 1,2,4, 13,9,15 Dolphins dan keruntutan atau tersurat berbentuk Borobudur dalam descriptive/recount Tample menyebutkan 6.2 Mengungkapkan dan menanyakan Menetukan ide 3,8,11,14 makna dan langkah tentang pendukung dan rinci retorika dalam esai deskrifsi orang, secara tersirat atau tertulis binatang, benda pendek sederhana dalam teks
Satuan Pendidikan Mata Pelajaran Kelas/Semester
APPENDIX 2 GRID ITEMS POST-TEST
50
untuk
recount.
descriptive
berbentuk dan
sekitar dalam teks
dengan lingkunagn
berinteraksu
berterima
akurat, lancar dan
ragam bahasa tulis
menggnakan
dengan Tingkat ketepatan unsur kebahsaan, tata bahasa, kosa kata, intonasi, ejaan, tanda baca, kerapihan.
deskriptif Menentukan struktur dan unsur bahasa yang tepat untuk melengkapi sebuah para
16,17,18,19,20,21,22,23,24,25
51
APPENDIX 3 The Instrument of Pre-Test 1. How many leaves, twigs, and
Inside the inner palace is the Sultan’s
fruit that eaten by a full-adult
work room and library where he used
giraffe?
to carry out his work. There is also a
a. Less than 70 pounds each day
special room for royal weddings and
b. Almost 70 pounds each day
for the inauguration of Princes or
c. About 70 pounds each day
Princesses. The most important area
d. More than 70 pound each day
in the inner palace is Bangsal
2. I think this is not good because a
Prabayeksa, a hall where sacred
girrafe has to bend down and get
weapons are kept. On permanent
into a vulnerable position when
display in the hall are a collection of
drinking. The underlined word
keris, spears, knifes, arrows, war
has the closest meaning with....
uniforms and guns. Once a year, in
a. Weakness
the Suro month, a Javanese month,
b. Advantage
the weapons are cleaned during a
c. Defence
sacred ceremony. If want to visit the
a. Backing
palace we must pay 2500 rupiahs.
Kraton Yogyakarta Kraton Yogyakarta or Sultan Palace was built in 1756 by Prince
And it is open from 9 am until 2 pm. 3. Kraton Yogyakarta is also known by...
Mangkubumi (Hamengkubuwono I)
a. Prince Mangkubumi
as
b. Sultan Hamengkubuwono I
a
center
of
the
Kingdom
Ngayogyakarta. The palace building
c. Kingdom Ngayogyakarta
stretches from north to south. In the
d. Sultan Palace
north front side of the palace you
4. The inner Palace is the center of
can find the square also called “Plaza
the compound and is decorated
North” and at the the backyard is
with beautiful ornaments and has
called “Southern Square”.
teak
The inner Palace is the center
wood
structures
in
its
interior. The anthonym of the
of the compound and is decorated
underlined word is....
with beautiful ornaments and has
a.
Nice
c. Good
teak wood structures in its interior.
b.
Pretty
d. Ugly
53
5. Where is sacred weapons are
constructed in three parts; upper
kept?
world (the roof), the world of
a. Plaza North
humans (the middle of the building),
b. Sourthern Square
and the underworld (the space under
c. Bangsal Prabayeksa
the floor). The distinctive feature of
d. Inner palace
traditional Toraja house is “Bufallo
6. What time we can visit Kraton
Horn”. Buffalo horns are used as the
Yogyakarta?
roof design and the decoration on te
a. 09.00 – 02.00 (WIB)
walls. The reson why theu choose
b. 02.00 – 09.00 (WIB)
buffalo because it is a symbol of
c. 09.00 – 14.00 (WIB)
status, courage, strength, and spirit.
d. 14.00 – 09.00 (WIB)
The
Toraja
highly
distinctive
roofs
constucted by the Toraja have given
the etnic groups in the mountain
rise
region of southwest and central
interpretations. Certainly, the roofs is
Sulawesi are know by the name of
something of deep significance for
Toraja, whichmeans “those who live
the Toraja, and even today they bulid
upstream” or “those who live in the
“modern” (in otherr words houses
mountains”. Their name is in fact
built with cement) houses which
derived from the word Sanskrit,
such roofs.
Raja, which means “king”. The society of Toraja is devided into some category; nobleman, ordinary people, and slaves. The society of nobleman is called rengnge, the ordinary people is makaka, and the slaves is kaunan. The bith determines which rank a person will occupy.
to
various
ingenious
7. What are the ordinary people commonly called? a. Makaka b. Tongkonan c. Rengnge d. Kaunan 8. What is the paragraph two talks about?
Traditional Toraja house is called
a.
The origin of Toraja
Tongkonan.
b.
Traditional Toraja house
Tongkonan
is
54
c. The society of toraja
B. Matching Task
d. The use of bufallo horn
Dolphins
9. Which is the following does not
I really in the dolphins. They
symbolize a bufallo?
are one of the most playful and
a. Status
intelligent animals on our planet.
b. Courage
Even though dolphins spend their
c. Strength
lives in the water, they are not fish,
d. Crowardice
but are 16)_______. Dolphins can’t -
10. What is the purpose of the text above a. to identify about Toraja
17)_________ water like fish, but need to come to the surface to breath air.
b. to entertain the reader
Dolphins eat other smaller
c. to describe about Toraja
fish such as squid. Like killer whales,
d. to tell how to bulid Toraja
they also
house 11. Where is the decription about
often
eat
small
sea
mammals like seals and penguins. Dolphins often 18)______ together,
Toraja’s house?
herding fish into packed groups or
a.
Paragraph one
into inlets where they can be easily
b.
Paragraph two
caught. Some dolphins will share
c.
Paragraph three
their food with the young or let the
d.
Paragraph four
young catch injured prey as practice.
12. Which of the following statment
They don’t chew their food, they
is TRUE?
swallow it whole. Dolphins get the
a.
Toraja means those who live
water they need from the animals
downstream
they eat, rather than drinking ocean
Toraja has four groups of
water.
b.
society c.
d.
Dolphins
have
19)______
Buffalo horn is the main
eyesight and hearing. Underwater
feature of Toraja house
they use echolocation. Echolocation
The house does not has
is kind of like sonar where dolphins
space under the floor
make a sound and then listen to the
55
echo. Dolphin is also 20)______
families, but the temples were built
animal that people can play with.
by the king embraced Buddism used
Choose
from
among
the
for the 24)_____. The atrractive
following:
power of temples is not only the
a. hunt
beauty, but also the ornamnets
b. breathe
decorated on them, a lot of the relief
c. excellent
on the walss including the statues.
d. tame
The statues were made of rock and
e. mammals
bronze. Nowdays, most of the brinze statues were lost. We can find the
Borobudur Temple
relief although some of the parts got The Borobudur temple is one
demage. Thus the 25)_____ has
of the historical remins in Sriwijaya
rehabilitated them to perseve the
era. Its king was Samaratungga. King
temple, the attraction and their
Samaratungga was desendant from
beauty. The temples have become the
King Sailendra embraced Buddha. It
income resources out of the oil and
was 21) _______in the ninth century
gas, because many foreign and
under Sailendra dynasty of ancient
domestic tourist visit them.
Mataram Kingdom. Borobudur is
Choose
from
22)_______ in Magelang, Central
following:
Java, Indonesia.
a. the biggest
The
temple
of
Buddha
b. built
located in Magelang among others
c. located
are Mendut, Pawon, and Borobudur.
d. goverment
This Borobudur is 23)_______ and
e. worship
the most magnificent among all the tamples. Several descendents like: Dieng, Gabang, Sambiasari, and Prambanan. Generally the tamples in Indonesia were the tomb of the king
among
the
APPENDIX 4 The Instrument of Post-Test A. Multiple Choice
anthonym of the underlined word
SINGAPHORE
is....
Singaphore is an island city
a. Traditional
about 4 million people. It’s a
b. Up to date
beautiful city lots of parks and open
c. Recent
spaces. It’s also clean city.
d. Contemporary
Most of the people live in
3. Singaphore’s restaurant sell some
high-rise flats in different parts of the
food below, except....
island. The bussiness district is very
a. Korean
modern, with lots of tall new office
b. Europe
buildings.Singaphore also has some
c. Indian
nice older sections. In Chinatown
d. Malay
there
are
rows
of
old
shop
4.
What is the purpose of the text?
houses.The government buildings in
a. to identify about Singaphore
Singaphore are very beautiful and
b. to entertain the reader
date from the colonial days.
c. to describe about Singaphore
Singaphore is famous its shop
d. to
and restaurant. There are many good duty
restaurants
free. sell
Indian,
Malay and Europe food and the price are quite reasonable. 1. The text tellus about.... a. A City b. An Island c. A mountain d. A continent 2. The bussiness district is very modern., with it’s oftall new office building (Paragraph 2). The
to
go
to
PRAMBANAN TAMPLE
Singaphore’s
Chinese,
how
Singaphore
shopping centers. Most of the good are
tell
Prambana tample is in the border of cental Java and Jogjakarta. It
is
about
30
minutes
from
Jogyakarta. The tample also known as Loro Jonggrang tample, named after the popular legend of Loro Jonggrang. There are 237 tamples in the Shivaite temple complex, either big or small. But, Majority of them have decorated, what is left are only scattered. The Prambanan tample complex consits of three zones; first
57
the outer zone, second in the middle
Dewi Sanca
zone, that contains hundreds of small
9. The tample also known as Loro
temple, and third the holiest inner
Jonggrang tample, named after the
zone
popular
that
contains
eight
main
legend
of
Loro
temples and eight small shrines.
Jonggrang.The similar wor of the
5. “It is about 30 minutes from
underlined is....
Yogyakarta”,the underlined word
a. New
refers to....
b. Best
a. Perwara Temple
c. Famous
b. Yogyakrta Temle
d. Great.
c. Vishnu Temple
BROWN BEAR
d. Prambanan Temple 6. Where
is
Prambanan
The largest meat-eating temple
located?
that lives in Alaska. “Brownie”, as
a. In the Central Jaca
the bear is called, will always keep
b. In the border of central Java
from people. But, be careful if it is
and Yogyakarta c. Besides
Yogyakarta
wounded with gun or mother bear and
central Java d. In Magelang 7.
8.
animal in the word is the brown bear
and her cubs are shockes. Some hunters claim the brown bear can outfight a tiger.
How many small temples are in
A grown brownie may be up
the middle zone?
to nine feet tall. It may weight over
a. A hundred
1.600 pound. But homo when the
b. A million
brown bear is born, it weight less
c. A thousand
than one pound. If you grew at the
d. A billion
same rate, you would weight almost
What is the popular named of
10.000 pounds when you were fully
Prambanan temple?
grown.
a. Loro mendut
10. What does the txt mostly tell
b. Loro Jonggrang
about?
c. Mahabrata
a. Strong hunters
58
b. Brown bears
c. Danger
c. Fighting tigers
d. Tame
d. Alaska people
15. What is the purpose of the
11. Which statment is not true
text?
according to the text?
a. To retell about the Brown
a. A brown bear eats meat
bear
b. Brown bears can beat a tiger
b. To give warning about
c. Brown bears are tame animal
brown bear
d. Brownie will keep away whn
c. To give information about
it sees people.
Alaska
12. The larget meat-eating animal in
d. To describe about brown
the world is the brown bear that lives in Alaska. The sentence
bear. B. Matching Task
belong to... a. Identification b. Idescription c. Orientation d. Resolution
A New Hotel There is a new hotel in my city. It is a
four
star
hotel.
It
is
1)_____downtown.
13. Which sentence describes the old bear’s weight?
The hotel is not very big but the
a. it is ninefeet tall
architecture is very beautiful. It look
b. It may weighs 1.600 pound
like a 2)______ castle in Europe.
c. It weighs less than one
According to the brochure, it has 100
pound d. It can out tight a tiger
rooms, a fancy restaurant, complete sport
3)
______
including
a
14. But, be careful if it is wounded
swimming pool, tennis court, gym
with gun or mother bear and her
and sauna, there are also a coffee
cubs are shockes.What the
shop and a karaoke room.
meaning of the underlined word? a. Kind b. Frighten
The pictures of the rooms in the brochure are very nice. The rooms
59
look very comfortable. They contain
Eagles
have
many
sizes,
a big spring bed with big pillows, a
shapes, and colors, but the sea eagle
nice
a
is easy to 3)_____ because it has a
television system with programs
strong a streamlined, sharp beak and
from
The
a stream-line body. Its forelimbs
bathroom is very beautiful although
serve as wings. This means that they
it is not very 4) ____ . It has a bath-
are
tub with hot and cold water so guest
except4)_____. It walks on two legs
can bath in it comfortably. The
and has a very flexible neck and
brochure says “hospitality is our
strong beak to handle foods, to care
trademark”. The staff of that hotel,
for its feathers, and for many other
from the5)_____ , house keepers,
jobs that non-flying animals do with
and bellboys are trained to be polite
paws, claws, or hands on their 5)-
and to help guests in any way they
______.
sofa,
all
a
wardrobe
and
over the world.
of
little
use
for
anything
can. Choose from among the following: Choose from among the following:
a. feathers
a. classic
b. recognize
b. facilities
c. nesting
c. big
d. forelimbs
d. receptionist
e. flying
e. located
There is an eagle 1)_____ on the tree top near my grandparent’s house in Kalianda. It was a sea eagle. The color of its 2) ______ is light brown. It has a strong and sharp yellow fish. Its claws are very sharp. It hunts for fish in the sea but sometimes it hunt chickens and small bird.
60
APPENDIX 5 The Result of Validity and Reliability of Pre-test
Reliability Statistics Cronbach's Alpha
N of Items ,902
35 Item-Total Statistics Cronbach's
Scale Mean if
Scale Variance
Corrected Item-
Alpha if Item
Item Deleted
if Item Deleted
Total Correlation
Deleted
Q.1
22,3000
58,079
,587
,896
Q.2
22,3333
58,920
,466
,898
Q.3
22,2667
58,961
,476
,898
Q.4
22,4333
61,771
,095
,905
Q.5
22,3667
60,999
,193
,903
Q.6
22,4000
57,352
,672
,895
Q.7
22,2667
61,582
,125
,904
Q.8
22,4667
59,568
,381
,900
Q.9
22,0000
62,276
,086
,903
Q.10
22,2333
61,840
,095
,904
Q.11
22,2667
59,651
,382
,900
Q.12
22,3000
58,148
,577
,897
Q.13
22,2333
60,875
,224
,902
Q.14
22,2333
57,564
,686
,895
Q.15
22,2000
58,510
,569
,897
Q.16
22,3000
58,700
,502
,898
Q.17
22,2333
59,357
,433
,899
Q.18
22,2333
59,702
,385
,900
Q.19
22,3000
57,941
,606
,896
Q.20
22,3000
58,079
,587
,896
Q.21
22,2667
59,720
,373
,900
Q.22
22,3000
58,700
,502
,898
Q.23
22,2333
57,909
,636
,896
Q.24
22,3000
58,493
,530
,897
61
Q.25
22,2333
59,220
,452
,899
Q.26
22,2667
58,547
,533
,897
Q.27
22,2000
58,924
,509
,898
Q.28
22,1000
61,266
,212
,902
Q.29
22,2000
60,510
,283
,901
Q.30
22,1667
59,247
,481
,898
Q.31
22,2333
57,771
,656
,895
Q.32
22,1000
59,403
,512
,898
Q.33
21,9333
62,064
,238
,901
Q.34
22,1333
59,085
,531
,898
Q.35
22,2667
58,892
,485
,898
62
APPENDIX 6 The Result of Validity and Reliability of Post-test
Reliability Statistics Cronbach's Alpha
N of Items ,891
35
Item-Total Statistics Cronbach's Scale Mean if
Scale Variance
Corrected Item-
Alpha if Item
Item Deleted
if Item Deleted
Total Correlation
Deleted
Q.1
22,37
53,895
,605
,885
Q.2
22,43
54,944
,411
,888
Q.3
22,37
55,413
,370
,889
Q.4
22,43
57,151
,098
,894
Q.5
22,60
54,455
,450
,888
Q.6
22,47
53,706
,577
,885
Q.7
22,53
53,361
,608
,885
Q.8
22,67
56,437
,185
,893
Q.9
22,40
57,697
,025
,895
Q.10
22,40
55,490
,344
,890
Q.11
22,47
53,775
,567
,886
Q.12
22,40
53,766
,601
,885
Q.13
22,40
56,731
,163
,893
Q.14
22,37
56,792
,162
,893
Q.15
22,40
53,559
,633
,885
Q.16
22,43
54,185
,521
,886
Q.17
22,77
54,668
,451
,888
Q.18
22,37
53,757
,627
,885
Q.19
22,37
55,413
,370
,889
Q.20
22,47
54,189
,508
,887
Q.21
22,37
54,171
,562
,886
Q.22
22,20
56,579
,309
,890
Q.23
22,33
54,920
,469
,888
63
Q.24
22,47
54,257
,498
,887
Q.25
22,43
55,013
,401
,889
Q.26
22,47
54,602
,449
,888
Q.27
22,47
53,637
,587
,885
Q.28
22,37
54,378
,530
,886
Q.29
22,43
55,151
,381
,889
Q.30
22,50
53,707
,567
,886
Q.31
22,50
56,948
,119
,894
Q.32
22,47
55,706
,293
,891
Q.33
22,43
56,461
,195
,892
Q.34
22,43
55,013
,401
,889
Q.35
22,43
54,944
,411
,888
64
APPENDIX 7 Students’ Score of Experimental Class
No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Students’ Code Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Total Score Mean Score
Pre-test Score
Post-test Score
Gained Score
48 44 48 52 40 52 48 56 40 36 44 40 48 52 52 48 42 36 40 48 52 56 1022 46.45
60 64 48 64 56 64 64 72 68 56 64 56 60 68 72 60 56 48 48 56 68 72 1344 61.09
12 20 0 12 16 12 16 16 28 20 20 16 12 16 20 12 14 12 8 8 16 20 326 14.82
65
APPENDIX 8 Students’ Score of Controlled Class
No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22.
Students’ Code Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Student 9 Student 10 Student 11 Student 12 Student 13 Student 14 Student 15 Student 16 Student 17 Student 18 Student 19 Student 20 Student 21 Student 22 Total Score Mean Score
Pre-Test Score
Post-Test Score
Gained Score
40 52 44 44 48 36 40 48 32 36 48 52 52 40 44 48 48 44 44 40 44 48 972 44.18
40 56 44 48 52 44 44 56 44 48 56 60 64 56 48 48 68 56 48 48 52 60 1140 51.82
0 4 0 4 4 8 4 8 12 12 8 8 12 16 4 0 20 12 4 8 6 12 176 7.55
66
APPENDIX 9 Lesson Plan of Experimental Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 1 (Satu)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan recount yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan terdekat dalam teks berbentuk descriptive/recount
Tema
: Animal
Aspek/skill
: Membaca dan Menulis
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive
67
b. Menemukan informasi spesifik dari teks descriptive c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb
68
Read the following passage carefully! Butterflies are beautiful, flying insects with large scaly wings. Like all insects, they have six legs, three body parts, a pair of antennae, and compound eyes. The three body parts are the head, thorax (the chest), and abdomen (the tail end). The four wings and the six legs of the butterfly are connected to the thorax. The thorax contains the muscles that make the legs and wings move. Butterflies are very good fliers. They have two pairs, of large wings covered with colorful scales. Butterflies and moths are the only insects that have scaly wings. The wings are connected to the butterfly’s thorax (mid-section). Butterflies can only fly if their body temperature is above 27 degrees Centigrade. Butterflies sun themselves to warm up in cool weather. As butterflies get older, the color of the wings fades and the wings become ragged. Butterflies are very good fliers. They have two pairs, of large wings covered with colorful scales. Butterflies and moths are the only insects that have scaly wings. The wings are connected to the butterfly’s thorax (mid-section). Butterflies can only fly if their body temperature is above 27 degrees Centigrade. Butterflies sun themselves to warm up in cool weather. As butterflies get older, the color of the wings fades and the wings become ragged. The speed varies among butterfly species (the poisonous varieties are slower than nonpoisonous varieties). The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 8 kph. 5.
Metode Pembelajaran : Diskusi (menggunakan K-W-L Chart)
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. http://lilyhayati7.blogspot.co.id/2015/08/rpp-11-descriptive-text-smpmtskelas.html
69
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang apa yang mereka ketahui dari teks descriptive text
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text Elaborasi: -
Siswa membentuk beberapa kelompok yang terdiri dari maksimal 4 orang.
-
Guru memberikan sebuah topik yaitu Butterfly kemudian masing – masing siswa dikelompoknya
Inti
menyebutkan apa yang mereka sudah ketahui tentang topik tersebut dan guru akan menulis apa yang diebutkanmasing – masing kelompok pada kolom K di papan tulis -
Masing –masing kelompok memindahkan apa yang ada dikolom K, dan mulai menuliskan pada kolom W tentang apa yang ingin mereka ketahui
-
Siswa akan diberikan teks deskriptive sesuai
70
dengan
topik
pertanyaan
dan
atau
masing
informasi
mulai baru
menjawab yang
telah
dibuatnya pada kolom L. -
Guru mengambil teks bacaan yang telah diberikan
-
Siswa diminta menjawab pertanyaan terkait dengan bacaan
Konfirmasi -
Guru menmberikan feedback atas jawaban siswa.
-
Guru memberitahu siswa bahwa 3 pertemuan 10 menit selanjutnya akanada pembelajaran lebih lanjut
Penutup
tentang menulis descriptive text -
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8.
Soal 1. What is the main idea of paragraph 1? a. Identification of the butterflies’ body. b. Description about butterflies’ wing. c. Description about female butterflies. d. Identification about male butterflies. 2.
What is butterfly that can fly at about 50 kilometers per hour? a. nonpoisonous varieties of butterfly b.
poisonous varieties of butterfly
c.
The beautiful butterflies
d.
The large butterflies
3. According to the text, which of the statement are true about butterflies...
71
a.
The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 80 kph
b.
Butterflies can only fly if their body temperature is above 27,5 degrees Centigrade
c.
Butterflies are very good fliers
d.
Butterflies have seven legs, three body parts, a pair of antennae, and compound eyes.
4. What are the insects that have scaly wings except butterflies? a.
Moths
b.
Ant
c.
Bee
d.
cockroach
5. Which statement is not true according to the text? a.
The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 8 kph
b.
Butterflies can only fly if their body temperature is above 27,5 degrees Centigrade
c.
Butterflies are very good fliers
d.
Butterflies have six legs, three body parts, a pair of antennae, and compound eyes.
6. Butterflies are very good fliers. They have two pairs (paragraph 2) The underline word refers to... a. Fliers b. Butterflies c. Animal d. The insect 7. Butterflies sun themselves to warm up in cool weather. The closest meaning of underline word is... a.
Fly
72
b. Run c.
Read
d. Write 8. The speed varies among butterfly species (the poisonous varieties are slower than nonpoisonous varieties). The fastest butterflies can fly at about 50 kilometers per hour (kph). The underline word refers to... a.
Butterflies
b. nonpoisonous varieties c.
poisonous varieties
d. good flayer 9. they have six legs. What is the closest meaning of underline word ? a.
foot
b. head c.
nose
d. Hand 10. The communicative purpose of the text above is... a.
Persuade the reader
b. Entertain the reader c.
Describe to the reader
d. Retell the story
73
9.
Bentuk K-W-L Chart
Name : 1.
Class :
2.
Topic :
3. 4. what I Know (K)
what I Want to know (W)
what I have Learned (L)
74
10. Penilaian Indikator
Pencapaian Teknik Penilaian
Kompetensi
Bentuk
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the text.
informasi spesifik 3. Menyimpulkan
isi
teks
1. True score = 10 2. Total maximal score = 10 X 10 =100
Pamulang, 10 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
75
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 2 (Dua)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: Animal
Aspek/skill
: Membaca dan Menulis
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive b. Menemukan informasi spesifik dari teks descriptive
76
c. Mengidentifikasi
linguistic
features
dan
scematic
structures
dari
teksdescriptive 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb d) Useof linking verb
77
How to Describe a Person It’s good to let your kids struggle with the initial writing process. As they wrestle with ideas and words, it will remind them of the importance of thorough and effective brainstorming. The following ideas will help them improve their descriptive paragraphs as they think of more concrete ways to describe a person’s appearance. TIP: Students shouldn’t be expected include every descriptive element listed below. Rather, a few well-chosen details will go a long way toward bringing their subject to life. Face Shape
Square
Oval
Round
Triangular
Heart-shaped
Thin
Wide
Chiseled
Skin and Complexion Complexion is the natural appearance and color of the skin, especially of the face. For example, “Mary has a soft, creamy complexion.”
Wrinkled: covered with lines or loose folds of skin; often associated with age
Freckled: sprinkled or covered with light brown spots
Ruddy: skin that has a reddish tint; may have the appearance of sunburn
Sallow: skin that has a yellowish tint; may be associated with illness
Tanned: skin with a warm, golden-brown tint
Rosy or fresh-faced: pink-cheeked, fair complexion that glows with a hint of pink
Other skin-related adjectives: pale, fair, spotless, silky, smooth, creamy, dewy, baby-soft, peaches-and-cream, glowing, paper-thin or translucent (as
78
with a very old person), sunburned, peeling, rough, callused, weathered, weatherbeaten, craggy, leathery, mottled, dry, brown, dark Eyes TIP: Pay attention to the eyes, as they often reveal much about a person.
Shape, size, and appearance: large, small, almond-shaped, round, squinty, crinkly, bulging, heavy-lidded, hooded, deep-set, close-set, hollow, tear-filled
Eye color: black, brown, hazel, green, blue, violet, gray, amber
Eye expressions: piercing, mesmerizing, sad, sorrowful, haunted, gentle, sympathetic, warm, compassionate, expressive, bright, twinkling, lively, dancing, laughing, shifty, sly, distrusting, sleepy
Other: brown-eyed boy, bright-eyed sister, wide-eyed child, gold-flecked eyes
Mouth and Lips
Lip shape and size: thin, full, pouting, rosebud (baby’s lips, often), pursed (puckered up, as when concentrating)
Mouth expressions: laugh, smile, beam, grin, frown, grimace, scowl, sneer, curl, pout
Adjectives describing the mouth or mouth expressions: toothy, toothless, gap-toothed, kind, sweet, dimpled, relaxed, firm, serious, cruel, snarling
Hair
Hair color: black, brunette, brown, chestnut-brown, blond, honey-blond, golden-blond, ash-blond, fair, cornsilk, auburn, red, strawberry-blond, gray, silver, white, salt-and-pepper
Texture or appearance: wispy, fuzzy, wavy, curly, kinky, frizzy, wild, untamed, unmanageable, straight, spiky, stiff, buzzed, shaved, parted, neatlycombed, tamed, cascading, long, short, cropped, dull, shiny
Hair styles: braids, ponytail, pigtails, bun, messy bun, twist, bob, ringlets, flip, cornrows, extensions, bangs, buzz, layered, feathered, chopped, gelled, spiked, slicked down
Lots of hair: thick, full, lustrous, bushy, coarse, wiry, stiff
79
Little hair: thin, scraggly, fine, baby-fine, downy, wispy, limp, flat, balding, bald, bald spot, receding (gradual loss of hair at the front of the head)
Treated hair: permed, dyed, bleached, highlighted, weaved, streaked, colored
Facial Hair
Hair: beard, goatee, mustache, soul patch, sideburns
Beard growth: stubble, fuzz, peach fuzz, bristles, five o’clock shadow (describes new beard growth that’s shadowy in appearance. It’s usually more noticeable late in the day on the jaw, chin, or cheek area, but some men purposely grow five o’clock shadows.)
Adjectives: bearded, bushy, stubbly, bristly, scratchy, unshaven, shaggy, whiskered, beardless, clean-shaven, smooth, trimmed, neatly-trimmed, pencilthin
Body TIP: Choose strong verbs and adjectives.
Build: small, slim, slight, thin, lean, willowy, skinny, angular, bony, fineboned, chunky, chubby, large, portly, plump, round, stout, pudgy, full-figured, ample, broad-shouldered, burly, solid, muscular
Posture: stand, sit, slouch, flop, lean, recline, rest, stretch, sprawl, curl up, roost, squirm, arch, slump, stoop, bend, hunch, scoot, walk, run, race, jog
Clothing
Fabric: denim, twill, wool, cashmere, cotton, linen, seersucker, gingham, lace, chiffon, tulle, velvet, velveteen, fleece, flannel, tweed, polyester, jersey, corduroy, spandex, leather
Bottoms: jeans, skinny jeans, cargo pants, flat-front pants, pleated pants, slacks, trousers, overalls, sweatpants, crop pants, capris, skirt, shorts, board shorts
Tops: sport shirt, dress shirt, polo shirt, button-down shirt, tank top, blouse, tunic, long-sleeve, short-sleeve, sleeveless, collared, T-shirt, V-neck, scoopneck, turtleneck, sweatshirt, hoodie, pullover, sweater, cardigan, sweater set
80
Other clothing: dress, gown, frock, uniform, coveralls, costume, pajamas, bathrobe, robe, vest, jacket, blazer, coat, apron
Footwear: socks, stockings, shoes, slippers, sandals, flip-flops, loafers, heels, pumps, boots, ankle boots, riding boots, slouch boots, athletic shoes, sneakers, tennis shoes, gym shoes, runners
Accessories: mittens, gloves, hat, cap, head wrap, bandana, scarf, muffler, necklace, choker, bracelet, ring, earrings, cuffs, cufflinks, purse, clutch, bag, tote, sunglasses, eyeglasses, glasses
Adjectives (appearance): stylish, natty, smart, chic, classy, elegant, polished, draped, flowing, sheer, casual, relaxed, carefree, starched, crisp, sharp, dressy, lacy, shiny, shimmering, sparkling, glittery, sloppy, torn, ripped, tattered, disheveled, slovenly, tacky, unkempt, faded, scratchy, worn, frayed, nubby, rough, smooth, pliable, warm, soft, quilted, knit
Adjectives (patterns): striped, solid, plaid, checked, floral print, geometric print
Sentence Starters Describing Clothes (Encourage your students to write more maturely by using strong sentence openings.)
Smartly dressed in (name of garment), the woman …
Casually attired in (name of garment), Chloe …
Simply clad in (name of garment), Mark …
Uncle Max sported a (name of garment) …
Wearing a (name of garment), the detective …
Read the following passage carefully! 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.
81
Peter is interested in sports very much, and at school, he plays football and tennis. He is the best badminton player in our family. 5.
Metode Pembelajaran : Diskusi (menggunkan K-W-L chart)
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara) http://writeshop.com/how-to-describe-a-person-descriptive-words/ 7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text
Inti
tentang bagaimana mendeskripsikan orang Elaborasi: -
Siswa membentuk beberapa kelompok yang terdiri
82
dari maksimal 4 orang. -
Guru memberikan sebuah topik yaitu Peter kemudian masing – masing siswa dikelompoknya menyebutkan apa yang mereka sudah ketahui tentang topik tersebut dan guru akan menulis apa yang diebutkanmasing – masing kelompok pada kolom K di papan tulis
-
Masing –masing kelompok memindahkan apa yang ada dikolom K, dan mulai menuliskan pada kolom W tentang apa yang ingin mereka ketahui
-
Siswa akan diberikan teks deskriptive sesuai dengan
topik
pertanyaan
dan
atau
masing
informasi
mulai baru
menjawab yang
telah
dibuatnya pada kolom L. -
Guru mengambil teks bacaan yang telah diberikan
-
Siswa diminta menjawab pertanyaan terkait dengan bacaan
Konfirmasi -
Guru menmberikan feedback atas jawaban siswa.
-
Perwakilan siswa diminta menyimpulkan materi 10 menit yang disampaikan
Penutup
Guru memfasilitasi dan mengevaluasi kegiatan belajr mengajar
-
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
83
8. .
Soal
1. How old is Peter? He is … years old. a. Four b. Fourteen c. Forty d. Ten 2. The writer is … years old. a. Fourteen b. Sixteen c. Eighteen d. Nineteen 3. 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. 4. According to the passage, we know that Peter is …. a. The writer’s youngest brother b. The writer’s elder brother c. A naughty boy d. A friendly boy 5. It is implied in the passage that …. a. Peter is naughty. b. Peter is lazy. c. Peter is unfriendly. d. Peter is diligent. 6. From the text, we may conclude that…. a. Many people do not like Peter. b. People is older that the writer.
84
c. Peter is a welcoming person. d. Peter is not diligent at all. 7. What is the text mostly about? a. Peter b. Peter’s hobby c. Peter’s family d. D. peters’ elder brother 8.”He is fourteen years old . . . Than me.” The underlined word refers to …. a. Peter b. the writer c. the writer’s brother d. the writer’s family 9.“Peter is interested in sports very much, and at school he plays football and tennis.” The underlined phrase can be replaced by …. a. Dislike sport b. Really likes sport c. Hates sport very much d. Finds sport not really entertaining 10. “But he usually does what he is asked to do” The underlined phrase means … a. He does anything he wants. b. He always asks. c. He is lazy. d. He is diligent.
85
9.
Bentuk K-W-L Chart
Name : 1.
Class :
2.
Topic :
3. 4. what I Know
what I Want to know
what I have Learned
(K)
(W)
(L)
86
10. Penilaian Indikator
Pencapaian Teknik Penilaian
Kompetensi
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the
informasi spesifik 3. Menyimpulkan
Bentuk
text.
(lihat
lampiran 1) isi
teks
1. True score = 10 2. Total maximal score = 10 X 10 =100
Pamulang, 11 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
87
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 3 (Tiga)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: Place
Aspek/skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive tentang mendeskripsikan benda melaui pembendaharaan kosa kata
88
b. Menemukan informasi spesifik dari teks descriptive tentang mendeskripsikan tempat c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive tentang mendeskripsikan tempat 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb
89
d) Use of linking verb Expanding Vocabulary As your child searches the Internet, ask him to keep an eye out for adjectives that describe desert or city features (or whatever place he wants to write about). Encourage him to come up with words on his own, but also to watch for words he meets in articles or photo captions. If he doesn’t understand some of the words, pull out the dictionary and make it a teaching moment! And show him how to use a thesaurus (we love The Synonym Finder [aff]) to find other words that say the same thing. Both of these exercises will help his vocabulary to grow. Some Desert Adjectives Desert: harsh, dry, arid, sparse, severe, hot Rock: sharp, rough, jagged, angular Grasses: windblown, bent, dry, pale green, brown Sand: coarse, fine, glittering, shifting, rippling, sifting, white, golden Sky: pale, intense, cloudless, azure, purple, crimson Cactus: tall, short, squatty, spiny, prickly, thorny Date palm: tall, bent, leather (leaves), frayed (leaves) Some City Adjectives City: active, bustling, noisy, busy, clean, dirty, windy Traffic: loud, congested, snarled Buildings: old, shabby, rundown, crumbling, modern, futuristic, sleek, towering, squat Buildings (walls): brick, stone, marble, glass, steel, graffiti-covered Monuments, statues: stone, copper, carved, ancient, moss-covered, faded, green, bronze Sidewalk: concrete, cement, slick, cracked, tidy, littered, swept Paint: fresh, weathered, peeling Signs: neon, weathered, worn, bright, welcoming, flashing
90
Buses, cars, taxis: belching, crawling, speeding, honking, waiting, screeching People: hurried, bundled, smiling, frowning, eager, rushed
Read the following passage carefully! The Eiffel Tower (French: La tour Eiffel. Nickname La Dame de fer, the iron lady) is an 1889 iron lattice tower located on the Champ de mars in Paris that has become both a global iron of France and one of the most recognizable structures in the world. The tallest building in Paris, it is the most visited paid monument in the world million of people ascend it every year . Named the designer, engineer Gustave eiffel, the tower was built as the entrance arch to the 1889 world fair. The tower has three levels for visitor. Tickets can be purchased to ascend by stairs or lift, to the first and second levels . The walk to the first levels is over 300 steps, as is the walk from the first to the second level. The third and the highest level is accessible only by lift. Both the first and the second levels feature restaurants. The tower has become the most prominent symbol of both Paris and French, often in the establishing shot of films set in the city. That is the most value able experience in my life go to the most – visited paid monument in the world. . 5.
Metode Pembelajaran : Diskusi (menggunakan K-W-L Chart)
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara) http://writeshop.com/choosing-vocabulary-to-describe-a-place/
91
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text dan bagaiman mendeskripsikan benda
Elaborasi: -
Siswa membentuk beberapa keolmpok yang terdiri dari maksimal 4 orang.
Inti
-
Guru memberikan sebuah topik
yaitu Eiffel
kemudian masing – masing siswa dikelompoknya menyebutkan apa yang mereka sudah ketahui tentang topik tersebut dan guru akan menulis apa yang diebutkan masing – masing kelompok pada kolom K di papan tulis -
Masing –masing kelompok memindahkan apa yang ada dikolom K, dan mulai menuliskan pada kolom W tentang apa yang ingin mereka ketahui
92
-
Siswa akan diberikan teks deskriptive sesuai dengan
topik
pertanyaan
dan
atau
masing
informasi
mulai baru
menjawab yang
telah
dibuatnya pada kolom L. -
Guru mengambil teks bacaan yang telah diberikan
-
Siswa diminta menjawab pertanyaan terkait dengan bacaan
Konfirmasi
Penutup
-
Guru menmberikan feedback atas jawaban siswa.
-
Mengevaluasi kegiatan belajar mengajar
-
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8.
Soal
1. . Where is the exact location of The Eiffel Tower? A. A. On the Champ de mars in Paris B. At both global icon of French and the monument C. At the tallest building in Paris D. At the entrance arch of the world 2. We can only use lift to the…. A. first to the third level B. Second to third level C. first and second level D. third and the highest 3.
“…..it is the most visited paid monument in the world.(par 1”). The word “it” refers to the….
10 menit
93
A. Tower of French B. iron lattice tower C. Icon of the Paris D. tallest building in Paris 4.
The Eiffel Tower has been … old now. A. 120 B. 121 C. 122 D. 123
5. What is the purpose of the text? A. to retell past event B. to describe something C. to report something D. to entertain the reader
94
9.
Bentuk K-W-L Chart
Name : 1.
Class :
2.
Topic :
3. 4. what I Know
what I Want to know
what I have Learned
(K)
(W)
(L)
95
10. Penilaian Indikator
Pencapaian Teknik Penilaian
Kompetensi
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the
informasi spesifik 3. Menyimpulkan
Bentuk
text.
(lihat
lampiran 1) isi
teks
1. True score = 20 2. Total maximal score = 5 X 20 =100
Pamulang, 18 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
96
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 4 (Empat)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: things
Aspek/skill
: Membaca dan Menulis
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive tentang mendeskripsikan benda
97
b. Menemukan informasi spesifik dari teks descriptive tentang mendeskripsikan tempat c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive tentang mendeskripsikan tempat 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb
98
d) Use of linking verb Expression
Response
What does it look like? How big is it? How much does it weigh? What color is it? What’s it made out of? What is it? What does it do? What the purpose of a refrigerator?
It’s big, with eight hairy arms. It’s 3 feet, by 4 feet, by 5 feet. It weighs 75 pounds. It’s bright yellow, brighter than a banana. It’s made of plastic and aluminum. It’s a garlic press. It puts a sharp point on wooden pencils. The purpose of a refrigerator is to keep food cold so
What do you use a (… cheese grater) for?
it does not spoil. A cheese grater is used to make small strips of
How does a (… water heater) work?
cheese from a larger block. Water is collected in a large tank and heated by either gas or electricity.
5.
Metode Pembelajaran : Diskusi (menggunakan K-W-L Chart)
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (https://adetamam1992.wordpress.com/2012/04/06/menggambarkan-sesuatuatau-barang-describing-things/
99
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text dan bagaiman mendeskripsikan benda
-
Guru mengenalkan K-W-L Chart kepasda siswa dan memberikan chart tersebut dalam bentuk print out.
Inti
Elaborasi: -
Siswa membentuk beberapa keolmpok yang terdiri dari maksimal 4 orang.
-
Guru memberikan sebuah topik
yaitu Eiffel
kemudian masing – masing siswa dikelompoknya menyebutkan apa yang mereka sudah ketahui tentang topik tersebut dan guru akan menulis apa yang diebutkan masing – masing kelompok pada kolom K di papan tulis
100
-
Masing –masing kelompok memindahkan apa yang ada dikolom K, dan mulai menuliskan pada kolom W tentang apa yang ingin mereka ketahui
-
Siswa akan diberikan teks deskriptive sesuai dengan
topik
pertanyaan
dan
atau
masing
informasi
mulai baru
menjawab yang
telah
dibuatnya pada kolom L. -
Guru mengambil teks bacaan yang telah diberikan
-
Siswa diminta menjawab pertanyaan terkait dengan bacaan
Konfirmasi
Penutup
-
Guru menmberikan feedback atas jawaban siswa.
-
Mengevaluasi kegiatan belajar mengajar
-
Guru memberi tahu akan memberikan post-test
10 menit
pada pertemuan selanjutnya -
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8.
Soal
a.
Fill inthe blank
I have a laptop. My father 1)....... it for me last month. It is a nice laptop with black color. It has a 14 inch screen. This is the 2).....product from Asus. The performance of this laptop is also great. I can 3)..... games that require high specification using it. I can also play music, watch movies and draw using it. And the most important thing is that I can typing using it. So, if I 4) ......the assignment from my teacher, it will help me. I also can find many 5) ......from internet using my laptop.
101
b. Latest c. Play d. Have e. references f. bought 9.
Bentuk K-W-L Chart
Name : 1.
Class :
2.
Topic :
3. 4. what I Know
what I Want to know
what I have Learned
(K)
(W)
(L)
102
10. Penilaian Indikator
Pencapaian Teknik Penilaian
Kompetensi
Bentuk
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Matching
Choose the best
task
option based on the text.
informasi spesifik 3. Menyimpulkan
isi
teks
1. True score = 20 2. Total maximal score = 5 X 20 =100
Pamulang, 18 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
103
APPENDIX 10 Lesson Plan of Controlled Class RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 1 (Satu)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
descriptive/procedure Tema
: Animal
Aspek/skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat:
dalam
teks
berbentuk
104
a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive b. Menemukan informasi spesifik dari teks descriptive c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective
105
c) Use of linking verb Read the following passage carefully! Butterflies are beautiful, flying insects with large scaly wings. Like all insects, they have six legs, three body parts, a pair of antennae, and compound eyes. The three body parts are the head, thorax (the chest), and abdomen (the tail end). The four wings and the six legs of the butterfly are connected to the thorax. The thorax contains the muscles that make the legs and wings move. Butterflies are very good fliers. They have two pairs, of large wings covered with colorful scales. Butterflies and moths are the only insects that have scaly wings. The wings are connected to the butterfly’s thorax (mid-section). Butterflies can only fly if their body temperature is above 27 degrees Centigrade. Butterflies sun themselves to warm up in cool weather. As butterflies get older, the color of the wings fades and the wings become ragged. Butterflies are very good fliers. They have two pairs, of large wings covered with colorful scales. Butterflies and moths are the only insects that have scaly wings. The wings are connected to the butterfly’s thorax (mid-section). Butterflies can only fly if their body temperature is above 27 degrees Centigrade. Butterflies sun themselves to warm up in cool weather. As butterflies get older, the color of the wings fades and the wings become ragged. The speed varies among butterfly species (the poisonous varieties are slower than nonpoisonous varieties). The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 8 kph. 5.
Metode Pembelajaran : Ceramah
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. http://lilyhayati7.blogspot.co.id/2015/08/rpp-11-descriptive-text-smpmtskelas.html
106
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang apa yang mereka ketahui dari teks descriptive text
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text Elaborasi: Inti
Guru memberikan sebuah teks deskriptif dengan judul Butterfly.
-
Perwakilan siswa dimina membaca nyaring
-
Siswa mengerjakan soal berbentuk pilihan ganda sesuai dengan teks yang diberikan,
Konfirmasi -
Guru menmberikan feedback atas jawaban siswa.
-
Guru memberitahu siswa bahwa 3 pertemuan 10 menit selanjutnya akanada pembelajaran lebih lanjut
Penutup
tentang menulis descriptive text -
Berdo’a penuh makna
107
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8.
Soal 1. What is the main idea of paragraph 1? a. Identification of the butterflies’ body. b. Description about butterflies’ wing. c. Description about female butterflies. d. Identification about male butterflies. 2.
What is butterfly that can fly at about 50 kilometers per hour? a. nonpoisonous varieties of butterfly b.
poisonous varieties of butterfly
c.
The beautiful butterflies
d.
The large butterflies
3. According to the text, which of the statement are true about butterflies... a.
The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 80 kph
b.
Butterflies can only fly if their body temperature is above 27,5 degrees Centigrade
c.
Butterflies are very good fliers
d.
Butterflies have seven legs, three body parts, a pair of antennae, and compound eyes.
4. What are the insects that have scaly wings except butterflies? a.
Moths
b.
Ant
c.
Bee
d.
cockroach
5. Which statement is not true according to the text?
108
a.
The fastest butterflies can fly at about 50 kilometers per hour (kph) or faster. Slow flying butterflies fly about 8 kph
b.
Butterflies can only fly if their body temperature is above 27,5 degrees Centigrade
c.
Butterflies are very good fliers
d.
Butterflies have six legs, three body parts, a pair of antennae, and compound eyes.
6. Butterflies are very good fliers. They have two pairs (paragraph 2) The underline word refers to... a. Fliers b. Butterflies c. Animal d. The insect 7. Butterflies sun themselves to warm up in cool weather. The closest meaning of underline word is... a.
Fly
b. Run c.
Read
d. Write 8. The speed varies among butterfly species (the poisonous varieties are slower than nonpoisonous varieties). The fastest butterflies can fly at about 50 kilometers per hour (kph). The underline word refers to... a.
Butterflies
b. nonpoisonous varieties c.
poisonous varieties
d. good flayer 9. they have six legs. What is the closest meaning of underline word ? a.
foot
b. head
109
c.
nose
d. Hand 10. The communicative purpose of the text above is... a.
Persuade the reader
b. Entertain the reader c.
Describe to the reader
d. Retell the story
9.
Penilaian
Indikator
Pencapaian Teknik Penilaian
Kompetensi
Bentuk
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the text.
informasi spesifik 3. Menyimpulkan
isi
teks
1. True score = 10 2. Total maximal score = 10 X 10 =100
Pamulang, 10 Oktober 2016 Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
110
110
APPENDIXELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 2 (Dua)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: Animal
Aspek/skill
: Membaca dan Menulis
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive b. Menemukan informasi spesifik dari teks descriptive
111
c. Mengidentifikasi
linguistic
features
dan
scematic
structures
dari
teksdescriptive 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb d) Useof linking verb
112
How to Describe a Person It’s good to let your kids struggle with the initial writing process. As they wrestle with ideas and words, it will remind them of the importance of thorough and effective brainstorming. The following ideas will help them improve their descriptive paragraphs as they think of more concrete ways to describe a person’s appearance. TIP: Students shouldn’t be expected include every descriptive element listed below. Rather, a few well-chosen details will go a long way toward bringing their subject to life. Face Shape
Square
Oval
Round
Triangular
Heart-shaped
Thin
Wide
Chiseled
Skin and Complexion Complexion is the natural appearance and color of the skin, especially of the face. For example, “Mary has a soft, creamy complexion.”
Wrinkled: covered with lines or loose folds of skin; often associated with age
Freckled: sprinkled or covered with light brown spots
Ruddy: skin that has a reddish tint; may have the appearance of sunburn
Sallow: skin that has a yellowish tint; may be associated with illness
Tanned: skin with a warm, golden-brown tint
Rosy or fresh-faced: pink-cheeked, fair complexion that glows with a hint of pink
Other skin-related adjectives: pale, fair, spotless, silky, smooth, creamy, dewy, baby-soft, peaches-and-cream, glowing, paper-thin or translucent (as
113
with a very old person), sunburned, peeling, rough, callused, weathered, weatherbeaten, craggy, leathery, mottled, dry, brown, dark Eyes TIP: Pay attention to the eyes, as they often reveal much about a person.
Shape, size, and appearance: large, small, almond-shaped, round, squinty, crinkly, bulging, heavy-lidded, hooded, deep-set, close-set, hollow, tear-filled
Eye color: black, brown, hazel, green, blue, violet, gray, amber
Eye expressions: piercing, mesmerizing, sad, sorrowful, haunted, gentle, sympathetic, warm, compassionate, expressive, bright, twinkling, lively, dancing, laughing, shifty, sly, distrusting, sleepy
Other: brown-eyed boy, bright-eyed sister, wide-eyed child, gold-flecked eyes
Mouth and Lips
Lip shape and size: thin, full, pouting, rosebud (baby’s lips, often), pursed (puckered up, as when concentrating)
Mouth expressions: laugh, smile, beam, grin, frown, grimace, scowl, sneer, curl, pout
Adjectives describing the mouth or mouth expressions: toothy, toothless, gap-toothed, kind, sweet, dimpled, relaxed, firm, serious, cruel, snarling
Hair
Hair color: black, brunette, brown, chestnut-brown, blond, honey-blond, golden-blond, ash-blond, fair, cornsilk, auburn, red, strawberry-blond, gray, silver, white, salt-and-pepper
Texture or appearance: wispy, fuzzy, wavy, curly, kinky, frizzy, wild, untamed, unmanageable, straight, spiky, stiff, buzzed, shaved, parted, neatlycombed, tamed, cascading, long, short, cropped, dull, shiny
Hair styles: braids, ponytail, pigtails, bun, messy bun, twist, bob, ringlets, flip, cornrows, extensions, bangs, buzz, layered, feathered, chopped, gelled, spiked, slicked down
Lots of hair: thick, full, lustrous, bushy, coarse, wiry, stiff
114
Little hair: thin, scraggly, fine, baby-fine, downy, wispy, limp, flat, balding, bald, bald spot, receding (gradual loss of hair at the front of the head)
Treated hair: permed, dyed, bleached, highlighted, weaved, streaked, colored
Facial Hair
Hair: beard, goatee, mustache, soul patch, sideburns
Beard growth: stubble, fuzz, peach fuzz, bristles, five o’clock shadow (describes new beard growth that’s shadowy in appearance. It’s usually more noticeable late in the day on the jaw, chin, or cheek area, but some men purposely grow five o’clock shadows.)
Adjectives: bearded, bushy, stubbly, bristly, scratchy, unshaven, shaggy, whiskered, beardless, clean-shaven, smooth, trimmed, neatly-trimmed, pencilthin
Body TIP: Choose strong verbs and adjectives.
Build: small, slim, slight, thin, lean, willowy, skinny, angular, bony, fineboned, chunky, chubby, large, portly, plump, round, stout, pudgy, full-figured, ample, broad-shouldered, burly, solid, muscular
Posture: stand, sit, slouch, flop, lean, recline, rest, stretch, sprawl, curl up, roost, squirm, arch, slump, stoop, bend, hunch, scoot, walk, run, race, jog
Clothing
Fabric: denim, twill, wool, cashmere, cotton, linen, seersucker, gingham, lace, chiffon, tulle, velvet, velveteen, fleece, flannel, tweed, polyester, jersey, corduroy, spandex, leather
Bottoms: jeans, skinny jeans, cargo pants, flat-front pants, pleated pants, slacks, trousers, overalls, sweatpants, crop pants, capris, skirt, shorts, board shorts
Tops: sport shirt, dress shirt, polo shirt, button-down shirt, tank top, blouse, tunic, long-sleeve, short-sleeve, sleeveless, collared, T-shirt, V-neck, scoopneck, turtleneck, sweatshirt, hoodie, pullover, sweater, cardigan, sweater set
115
Other clothing: dress, gown, frock, uniform, coveralls, costume, pajamas, bathrobe, robe, vest, jacket, blazer, coat, apron
Footwear: socks, stockings, shoes, slippers, sandals, flip-flops, loafers, heels, pumps, boots, ankle boots, riding boots, slouch boots, athletic shoes, sneakers, tennis shoes, gym shoes, runners
Accessories: mittens, gloves, hat, cap, head wrap, bandana, scarf, muffler, necklace, choker, bracelet, ring, earrings, cuffs, cufflinks, purse, clutch, bag, tote, sunglasses, eyeglasses, glasses
Adjectives (appearance): stylish, natty, smart, chic, classy, elegant, polished, draped, flowing, sheer, casual, relaxed, carefree, starched, crisp, sharp, dressy, lacy, shiny, shimmering, sparkling, glittery, sloppy, torn, ripped, tattered, disheveled, slovenly, tacky, unkempt, faded, scratchy, worn, frayed, nubby, rough, smooth, pliable, warm, soft, quilted, knit
Adjectives (patterns): striped, solid, plaid, checked, floral print, geometric print
Sentence Starters Describing Clothes (Encourage your students to write more maturely by using strong sentence openings.)
Smartly dressed in (name of garment), the woman …
Casually attired in (name of garment), Chloe …
Simply clad in (name of garment), Mark …
Uncle Max sported a (name of garment) …
Wearing a (name of garment), the detective …
Read the following passage carefully! 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.
116
Peter is interested in sports very much, and at school, he plays football and tennis. He is the best badminton player in our family. 5.
Metode Pembelajaran : ceramah
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara) http://writeshop.com/how-to-describe-a-person-descriptive-words/ 7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk Inti
genucture dan language feature dari descrptive text dan bagaimana cara mendeskripsikan orang
Elaborasi: -
Guru memberikan teks deskriptif berjudul Pater
117
-
Perwakilan siswa diminta membaca nyaring
-
Siswa diminta menjawab pertanyaan terkait teks yang diberikan.
Konfirmasi -
Guru menmberikan feedback atas jawaban siswa.
-
Perwakilan siswa diminta menyimpulkan materi 10 menit yang disampaikan
Penutup
Guru memfasilitasi dan mengevaluasi kegiatan belajr mengajar
-
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8. .
Soal
1. How old is Peter? He is … years old. a. Four b. Fourteen c. Forty d. Ten 2. The writer is … years old. a. Fourteen b. Sixteen c. Eighteen d. Nineteen 3. 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.
118
d. He plays football and tennis. 4. According to the passage, we know that Peter is …. a. The writer’s youngest brother b. The writer’s elder brother c. A naughty boy d. A friendly boy 5. It is implied in the passage that …. a. Peter is naughty. b. Peter is lazy. c. Peter is unfriendly. d. Peter is diligent. 6. From the text, we may conclude that…. a. Many people do not like Peter. b. People is older that the writer. c. Peter is a welcoming person. d. Peter is not diligent at all. 7. What is the text mostly about? a. Peter b. Peter’s hobby c. Peter’s family d. D. peters’ elder brother 8.”He is fourteen years old . . . Than me.” The underlined word refers to …. a. Peter b. the writer c. the writer’s brother d. the writer’s family 9.“Peter is interested in sports very much, and at school he plays football and tennis.” The underlined phrase can be replaced by ….
119
a. Dislike sport b. Really likes sport c. Hates sport very much d. Finds sport not really entertaining 10. “But he usually does what he is asked to do” The underlined phrase means … a. He does anything he wants. b. He always asks. c. He is lazy. d. He is diligent. 9.
Penilaian
Indikator
Pencapaian Teknik Penilaian
Kompetensi
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the
informasi spesifik 3. Menyimpulkan
Bentuk
text.
(lihat
lampiran 1) isi
teks
1. True score = 10 2. Total maximal score = 10 X 10 =100
Pamulang, 11 Oktober 2016 Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
120
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 3 (Tiga)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: Place
Aspek/skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive tentang mendeskripsikan benda melaui pembendaharaan kosa kata
121
b. Menemukan informasi spesifik dari teks descriptive tentang mendeskripsikan tempat c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive tentang mendeskripsikan tempat 3. Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb
122
d) Use of linking verb Expanding Vocabulary As your child searches the Internet, ask him to keep an eye out for adjectives that describe desert or city features (or whatever place he wants to write about). Encourage him to come up with words on his own, but also to watch for words he meets in articles or photo captions. If he doesn’t understand some of the words, pull out the dictionary and make it a teaching moment! And show him how to use a thesaurus (we love The Synonym Finder [aff]) to find other words that say the same thing. Both of these exercises will help his vocabulary to grow. Some Desert Adjectives Desert: harsh, dry, arid, sparse, severe, hot Rock: sharp, rough, jagged, angular Grasses: windblown, bent, dry, pale green, brown Sand: coarse, fine, glittering, shifting, rippling, sifting, white, golden Sky: pale, intense, cloudless, azure, purple, crimson Cactus: tall, short, squatty, spiny, prickly, thorny Date palm: tall, bent, leather (leaves), frayed (leaves) Some City Adjectives City: active, bustling, noisy, busy, clean, dirty, windy Traffic: loud, congested, snarled Buildings: old, shabby, rundown, crumbling, modern, futuristic, sleek, towering, squat Buildings (walls): brick, stone, marble, glass, steel, graffiti-covered Monuments, statues: stone, copper, carved, ancient, moss-covered, faded, green, bronze Sidewalk: concrete, cement, slick, cracked, tidy, littered, swept Paint: fresh, weathered, peeling Signs: neon, weathered, worn, bright, welcoming, flashing
123
Buses, cars, taxis: belching, crawling, speeding, honking, waiting, screeching People: hurried, bundled, smiling, frowning, eager, rushed
Read the following passage carefully! The Eiffel Tower (French: La tour Eiffel. Nickname La Dame de fer, the iron lady) is an 1889 iron lattice tower located on the Champ de mars in Paris that has become both a global iron of France and one of the most recognizable structures in the world. The tallest building in Paris, it is the most visited paid monument in the world million of people ascend it every year . Named the designer, engineer Gustave eiffel, the tower was built as the entrance arch to the 1889 world fair. The tower has three levels for visitor. Tickets can be purchased to ascend by stairs or lift, to the first and second levels . The walk to the first levels is over 300 steps, as is the walk from the first to the second level. The third and the highest level is accessible only by lift. Both the first and the second levels feature restaurants. The tower has become the most prominent symbol of both Paris and French, often in the establishing shot of films set in the city. That is the most value able experience in my life go to the most – visited paid monument in the world.
5.
Metode Pembelajaran : Ceramah
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (sumber: pegangan guru untuk SMP/MTS oleh Bachtiar Bima Mustriana, 2009, PT Intan Pariwara) http://writeshop.com/choosing-vocabulary-to-describe-a-place/
124
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text Elaborasi: Inti
-
Guru memberikan sebuah teks deskriptif dengan judul Eiffel
-
Perwakilan siswa dimina membaca nyaring
-
Siswa mengerjakan soal berbentuk pilihan ganda sesuai dengan teks yang diberikan,
Konfirmasi
Penutup
-
Guru menmberikan feedback atas jawaban siswa.
-
Mengevaluasi kegiatan belajar mengajar
-
Berdo’a penuh makna
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
10 menit
125
8.
Soal
1. . Where is the exact location of The Eiffel Tower? A. A. On the Champ de mars in Paris B. At both global icon of French and the monument C. At the tallest building in Paris D. At the entrance arch of the world 2. We can only use lift to the…. A. first to the third level B. Second to third level C. first and second level D. third and the highest 3.
“…..it is the most visited paid monument in the world.(par 1”). The word “it” refers to the…. A. Tower of French B. iron lattice tower C. Icon of the Paris D. tallest building in Paris
4.
The Eiffel Tower has been … old now. A. 120 B. 121 C. 122 D. 123
5. What is the purpose of the text? A. to retell past event B. to describe something C. to report something D. to entertain the reader
126
9.
Penilaian
Indikator
Pencapaian Teknik Penilaian
Kompetensi
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Pilihan
Choose the best
ganda
option based on the
informasi spesifik 3. Menyimpulkan
Bentuk
text.
(lihat
lampiran 1) isi
teks
1. True score = 20 2. Total maximal score = 5 X 20 =100
Pamulang, 18 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
127
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah
: MTs. Daarul Hikmah, Pamulang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VIII. I (Experimental Class)
Materi Pokok
: Descriptive Text
Objective
:
Siswa
mampu
memahami
teks
deskriptif
dengan
menggunakan K-W-L chart Pertemuan ke-
: 4 (Empat)
Standar Kompetensi : Memahami makna teks tulis fungsional dan esai pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan sekitar. Komptensi Dasar
: Merespon makna dan langkah retorika secra akurat, lancar dan berterima dalam esai sederhana yang berkaitan dengan lingkungan
terdekat
dalam
teks
berbentuk
descriptive/procedure Tema
: things
Aspek/skill
: Membaca
Alokasi Waktu
: 2 x 40 menit
1. Indikator a. Mengidentifikasi bagian – bagian teks b. Menemukan informasi spesifik c. Menyimpulkan isi teks 2. Tujuan Pembelajaran Pada akhir pembelajaran, siswa dapat: a. Mengidentifikasi linguistic features and scematic structures dari teks descriptive tentang mendeskripsikan benda
128
b. Menemukan informasi spesifik dari teks descriptive tentang mendeskripsikan tempat c. Mengidentifikasi linguistic features dan scematic structures dari teks descriptive tentang mendeskripsikan tempat 3.
Karakter yang diharapkan Dapat dipercaya (trusworthines) Rasa
hormat
dan
: siswa menjawab pertanyaan sesuai teks
perhatian : siswa
(respect) Tekun (diligence)
memperhatikan
menjelaskan
guru
saat
materi
: siswa fokus dan serius dalam mengerjakan latihan
Tanggung Jawab (responsibility)
: siswa dapat mengerjakan latihan sesuai perintah
4. Materi Pembelajaran -
Definition of Descriptive Text Descriptive text is a text which explains a peson, a place, or even a thing.
-
Purpose To describe a person, a place, or even a thing.
-
The structure of the text a) Identification Showing the purpose of the text, dan gambaran umum dari benda yang ingin di deskripsikan. b) Description Showing the characteristics of a person, a place, or a thing - Elements of language a) description of the action in the Simple Present tense b) Use of adjective c) Use of linking verb
129
d) Use of linking verb Expression
Response
What does it look like? How big is it? How much does it weigh? What color is it? What’s it made out of? What is it? What does it do? What the purpose of a refrigerator?
It’s big, with eight hairy arms. It’s 3 feet, by 4 feet, by 5 feet. It weighs 75 pounds. It’s bright yellow, brighter than a banana. It’s made of plastic and aluminum. It’s a garlic press. It puts a sharp point on wooden pencils. The purpose of a refrigerator is to keep food cold so
What do you use a (… cheese grater) for?
it does not spoil. A cheese grater is used to make small strips of
How does a (… water heater) work?
cheese from a larger block. Water is collected in a large tank and heated by either gas or electricity.
5.
Metode Pembelajaran : Diskusi (menggunakan K-W-L Chart)
6.
Media, alat, Bahan dan Sumber Pembelajaran Media
:Gambar yang relevan
Alat/Bahan
: White board, spidol, kertas print
Sumber Belajar : buku paket siswa, kamus dan internet. (https://adetamam1992.wordpress.com/2012/04/06/menggambarkan-sesuatuatau-barang-describing-things/
130
7.
Langkah – Langkah Pembelajaran
Kegiatan
Deskripsi Kegiatan -
Waktu
Guru memberi salam dan menyapa siswa dengan 10 Menit bahasa inggris
Pendahuluan
-
Bedo’a penuh makna
-
Guru mengecek kehadiran siswa
-
Guru
memperkenalkan
diri
dan
menjelaskan
maksud dan tujuan kedatangannya -
Guru bertanya kepada siswa tentang bagaimana cara mendeskripsikan orang
-
Guru memberi motivasi kepada siswa 60 Menit
Eksplorasi -
Guru
menanyakan
kepada
murid
tentang
descriptive text termasuk hal – hal termasuk genucture dan language feature dari descrptive text Elaborasi: Inti
-
Guru memberikan sebuah teks deskriptif dengan judul Butterfly.
-
Perwakilan siswa dimina membaca nyaring
-
Siswa mengerjakan soal berbentuk pilihan ganda sesuai dengan teks yang diberikan,
Konfirmasi
Penutup
-
Guru menmberikan feedback atas jawaban siswa.
-
Mengevaluasi kegiatan belajar mengajar
-
Guru memberi tahu akan memberikan post-test pada pertemuan selanjutnya
-
Berdo’a penuh makna
10 menit
131
-
Guru mengucapkan terima kasih dan mengakhiri dengan salam
8.
Soal
a.
Fill inthe blank
I have a laptop. My father 1)....... it for me last month. It is a nice laptop with black color. It has a 14 inch screen. This is the 2).....product from Asus. The performance of this laptop is also great. I can 3)..... games that require high specification using it. I can also play music, watch movies and draw using it. And the most important thing is that I can typing using it. So, if I 4) ......the assignment from my teacher, it will help me. I also can find many 5) ......from internet using my laptop.
b. Latest c. Play d. Have e. references f. bought
132
9.
Penilaian
Indikator
Pencapaian Teknik Penilaian
Kompetensi
Bentuk
Instrumen
instrument
1. Mengidentifikasi
Test tulis
bagian – bagian teks 2. Menemukan
Matching
Choose the best
task
option based on the text.
informasi spesifik 3. Menyimpulkan
isi
teks
1. True score = 20 2. Total maximal score = 5 X 20 =100
Pamulang, 18 Oktober 2016
Mengetahui, Guru Bahasa Inggris
Yunda, S. Pd
Peneliti
Priska Amaliani
