THE EFFECTIVENESS OF PRE-READING ACTIVITIES (QUESTIONING AND VIEWING PICTURES) IN STUDENTS’ COMPREHENSION IN READING RECOUNT TEXT (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat in the Academic Year of 2013/2014)
LIA MARETNOWATI NIM. 109014000204
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
THE EFFECTIVENESS OF PRE-READING ACTIVITIES (QUESTIONING AND VIEWING PICTURES) IN STUDENTS’ COMPREHENSION IN READING RECOUNT TEXT (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat in the Academic Year of 2013/2014) “Skripsi” Presented to the Faculty of Tarbiyah and Teachers‟ Training In Partial Fulfillment of the Requirements for the Degree of S.Pd (Bachelor of Arts) In English Language Education Compiled by: Lia Maretnowati 109014000204
Approved by:
Advisor I
Advisor II
Nida Husna, M.Pd, MA TESOL NIP. 19720705 200312 2 002
Dadan Nugraha, M.Pd
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ii
iii
SURAT PERNYATAAN KARYA ILMIAH Yang bertanda tangan di bawah ini: Nama
: Lia Maretnowati
NIM
: 109014000204
Jurusan
: Pendidikan Bahasa Inggris
Alamat
: Jalan Belimbing Rt. 03, Rw. 05, Kelurahan Procot, Kecamatan Slawi, Kabupaten Tegal, Jawa Tengah, 52412.
MENYATAKAN DENGAN SESUNGGUHNYA Bahwa skripsi yang berjudul The Effectiveness of Pre-Reading Activities (Questioning and Viewing Pictures) in Students’ Comprehension in Reading Recount Text adalah benar hasil karya sendiri di bawah bimbingan dosen: 1. Nama Pembimbing I
: Nida Husna, M.Pd, MA TESOL
NIP
: 19720705 200312 2 002
Jurusan/Program Studi
: Pendidikan Bahasa Inggris
2. Nama Pembimbing II
: Dadan Nugraha, M.Pd
NIP
:-
Jurusan/Program Studi
: Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya sendiri. Jakarta, 26 Juni 2014
Lia Maretnowati 109014000204
iv
ACKNOWLEDGEMENT In the name of Allah, the Beneficent and Merciful All praises be to Allah, Lord of the world, for the health and the strength that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be upon the prophet Muhammad, his family, his companions as well as his followers. Firstly, the writer also would thank to her beloved parents, Tarisno and Wasripah who always never stop teaching their precious meaning of life, giving their knowledge, giving their time and who always pray her every time; her sister and brother, Dian Retno Nurbaeti and Muhammad Rizki Nugroho, who always give support and motivation to her. Secondly, the writer would like to address her thank and great gratitude to Nida Husna, M.Pd, MA TESOL and Dadan Nugraha, M.Pd as the writer‟s advisors, who give consultation with full of patience, help and guidance as valuable advice during developing this “Skripsi” and completing her work, may Allah SWT respond to their kindness much better. Thirdly, the writer thought that she would never finish this skripsi fluently without their supports and their helps. Her gratitude also goes to: 1. All lecturers of English Education Department for teaching precious knowledge, sharing philosophy of life and giving wonderful experiences. 2. Drs. Syauki, M.Pd, the Head of English Education Department. 3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department. 4. Nurlena Rifa‟i, M.A., Ph. D, the Dean of Faculty of Tarbiyah and Teachers Training. 5. Marul Wa‟id, S.Ag, the Headmaster of SMA Darussalam Ciputat for giving permission to the writer to do observation and conduct the research. 6. Firman Hardiansyah, S.Pd as the English teacher at SMA Darussalam Ciputat, for all sincere help, time, and guidance. 7. The students of first grade of SMA Darussalam especially X2 and X3, for being participants in this research. 8. All of her best friends in English Education Department 2009 academic year especially E class, she thanks them being her best friends. v
9.
All of her friends in IMT (Ikatan Mahasiswa Tegal) Ciputat.
Finally, the writer admits that her writing is still far from being perfect. Therefore she hopes some suggestions and criticism from the reader for this paper. Hopefully this „skripsi‟ will have some values for her and the reader. Tangerang, January 7th 2014
The Writer
vi
ABSTRACT LIA MARETNOWATI, 2013, The Effectiveness of Pre-Reading Activities (Questioning and Viewing Pictures) in Students’ Comprehension in Reading Recount Text, (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat. Skripsi of English Education Department at Faculty of Tarbiyah and Teachers‟ Training of Syarif Hidayatullah State Islamic University. Key words : Pre-Reading Activity, Reading Comprehension, Recount Text The students‟ problem in comprehending reading text is caused by lack of knowledge of the text. It was because they do not have background knowledge about the text. Thus, the teachers do not attract the students to read. To attract the students‟ interest in reading, the writer applied pre-reading activities in teaching reading skill. The purpose of this study is to know whether the use pre-reading activities can enhance students‟ achievement in reading skill of recount text at the first grade of SMA Darussalam Ciputat. The technique is intended for the English teacher to create a better technique in teaching reading. By purposive sampling, the writer took the samples. The sample of this study is 40 students taken from first grade of SMA Darussalam Ciputat, which are 20 students as experimental class and 20 students as controlled class. The method used in this study was a quantitative method and the design used in this study was a quasi-experimental design. In collecting the data, the writer conducted pre-test and post-test by serving reading comprehension test which consists 20 multiple choice items for each test. In analyzing the data, the writer used t-test. The result of this study shows that there is significant difference on students‟ comprehension in recount text with pre-reading activity. In the table of significance, it can be seen that on the df = 38 and in the degree of significance 5% and 1% the value of degree of significance is 2.02 and 2.71. By comparing the value to is bigger than tt, that is 2.02<5.05>2.71, the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Therefore, it can be interpreted that teaching reading through prereading activity can enhance the students‟ comprehension. The conclusion of this research is there is significant difference in students‟ comprehension in reading recount text with pre-reading activity. It is proved that students who are given prereading activity have higher score than the students who are not given pre-reading activity treatment.
vii
ABSTRAK LIA MARETNOWATI, 2013, The Effectiveness of Pre-Reading Activities (Questioning and Viewing Pictures) in Students’ Comprehension in Reading Recount Text, (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat. Skripsi Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta. Kata Kunci : Pre-Reading Activity, Reading Comprehension, Recount Text
Permasalahan siswa dalam memahami teks bacaan adalah dikarenakan kurangnya pengetahuan akan teks yang dibaca. Hal ini dikarenakan siswa tidak mempunyai pengetahuan dasar akan teks yang dibaca. Terlebih lagi, guru tidak menarik minta siswa untuk membaca. Untuk menarik minat siswa dalam membaca, penulis mengaplikasikan aktivitas pre-reading dalam pengajaran kompetensi membaca. Penelitian ini bertujuan untuk mengetahui apakah aktifitas pre-reading efektif dalam pengajaran keterampilan membaca teks recount di kelas satu SMA Darussalam Ciputat. Teknik ini ditujukan kepada guru bahasa inggris supaya dapat mendesain teknik yang lebih baik dalam pengajaran membaca. Sampel yang digunakan dari penelitian ini adalah 40 siswa yang diambil dari kelas satu SMA Darussalam Ciputat, 20 siswa merupakan kelas eksperimen dan 20 siswa sebagai kelas control. Metode yang digunakan dalam penelitian ini adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasieksperimental study). Dalam pengumpulan data penulis menggunakan post-test dengan menyajikan tes kemampuan membaca berupa 20 soal pilihan ganda. Dalam menganalisis data, penulis menggunakan t-test. Hasil dari penelitian ini menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa dalam membaca teks recount dengan menggunakan aktifitas pre-reading. Dalam tabel signifikansi, dapat dilihat bahwa df= 38 dimana derajat signifikansi 5% dan 1% adalah 2.02 dan 2.71. Dengan membandingkan, nilai to lebih besar dari tt yaitu 2.02<5.05>2.71, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh Karena itu, dapat disimpulkan bahwa mengajar membaca melalui aktifitas predapat meningkatkan pemahaman siswa akan teks yang dibaca. Kesimpulan dari penelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa dalam membaca teks recount dengan aktifitas pre-reading. Dapat diartikan bahwa siswa yang diberikan aktititas pre-reading mempunyai skor lebih tinggi daripada siswa yang tidak diberikan perlakuan aktifitas pre-reading.
viii
TABLE OF CONTENTS Cover ........................................................................................................................ i Approval.................................................................................................................. ii Endorsement Sheet ................................................................................................. iii Surat Pernyataan Karya Ilmiah .............................................................................. iv Acknowledgement .................................................................................................v Abstract ................................................................................................................. vii Table of Contents ................................................................................................... ix List of Appendices ................................................................................................. xi
CHAPTER I INTRODUCTION A. Background of the Study ..............................................................................1 B. Problem Identification .................................................................................4 C. Limitation of the Study ................................................................................4 D. Formulation of the Study..............................................................................4 E. Objective of the Study .................................................................................4 F. Significance of the Study .............................................................................5
CHAPTER II THEORETICAL FRAMEWORK A. Reading 1. Definition of Reading ..............................................................................6 2. Reading Comprehension..........................................................................8 3. Types of Reading Text ...........................................................................9 B. Recount Texts 1. The Definition of Recount Texts ..........................................................11 2. Kinds of Recount Text...........................................................................12 3. Linguistic Features of Recount Text ....................................................13 4. Schematic Structures of Recount Text ..................................................14 5. Recount Text in KTSP ............................................................................15 C.
Pre-Reading Activity 1. Definition of Pre-Reading Activity .........................................................16 ix
2. Goals of Pre-Reading Activity ...............................................................17 3. Kinds of Pre-Reading Activities ............................................................18 4. The Steps of Pre-Reading Activity ........................................................20 D. Previous Study............................................................................................22 E. Conceptual Framework ..............................................................................24
CHAPTER III RESEACRH METHODOLOGY A. Place and Time of the Research .................................................................27 B. Subject of the Research ..............................................................................27 C. Object of the Research ..............................................................................27 D. Research Method and Design .....................................................................27 E. Population and Sample of the Research .....................................................28 F. The Implementation ...................................................................................28 G. Instrument of the Research .........................................................................29 H. Technique in Collecting Data .....................................................................30 I.
Technique on Analyzing Data ....................................................................30
J.
Statistic Hypothesis ...................................................................................31
CHAPTER IV RESEARCH FINDINGS A. Data Description ........................................................................................33 B. Data Analysis .............................................................................................35 C. Test of Hypothesis ......................................................................................39 D. Data Interpretation ....................................................................................40
CHAPTER V CONCLUSION A. Conclusion ..................................................................................................43 B. Suggestion .......................................................................................................... 43
REFERENCES .....................................................................................................45 APPENDICES ......................................................................................................48
x
LIST OF APPENDICES Appendix 1. Syllabus .............................................................................................48 Appendix 2. Kisi-Kisi Soal ....................................................................................49 Appendix 3. Pre-Test .............................................................................................50 Appendix 4. The Answer Key of Pre-Test .............................................................59 Appendix 5. Score of Pre-Test ..............................................................................60 Appendix 6. The Anates Result .................................................................................... 63 Appendix 7. Validity Test ......................................................................................70 Appendix 8. Lesson Plan (Experimental Class) ....................................................75 Appendix 9. Lesson Plan (Controlled Class) .........................................................87 Appendix 10. Post-Test ..........................................................................................99 Appendix 11. The Answer Key of Post-Test .......................................................105 Appendix 12. The Pictures of Post-Test ..............................................................108 Appendix 13. Surat Keterangan Pelaksanaan Penelitian. ....................................110
xi
CHAPTER I INTRODUCTION A. Background of the Study In learning English students are expected to use the four basic English skills, that are listening, speaking, reading, and writing. Listening and reading are receptive skills while speaking and writing are productive skills.1 As one of receptive skills, reading becomes important for students in order to comprehend some kinds of texts which are learned at school. Therefore, being able to read is important nowadays. Through reading we get a lot of information, knowledge, enjoyment, even problem solution.2 The ability to read the text in any form will give advantage in our life. For the students, reading can be essential to develop their knowledge in studies. In Senior High School, students learn several kinds of text, such as procedural text, narrative text, descriptive text, report text etc. Recount text is one of texts which are taught in Senior High school. While it is mentioned in Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah, the scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking.”3 Based on the description above and based on writer’s observation at the first year students of Senior High School at SMA Darussalam Ciputat, She found that the students still face some difficulties in answering and understanding the texts especially recount texts.
1
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman Publishing, 1991), p. 16. 2 Jo Mc. Donough and Chripstoper saw, Materials n Methods in ELT, United Kingdom: Black Well, 1993), p. 102-103. 3 Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 Tentang Standar Isi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas/ Madrasah Aliyah (Jakarta: 2006), p. 308.
1
2
The students’ problem in reading is the feeling that they do not know what the text is about. This problem happens in SMA Darussalam Ciputat which is connected with vocabulary mastery. Most of students will surrender in trying comprehending the text which is interrupted by lacking of vocabulary. So, it becomes problem for them in understanding the whole passage and then they stop reading. From this observation, the problem connects with the student’s lack of vocabulary. They think that they do not have enough vocabulary to comprehend the text. In addition, they lack of interest and unattractive teaching method. Therefore, the students need variation in learning English. By changing the learning method, the students are expected to be more interested in reading activity. One of the techniques is pre-reading activity which it can engage students in activity before reading. It will stimulate them in reading. These problems are occurred in SMA Darussalam Ciputat. The students are not interested in reading the text. Therefore it will be very good, if we can find the method which can increase the students’ interest to learn reading. Grellet stated that “Reading is an active skill.” 4 Therefore, applying prereading activity will increase students’ attention in reading. The students have to work with the materials actively. The conclusion is the teacher is expected to hold an attractive activity to involve students to be active in the classroom. Pre-reading activity could be a way to students to comprehend English text easily. Therefore through pre-reading activities by brainstorming their mind to related topic, they activate their background knowledge that it may take advantage for them to comprehend the text better. As Hudson said that “Prior knowledge may have some effects in students’ understanding because a reader who already has an elaborate schema can more easily fit incoming textual
4
Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), p. 8.
3
information into those schemata.”5 This assumption is related to how students comprehend the text. Based on explanation above, the writer hopes that students feel easy to apply and to practice this technique in understanding reading text, especially in recount text. Moreover, the influence of Pre-reading activity also helps students improve their achievement in English reading skill. In this research, the writer will conduct the research using pre-reading activity in teaching recount text in SMA Darussalam. Hopefully by using prereading activity, students can be helped to comprehend recount text easily. Therefore, based on the explanation above, the writer will conduct the research with the title: “The Effectiveness of Pre-Reading Activity in Students’ Comprehension in Reading Recount Text (A Quasi Experimental Study at Senior High School in the First Year Students of SMA Darussalam Ciputat in the Academic Year of 2013/2014.
B. Problem Identification Identification of the problem: 1. The students do not involve actively in reading activity. 2. The teacher’s method may not attract students in teaching reading. 3. The students need to activate their background knowledge before reading. 4. The students are not interested in reading. 5. The students have low motivation in reading English text. 6. There is low achievement in student’s comprehension in reading recount text.
C. Limitation of the Study To avoid misunderstanding in interpreting the problem, it is necessary to make the limitation of the study. The problem will be limited on the teaching recount texts using pre-reading activity to affect the student’s reading skill that 5
Thom Hudson, Teaching Second Language Reading, (New York: Oxford University Press, 2007), p. 142.
4
applied in first year students SMA Darussalam Ciputat in academic year of 2013/2014.
D. Formulation of the study The formulation of the study which is conducted “Do the Pre-Reading Activities Enhance the Students’ Comprehension in Reading Recount Text at the First Grade of SMA Darussalam Ciputat?”
E. Objective of the study The objective of the study is to find empirical evidence whether or not the use Pre-Reading Activities enhance student’ comprehension in reading recount text at the first grade of SMA Darussalam Ciputat.
F. Significance of the study The result of this research is expected to be useful for the writer, so it will broaden her knowledge in teaching reading. The research also will give information to the teacher the benefit of using pre-reading in teaching reading. In addition, by using pre-reading activity, teacher can stimulate his/her students to read recount text materials in order to improve students’ reading comprehension in recount text. For the students, they will have better improvement in reading habits and in their achievement on reading comprehension. Then, for the readers, the research also informs them about the effectiveness of pre-reading activity in students’ comprehension in reading recount text.
G. Hypothesis a.
Null Hypothesis (Ho) There is no significant difference on student’s understanding in recount text
with and without pre-reading activity in reading comprehension test. b.
Alternative Hypothesis (Ha)
5
There is significant difference on students’ understanding in recount text with and without pre-reading activity in reading comprehension. For further information, the writer followed some assumptions as bellow: 1.
If the result of calculation to (t observation) is higher than tt(t table), to>tt, there is significance and the alternative hypothesis (Ha) are accepted and null hypothesis (Ho) is rejected. It means that the experiment technique is accepted.
2.
If the result of calculation to (t observation) is lower than tt (t table), to
CHAPTER II THEORETICAL FRAMEWORK A. Reading 1. Definition of Reading Reading is one of the four language components; it is an important element that cannot be separated from each other in language learning process. As a result, it becomes important for foreign language learners to learn and to master on it. Simply put, reading is making meaning from print and from visual information.1 But reading is not a simple activity, reading is a complex activity and need some process, as De Boer and Dallmann state that “Reading is a much more complex process. Reading involves recall, reasoning, evaluation, imagining, organizing, applying, and problem solving.”2 This statement explains that reading requires a lot of skills to achieve the purposes of reading itself. In addition, according to Bamman, “Reading is a many-sided, very complex activity. It has been variously described as a process, a mode of thinking, a kind of real experience, a type of vicarious experiencing, an aspect of communication, and a tool subject.”3 It must be viewed from every angle to complete the process of understanding. Therefore, in reading is needed full attention to comprehend the content, because it involves brain to work. Alderson stated that there are two aspects in reading: process and product.4 In the process of reading there happened many things. The reader thinks about what he is reading, what the text means or what he expects from the text. This statement proves that in reading, there is cognitive process in reader‟s mind.
1
Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact (Chicago: American Library Association, 2007), p. 10. 2 John J. De Boer & Martha Dallmann, The Teaching of Reading, (New York: Holt, Rinehart and Winston, Inc, 1964), Revised Edition, p. 17. 3 Henry A. Bamman, Fundamentals of Basic Reading Instruction, (New York: David McKay Company, 1963), 2nd Editon, p. 1. 4 J. Charles Alderson, Assessing Reading (New York: Cambridge University Press, 2000), p. 3.
6
7
Reading is an activity or process in getting information. Reading involves the interaction because it is one of skills which are highly connected with someone‟s language ability. When people read they construct and research for meaning based on their own perception to the text brings to them. Penny Ur stated, “Reading is understanding. If you read the words but you do not know what they mean, that is not reading. A foreign language learner, who says „I can read the words, but I don‟t know what they mean‟.”5 Someone cannot be said reading if he does not understand what he read. Reading needs deeper comprehension to understand the text. Therefore we need to analyze what we are reading to know the content of the text. Knowing the text involves the minds to work. It relates to cognitive ability. As Alderson said “The number of different theories of reading is simply overwhelming, how reading relates to other cognitive and perceptual abilities, how it interfaces with memory.”6 This means that reading stage involves reader‟s mind to work hard in interpreting the text. Moreover Daiek and Anter said “Reading is an active process that depends on both an author‟s ability to convey meaning using words and your ability to create meaning from them.” 7 So, to read well, someone needs a skill in reading. This skill must be built as frequently as people can, because reading skill needs behavior to be better understanding. Therefore, we can get information about what the author has written. From these definitions, reading is not only to read the printed text into spoken language, but also to decode the text and to make a connection between the readers‟ knowledge and the text they read in order to understand the text based on their purposes. In addition, reading also is a process which involves the readers‟ previous knowledge and the text they read in order to comprehend the text.
5
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 138. 6 Alderson, op. cit., p. 1. 7 Deborah Daiek & Nancy Anter, Critical Reading for College and Beyond, (New York: McGraw-Hill, 2004), p. 5.
8
2. Reading Comprehension Reading and comprehension are two things that cannot be separated. Reading means understanding the text and it is the same things as comprehension. Reading comprehension is understanding a written text which means extracting the required information from it as efficiently as possible.8 It needs deeper comprehension to know what the text means. Bammann stated, “Basic to good comprehension is an understanding of the manner in which words are fused into meaningful phrases, phrases into sentences, and sentences into paragraphs”.9 To be a good reader, someone needs a deeper comprehension to know what the meaning of the text is. Gillet, Temple and Crawford give some characteristics in good comprehension, “Good comprehenders summon up their prior knowledge about the topic of reading, they ask question 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.”10 So, the readers need some skills to comprehend the text. Based on RAND Reading Study Group, “Comprehension entails three elements: a. The reader who is doing the comprehending b. The text that is to be comprehended c. The activity in which comprehension is a part.”11 Those elements are related to each other which decide the quality of reading comprehension of the reader. Based on De Boer and Dallman, there are causes of difficulties in comprehension: a. b. c. d. e. 8
Limited Intelligence Undesirable physical Factors Overemphasis on word recognition Overemphasis on Oral Reading Insufficient Background for Reading a Selection
Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), p. 3. 9 Bamman, op. cit., p. 224. 10 Jean Wallace Gillet, Charles A. Temple and Alan N. Crawford, Understanding Reading Problems, (Boston: Pearson Education, Inc, 2012), p. 166. 11 RAND Reading Study Group, Reading for Understanding: Toward in R&D Program in Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.
9
f. Failure to Adjust reading techniques to reading purpose and type of reading material g. Lack of appropriate teacher guidance.12 It is stated that teacher‟s guidance also become a factor of failure of comprehension. To solve the lack of reading comprehension, pre-reading activities could be one of the teacher‟s activities which can be used to guide or stimulate student‟s interest in text. As the sixth factor mentioned above, the reading technique is needed in teaching reading. From those definitions, it can be concluded that reading comprehension refers to the understanding of what has been read. Comprehension is processing skills that depends not only on the comprehension skills but also depends on the readers‟ generalize knowledge and acquisition skills.
3. Types of Reading Text Text can be divided into different text types. Each text types have their own structure that can be recognized by users. Text types are used by speakers and writers to communicate to others for certain purpose. There are two main categories of text: literary and factual.13 Within these are various text types. Each text types have a common structure. “The main literary text types are: narrative, poems and dramas. These types are used to tell us about human experiences, usually in an imaginative way.”14 The purpose of this kind of text is to entertain the readers. It is usually inserted by pictures, some expression to illustrate the story. When we want to summarize those literary texts, the response text can be created. Another text types is factual text. “Factual text types present information or ideas. The purpose of these texts is to inform, instruct, educate, or persuade the listener or reader.” It can be concluded that factual text is contained of facts,
12
Boer & Dallmann, op. cit. p. 132-134. Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan Education, 1998), p. 2 14 Ibid. 13
10
information about our life, or recent news which is exist surrounding our environment. The main factual text types are: a. Explanation b. Information Report c. Discussion d. Recount e. Factual Description f. Procedure g. Procedural Recount. 15 Hartono in his book divides genres of text into two kinds. Those are Story Genres and Factual Genres.16 In story genres, he divides into Narrative, News story, Exemplum, Anecdote, Recount, and Spoof, while factual genres is divided into Procedure, Explanation, Report, Exposition, Discussion, Description, Review, News Item, and Commentary. The social function some kinds of text, based on Hartono: Story Genres Narrative
Social Function
Factual Genres Procedure
Social Function
To amuse, entertain and to deal with actual or various experience in different ways. News Story/ Factual text which informs readers events of the day which Items are considered newsworthy or important. Exemplum To deal with incidents that are in some respects out of the usual, point to some general value in the cultural context. Anecdote To share with others an account of an unusual or amusing incident Recount To retell events for the purpose of informing or entertaining. Spoof To retell an event with a humorous twist.
Explanation Report
15 16
To describe how something is accomplished through a sequence of actions or steps. To explain the processes involved in the formation or workings natural or socio-cultural phenomena. To describe the way things are, with reference to arrange or natural, manmade, and social phenomena in our environment.
Ibid. Rudi Hartono, S.S., M.Pd, Genres of Texts, (Semarang: UNNES, 2005), p. 5
11
Analytical exposition Hortatory Exposition Discussion Description Review Commentary
To persuade the reader or listener that something is the case. To persuade the reader or listener that somehting should or should not be the case. To present (at least) two points of view about an issue. To describe a particular person, place or thing. To criticize an art work or event for a public audience. To explain the processes involved in the formation (evolution) of a socio-cultural phenomenon, as though a natural phenomenon.17
In conclusion, the text types represent the most common ways in which language is structured to achieve a certain purpose. Writers and speakers use these structures in order to help the reader or listener understand the text.
B. Recount Texts 1. The Definition of Recount Texts In communication, sometimes we want to inform others about the past activities, such holiday event, weekend activity, seminar event etc. In written text, those information can be arranged in recount text. Anderson and Anderson stated,”A recount is a piece of text that retells past events, usually in the order in which they occurred. ”18 Recount text simply can be defined as a text type to inform the past activity. In addition, Based on Priyana, ”A recount text is a text that tells us about a part of experience.”19 Recount texts tell a series of events that can be an experience of someone in his life. Recount text is used to reconstruct and to describe something that has already happened. It is used to retell someone‟s experience. It also includes the author‟s or other people‟s feeling and responses to these experiences. The social function of recount text is to retell events for the purpose of informing or entertaining. 17
Hartono, op. cit., p. 6. Anderson & Anderson, Text Types in English 3, op. cit., p. 24. 19 Joko Priyana et. al., Interlanguage: English for Senior High School X, (Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008), p. 18. 18
12
The purpose of a recount text is to give the audience a description of what occurred and when it occurred.20 It gives us the information about the text which is needed in a recount text.
The strategy to read recount text is: Bacalah judul dan paragraf pertama untuk mendapatkan orientasi umum tentang peristiwa. Tetapkan tujuan membaca berikutnya: menelaah keseluruhan peristiwa secara lebih detail, atau mencari informasi tertentu. Bacalah kelanjutan teks itu dengan lebih cermat untuk tujuan pertama, atau lakukan scanning untuk mencapai tujuan kedua.21 Djiwandono, explained that “The strategy to read recount text is first read the title and first paragraph to get the general orientation about the situation. Establish the purpose of reading whether to get the whole incident more detail or to get the certain information. Then read the text more detailed for the first purpose or do the scanning technique to get the second purpose”.22 Based on those descriptions about recount text, it can be concluded that recount text is a text which tells a sequence of events which happened in the past time. It serves the reader about what occurred and when it occurred.
2. Kinds of Recount Text Mukarto et. al., stated that there are three kinds of recount text, those are: a. Personal Recount A personal recount text usually retells an experience in which the writer was personally involved. It lists and describes past event experiences by retelling events. It presents the events chronologically (in order in which they happened). The purpose of personal recount text is to inform or to entertain the reader. b. Procedural Recount A procedural recount records events such as a science experiment or a cooking experience. The purpose of procedural recount texts is to inform listeners or readers. c. Biographical Recount
20
Emi Emilia, Teaching Writing: Developing Critical Learners, (Bandung: Rizqi, 2010), p.
106. 21
P. Istiarto Djiwandono, Strategi Membaca Bahasa Inggris, (Jakarta: Gramedia Pustaka Utama, 2000), p. 70. 22 Ibid.
13
The purpose of biographical recount is to inform the reader by retelling past events and achievements in a person‟s life. A biographical recount uses specific names of the people involved in the biography. 23 In addition, based on Anderson and Anderson, “A procedural recount details, in sequential order, the steps that have been taken to achieve a goal. It is written after the procedure has been completed.” Example of procedural recount text include, writing up a science experiment, show something was made, show something was fixed, show how one moved from A to B. 24 Examples of recount texts also includes eyewitness accounts, newspaper reports, letters, conversations, television interviews, speeches.25 In conclusion, there are several kinds of recount text. Recount text not only tells about someone past experinces, but also it could be about someone‟s biography, or procedure to make something. Those kinds of text also influence the function of the text.
3. Linguistic Features of Recount Text Anderson and Anderson mention, “The language features found in a recount text are: a. Proper nouns to identify those involved in the text b. Descriptive words to give details about who, what, when, where and how. c. The use of past tense to retell the events d. Words that show the order of events (for example, first, second, next, then, finally, et cetera).” 26 Moreover Emi Emilia stated that, A recount also has several linguistic features, among others: a. Use specific participants: a younger brother, sister, mother, father, or the writer him/herself: I, my brother, my mother (I have an older sister. Her name is Ani…);
23
Mukarto, et.al, English on Sky 2, (Jakarta: Erlangga, 2007), p. 62-175. Anderson and Anderson , Text Types in English 3, op. cit., p. 30-31 25 Anderson and Anderson. loc. cit. 26 Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: MacMillan Education, 1998), p. 50. 24
14
b. Use of the past tense: (Last holiday I decided to spend my vacation) c. Use of temporal and additive conjunction: to connect the messages of clauses (Martin, 2009: 156) and help make the text cohesive: After, when, then, before, during, or conjunctions such as “first, next, then”; d. Personal comments (except for factual Recount) (The holiday was cool…: I was happy because I had a great vacation in Italy).27 In conclusion, in recount text there must be some linguistic features to support the content of the text. As on the other kinds of text, there are similarities each other. They are using participants, using past tense as time signals, using conjunction and showing the details to support the content of the story.
4. Schematic Structures of Recount Text Even though there are several kinds of recount text, basically they have the same characteristics in the schematic structures. Emilia stated that a recount text consists of three parts, those are: a. Orientation In orientation, it is mentioned some events which is also stated the participants, place, or time information in that story. b. Events This part introduces series of events which is happened in the story. c. Reorientation It is the part how the story goes back to the beginning point and sometimes the author also gives the comments or his opinions about the events happened.28 Reorientation is optional and closure of events.29 It is the last part of the text. It consists of the summarizing of events and also the ending of the story.
27
Emilia, op. cit., p. 107. Emilia, op. cit., p. 107. 29 Utami Widiati et al., Contextual Teaching and Learning: Bahasa Inggris Sekolah Menengah Pertama, Kelas VII, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), 4th Edition, p. 29. 28
15
Some recounts text may not have the conclusion paragraph, because it is optional. In this part, it usually consists of comments of the author, but it may be added or not. As Emi Emilia said that “Some recounts have evaluative comments or a conclusion which may constitute the writer‟s comment on events described previously, but this is just optional. The conclusion is written in the last paragraph, and because this part is optional, some recounts may not have this conclusion paragraph.” 30 Therefore, someone can add comment or just ignore it. Pardiyono stated that, “to make recount text, first the teacher should know rhetorical structure of recount text: (1) make orientation, that is text element which contains topic or something that will be infomed to the readers, then (2) record of events, and the last is (3) re-orientation.”31 In conclusion, schematic structure means how the paragraph is structured in order the purpose of the writer can reach the reader effectively. This part also includes what information put into each of the unit of the paragraph.
5. Recount
Text
in
KTSP
(Kurikulum
Tingkat
Satuan
Pendidikan) Recount text is taught in Senior High school, while it is mentioned in Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah. The scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional pendek dan monolog serta esei berbentuk procedure, descriptive, recount, narrative, report, news item, analytical exposition, hortatory exposition, spoof, explanation, discussion, review, public speaking.”32 Therefore, recount text is included into the curriculum and recount text is one of the texts that is learned at the first grade of Senior High School.
30
Utami Widiati et al., loc. cit. Pardiyono, M.Pd, Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif, ( Yogyakarta: CV. Andi Offset, 2007), p. 63. 32 Depdiknas, op. cit., p. 308. 31
16
Therefore in Senior High School, students are attempted to comprehend and compose short functional text and monologue in several kinds of text, and recount text is one of those texts.
C. Pre-Reading Activity Definition of Pre-Reading Activity
1.
In the contemporary practice, a reading lesson is usually divided into three parts, the pre-reading, while-reading, and post-reading stages, each of which has its own particular aims and procedure.33 “The pre-reading stage can be interpreted as the phase before students are given the reading texts.”34 This phase usually brainstorms or arouses student‟s prediction about text. In the pre-reading stage, the teacher will encourage the students to activate their background knowledge with the topic they learn. Lewin divides reading activities into four steps; they are Prepare, First Dare, Repair and Share. Pre-reading activities are defined as Prepare activities which is “It is prerequisite for constructing meaning in any subject on any topic.” 35
So, pre-reading is a stage before reading is started which students are asked to
make anticipation about the reading text topic. Moreover, Silberstein states pre-reading activities are activities created which occurs before the students read the whole passages or text.36 Before students read any text, teachers can direct their attention to how a text is organized. It could be a way to help students comprehend the text easily.
33
Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston: Heinle and Heinle Publishers, 1991), 2nd Edition , p. 202. 34 Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟ Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2007, p. 3, not published. 35 Larry Lewin, Paving The Way in Reading and Writing: Strategies & Activity to Support Struggling Students in Grade 6-12.( San Fransisco: Jossey-Bass, 2003), p. 18. 36 Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford University Press, 1994), p. 44.
17
Pre-reading strategies allow students to think about what they already know about a given topic and predict what they will read or hear.37 Therefore, by understanding what the students want to read, it will help them to comprehend the text better. It will affect on student‟s reading comprehension test achievement. Reading educators such as Betts and Stauffer “They recommended a lesson structure that provides not only for comprehension-oriented activities during reading but for pre- and post- reading discussions to integrate children‟s prior knowledge and to help them evaluate what they have learned.”38 From this statement, pre-reading can give benefit in recalling student‟s knowledge. This activity could help students in comprehending the text by facilitating them in prereading activity. Because they have background knowledge about the text, before they face the text. In conclusion, pre-reading activity is an activity which is held before main reading activity. This activity usually is held in order to brainstorm students‟ knowledge which is connected with the text. This activity has function as the media before the main reading process happens to help students comprehend the text easily.
2. Goals of Pre-Reading Activity The pre-reading activity is established to help students make schemata or prior knowledge about the text that they want to face. This activity makes students have background knowledge about the text. Wilson and Chase states “The goals of pre-reading stage are to activate or
build, if necessary) the students‟ knowledge of the subject, to provide any language preparation that might be needed for coping with the passage, and, finally, to motivate the learners want to read the text.”39 The motivation of reading
37
Richard Nordquist, http://grammar.about.com/od/pq/g/Prereading.htm, taken on January, 2013 at 03.20. 38 Jean Osborn, Paul T Wilson, Richard C Anderson (ed), Reading Education: Foundations for a Literate As: Lexington Books, 1985), p. 326. 39 Ibid.
18
is built before they read. The aims are to attract students‟ interest in reading text. When they are attracted to the text, the students will comprehend the text easily. Based on Willis, “The goals of pre-reading is to give students an overview of the topic, book, or story to be read so they can develop mental templates upon which to pattern the new information.”40 Therefore, pre-reading activity is needed in reading class. Giving the students such a predicting cues to warm up their brains will give many benefits. This activities purpose is to shape background knowledge to make a base to new information. In conclusion, pre-reading activities have beneficial goals in giving students‟ preparation before reading. There are some strategies that can be used to make connection in the readers‟ thought. The most important one is to set reading purposes before someone begins to read.
3. Kinds of Pre-Reading Activities In pre-reading, there are kinds of pre-reading. Pre-reading allows teacher to create some activities in order to attract students to read. From this activity, students are expected to comprehend the text easily. Silberstein said that, “Pre-reading activity can be these following activities which are designed to do before the students read: a. Class discussion anticipating content b. Previewing: Students complete the following activities in pairs, working back and forth between the text and paired discussion.”41 Those activities involve students to cooperate each other in anticipating the text. It will give advantages to low achievement students. They will be helped by conditioning them in pair or in groups. From this explanation, it will give us information that pre-reading could be a way for students to comprehend the text. In addition, Moreillon stated that:
40
Judy Willis, M. D., Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension, (Virginia: Association for Supervision and Curriculum Development, 2008), p. 131. 41 Silberstein, op. cit., p. 44-45.
19
Cues and questions help students‟ minds begin to focus and prepare for the literacy event to come. This information is used to shape the listening or reading experience. These introductions often help students to remember and connect with what they already know about a topic, theme, author, or illustrator. These cues and questions, then, are linked to the background knowledge strategy.42 Pre-reading activities helps the students to prepare their minds to be ready in reading the text. The students are invited to recall their previous knowledge related to the text. Additional Pre-Reading Strategies: 1. Overviews: The activities in overviews are class discussions, printed previews, photograph, outlines or films. 2. Vocabulary Previews: Giving the students some vocabulary related to the reading topic before reading activities. 3. Structural Organizers: Previewing the structural organization of the text before reading, to improve student‟s comprehension related to the form of the text that they will be faced. 4. A Purpose for Reading: Setting the purpose of reading to guess what the text is which the question could be come from teacher. 5. Author Consideration: This strategy is considering what the author tries to convey in his work through understanding his field on his certain work. 6. KWL: This strategy involves three metacognitive steps in reading expository text. That is: What do I Know? What do I Want to learn? What did I Learn? 43 In conclusion, there are several kinds of pre-reading. Pre-reading involves teachers‟ preparation in holding the activities before the reading class. The use of kinds of pre-reading activities is based on the purposes of reading. It also adjusted to the students‟ needs and also teachers‟ ability to conduct pre-reading activity.
42
Moreillon, op. cit., p. 60. Karla Porter, M. Ed, Reading: Pre-Reading Strategies , 2013, http://departments.weber.edu/teachall/reading/prereading.html date taken on October, 8 2013, 08.51 am. 43
20
4. The Steps of Pre-Reading Activity Hadfield stated about simple reading activity was designing reading activities; they are Lead in, Read and Respond and Follow up.44 While Lead In, introduces the learners to the topic and focuses their attention. This activity is as the activity before reading. It can be mentioned as pre-reading activity. “The aim of the Lead In is to get the learners to start thinking about the topic of the reading text before someone can actually show them the text itself, and perhaps introduce or familiarize them with a few vocabulary items from the text.”
45
The teacher can use a variety of techniques to stimulate the learners‟
interest, question and answer, pictures, or a short discussion. Students are more attractive about something visually. Because by seeing some pictures about the events about the text, it will help them to comprehend the text easily. As Sandra Silberstein stated that, “Pictures are a great source of inspiration. Storytellers work in pictures, so putting a story together based on pictures or paintings or photographs is a good way of thinking visually. Pictures are snapshots of events; they capture what is going on for one second of that story.”46 In steps of pre-reading, the teacher usually brainstorms or arouses student‟s prediction about the text. Based on Ajideh, “Brainstorming has many advantages as a classroom procedure. First, it requires little teacher preparation; second, it allows learners considerable freedom to bring their own prior knowledge and opinion to bear on particular issues; and third, it can involve the whole class.”47 Therefore, pre-reading activity involves many participants, such as the teacher, students as the object of the technique itself. The teacher should attract students to recall students‟ prior knowledge and their interest about the
44
Jill Hadfield and Charles Hadfield, Simple Reading Activities, (New York: Oxford University Press, 2000), p. 2. 45 Ibid. 46 Alison Davies, Storytelling in the Classroom: Enhancing Traditional Oral Skills for Teachers Pupils, (London: Paul Chapman Publishing, 2007), 1st Edition, p. 15. 47 Parviz Ajideh, Schema–Theory Based Considerations on Pre-reading Activities in ESP Textbooks, The Asian EFL Journal. Teaching Articles,16, 2006, p. 7.
21
text. This activity also gives a chance to the teacher and students even a whole class to interact each other. RAND Reading Study Group stated that, “In the pre-reading micro period, the reader arrives with a host of characteristics, including cognitive, motivational, language, and non-linguistic capabilities, along with a particular level of fluency.”48 The pre-reading also determines how reader involves with the text, what they interrelate the text with their skill in reading, etc. In addition of pre-reading steps, Lewin mentioned that there are menus of Reading Prepare Strategies: a. b. c. d. e. f. g. h. i. j. k. l. m.
Survey the piece by reading the title. Think about the title by converting it into a question. Think about the title by making a prediction about what will happen. Look over the text structure: notice columns, paragraphs, font size changes, use of italics and boldface type. Skim the piece on the look-out for proper names, places, dialogue, illustrations. Look at the length of the piece and estimate how long it will take to read it. Read the author‟s name. Think about the author by recognizing (or not recognizing) the name. Think about by recalling other pieces written by the same person. Think about the author by reading the short bio, if provide. Sample the piece by reading one or two opening paragraphs and a middle paragraph. Understand the teacher‟s reason for assigning this piece, or set your own purpose for reading it. Take in all this preview data and recall any prior knowledge that is applicable. Ask, “What do I already know that will help me understand this story or topic?” 49
From those explanations, the writer concludes that steps in pre-reading enclose the things that someone does before reading. The activities are done before someone starts reading in order to increase his capacity to understand the material. From their better understanding, the students could increase reading comprehension.
48 49
RAND Reading Study Group, op. cit., p. 12. Lewin, op. cit., p. 19.
22
In this research, the writer will use two kinds of pre-reading activities, those are: background knowledge strategy by brainstorming and showing pictures. Brainstorming about the related text will help the students to be introduced in some knowledge which they have already known. Then showing them pictures related the text will make them easier to predict the text. It can be base to better understanding. In this research the writer will conduct treatment to experimental class using brainstorming (questioning) and pictures, while the writer will not conduct treatment to controlled class. Before reading activity is started, the writer will show them the pictures and brainstorm their knowledge about the text by questioning about the text. The writer will ask them some questions related the topic. Then, the writer will read aloud the text to the students and showing them some pictures. When the writer finishes her reading aloud, she will ask one of the students to read aloud in front of the class while. She also corrects their pronunciation. The wrong pronunciation of words will be written on the whiteboard and the writer will give them the right one. After pre-reading activity is completed, the writer let them to read individually. Then, the writer gives the students reading comprehension test related to the text.
D. Previous Study Several studies were conducted by some researcher about pre-reading activities. Thus, in this section some research findings of the effectiveness of prereading activities in teaching reading comprehension. Those will be elaborated briefly to give support to this study. Sari on her study with the title “The Effectiveness of Pre-Reading Activities to Improve Students‟ Reading Comprehension: A Case Study at the second Grade of Budi Mulia Senor High School in Ciledug 2006/2007)”. The population of this research is second year students of SMA Budi Mulia. There were 7 classes while the writer took randomly 2 classes as the experiment class and controlled class. There are 30 students in each class. The research was
23
conducted in four meetings. The writer used reading comprehension tests as the instrument of the research, which is 20 multiple choices. There were 5 items for each meeting with one theme. In pre-reading stage, the students in experiment class are taught using pre-reading activities by asking them some questions related to the theme and by showing the pictures to students. After pre-reading stage, the teacher asked few students to read aloud the text and correct mispronunciation. Then the teacher asked the students about the difficult word or she gave a clue. Then, the teacher gave the students about reading comprehension test. The writer used t-test in analyzing the data with df or db= (Nx+Ny)-2. The result is there is significance difference between the result of teaching using pre-reading activity and without pre-reading activity. The mean score of the students who are taught using pre-reading activity is 74,3 and the mean of the students who are taught without pre-reading activity is 63,2.50 Secondly, A research, “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading Activities by Using Semantic Mapping: A Case Study at Third Grade Students of Junior High School MTs. Al-Kautsar, Depok by Eka Kartiwi. The research was conducted to the third year students of Junior High School which is held about three weeks. The population of the research is four classes and the writer took one class as experiment class consists of 30 students. There were six meetings in this research including pre-test and post-test. In each meetings, there are pre test and post test which for each test consist of 5 multiple choices items. So, there were 10 multiple choices items in every meeting. Therefore, the total number of test is 30 multiple choices items of pre test and 30 multiple choices of post test. The writer held the pre-reading activity by using semantic mapping. T-test is using to find the difference between two mean differences. The result is there is a significant difference on students‟ reading achievement after they were taught using semantic mapping technique.
50
Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟ Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2007, not published.
24
The result of “t” test (to) = 13.4 is bigger than the result of the “t” table viewed from both significance level; of 5% and 1%.51 Another research is “Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension” by Kei Mihara (2011). This study focuses on two prereading strategies: vocabulary pre-teaching and comprehension question presentation. Researchers have claimed that a vocabulary strategy is less effective than any other pre-reading strategy. There were two purposes in this research. The first goal is to examine the effects of the two pre-reading strategies; the second is to discuss the relationships between students‟ English proficiency and their reading comprehension. The participants in the present study were asked to perform a pre-reading strategy, read a passage, and then answer comprehension questions. They read four passages altogether. Three weeks after they read the fourth passage, they were asked to answer a questionnaire. The study involved 78 Japanese first-year university students. The present study suggests that for Japanese university students, vocabulary pre-teaching is less effective than prequestioning. Even when one of the pre-intermediate classes performed the prequestioning strategy and the upper-intermediate class learned the key vocabulary first, the upper-intermediate class did better on the reading comprehension test. The present study indicates that although vocabulary pre-teaching is less effective as a pre-reading strategy, this method is likely to be preferred to EFL/ESL students. This result would suggest that it might be worth investigating whether a vocabulary strategy works well as a post-reading strategy. This research showed that pre-reading activity is effective to build student‟s prior knowledge about text, and it can be a technique to help students in reading text.52
51
Eka Kartiwi “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading Activities by Using Semantic Mapping”, Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta, 2005, not published. 52 Kei Mihara, Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension, Tesl Canada Journal/Revue Tesl du Canada 51 vol. 28, no 2, 2011.
25
E. Conceptual Framework Reading is an activity or process in getting information. When someone is reading a text but he or she does not understand what he or she is reading, that is not reading. In Indonesia, actually, English has become compulsory subject taught from Secondary School (SMP) up to Senior High School (SMA). In senior high school, students learn several kinds of texts. One of those texts is recount text. Recount text is a text which tells past activity. A recount text contains some events. Based on the description above and based on writer‟s observation at the first year students of Senior High School at SMA Darussalam Ciputat, She found that the students still face some difficulties in answering and understanding the texts especially recount texts. When the teacher gave the students reading text, the students usually are not very interested in the text, because maybe the teachers do not give an interesting activity to attract students‟ attention in reading text. To solve this problem, the writer thinks that pre-reading activity can be a good strategy to help students in reading a text especially recount text. Pre-reading activity is an activity or a phase before the students read the text. This activity could be a way, to stimulate the students to read the text. When they are attracted to read the text, they will pay attention to the reading text and they will comprehend the text easily. The sample of the research will be given to first grade of senior high school students. The writer will give the treatment of pre-reading activities before they read the text. The writer will give sequences of the pictures about the text. Then, the students are given the reading comprehension test related to the text.
CHAPTER III RESEARCH METHODOLOGY A. Place and Time of the Research This research was conducted in SMA Darussalam located at Jl. Otista Raya No. 36, Ciputat, Kota Tangerang Selatan. It took place for about two weeks.
B. Subject of the Research Subject of the research was first grade of SMA Darussalam Ciputat which each class consists of 20 students. The writer used two variables X and Y. Each of these represents score of the class. Variable X as the score of experiment class (X3) and Y as the score of controlled class (X2). The experiment class is taught using pre-reading activity and controlled class is taught without pre-reading activity.
C. Object of the Research The object of the research is Recount Text, which is realized in reading comprehension text. The writer wants to know the effectiveness of pre-reading activities in teaching recount text.
D. Research Method and Design This research was conducted to know the effectiveness of variables. Thus, the quantitative method was required in this research and a quasi-experimental research was decided as a research design. The procedure of conducting this design was dividing the participants into two groups; in this case, the students were grouped into controlled class and experimental group. The students in the experimental group got treatment. They were given the material in the learning process by conducting pre-reading activities, while students in controlled class was not given the treatment. At the first meeting, pre-test was given to both groups to make sure the students of two groups have relatively the same comprehension on reading
26
27
recount text and to analyze the items of questions. The post-test was taken in each meeting which is served by five items of question. At the end of the meeting of treatment, the amount of the score will be summed up to gain the mean of the post test score.
E. Population and Sample of the Research The population of this research was about three classes of the first grade which consist of 113 students. Because the number of populations was too big, the writer considered to take sample for collecting data. The sample of this research was which consist of 20 students as experimental group and 20 students as controlled group. Sample was taken from purposive sampling. Purposive sampling is a technique to choose the member from the population based on certain purposes. Students of class X-2 and X-3 were chosen as the sample because of some purposes. Those are the students of these two classes basically have the same characteristic and intelligence. It was seen by the information gotten from the English teacher in that school and by giving the students pre-test. Pre-test was given to groups, experimental class and controlled class. Then, other purposes were the consideration of limited time, fund, and practicality in deciding taking X2 and X-3.
F. The Implementation The writer would apply two kinds of pre-reading activities. In this research, the writer is as the teacher who designs the pre-reading activity. The writer gave treatment to experiment class using brainstorming and pictures, while in controlled class the writer did not give any treatment. The procedures in teaching recount text by applying pre-reading activities are: Firstly, the teacher will review the material about recount text such as kinds of recount text. The teacher gives short explanation about recount text. This activity has a function to recall their memory about recount text.
28
After giving them short explanation, secondly the students will receive the text about recount text. The teacher brainstorms the students’ brain by asking the students about title, asking some questions about the text and predicting what will happen. These activities are called as pre-reading activities which is called brainstorming. This is the first kind of pre-reading activity. By giving them pre-reading activities like brainstorming, students are expected to comprehend text easily. Thirdly, the teacher gives them pictures related the text by showing pictures presentation on PowerPoint. The teacher read aloud the text for students. The students notice on the pictures. This activity is the second pre-reading activity used. After giving them pictures, fourthly the teacher asks one students to come forward in front of the class to read the text. It is purposed to give a pause for students while they also review the content of whole text. The teacher also corrects their pronunciation. The wrong pronunciation of words will be written on the whiteboard and the writer will give them the right one. At the last, after pre-reading activity is completed; the writer let the students read individually. Then, the students answer reading comprehension test about recount text related to the text.
G.
Instrument of the Research In this research, the writer used reading comprehension test which is
compiled by the writer herself to find out the effectiveness of pre-reading activity. There are 20 multiple choices. For each test, it consists of 5 items for one meeting, for each theme. The content material of pre-reading activity was taught based on the theme. The experiment was conducted in four meetings.
H. Technique in Collecting Data The data of the research was taken from instrument of the research that was reading comprehension test. The test was given to all the groups. The test was given at the first meeting as pre-test and the test was given in each of the
29
treatment as the post-test score. The students were given the reading comprehension test and they were given 15 minutes to complete it. Pre-test was carried out to give the information about the characteristics of these two groups. The result of pre-test gave meaning of checking whether the two groups were similar before being researched. Afterwards, the experimental class was given four treatments by giving pre-reading activities in teaching reading and the controlled class was taught reading using conventional technique. The post-tests were held in each treatment, which is realized in reading comprehension test.
I. Technique on Analyzing Data To analyze the data, the writer used statistic calculation of the t-test to determine the final calculation of to (T observation) that is done to measure the last score of the experiment class and controlled class by using statistic calculation of the t-test with significance degree 0.05 and 0.01. After the data were gathered, mean score from post. By using t-test formula, the value showed whether the use of Pre-Reading activities influence students’ comprehension in reading recount text. The final result of between experimental class and controlled class was calculated by the t-test formula as follows: 1
But before accounting using T-test, the procedure of calculation is: 1. Determining Mean Variable X (Mx), with formula:
2. Determining Mean Variable Y (My), with formula:
1
Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2005), p. 314-316
30
3. Determining Standard Deviation X (SDx), with formula: √ 4. Determining Standard Deviation Y (SDy), with formula: √ 5. Determining Standard Errors Mean Variable X (SEmx), with formula: √ 6. Determining Standard Errors Mean Variable X (SEmx), with formula: √ 7. Determining the difficulties of Mean Variable X and Mean Variable Y, with formula:
After all of the data are calculated, the last procedure is determining df (degree of freedom) with formula: df or db = (N1+N2) -2 Where M : The Average of Student Score SD : Standard Deviation SE : Standard Errors X
: Experiment Class
Y
: Controlled Class
N
: Total of the Students
df : degree of freedom
J. Statistic Hypothesis a.
Null Hypothesis (Ho) There is no significant difference on student’s understanding in Recount Text
with and without Pre-Reading Activity in reading comprehension test
31
b.
Alternative Hypothesis (Ha) There is significant difference on students’ understanding in Recount Text
with and without Pre-Reading Activity in reading comprehension For further information, the writer followed some assumptions as bellow: 1.
If the result of calculation to (t observation) is higher than tt(t table), to>tt, there is significance difference and the alternative hypothesis (Ha) are accepted and null hypothesis (Ho) is rejected. It means that the experiment technique is accepted.
2.
If the result of calculation to (t observation) is lower than tt (t table), to
CHAPTER IV RESEARCH FINDINGS A. Data Description After conducting the research, the writer obtained the data. There was post-test score for each class. The experimental class and the controlled class were taught with different technique in teaching reading. The experimental class was taught using the pre-reading activity, whereas the controlled class used conventional technique. In the experimental class, the writer applied pre-reading activity. The students were brainstormed by questioning and viewing the pictures related to the text. The score of reading comprehension test of each group can be seen in the tables for data analysis as follow: 1. Experimental Class In the experimental class the writer gave the test. The result of the test as follow: Table 4.1 The Test Score of Experimental Class (X) Student 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
Pre-Test 60 60 65 50 45 70 60 60 65 55 60 75 80 60 65 55 55 75
32
Post-Test 80 85 80 65 70 70 80 70 85 70 80 75 85 80 65 55 65 85
Gain Score 20 25 15 15 25 0 20 10 20 15 20 0 5 20 0 0 10 10
33
Student 19 Student 20
50 55 ∑=1220
60 55 ∑=1460
10 0 ∑=240
To describe the significant of the result, the writer includes chart of the test result between pre-test and post-test in experimental class, as follow:
90 80 70 60 50 40
Pre-Test Post-Test
30 20 10 0
Chart 4.1.1 The Score Pre-Test and Post-Test of Experimental Class
Based on the table 4.1, the highest score for the experimental class was 85; there are four students who got the highest score. The lowest score for experimental class is 55; there are two students who have the lowest score. The differences score obtained the highest score which showed the improving of score, that is 25, 20, 5, 10. There is no difference score obtained which showed for the lowest score. It can be concluded that there was significant differences in teaching recount text using pre-reading activity.
34
2. Controlled Class The data from the score of controlled class have been obtained as follow: Table 4.2 The Test Score of Controlled Class Student 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
Pre-Test 30 55 70 75 80 65 75 50 65 75 70 75 45 75 70 75 65 75 65 80 ∑= 1335
Post-Test 55 50 65 50 60 70 65 65 50 65 45 65 55 50 50 60 55 50 85 50 ∑= 1160
Gain Score 25 -5 -5 -25 -20 5 -10 15 -15 -10 -25 -10 10 -25 -20 -15 -10 -25 20 -30 ∑= -175
To describe the significant of the result, the writer includes chart of the test result between pre-test and post-test in controlled class, as follow:
35
90 80 70 60 50 40
Pre-Test
30
Post-Test
20 10 0
Chart 4.2.1 The Score Pre-Test and Post-Test of Controlled Class
The highest score for the controlled class is 85; there is one student who got the highest score. The lowest score for controlled class is 45; there is one student who has the lowest score. The total of controlled class is 1160. From the differences between table 4.1 and 4.2 above, it showed that the experimental class is higher than the controlled class in the posttest result, which the total experimental class score 1460 is higher than the total of controlled class, 1160. It can be concluded that there was a positive influence of using pre-reading activities toward students’ reading skill.
B. Data Analysis Before calculating the t value of the observation, the writer would like to compare the result between two classes. To know the result of the test, the writer makes table of students score for each class, both experiment class and controlled class.
36
Table 4.3 The Calculation of Comparison of the Experimental Class and Controlled Class Test Student 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
Experimental Controlled Class (X) Class (Y) 20 25 25 -5 15 -5 15 -25 25 -20 0 5 20 -10 10 15 20 -15 15 -10 20 -25 0 -10 5 10 20 -25 0 -20 0 -15 10 -10 10 -25 10 20 0 -30 ∑X= 240
∑Y= -175
x (X-MX) 8 13 3 3 13 -12 8 -2 8 3 8 -12 -7 8 -12 -12 -2 -2 -2 -12
y (Y-MY) 33.75 3.75 3.75 -16.25 -11.25 13.75 -1.25 23.75 -6.25 -1.25 -16.25 -1.25 18.75 -16.25 -11.25 -6.25 -1.25 -16.25 28.75 -21.25
∑x=0
∑y= 0
X2 64 169 9 9 169 144 64 4 64 9 64 144 49 64 144 144 4 4 4 144 2 ∑x = 1470
Y2 1139.0625 14.0625 14.0625 264.0625 126.5625 189.0625 1.5625 564.0625 39.0625 1.5625 264.0625 1.5625 351.5625 264.0625 126.5625 39.0625 1.5625 264.0625 826.5625 451.5625 ∑y 2 = 4943.75
After making the table, the writer wants to calculate the t observation to be compared with t table. Below are the steps: Based on data in the table 3, it has been calculated the result of ∑X= 240 and ∑Y= -175. Then the writer tries to find out the mean variable X & variable Y withformula:
= 240 20 =12
= -175 20 = -8.75
37
Those mean result showed that there is differentiation between the mean of experiment class score and mean of controlled class. The mean gain score of experiment class is 12 and the mean gain score of controlled class is -8.75. It means that the mean of experiment class score is higher than the mean of controlled class. This score indicates that pre-reading activity is effective in teaching reading recount text. Based on the table, it has been known the result of ∑x2 = 1470 and ∑y2= 4943.75 which is the sum of each x2 and the sum of y2. After we know that, the values of deviation standard are calculated by using this formula: √ =√
√
= 8.57
=√
= 15.72
Standard deviation describes how variable the data itself, it represents the deviation of data from mean. If the standard deviation has higher value, it means that the research data has higher variability and lower homogeneity. In contrary, if the standard deviation has lower value, it means that the research data tend to be very close to homogeneity.1 It can be interpreted that the sample of research is good for representing the population, because the research data is homogenous. Therefore, the homogeneity test is connected with the value of Standard Deviation of two classes. Then, the writer conducted the homogeneity test (See the appendix 7). The result of homogeneity test showed, the F observation is 1.06. Based on df in significance degree of 5% is 2.12, it concludes that Fo< Ftable (1.06 < 2.12). From this explanation, it can be concluded that the variance between experiment class and controlled class is homogeneous.
1
Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada, 2005), p. 170
38
After the value of standard deviation from two classes has been taken, the next procedure of calculation is determining Standard Error Mean variable X and variable Y, with this formula: √ = =
√ =
√
=
√
=1.97
√ √
= 3.61 The variability of mean sample is caused by sampling error.2 It means that
there is variability of mean data when the sample was taken. The value of sampling error can be known by calculating Standard Error of the Mean (SEM). The standard error mean of experiment class is 1.97 and standard error mean of controlled class is 3.61. It means that the value of sampling error from experimental class is lower than the value of sampling error from controlled class. After the values of Standard Error Mean of variable X and variable Y have been taken, the writer will use those values to calculate the Standard Error of the Mean Difference between experiment class (X) and controlled class (Y) with the formula:
=√ =√ = 4.11 The calculation of Standard Error of the Mean Difference of variable X and variable Y showed 4.11. This value will be used to calculate to. After conducting Standard Error Mean of variable X and variable Y, the last calculation of this research in determining the value of to (t observation) with formula:
2
Sudijono, op. cit,. p. 281
39
= 12 – (-8.75) 4.11 = 20.75 4.11 = 5.05 At the last calculation, finally to (t observation) was obtained that is 5.05. This result of to will be compared with t-table. The interpretation of to will be explained in the test of hypothesis.
C. Test of Hypothesis The writer assumes there is significance between the result of teaching reading using pre-reading activity and without pre-reading activity. But before that the writer wants to explain the procedure to the interpretation of to (t observation). 1. Formulating the null hypothesis (Ho): there are no significance differences between variable X and variable Y. 2. Formulating the alternative hypothesis (Ha): there are significance differences between variable X and variable Y. For further information, the writer followed some assumption as follow: 1. If the result of calculation to (t observation) is higher than tt (t table), to > tt, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that the experiment technique is accepted. 2. If the result of calculation to (t observation) is lower than tt (t table), to < tt, the null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It means that the experiment technique is rejected. According to the statistic calculation, it is obtained the value of to is 5.05 and the degree of freedom (df) is 38 obtaining from: df
= N1 + N2 – 2
40
= 20 + 20 – 2 = 38 Because the value of 38 is not mentioned in table, the writer used the closest to 38 which is 40 as degree of freedom. The writer gained ttable: Degree of significant 5% is 2.02 Degree of significant 1% is 2.71 In the table significance, it can be seen that on the df = 38 and in the degree of significance 5% and 1% the value of degree of significance is 2.02 and 2.71. By comparing the value to is bigger than tt, that is 2.02<5.05>2.71, so the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that there is significance between the results after teaching reading through pre-reading activity at the first grade students of SMA Darussalam Ciputat.
D. Data Interpretation The mean of pre-test score of experiment class is lower than the mean pre-test of controlled class. Mean of experiment class is 61and mean of controlled class is 66.75. Comparing with the post-test score, the mean of experiment class is 73 and the mean of controlled class is 58. The writer compares the pre-test score with post-test score. It showed that the experiment class has more improvement than controlled class, which is 12 points. While in controlled class, the score decreased up to 8.75 points. It means that pre-reading activity is effective in enhancing students’ comprehension in reading. In this research, there were 20 students in experimental group and also 20 students in control group. Therefore, the degree of freedom (df) is (20+20) – 2 = 38 and the critical value with the df 38 on the degree of significance 1% is 2.71 and 5% is 2.02. The result of the statistic calculation indicated that the value of to= 5.05 and the value of df (degree of freedom) was 38 on degree of significance of 5% and 1% is 2.02 and 2.71. Comparing to=5.05 with each values of the degree of significance, the writer finds that to=5.05 is higher than the degree of significance
41
5%= 2.02 and 1%= 2.71. Therefore, to is higher than t-table which the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Since to score in the table is higher that t-table score obtained from the result of calculating, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It is concluded that there was significant difference between teaching recount text using pre-reading activity and without using prereading activity. It means that pre-reading activity gives positive influence on students’ reading comprehension in reading recount text at the first grade (X3) of SMA Darussalam Ciputat Tangerang Selatan in the academic year of 2013/2014. Based on the analysis of the result above, it can be interpreted that teaching reading through pre-reading activity can enhance the students’ comprehension in reading recount text. According to Willis, the goals of prereading are to give students an overview of the topic, book, or story to be read so they can develop mental templates upon which to pattern the new information. Moreover, Wilson and Richard report that the goals of pre-reading stage are to activate or build the students’ knowledge of the subject, to provide any language preparation that might be needed for coping with the passage, and, finally, to motivate the learners want to read the text. The writer found that the students in experimental class more interesting to read the text, because they had already had background knowledge of the text. They are not only given reading comprehension test, but also they are involved the interested phases before answering the comprehension test. The students were eager in answering the reading comprehension test. As the pre-reading activities have advantages to increase the students’ interest in reading the text, therefore they comprehend the text easily. Pre-reading activities increase their achievement in their reading skill.
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion The students’ problem in comprehending reading text is caused by lack of knowledge of the text. It was because they do not have background knowledge about the text. Thus, the teachers do not attract the students’ interest to read. To attract the students’ interest in reading, the writer applied pre-reading activities in teaching reading skill. The pre-reading activities gave many chances to the students to prepare themselves before reading the text. Based on the research carried out in first grade at SMA Darussalam academic year 2013/2014, it concluded that pre-reading activity is effective to enhance the learners’ reading skill. Using pre-reading activity has a great and positive influence in teaching reading. The students who are taught using the prereading activities have higher score than the students taught without pre-reading activity. Pre-reading activity can improve students’ reading comprehension in SMA Darussalam Ciputat. Based on the experiment, it was known that there is significance difference between the score of the students who are taught using pre-reading activity. It was proved by the research findings. The result of statistic calculation indicated that the value of to= 5.05 and the value of df (degree of freedom) was 38 on degree of significance of 5% and 1% is 2.02 and 2.71. Comparing the to with each values of the degrees of significance, the writer finds that 2.02<5.05>2.71. Therefore, to is higher that t-table., it can be concluded that the alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. Therefore it could be said that the pre-reading activities is effective in teaching recount text. It can be seen from the research findings that the students show their improvement in reading.
B. Suggestion The writer would like to give some suggestion that might be useful for teachers and students, as follow:
42
43
1.
It is suggested for teacher to use the pre-reading activity before the reading process in teaching reading. Hopefully pre-reading activity could be a way for students to enhance students’ achievement in reading skill.
2.
The teacher should build the students’ interest in reading through pre-reading stage. This happened because the pre-reading stage builds the students background knowledge and experience, which is needed for reading activity.
3.
Teacher should be creative to decide kind of pre-reading activities that can be used such as picture or activating students’ background knowledge.
4.
The teacher is not only as the information giver, but also as facilitator. A good teacher has to give students guidance and direction how to comprehend a text.
5.
The teachers are suggested to use various techniques to teach the students
44
REFERENCES Ajideh, Parviz. Schema–theory Based Considerations on Pre-reading Activities in ESP Textbooks, The Asian EFL Journal. Teaching Articles. 16, 2006. Alderson, J. Charles. Press, 2000.
Assessing Reading. New York: Cambridge University
Anderson, Mark and Kathy Anderson. Text Types in English 1. South Yarra: MacMillan Education, 1998a. -------. Text Types in English 3. South Yarra: MacMillan Education, 1998b. Bamman, Henry A. Fundamentals of Basic Reading Instruction. New York: David McKay Company, 1963. Daiek, Deborah., & Anter, Nancy. Critical Reading for College and Beyond. New York: McGraw-Hill, 2004. Davies, Alison. Storytelling in the classroom: Enhancing Traditional Oral Skills for Teachers Pupils. First Edition. London: Paul Chapman Publishing, 2007. De Boer, John J., & Dallmann, Martha. The Teaching of Reading. New York: Holt, Rinehart and Winston, Inc, 1964. Depdiknas. Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 Tentang Standar Isi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas/ Madrasah Aliyah, Jakarta: Depdiknas, 2006. Djiwandono, P. Istiarto. Strategi Membaca Bahasa Inggris, Jakarta: Gramedia Pustaka Utama, 2000. Donough, Jo Mc and Christoper Saw. Materials and Methods in ELT, London: Black Well, 1993. Emilia, Emi. Teaching Writing: Developing Critical Learners. Bandung: Rizqi, 2010. Gillet, Jean Wallace., Temple, Charles A., and Crawford, Alan N. Understanding Reading Problems. Boston: Pearson Education, Inc, 2012. Grellet, Francoise. Developing Reading Skills: A Practical Guide to Reading Comprehension Exercise. Cambridge: Cambridge University Press, 1981.
45
Hadfield, Jill & Hadfield, Charles. Simple Reading Activities. New York: Oxford University Press, 2000. Harmer, Jeremy. The Practice of English Language Teaching. New York: Longman Publishing, 1991. Hartono, Rudi. Genres of Texts. Semarang: UNNES, 2005. Hudson, Thom. Teaching Second Language Reading. New York: Oxford University Press, 2007. Kartiwi, Eka. “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading Activities by Using Semantic Mapping”, Skripsi of Syarif Hidayatullah Islamic State University Jakarta, Jakarta: 2005. not published. Lewin, Larry. Paving the Way in Reading and Writing: Strategies & Activity to Support Struggling Students in Grade 6-12. San Fransisco: Jossey-Bass, 2003. Mihara, Kei. Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension. Tesl Canada Journal/Revue Tesl du Canada 51 vol. 28, no 2, 2011. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: American Library Association, 2007. Mukarto, et al., English on Sky 2, Jakarta: Erlangga, 2007. Pardiyono. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing Berbasis Genre Secara Efektif. Yogyakarta: CV. Andi Offset, 2007. Priyana, Joko., et al., Interlanguage: English for Senior High School X. Jakarta: Pusat Perbukuan Deartemen Pendidikan Nasional, 2008. Sari, Sara Puspita. “The Effectiveness of Pre-Reading Activities to Improve Students’ Reading Comprehension“, Skripsi of Syarif Hidayatullah Islamic State University Jakarta: 2007. not published. Silberstein, Sandra. Techniques and Resources in Teaching Reading. New York: Oxford University Press, 1994. Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo Persada, 2005.
46
RAND Reading Study Group. Reading for understanding: toward in R&D Program in Reading Comprehension. Santa Monica: RAND, 2002. Widiati, Utami et al., Contextual Teaching and Learning: Bahasa Inggris Sekolah Menengah Pertama, Kelas VII. Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008. Willis, Judy. Teaching the Brain to Read: Strategies for Improving Fluency, Vocabulary, and Comprehension. Virginia: Association for Supervision and Curriculum Development, 2008. Wilson, Paul T and Richard C Anderson, “Reading Comprehension and School Learning”, in Jean Osborn, Paul T Wilson & Richard C Anderson (ed), Reading Education: Foundations for a Literate America. Massachusetts: Lexington Books, 1985. Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press, 1996. Nordquist, Richard. “Pre-Reading”, http://grammar.about.com/od/pq/g/Prereading.htm, December 20th 2013. Porter,
Karla. “Reading: Pre-Reading Strategies”, http://departments.weber.edu/teachall/reading/prereading.html October 8 2013.
APPENDCES
47
Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Membaca 5. Memahami makna teks tulis fungsional pendek esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
: SMA Darussalam : Bahasa Inggris : X/ 1 (Ganjil) Kompetensi Dasar
Kegiatan Pembelajaran
Indikator
48
Penilaian
Alokasi Waktu (Menit)
(14 x 45) 5.1 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
Materi Pembelajaran
APPENDIX 1 Syllabus
6.2
Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan seharihari dalam teks berbentuk: recount, narrative, dan procedure
Teks tulis berbentuk recount Past Tense Jim Carrey had a trip to Bunaken. Who went to Bunaken? He went to Bunaken yesterday. Yesterday, he went to Bunaken. To Bunaken, he went yesterday. Teks tulis berbentuk Narrative Teks tulis berbentuk Procedure
Membaca nyaring bermakna teks narrative secara individu Mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks, secara berkelompok.
Mengidentifikasi main idea dari sebuah paragraph. Mengidentifikasi makna kalimat dalam teks yang dibaca Mengidentifikasi tokoh dari cerita yang dibaca Mengidentifikasi kejadian dalam teks yang dibaca Mengidentifikasi tujuan komunikasi teks dibaca
Kuis Ulangan tertulis Tugas
Melakukan koreksi teman sejawat untuk menyempurnakan draft. Menyempurnakan draft berdasarkan koreksi teman.
English K-6 modules Jakarta Post
2 x 45
Menggunakan kalimat past tense dalam menyampaikan sebuah peristiwa Menggunakan kalimat imperative dalam membuat sebuah resep atau petunjuk Menggunakan kalimat langsung dan tak langsung dalam menulis sebuah narasi Menghasilkan teks berbentuk recount Menghasilkan teks berbentuk narrative Menghasilkan teks berbentuk procedure
ESOL ONLINE English online
2 x 45
Berlatih menggunakan kalimat past tense untuk menyatakan peristiwa dan kalimat imperative untuk menyatakan petunjuk. Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing.
2 x 45
Sumber/ Bahan/ Alat
Tugas
2 x 45
Performans 2 x 45
2 x 45
APPENDIX 2 KISI-KISI SOAL
49
Sekolah : SMA Darussalam Kelas/ Semester : IX/ 1 Bentuk Soal : Piihan Ganda Standar Kompetensi : Membaca Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar` : 2. Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure Skill Reading
-
Materi Recount Text Kosakata terkait tema dan jenis teks.
Indikator Soal Mengidentifikasi kejadian dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi teks dibaca
Tema
Soal
-
Vacation
1, 2, 3, 4
-
Experience
10, 11, 15, 22, 23
-
Biography
20
- Vacation
5,
- Experience
12
- Biography
16
Mengidentifikasi main idea dari sebuah paragraph.
-
Experience
9, 14
-
Biography
19
Mengidentifikasi makna kalimat dalam teks yang dibaca
-
Experience
8, 13, 21, 24, 25
Mengidentifikasi tokoh dari cerita yang dibaca
-
Experience Biography
6, 7, 17, 18
50
APPENDIX 3 Pre-Test PRE-TEST Recount Texts My Vacation in Bali I spent the last vacation in Bali with my father, mother, and sister. We left Semarang at 12.45. At 7 in the evening, we arrived at Ngurah Rai and directly went to the hotel. The hotel is amazing. Inna Grand Bali Hotel is a big hotel. It’s about 2 hectares and located next to Sanur Beach. It only takes three minutes walking from the hotel to reach the beach. My sister and I went to the beach every morning. We spent the first day in Bali enjoying our stay in the hotel. We did some exercise in a gym and swam in hotel’s swimming pool. On the second day, we were picked by minibus and went to Tanjung Benoa Harbour. Then, we took a boat to Nusa Penida Island. We had a great tour at Nusa Penida. First we visited Toyapakeh village. We were amazed by this unique Balinese village. After that, we snorkeled in the sea. The fish and coral were stunning. Late in the evening, we went back to our hotel in Denpasar. The following day, we went shopping at Sukowati. My mom bought a lot of Balinese clothing. I bought a small painting for my bedroom. My sister decided to buy some necklaces made of shells. She said she wanted to give them as souvenirs for her friends. Finally, we flew back to Semarang in the afternoon. It was one of the nicest vacations I’ve ever taken. (Adapted from “Mandiri, Practice Your English Competence” by Nurzaida, Penerbit: Erlangga) 1. What did the writer’s family do in Bali? a. Visiting their relatives b. Doing some jobs c. Having a vacation d. Spending lots of money
51
e. Going to do a test
2. What did they do in Nusa Penida Island? a. Enjoying a unique village, snorkeling, and shopping b. Enjoying a unique village and snorkeling. c. Snorkeling and shopping d. Visiting a hotel and shopping e. Buying coral
3. Where did they buy souvenirs? a. At Inna Grand Bali Hotel b. At Tanjung Benoa c. At Nusa Penida d. At Sukowati e. At Toyapakeh
4. How long did they enjoy their vacation in Bali? a. Three days b. Two days c. One day d. Half of the day e. One week
5. What is the purpose of writing the text? a. To tell the beauty of Bali b. To persuade the readers to visit Bali c. To tell about the writer’s vacation in Bali d. To describe several places of interest in Bali e. To explain where is Bali
52
Firecrackers When I was a kid, I had a friend who liked to play with firecrackers. His name was Bono. One day, Bono and his friends were playing in the field. One of Bono’s friends brought an empty biscuit can. He then covered the firecrackers with the can and when the firecrackers exploded, the can bounced up in the air. Bono’s friends were all impressed and Bono got very excited. He wanted to impress his friends too. Not far from there, Bono saw a big piece of cow manure. He put a firecracker on it, which made the manure look like a birthday cake. When the firecracker exploded, the cow manure was splattered all around. When he turned around, his friends laughed at him so hard that he cried: the cow manure was all over his face! (Adapted from: C’nS Vol. 13 No. 17, 2003, by Fanny Warih) (Adapted from “Mandiri, Practice Your English Competence” by Nurzaida, Penerbit: Erlangga)
6. Who liked to play firecrackers? a. Bono b. The writer c. The writer’s friends d. Bono and the writer e. Bono’s brother
7. Who had the idea of covering the firecracker with an empty biscuit can? a. Bono b. The writer c. Bono’s friend d. The villagers e. Bono’s parents
53
8. .” … was splattered all around (the third paragraph) What is the meaning of the underlined word? a. Hit something b. Moved without stopping c. Landed in the sea d. Fell onto a surface e. Go to someplace
9. What is the main idea of the last paragraph? a. The activity of making crackers b. The story of Bono’s daily activity c. The story of Bono and his friends d. How Bono make a foolish action e. The activity of Bono’s friend
10. Why did Bono put a firecracker on cow manure? a. To cheat his friends b. To impress his friends c. To make his friends happy d. To put his friends in troubles e. To entertain his friends
Early one morning, Umar was walking to the bus stop to catch a bus to school. A loud screeching noise suddenly pierced the air. Umar realized that there had been an accident. A small boy was lying unconscious on the road, and the car had already run away. Umar was confused and frightened. “Is the boy dead?” Umar asked himself. However, the boy was still breathing. Umar could see that the boy had bruises all over his face and arms.
54
Umar did not know what to do. Few cars passed along this road at this time of the day. The nearest house which he could go to for help was his own, but it would take ten minutes to walk there. Umar finally decided to stay with the boy until somebody came. Time was passed slowly. The boy was still unconscious, but Umar prayed the boy to regain consciousness. Umar had a lot of story to tell to his friends. All his friends thought that Umar was a very brave boy. “It was an unforgettable incident, wasn’t it?” They asked him. “Yes it was, “Umar replied. “It was a terrifying experience” he thought. http://kumpulan-soal-dan-jawaban.blogspot.com/2013/05/soal-latihan-semester-1-bahasa-inggris.html
11. Where did the accident happen? a. At the school b. At the police station c. Near Umar’s house d. On the way to the bus stop e. Near Umar’s school
12.
The purpose of the text is to ….
a. Tell a past event b. Report a phenomena c. Entertain readers d. Describe Umar’s activity e. Discuss something
13.
Umar and the helpful driver went to the police station after they ….
a. Stopped the approaching car b. Had seen the injured the boy on the road c. Reported the accident they saw d. Had carried the injured boy to the hospital e. Brought the boy to the nearest house
55
14. What is the main idea of paragraph 3? a. Umar waited for the boy b. Umar left for the boy c. The boy was conscious d. The police came to the accident’s place e. The ambulance came to help 15. What do Umar’s friends think about him …. a.
He is an honest boy
b.
He is a kind boy
c.
He is a coward boy
d.
He is an easy going boy
e.
He is a very brave boy
Picasso Picasso was one of the most outstanding and important artists of the 1990’s. He is the known for his paintings. Almost every style in modern art is represented in Picasso’s works. Picasso was born in 1881 in Malaga, Spain as the son of an art teacher. He studied painting with his father and also in Madrid. From about 1895 to 1901 he painted realistic work in a traditional style. Then he entered what was called the blue period. During this time he only used shades of blue in his paintings to show poverty he saw in Barcelona. After 1907, he entered to the style of cubism. Among his well known cubist paintings are “The Three Musicians” and “The man with a guitar” which depict the destruction of a Spanish town. Picasso died in France in 1973. (Adapted from: Golden Home encyclopedia. p. 4751) 16. What is the genre of the text? a. Narrative
d. Procedure
b. Descriptive
e. Report
c. Recount
56
17. Who was Picasso? a. A man who painted realistic works in a traditional style b. One of the most outstanding and important artist c. A man who is best known of his paintings d. A man who called as the blue period e. A man with a guitar 18. Who is Picasso’s father? a. He is a worker b. He is an art teacher c. He is traditional artist d. He is guitarist e. He is Musician
19. What is the main idea of the last paragraph? a. He produced Spanish paintings b. He made a guitar c. Picasso started to make cubist paintings d. He started to be a musician e. He sold his cubist paintings
20. Why did Picasso call it as a blue period? a. to show poverty he saw in Barcelona b. to celebrate Picasso’s success c. to memorialize his father’s death d. to show his paintings in blue color e. to explain that Picasso in sad condition
The Football Match
57
My brother and I went to a football match yesterday. Our school team was playing against another High School team. Our team wore red and white shirts, white shorts, and red stockings. The other team wore orange and black shirts, orange shorts, and black stockings. “They look like bees“, my brother said, and we laughed. They played like bees too. They ran very fast, attacked very hard, and passed the ball to each other very fast. Soon they scored their first goal. My brother and I shouted and shouted, “Come on, Valley School! Come on, the Valleys!” Our headmaster was near us and he was shouting too. He seemed very enthusiastic. However, the high school scored another goal. We were very sad. Then, one of the “bees” stopped the ball with one of his hands, so our team got the free kick. Our captain took it and scored a goal. We shouted, “Hooray!” The score was now 2:1. That was better. Now our team began to play better—or the “bees” were getting tired. Our team scored another goal before half-time. In the second half of the match, both teams tried very hard, but neither scored, so at the end the score was still two all.
Adapted from: L.A. Hill, 1963 ( Joko Priyana, Interlanguage: English for Senior High School Students X p. 91-92) 21. The text tells about … a.
joining a football match
b.
winning a football match
c.
attending a football match
d.
the school football team
e.
playing football
22. What did the writer and his brother do after the rival team scored the first goal? a.
They shouted to support their school team.
b.
They shouted to the headmaster.
c.
They laughed at their school team.
d.
They ran very fast.
58
e.
They played like bees.
23. Which statement is true according to the text? a.
The writer and his brother will watch a football match.
b.
The writer’s school team wore orange and black shirts.
c.
The writer called his school team the “bees”.
d.
The writer’s school team scored the first goal.
e.
The opponent scored the first goal.
24. A word in the text which has the same meaning as “leader” is … a.
brother
b.
goal
c.
captain
d.
team
e.
score
25. “He seemed very enthusiastic.” The antonym of the underlined word is … a.
energized
b.
excited
c.
eager
d.
apathetic
e.
impatient
59
APPENDIX 4 Answer Key of Pre-Test ANSWER KEY 1.C
16.C
2.B
17.B
3.D
18.B
4.A
19.C
5.C
20.A
6.A
21.C
7.C
22.A
8.D
23.E
9.D
24.C
10.B
25.D
11.D 12.A 13.D 14.A 15.E
60
APPENDIX 5 Score of Pre-Test The Pre-Test Score of X2 (Controlled Class) Number
Student
Pre-Test
1
Student 1
30
2
Student 2
55
3
Student 3
70
4
Student 4
75
5
Student 5
80
6
Student 6
65
7
Student 7
75
8
Student 8
50
9
Student 9
65
10
Student 10
75
11
Student 11
70
12
Student 12
75
13
Student 13
45
14
Student 14
75
15
Student 15
70
16
Student 16
75
17
Student 17
65
18
Student 18
75
19
Student 19
65
20
Student 20
80
Sum
∑ 1335
Average
66.75
61
The Pre-Test Score of X3 (Experimental Class) Number
Student
Pre-Test
1
Student 1
60
2
Student 2
60
3
Student 3
65
4
Student 4
50
5
Student 5
45
6
Student 6
70
7
Student 7
60
8
Student 8
60
9
Student 9
65
10
Student 10
55
11
Student 11
60
12
Student 12
75
13
Student 13
80
14
Student 14
60
15
Student 15
65
16
Student 16
55
17
Student 17
55
18
Student 18
75
19
Student 19
50
20
Student 20
55 ∑ 1220
62
From the table above, it can be seen that the mean score between X2 and X3 is not too far. In X2, the highest score was 80 and the lowest score was 30. In X3, the highest score was 80 and the lowest score was 45. The mean score of X2 is 66.75 and the mean score of X3 is 61. From the pre-test above, the writer decided X2 as controlled class and X3 as the experiment class. The pre-test was held just to know that between two classes above had the same intelligence. It is proved that their ability in reading is not too far. It can be seen from the mean score of pre-test.
63 APPENDIX 6 THE Anates Result SKOR DATA DIBOBOT ================= Jumlah Subyek = 32 Butir soal = 25 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Urt 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
No Subyek 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Kode/Nama Abdul ... Alda M... Amri B... Anis S... Arif S... Dana A... Desta ... Eka Se... Eli Yulia Fitriy... Ismail... Jihan ... Juanda Lulu R... Lusi L... Miftah... Millat... Nani K... Prams ... Putri ... Putri ... Reza H... Risnawati Rizki ... Septya... Sonia ... Sumaya... Yasara... Yola S... Yori A... Zahra ... Zul Ar...
Benar 15 16 15 20 15 19 11 13 10 18 17 16 10 14 17 12 14 13 16 17 22 15 14 14 22 19 7 20 13 15 13 10
Salah 10 9 10 5 10 6 14 12 15 7 8 9 15 11 8 13 11 12 9 8 3 10 11 11 3 6 18 5 12 10 12 15
Kosong 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Skr Asli 15 16 15 20 15 19 11 13 10 18 17 16 10 14 17 12 14 13 16 17 22 15 14 14 22 19 7 20 13 15 13 10
Skr Bobot 15 16 15 20 15 19 11 13 10 18 17 16 10 14 17 12 14 13 16 17 22 15 14 14 22 19 7 20 13 15 13 10
RELIABILITAS TES ================ Rata2= 15.06 Simpang Baku= 3.54 KorelasiXY= 0.44 Reliabilitas Tes= 0.61 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No.Urut 1 2 3 4 5 6
No. Subyek 1 2 3 4 5 6
Kode/Nama Subyek Abdul Azis Alda Maharani Amri Bashary Anis Safitri Arif Santoso Dana Aditia P...
Skor Ganjil 8 6 8 10 8 9
Skor Genap 7 10 7 10 7 10
Skor Total 15 16 15 20 15 19
64 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32
Desta Padmita... Eka Setiawati Eli Yulia Fitriyani Ris... Ismail Adi Pr... Jihan Nifah Juanda Lulu Rahmawat... Lusi Lestiana... Miftahul Janah Millatul Alwa... Nani Komalasari Prams Trinofa... Putri Adeayu ... Putri Amalia Reza Harris S... Risnawati Rizki Mulya Septya Handayani Sonia Chris M... Sumayah Muham... Yasarah Fauzi... Yola Septiani Yori Aliffa D... Zahra Nur Fau... Zul Arifin
5 5 5 9 6 8 4 7 7 7 6 6 8 9 13 9 5 6 11 9 5 10 7 8 6 7
6 8 5 9 11 8 6 7 10 5 8 7 8 8 9 6 9 8 11 10 2 10 6 7 7 3
11 13 10 18 17 16 10 14 17 12 14 13 16 17 22 15 14 14 22 19 7 20 13 15 13 10
KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 21 25 4 28 6 26 10 11 15 Jml Jwb Benar
Kode/Nama Subyek Putri Amalia Septya Handayani Anis Safitri Yasarah Fauzi... Dana Aditia P... Sonia Chris M... Fitriyani Ris... Ismail Adi Pr... Lusi Lestiana...
Skor 22 22 20 20 19 19 18 17 17
1 1 1 1 1 1 1 1 1 1 1 9
2 2 1 1 1 1 1 1 1 1 1 9
3 3 1 1 1 1 1 1 1 1 1 9
4 4 1 1 1 1 1 1 1 1 1 9
5 5 1 1 1 1 1 1 1 1 1 9
6 6 1 1 1 1 1 1 1 1 1 9
7 7 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 21 25 4 28 6 26 10 11 15 Jml Jwb Benar
Kode/Nama Subyek Putri Amalia Septya Handayani Anis Safitri Yasarah Fauzi... Dana Aditia P... Sonia Chris M... Fitriyani Ris... Ismail Adi Pr... Lusi Lestiana...
Skor 22 22 20 20 19 19 18 17 17
8 8 1 1 1 1 1 1 6
9 9 1 1 1 1 1 1 6
10 10 1 1 1 1 1 1 6
11 11 1 1 2
12 12 1 1 1 1 1 1 6
13 13 1 1 1 1 4
14 14 1 1 1 1 1 1 1 1 8
15
16
17
18
19
20
21
65 No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 21 25 4 28 6 26 10 11 15 Jml Jwb Benar
Kode/Nama Subyek Putri Amalia Septya Handayani Anis Safitri Yasarah Fauzi... Dana Aditia P... Sonia Chris M... Fitriyani Ris... Ismail Adi Pr... Lusi Lestiana...
Skor 22 22 20 20 19 19 18 17 17
15 1 1 1 1 1 1 1 1 8
16 1 1 1 1 1 5
17 1 1 1 1 1 1 1 1 1 9
18 1 1 1 1 1 1 1 1 1 9
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 21 25 4 28 6 26 10 11 15 Jml Jwb Benar
Kode/Nama Subyek Putri Amalia Septya Handayani Anis Safitri Yasarah Fauzi... Dana Aditia P... Sonia Chris M... Fitriyani Ris... Ismail Adi Pr... Lusi Lestiana...
Skor 22 22 20 20 19 19 18 17 17
22 22 1 1 1 1 1 1 6
23 23 1 1
24 24 1 1 1 1 1 1 1 1 8
25 25 1 1 1 1 1 1 1 1 8
19 1 1 1 1 1 5
20 1 1 1 1 1 1 1 1 1 9
21 1 1 1 1 1 5
Kelompok Asor Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 18 29 31 16 7 9 13 32 27 Jml Jwb Benar
Kode/Nama Subyek Nani Komalasari Yola Septiani Zahra Nur Fau... Miftahul Janah Desta Padmita... Eli Yulia Juanda Zul Arifin Sumayah Muham...
Skor 13 13 13 12 11 10 10 10 7
1 1 1 1 1 1 1 1 6
2 2 1 1 1 3
3 3 1 1 1 1 1 1 1 1 8
4 4 1 1 1 1 1 5
5 5 1 1 1 1 1 1 1 7
6 6 1 1 1 1 4
7 7 1 1 1 1 1 1 6
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 18 29 31 16 7 9 13 32 27 Jml Jwb Benar
Kode/Nama Subyek Nani Komalasari Yola Septiani Zahra Nur Fau... Miftahul Janah Desta Padmita... Eli Yulia Juanda Zul Arifin Sumayah Muham...
Skor 13 13 13 12 11 10 10 10 7
8 8 1 1
9 9 1 1 1 3
10 10 1 1 1 1 1 5
11 11 0
12 12 0
13 13 1 1 2
14 14 1 1 1 3
No.Urut 1 2 3
No Subyek 18 29 31
Kode/Nama Subyek Nani Komalasari Yola Septiani Zahra Nur Fau...
Skor 13 13 13
15 15 1 1 1
16 16 1 -
17 17 1 -
18 18 1 1 1
19 19 1 1 -
20 20 1 1
21 21 -
66 4 5 6 7 8 9
16 7 9 13 32 27 Jml Jwb Benar
Miftahul Janah Desta Padmita... Eli Yulia Juanda Zul Arifin Sumayah Muham...
12 11 10 10 10 7
No.Urut 1 2 3 4 5 6 7 8 9
No Subyek 18 29 31 16 7 9 13 32 27 Jml Jwb Benar
Kode/Nama Subyek Nani Komalasari Yola Septiani Zahra Nur Fau... Miftahul Janah Desta Padmita... Eli Yulia Juanda Zul Arifin Sumayah Muham...
Skor 13 13 13 12 11 10 10 10 7
1 4
1 1 3
1 1 1 4
1 1 1 6
22 22 1 1 2
23 23 0
24 24 1 1 1 1 1 1 1 1 8
25 25 1 1 1 1 1 5
1 1 1 1 1 7
1 1 1 1 1 7
0
DAYA PEMBEDA ============ Jumlah Subyek= 32 Klp atas/bawah(n)= 9 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
TINGKAT KESUKARAN =================
Kel. Atas 9 9 9 9 9 9 9 6 6 6 2 6 4 8 8 5 9 9 5 9 5 6 1 8 8
Kel. Bawah 6 3 8 5 7 4 6 1 3 5 0 0 2 3 4 3 4 6 7 7 0 2 0 8 5
Beda 3 6 1 4 2 5 3 5 3 1 2 6 2 5 4 2 5 3 -2 2 5 4 1 0 3
Indeks DP (%) 33.33 66.67 11.11 44.44 22.22 55.56 33.33 55.56 33.33 11.11 22.22 66.67 22.22 55.56 44.44 22.22 55.56 33.33 -22.22 22.22 55.56 44.44 11.11 0.00 33.33
67 Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Jml Betul 28 21 30 27 29 25 29 14 10 21 2 6 7 19 23 14 22 26 20 29 10 14 3 29 24
Tkt. Kesukaran(%) 87.50 65.63 93.75 84.38 90.63 78.13 90.63 43.75 31.25 65.63 6.25 18.75 21.88 59.38 71.88 43.75 68.75 81.25 62.50 90.63 31.25 43.75 9.38 90.63 75.00
Tafsiran Sangat Mudah Sedang Sangat Mudah Mudah Sangat Mudah Mudah Sangat Mudah Sedang Sedang Sedang Sangat Sukar Sukar Sukar Sedang Mudah Sedang Sedang Mudah Sedang Sangat Mudah Sedang Sedang Sangat Sukar Sangat Mudah Mudah
KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
Korelasi 0.441 0.523 0.227 0.502 0.221 0.444 0.560 0.346 0.356 0.145 0.366 0.543 0.294 0.417 0.430 0.129 0.380 0.400 0.014 0.345 0.491 0.455 0.241
Signifikansi Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Signifikan Signifikan Signifikan Signifikan Signifikan -
68 24 25
24 25
0.006 0.425
Signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) 10 15 20 25 30 40 50
P=0,05 0,576 0,482 0,423 0,381 0,349 0,304 0,273
P=0,01 0,708 0,606 0,549 0,496 0,449 0,393 0,354
Bila koefisien = 0,000
df (N-2) 60 70 80 90 100 125 >150
P=0,05 0,250 0,233 0,217 0,205 0,195 0,174 0,159
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
berarti tidak dapat dihitung.
KUALITAS PENGECOH ================= Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
No Butir Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR
a 0-9--0-27** 0-25** 2--711-124--6** 9+ 19** 5--5++ 6--2+ 4+ 29** 914** 9++ 1+ 5---
b 3--21** 1-3--0-0-1+ 20-21** 0-12-4+ 54-10--22** 26** 0-0-4+ 21-0-1-
c 28** 11-229** 329** 5++ 96--0-1-22+ 0-14** 3++ 4--20** 0-10** 5++ 5+ 29** 0--
d 1++ 130** 0-1+ 1+ 0-14** 10** 3++ 2** 13-7** 2+ 0-1-0-0-4+ 2--5++ 5++ 14-1+ 24**
e 0-0-0-0-2--30-4++ 216++ 0-104++ 23** 210-4+ 1+ 4+ 6+ 3** 1+ 2++
* 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
69 ===================== Rata2= 15.06 Simpang Baku= 3.54 KorelasiXY= 0.44 Reliabilitas Tes= 0.61 Butir Soal= 25 Jumlah Subyek= 32 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA Btr Baru 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
Btr Asli 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
D.Pembeda(%) 33.33 66.67 11.11 44.44 22.22 55.56 33.33 55.56 33.33 11.11 22.22 66.67 22.22 55.56 44.44 22.22 55.56 33.33 -22.22 22.22 55.56 44.44 11.11 0.00 33.33
T. Kesukaran Sangat Mudah Sedang Sangat Mudah Mudah Sangat Mudah Mudah Sangat Mudah Sedang Sedang Sedang Sangat Sukar Sukar Sukar Sedang Mudah Sedang Sedang Mudah Sedang Sangat Mudah Sedang Sedang Sangat Sukar Sangat Mudah Mudah
Korelasi 0.441 0.523 0.227 0.502 0.221 0.444 0.560 0.346 0.356 0.145 0.366 0.543 0.294 0.417 0.430 0.129 0.380 0.400 0.014 0.345 0.491 0.455 0.241 0.006 0.425
Sign. Korelasi Signifikan Sangat Signifikan Sangat Signifikan Signifikan Sangat Signifikan Sangat Signifikan Signifikan Signifikan Signifikan Signifikan Signifikan Signifikan
APPENDIX 7 Validity Test Before conducting test to the sample, the writer should try out the items of test to another group of students. It was intended to check the eligibility of test items. The category of good items is interpreted from the value of validity, reliability, index difficulty power, and discriminating power that has been calculated by the formula as follows: 1.
Validity Test ∑ √ ∑
r
: coefficient correlation
∑
: total of X and Y data
∑
After conducting try out, it was found that there were thirteen is adequate, eight items is significant, and four items is very significant. The result of item analysis is described as follows: Item Validity of Multiple Choice Table 3.2 Very
Categor y / No.
Adequate
Insignifica
Significan
(Need to be
nt
t
analyzed)
2,4,7,12
Significant
1,6,14,15,18,21,22,
3,5,8,9,10,11,
25
13,16,17,19,20,23,
-
24 Total
4
8
13
-
Source: ANATES V4 Based on the table above, the adequate items, they need to be checked in depth to know whether the stem or the optional was bad. Then, the errors should be corrected before they are going to be used as pre-test and post-test item.
70
71
2. Reliability ∑
(
)
r
: coefficient reliability (0< r <1)
n
: number of question
p
: number of true answer
q
: number of wrong answer : Variant Category of Reliability1 Table 3.4 Value
Remark
0, 00 – 0,20
Unreliable
0,21 – 0,40
Less reliable
0,41 – 0,60
Sufficient
0,61 – 0,80
Reliable
0, 81 – 1,00
Very Reliable
Try out was conducted to 32 students who were not the sample of this research. This try out was proposed to know the quality of test. After conducting try out, it showed the value of test reliability of multiple choice test is 0,61. It means that this test was reliable and good to be used.
3. Difficulty Level Difficulty level is used to know whether the items are easy or difficult for students. Good test item is the item that can be answered by the upper group and the lower group cannot. The formula of calculating difficulty level is2:
1
Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2009), p.
257. 2
Norman E. Gronlund, Measurement and Assessment in Teaching, (New Jersey: Prentice Hall, 1995), 7th Edition, pp. 320—321.
72
DL : difficulty level : number of right answer from upper group : number of right answer from lower group n
: number of both groups Difficulty Level of Multiple Choice Item Table 3.5 Index of
Number of Item
Remark
Total
0,00 – 0,30
11,12,13,23
Very Difficult
4
0,31 – 0,50
8,9,16,21,22
Moderately Difficult
5
0, 51 – 0,70
2,10,14,17,19,
Medium Difficult
5
<0,71
1,3,4,5,6,7,15,18,20,24,25
Easy
11
Difficulty Level
Source: ANATES V4 Table 3.5 divided items into four categories; those are very difficult, moderately difficult, medium difficult, and easy. There are eleven items categorized into easy level because they are in range <0,71; ten items are difficult in range 0,31- 0,70, and four items is very difficult in range 0,00 – 0,30.
4. Discriminating Power
Categorization of discriminating power: 1,0 – 0,40 = excellent (retain) 0,30 – 0,39 = good (possibility for improvement) 0,20 – 0,29 = mediocre (need to be checked) 0,10 – 0,19 = poor (review in depth) >0,10 = worst (definitely discard)
73
Discriminating Power of Multiple Choice Item Table 3.7 Index of
Item
Remark
Total
2,4,6,8,12,14,15,
Excellent
11
Discriminating Power 1,0 – 0,40
17,21,22,25 0,30 – 0,39
1,7,9,18
Good
4
0,20 – 0,29
5,11,13,16,20
Mediocre
5
0,10 – 0,19
3,10,23
Poor
3
>0,10
19,24
Worst
2
Source: ANATES V4 The discriminating power may differentiate the upper and lower group of the students in answering the test items. Table 3.7 showed that there are two items which should be got rid of because it has very low power in discriminating the students’ intelligence. Fortunately, twenty-three items are good to be used, but three items should be analyzed in depth, because it is included in poor category.
The Homogeneity test is conducted before analyzing:
5. Homogeneity Test For making sure that the data has homogeneity, the writer conducted homogeneity test to know whether the data of this research is homogenous or heterogeneous. Homogeneity testing is calculated by Fisher formula.
The variance of experiment class (x) = S2 = 9.672 = 93.51 The variance of controlled class (y) = S2 = 9.412 = 88.55 F=
74
This value is compared with the F table with df (20-1=19). Based on df in significance degree of 5% is 2.12, it concludes that Fo< Ftable (1.06 < 2.12). From this explanation, it can be concluded that the data between experiment class and controlled class is homogeneous.
75
APPENDIX 8 Lesson Plan (Experimental Class) Skenario Pembelajaran (Kelas Eksperimen) Pertemuan ke-1 1.
2.
Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Experience
Sub Tema
: Funny Experience
Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca
5.
Materi Pokok dan Uraian Materi
Grandfather Hada’s Favourite Soup It was New Year‟s Day in Japan. The Hada family was eating a special New Year‟s Soup. The soup had chicken, vegetables, and mochi in it. Mochi are rice cakes. Grandfather Hada liked mochi. He took a big bite of mochi. Then he began to cough. Grandfather Hada coughed and coughed. He couldn‟t stop coughing. The mochi was stuck in his throat. Grandfather Hada‟s face was purple. He couldn‟t breathe. Someone ran to the phone and called an ambulance. “When will the ambulance arrive? Maybe in five or ten minutes. That will be too late.”
76
APPENDIX 8 Lesson Plan (Experimental Class) Grandfather Hada‟s daughter got the vacuum cleaner. She turned the vacuum cleaner on and turned the power to “high.” She put the vacuum cleaner hose into Grandfather Hada‟s throat. Whoosh! The mochi came out of his throat and went into the vacuum cleaner. Now Grandfather Hada could breathe. Nine minutes later, the ambulance arrived, and paramedics checked Grandfather Hada. He was fine. Next year, on New Year‟s Day, the Hada family would eat a special soup. The soup would have chicken and vegetables in it. But it would have no mochi! 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Communicative
7. Skenario Pembelajaran No. 1.
Kegiatan Pendahuluan
Waktu 10
1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi 2.
Kegiatan Pokok 2.1 Guru menanyakan judul mengenai teks yang akan dibaca. 2.2 Guru menampilkan gambar dari cerita yang berkaitan dengan teks „Grandfather Hada‟s favorite soup‟ 2.3 Guru menceritakan dengan keras cerita kepada siswa (read aloud) dalam bahasa inggris. 2.4 Siswa membaca teks - Guru meminta salah seorang siswa maju ke depan untuk membaca teks yang telah dibacakan guru tadi - Guru menuliskan kata-kata salah yang diucapkan oleh siswa - Guru membenarkan kata-kata yang salah dan meminta siswa mengulanginya secara bersama-sama - Guru menanyakan pada siswa tentang kata-kata yang sulit dalam teks dan menuliskannya di papan tulis. -
- Guru meminta siswa menjelaskan arti kata-kata yang
25
77
APPENDIX 8 Lesson Plan (Experimental Class) sulit yang ada dalam teks dan guru membenarkan jika ada yang salah 3.
Siswa menjawab pertanyaan mengenai teks. 10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2 Media Papan tulis, spidol, slide powerpoint 9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd
Lia Maretnowati
78
APPENDIX 8 Lesson Plan (Experimental Class) Skenario Pembelajaran Pertemuan ke-2 1.
2.
Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Experience
Sub Tema
: Experience
Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca
5.
Materi Pokok dan Uraian Materi
A Super Soaker and A Super Kid Daniel Ayala, ten years old, was walking down the street on a hot summer day. It is 92 degrees. Daniel passed a parked car. He heard dogs barking, and he looked inside the car. Two puppies looked hot and thirsty. Daniel was worried about the puppies. “Maybe the puppies will die,” he thought. Daniel tried to open the car doors, but they were locked. Daniel looked around. There were no people on the street. Nobody could help him. Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super Soaker”. It held a lot of water. Daniel filled his squirt gun with cool water. Then he ran back to the car.
79
APPENDIX 8 Lesson Plan (Experimental Class) The car windows were open a little. Daniel squirted water at the puppies. He squirted water on their faces and into their mouths. For one hour, Daniel stood next to the car. Every five minutes, he squirted water at the puppies. Finally, help came. A police officer broke a car window and opened a door. Daniel picked up the puppies. They were OK- thanks to Daniel and his Super Soaker. 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Communicative
7. Skenario Pembelajaran No. 1.
Kegiatan Pendahuluan
Waktu 10
1.4 Salam dan tegur sapa 1.5 Guru memeriksa daftar hadir siswa 1.6 Guru memberi motivasi 2.
Kegiatan Pokok 2.1 Guru menanyakan judul mengenai teks yang akan dibaca. 2.2 Guru menampilkan gambar dari cerita yang berkaitan dengan teks „A Super Soaker and A Super Kid 2.3 Guru menceritakan dengan keras cerita kepada siswa (read aloud) dalam bahasa inggris. 2.4 Siswa membaca teks - Guru meminta salah seorang siswa maju ke depan untuk membaca teks yang telah dibacakan guru tadi - Guru menuliskan kata-kata salah yang diucapkan oleh siswa - Guru membenarkan kata-kata yang salah dan meminta siswa mengulanginya secara bersama-sama - Guru menanyakan pada siswa tentang kata-kata yang sulit dalam teks dan menuliskannya di papan tulis. -
- Guru meminta siswa menjelaskan arti kata-kata yang sulit yang ada dalam teks dan guru membenarkan jika ada
25
80
APPENDIX 8 Lesson Plan (Experimental Class) yang salah 3.
Siswa menjawab pertanyaan mengenai teks. 10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2
Media: Papan tulis, spidol, slide powerpoint
9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd
Lia Maretnowati
81
APPENDIX 8 Lesson Plan (Experimental Class) Skenario Pembelajaran Pertemuan ke-3 1. Identitas
2.
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Vacation
Sub Tema
: Travelling
Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca
5.
Materi Pokok dan Uraian Materi
Hawaiian Vacation Quentin Gwynn was in Hawaii with friends. He was on vacation, and he was having a wonderful time. One afternoon Quentin was standing on a high rock. He was looking at the ocean. He saw a boy in the water below. The boy was in trouble. He was far from the beach, and he couldn‟t swim. Quentin took off his backpacks and his shoes. Then he jumped into the water, swam to the boy, and pulled him to the beach. The boy wasn‟t breathing. Quentin gave him CPR (Cardio-Pulmonary Resuscitation: A method used to keep someone alive in a medical emergency, in which you blow into their mouth then press on their chest and then repeat the process) and the boy began to breathe again. Later, an ambulance came.
82
APPENDIX 8 Lesson Plan (Experimental Class) Paramedics checked the boy. “He was fine”, the paramedics told Quentin. “You saved his life.” Quentin walked back to the high rock. His shoes were there, but his backpack was gone. Quentin‟s credit cards, his camera, and his money were in the backpack. “Well,” Quentin thought, “this is the end of my vacation”. Quentin‟s story was in the newspaper. People read about Quentin and the boy. They also read about Quentin‟s backpack. A hotel owner told Quentin, “Your room here is free”. Restaurant owners told Quentin, “Your meals here are free.” A lot of people gave Quentin money. “Here‟s money for a new camera,” the people said. “Buy some other things, too. Have fun in Hawaii.” So it was not the end of Quentin‟s vacation. He stayed in Hawaii an extra week. He had a wonderful time. 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Communicative
7. Skenario Pembelajaran No. 1.
Kegiatan Pendahuluan
Waktu 10
1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi 2.
Kegiatan Pokok 2.1 Guru menanyakan judul mengenai teks yang akan dibaca. 2.2 Guru menampilkan gambar dari cerita yang berkaitan dengan teks „Hawaiian Vacation‟ 2.3 Guru menceritakan dengan keras cerita kepada siswa (read aloud) dalam bahasa inggris. 2.4 Siswa membaca teks - Guru meminta salah seorang siswa maju ke depan untuk membaca teks yang telah dibacakan guru tadi - Guru menuliskan kata-kata salah yang diucapkan oleh siswa - Guru membenarkan kata-kata yang salah dan meminta siswa mengulanginya secara bersama-sama
25
83
APPENDIX 8 Lesson Plan (Experimental Class) - Guru menanyakan pada siswa tentang kata-kata yang sulit dalam teks dan menuliskannya di papan tulis. -
- Guru meminta siswa menjelaskan arti kata-kata yang sulit yang ada dalam teks dan guru membenarkan jika ada yang salah -
3.
Siswa menjawab pertanyaan mengenai teks. 10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2 Media: Papan tulis, spidol, slide powerpoint 9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Firman Hardiansyah, S. Pd
Mahasiswa Penelitian,
Lia Maretnowati
84
APPENDIX 8 Lesson Plan (Experimental Class) Skenario Pembelajaran Pertemuan ke-4 1. Identitas
2.
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Biography
Sub Tema
: Famous biography
Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca 5. Materi Pokok dan Uraian Materi
Barrack Obama Barack Hussein Obama was born to a white American mother, Ann Dunham, and a black Kenyan father, Barack Obama Sr., who were both young college students at the University of Hawaii. When his father left for Harvard, she and Barack stayed behind, and his father ultimately returned alone to Kenya, where he worked as a government economist. Barack‟s mother remarried an Indonesian oil manager and moved to Jakarta when Barack was six. He later recounted Indonesia as simultaneously lush and a harrowing exposure to tropical poverty. He returned to Hawaii, where largely his grandparents brought him up. The family lived in a small apartment- his grandfather was a furniture salesperson
85
APPENDIX 8 Lesson Plan (Experimental Class) and an unsuccessful insurance agent and his grandmother worked in a bank- but Barack managed to get into Punahou School, Hawaii‟s top prep academy. His father wrote to him regularly but, though he travelled around the world on official business for Kenya, he visited only once, when Barack was ten. Obama attended Columbia University, but found New York‟s racial tension inescapable. He became a community organizer for a small Chicago church-based group for three years, helping poor South Side residents cope with a wave of plant closings. He then attended Harvard Law School, and in 1990 became the first African-American editor of the Harvard Law Review. He turned down a prestigious judicial clerkship, choosing instead to practice civil-right law back in Chicago, representing victims of housing and employment discrimination and working on- voting-rights legislation. He also began teaching at the University of Chicago Law School, and married Michelle Robinson, a fellow attorney. Eventually he was elected to the Illinois state senate, where his district included both Hyde Park and some of the poorest ghettos on the South Side. In 2004 Obama was elected to the U.S. Senate as a Democrat, representing Illinois, and he gained national attention by giving a rousing and well-received keynote speech at the Democratic National Convention in Boston. In 2008 he ran for President, and despite having only four years of national political experience, he won. In January 2009, he was sworn in as the 44th President of the United States, and the first African-American ever elected to that position. 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Communicative
7. Skenario Pembelajaran No. 1.
Kegiatan Pendahuluan
Waktu 10
1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi 2.
Kegiatan Pokok 2.1 Guru menanyakan judul mengenai teks yang akan dibaca. 2.2 Guru menampilkan gambar dari cerita yang berkaitan dengan teks „Barack Obama‟ 2.3 Guru menceritakan dengan keras cerita kepada siswa (read aloud) dalam bahasa inggris. 2.4 Siswa membaca teks - Guru meminta salah seorang siswa maju ke depan untuk
25
86
APPENDIX 8 Lesson Plan (Experimental Class) membaca teks yang telah dibacakan guru tadi - Guru menuliskan kata-kata salah yang diucapkan oleh siswa - Guru membenarkan kata-kata yang salah dan meminta siswa mengulanginya secara bersama-sama - Guru menanyakan pada siswa tentang kata-kata yang sulit dalam teks dan menuliskannya di papan tulis. -
- Guru meminta siswa menjelaskan arti kata-kata yang sulit yang ada dalam teks dan guru membenarkan jika ada yang salah -
3.
Siswa menjawab pertanyaan mengenai teks. 10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2 Media: Papan tulis, spidol, slide powerpoint 9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan Tangerang, 21 November 2013
Guru Mata Pelajaran,
Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd
Lia Maretnowati
87
APPENDIX 9 Lesson Plan (Controlled Class) Skenario Pembelajaran (Kelas Kontrol) Pertemuan ke-1 1. Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Experience
Sub Tema
: Funny Experience
2. Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca
5.
Materi Pokok dan Uraian Materi
Grandfather Hada’s Favourite Soup It was New Year’s Day in Japan. The Hada family was eating a special New Year’s Soup. The soup had chicken, vegetables, and mochi in it. Mochi are rice cakes. Grandfather Hada liked mochi. He took a big bite of mochi. Then he began to cough. Grandfather Hada coughed and coughed. He couldn’t stop coughing. The mochi was stuck in his throat. Grandfather Hada’s face was purple. He couldn’t breathe. Someone ran to the phone and called an ambulance. “When will the ambulance arrive? Maybe in five or ten minutes. That will be too late.” Grandfather Hada’s daughter got the vacuum cleaner. She turned the vacuum cleaner on and turned the power to “high.” She put the vacuum cleaner hose into Grandfather Hada’s throat.
88
APPENDIX 9 Lesson Plan (Controlled Class) Whoosh! The mochi came out of his throat and went into the vacuum cleaner. Now Grandfather Hada could breathe. Nine minutes later, the ambulance arrived, and paramedics checked Grandfather Hada. He was fine. Next year, on New Year’s Day, the Hada family would eat a special soup. The soup would have chicken and vegetables in it. But it would have no mochi! 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Ceramah
7. Skenario Pembelajaran No. 1.
Kegiatan
Waktu 10
Pendahuluan 1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi
2.
25
Kegiatan Pokok 2.1 Guru membagikan teks beserta soal reading comprehension berkaitan dengan teks kepada siswa. 2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca dan membacakan judul dari masing-masing teks. 2.3 Guru meminta siswa membaca secara individual serta menjawab soal yang telah diberikan.
3.
10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2
Guru
memberikan
kesempatan
kepada
siswa
untuk
mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran a.
Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus b. Media Papan tulis, spidol.
89
APPENDIX 9 Lesson Plan (Controlled Class) 9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd
Lia Maretnowati
90
APPENDIX 9 Lesson Plan (Controlled Class) Skenario Pembelajaran Pertemuan ke-2 1.
2.
Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Experience
Sub Tema
: Experience
Standar Kompetensi
: Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
5.
Indikator : a.
Mengidentifikasi main idea dari sebuah paragraph.
b.
Mengidentifikasi makna kalimat dalam teks yang dibaca
c.
Mengidentifikasi tokoh dari cerita yang dibaca
d.
Mengidentifikasi kejadian dalam teks yang dibaca
e.
Mengidentifikasi tujuan komunikasi teks dibaca
Materi Pokok dan Uraian Materi
A Super Soaker and A Super Kid Daniel Ayala, ten years old, was walking down the street on a hot summer day. It is 92 degrees. Daniel passed a parked car. He heard dogs barking, and he looked inside the car. Two puppies looked hot and thirsty. Daniel was worried about the puppies. “Maybe the puppies will die,” he thought. Daniel tried to open the car doors, but they were locked. Daniel looked around. There were no people on the street. Nobody could help him. Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super Soaker”. It held a lot of water. Daniel filled his squirt gun with cool water. Then he run back to the car. The car windows were open a little. Daniel squirted water at the puppies. He squirted water on their faces and into their mouths. For one hour, Daniel stood next to the car. Every five minutes, he squirted water at the puppies.
91
APPENDIX 9 Lesson Plan (Controlled Class) Finally, help come. A police officer broke a car window and opened a door. Daniel picked up the puppies. They were OK- thanks to Daniel and his Super Soaker. 6. Strategi dan Pendekatan Pembelajaran Metode 7.
: Ceramah
Skenario Pembelajaran No. 1.
Kegiatan
Waktu 10
Pendahuluan 1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi
2.
Kegiatan Pokok
25
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan dengan teks kepada siswa. 2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca dan membacakan judul dari masing-masing teks. 2.3 Guru meminta siswa membaca secara individual serta menjawab soal yang telah diberikan. 3.
10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8.
Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2 9.
Media: Papan tulis, spidol.
Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
92
APPENDIX 9 Lesson Plan (Controlled Class)
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd
Lia Maretnowati
93
APPENDIX 9 Lesson Plan (Controlled Class) Skenario Pembelajaran Pertemuan ke-3 1. Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Vacation
Sub Tema
: Travelling
2. Standar Kompetensi : Membaca Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3.
Kompetensi Dasar
: Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4.
Indikator : a. Mengidentifikasi main idea dari sebuah paragraph. b. Mengidentifikasi makna kalimat dalam teks yang dibaca c. Mengidentifikasi tokoh dari cerita yang dibaca d. Mengidentifikasi kejadian dalam teks yang dibaca e. Mengidentifikasi tujuan komunikasi teks dibaca
5.
Materi Pokok dan Uraian Materi
Hawaiian Vacation Quentin Gwynn was in Hawaii with friends. He was on vacation, and he was having a wonderful time. One afternoon Quentin was standing on a high rock. He was looking at the ocean. He saw a boy in the water below. The boy was in trouble. He was far from the beach, and he couldn’t swim. Quentin took off his backpacks and his shoes. Then he jumped into the water, swam to the boy, and pulled him to the beach. The boy wasn’t breathing. Quentin gave him CPR, and the boy began to breathe again. Later, an ambulance came. Paramedics checked the boy. “He was fine”, the paramedics told Quentin. “You saved his life.”
94
APPENDIX 9 Lesson Plan (Controlled Class) Quentin walked back to the high rock. His shoes were there, but his backpack was gone. Quentin’s credit cards, his camera, and his money were in the backpack. “Well,” Quentin thought, “this is the end of my vacation”. Quentin’s story was in the newspaper. People read about Quentin and the boy. They also read about Quentin’s backpack. A hotel owner told Quentin, “Your room here is free”. Restaurant owners told Quentin, “Your meals here are free.” A lot of people gave Quentin money. “Here’s money for a new camera,” the people said. “Buy some other things, too. Have fun in Hawaii.” So it was not the end of Quentin’s vacation. He stayed in Hawaii an extra week. He had a wonderful time. 6. Strategi dan Pendekatan Pembelajaran Pendekatan
: Ceramah
7. Skenario Pembelajaran No. 1.
Kegiatan
Waktu 10
Pendahuluan 1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi
2.
Kegiatan Pokok
25
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan dengan teks kepada siswa. 2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca dan membacakan judul dari masing-masing teks. 2.3 Guru meminta siswa membaca secara individual serta menjawab soal yang telah diberikan. 3.
10
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan hambatan yang dialami selama proses belajar.
8. Sumber Pembelajaran 8.1 Sumber Bahan
:
95
APPENDIX 9 Lesson Plan (Controlled Class) Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2 Media: Papan tulis, spidol. 9. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran,
Firman Hardiansyah, S. Pd
Mahasiswa Penelitian,
Lia Maretnowati
96
APPENDIX 9 Lesson Plan (Controlled Class) Skenario Pembelajaran Pertemuan ke-4 1. Identitas Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: X/ 1
Waktu
: 45 menit
Tema
: Biography
Sub Tema
: Famous biography
2. Standar Kompetensi : Membaca Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure 4. Indikator
:
1. Mengidentifikasi main idea dari sebuah paragraph. 2. Mengidentifikasi makna kalimat dalam teks yang dibaca 3. Mengidentifikasi tokoh dari cerita yang dibaca 4. Mengidentifikasi kejadian dalam teks yang dibaca 5. Mengidentifikasi tujuan komunikasi teks dibaca 6. Materi Pokok dan Uraian Materi Barrack Obama Barack Hussein Obama was born to a white American mother, Ann Dunham, and a black Kenyan father, Barack Obama Sr., who were both young college students at the University of Hawaii. When his father left for Harvard, she and Barack stayed behind, and his father ultimately returned alone to Kenya, where he worked as a government economist. Barack’s mother remarried an Indonesian oil manager and moved to Jakarta when Barack was six. He later recounted Indonesia as simultaneously lush and a harrowing exposure to tropical poverty. He returned to Hawaii, where largely his grandparents brought him up. The family lived in a small apartment- his grandfather was a furniture salesperson and an unsuccessful insurance agent and his grandmother worked in a bank- but Barack managed to get into Punahou School, Hawaii’s top prep academy. His father wrote to him regularly but, though he travelled around the world on official business for Kenya, he visited only once, when Barack was ten.
97
APPENDIX 9 Lesson Plan (Controlled Class) Obama attended Columbia University, but found New York’s racial tension inescapable. He became a community organizer for a small Chicago church-based group for three years, helping poor South Side residents cope with a wave of plant closings. He then attended Harvard Law School, and in 1990 became the first African-American editor of the Harvard Law Review. He turned down a prestigious judicial clerkship, choosing instead to practice civil-right law back in Chicago, representing victims of housing and employment discrimination and working onvoting-rights legislation. He also began teaching at the University of Chicago Law School, and married Michelle Robinson, a fellow attorney. Eventually he was elected to the Illinois state senate, where his district included both Hyde Park and some of the poorest ghettos on the South Side. In 2004 Obama was elected to the U.S. Senate as a Democrat, representing Illinois, and he gained national attention by giving a rousing and well-received keynote speech at the Democratic National Convention in Boston. In 2008 he ran for President, and despite having only four years of national political experience, he won. In January 2009, he was sworn in as the 44th President of the United States, and the first African-American ever elected to that position. 7. Strategi dan Pendekatan Pembelajaran Pendekatan
: Ceramah
8. Skenario Pembelajaran No. 1.
Kegiatan Pendahuluan
Waktu 10
1.1 Salam dan tegur sapa 1.2 Guru memeriksa daftar hadir siswa 1.3 Guru memberi motivasi 2.
Kegiatan Pokok
25
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan dengan teks kepada siswa. 2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca dan membacakan judul dari masing-masing teks. 2.3 Guru meminta siswa membaca secara individual serta menjawab soal yang telah diberikan. 3.
Penutup 3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara singkat. 3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan
10
98
APPENDIX 9 Lesson Plan (Controlled Class) hambatan yang dialami selama proses belajar.
9. Sumber Pembelajaran 8.1 Sumber Bahan
:
Buku All new Easy: True Stories, Kurikulum, dan Silabus 8.2
Media: Papan tulis, spidol.
10. Evaluasi: -
Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
-
Siswa dinilai dari hasil tes yang meraka lakukan Tangerang, 21 November 2013
Guru Mata Pelajaran,
Firman Hardiansyah, S. Pd
Mahasiswa Penelitian,
Lia Maretnowati
99
APPENDIX 10 Post-Test Grandfather Hada’s Favourite Soup It was New Year‟s Day in Japan. The Hada family was eating a special New Year‟s Soup. The soup had chicken, vegetables, and mochi in it. Mochi are rice cakes. Grandfather Hada liked mochi. He took a big bite of mochi. Then he began to cough. Grandfather Hada coughed and coughed. He couldn‟t stop coughing. The mochi was stuck in his throat. Grandfather Hada‟s face was purple. He couldn‟t breathe. Someone ran to the phone and called an ambulance. “When will the ambulance arrive? Maybe in five or ten minutes. That will be too late.” Grandfather Hada‟s daughter got the vacuum cleaner. She turned the vacuum cleaner on and turned the power to “high.” She put the vacuum cleaner hose into Grandfather Hada‟s throat. Whoosh! The mochi came out of his throat and went into the vacuum cleaner. Now Grandfather Hada could breathe. Nine minutes later, the ambulance arrived, and paramedics checked Grandfather Hada. He was fine. Next year, on New Year‟s Day, the Hada family would eat a special soup. The soup would have chicken and vegetables in it. But it would have no mochi! 1. What is the topic of the text? a. There was New years eve in Hada‟s family b. The favorite food of Hada‟s family was mochi c. Grandfather Hada‟s throat was stuck of mochi d. Hada‟s family cooked special soup e. Hada‟s family instructed the use of vacuum cleaner
2. Which of the following is statement correct? a. It was New years‟ day in China b. The Hada family was eating a special New Year‟s cake c. Mochi is potato cakes d. The mochi was stuck in grandfather Hada‟s tooth. e. The soup had fish, vegetables, and mochi in it.
100
3. “The soup would have chicken and vegetables in it”. (the last paragraph) The word “it” refers to? a. Throat b. Special soup c. Mochi d. Chicken e. Vegetables 4. “The mochi was stuck in his throat”. „His‟ refers to… a. Paramedics b. Hada‟s daughter c. Hada‟s brother d. Grandfather Hada e. Hada‟s boy 5. “Next year, on New Year‟s Day, the Hada family will eat a special soup.” What is the meaning of special soup? a. The soup will be filled with much mochi b. The soup will only have chicken and vegetables in it. c. The soup will be cooked with special recipe d. The soup will be served in a special day e. The soup will only have mochi in it.
A Super Soaker and A Super Kid Daniel Ayala, ten years old, was walking down the street on a hot summer day. It is 92 degrees. Daniel passed a parked car. He heard dogs barking, and he looked inside the car. Two puppies looked hot and thirsty. Daniel was worried about the puppies. “Maybe the puppies will die,” the thought. Daniel tried to open the car doors, but they were locked. Daniel looked around. There were no people on the street. Nobody could help him. Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super Soaker”. It held a lot of water Daniel filled his squirt gun with cool water. Then he ran back to the car.
101
The car windows were open a little. Daniel squirted water at the puppies. He squirted water on their faces and into their mouths. For one hour, Daniel stood next to the car. Every five minutes, he squirted water at the puppies. Finally, help come. A police officer broke a car window and opened a door. Daniel picked up the puppies. They were OK- thanks to Daniel and his Super Soaker. 6. Which of the following is not true according to the text? a.
It was summer day
b.
The puppies looked thirsty and hot
c.
The car doors was locked
d.
Daniel felt worried about the puppies
e.
The puppies died
7. What is the purpose of the text? a.
Entertain readers
b.
Tell a past event
c.
Describe Daniel‟s daily activity
d.
Discuss something
e.
Report how Puppies got thirsty
8. What is the main idea of the fourth paragraph? a.
How Daniel helped the puppies
b.
How Daniel made the squirts gun
c.
Police officer came to help
d.
How the puppies looked thirsty
e.
Daniel would make puppies die
9. Who became a superhero based on the text? a.
The people on the street
b.
The writer
c.
Police officer
d.
Daniel
e.
The car driver
10. What did a police officer do firstly after they come? a.
They call the ambulance
102
b.
They picked the puppies
c.
They broke the car windows
d.
They opened the door
e.
They squirted the puppies Hawaiian Vacation
Quentin Gwynn was in Hawaii with friends. He was on vacation, and he was having a wonderful time. One afternoon Quentin was standing on a high rock. He was looking at the ocean. He saw a boy in the water below. The boy was in trouble. He was far from the beach, and he couldn‟t swim. Quentin took off his backpacks and his shoes. Then he jumped into the water, swam to the boy, and pulled him to the beach. The boy wasn‟t breathing. Quentin gave him CPR (Cardio-Pulmonary Resuscitation: A method used to keep someone alive in a medical emergency, in which you blow into their mouth then press on their chest and then repeat the process) , and the boy began to breathe again. Later, an ambulance came. Paramedics checked the boy. “He was fine”, the paramedics told Quentin. “You saved his life.” Quentin walked back to the high rock. His shoes were there, but his backpack was gone. Quentin‟s credit cards, his camera, and his money were in the backpack. “Well,” Quentin thought, “this is the end of my vacation”. Quentin‟s story was in the newspaper. People read about Quentin and the boy. They also read about Quentin‟s backpack. A hotel owner told Quentin, “Your room here is free”. Restaurant owners told Quentin, “Your meals here are free.” A lot of people gave Quentin money. “Here‟s money for a new camera,” the people said. “Buy some other things, too. Have fun in Hawaii.” So it was not the end of Quentin‟s vacation. He stayed in Hawaii an extra week. He had a wonderful time. 11. “You saved his life.” His in this sentence refers to… a. Quentin b. The boy c. Restaurant owners d. Quentin‟s friend e. Quentin‟s brother 12. How did Quentin lose his backpacks? a. Because he helped the boy b. Because he went shopping c. Because he swam in the sea
103
d. Because he rented the wrong hotel e. Because he left his friends 13. What is the purpose of writing the text? a. To tell the beauty of Hawaii b. To persuade the readers to visit Hawaii c. To tell how Quentin‟s vacation in Hawaii d. To describe several interesting places in Hawaii e. To explain where is Hawaii 14. Who gave a rented room for Quentin? a. Restaurant owners b. The people c. Villagers d. Hotel owner e. Paramedics 15. What is the main idea of the last paragraph? a. Quentin had a wonderful time in Hawaii b. Quentin was bored with the vacation c. That is the end of Quentin vacation d. Quentin was offered to stay at Hotel e. Quentin decided to leave Hawaii Barack Obama Barack Hussein Obama was born to a white American mother, Ann Dunham, and a black Kenyan father, Barack Obama Sr., who were both young college students at the University of Hawaii. When his father left for Harvard, his mother and Barack stayed behind, and his father ultimately returned alone to Kenya, where he worked as a government economist. Barack‟s mother remarried an Indonesian oil manager and moved to Jakarta when Barack was six. He later recounted Indonesia as simultaneously lush and a harrowing exposure to tropical poverty. He returned to Hawaii, where largely his grandparents brought him up. The family lived in a small apartment- his grandfather was a furniture salesperson and an unsuccessful insurance agent and his grandmother worked in a bank- but Barack managed to get into Punahou School, Hawaii‟s top prep academy. His father wrote to him regularly but, though he travelled around the world on official business for Kenya, he visited only once, when Barack was ten. Obama attended Columbia University, but found New York‟s racial tension inescapable. He became a community organizer for a small Chicago church-based group for three years, helping poor South Side residents cope with a wave of plant closings. He then attended Harvard Law School, and in 1990 became the first African-American editor of the Harvard Law Review. He turned down a prestigious judicial clerkship, choosing instead to practice civil-right law back in Chicago, representing victims of housing and employment discrimination and working on- votingrights legislation. He also began teaching at the University of Chicago Law School, and married
104
Michelle Robinson, a fellow attorney. Eventually he was elected to the Illinois state senate, where his district included both Hyde Park and some of the poorest ghettos on the South Side. In 2004 Obama was elected to the U.S. Senate as a Democrat, representing Illinois, and he gained national attention by giving a rousing and well-received keynote speech at the Democratic National Convention in Boston. In 2008 he ran for President, and despite having only four years of national political experience, he won. In January 2009, he was sworn in as the 44th President of the United States, and the first African-American ever elected to that position. http://www.imdb.com/name/nm1682433/bio 16. The false statement about Barack Obama is… a. His father sold furniture b. His grandmother worked in a bank c. Obama is brought up by his grandfather d. His grandfather was an insurance agent e. His grandparents lived in a small apartment 17. In which did university accept Obama as a lecturer? a. University of Hawaii b. Columbia University c. Harvard Law School d. Hawaii‟s top prep academy e. University of Chicago Law School 18. How long did Obama has national political experience? a. 20 years b. 10 years c. 6 years d. 44 years old e. 4 years 19. What is the purpose of the text? a. to tell about Barrack Obama‟s life biography b. to describe political issues in America c. to tell about Michelle Obama‟s biography d. to describe who America presidents are e. to tell about America\ 20. What is the true statement to describe Obama in 2004? a. He started his political carrier b. He was elected for President c. He was elected to the U.S. Senate as a Democrat and he gained national attention d. He started becoming a college student and he started teaching. e. He married Michelle Robinson and he had a children
105
1. C
APPENDIX 11 THE ANSWER KEY OF POST TEST 16.A
2.E
17.E
3.B
18.E
4.D
19.A
5.B
20.C
6.E 7.B 8.A 9.D 10.C 11.B 12.A 13.C 14.D 15.A
106
APPENDIX 12 Pictures of Post Test
107
APPENDIX 12 Pictures of Post Test
108
APPENDIX 12 Pictures of Post Test
109
APPENDIX 12 Pictures of Post Test
110
APPENDIX 12 Pictures of Post Test
