The Effectiveness of Using English Teens Magazine towards Students’ Reading Interest (Quasi-Experimental Study at the First Grade of SMA N 4 Depok)
By:
Sartika Sari NIM: 109014000131
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING “SYARIF HIDAYATULLAH” STATE ISLAMIC UNIVERSITY JAKARTA 2014
KEMENTERIAN AGAMA UIN JAKARTA FITK Jl. Ir. H. Juanda No 95 Ciputat 15412 Indonesia
FORM (FR)
No. Dokumen Tgl. Terbit No. Revisi: Hal
SURAT PERNYATAAN KARYA SENDIRI
: : : :
FITK-FR-AKD-089 1 Maret 2010 01 1/1
ACKNOWLEDGEMENT In the name of Allah the Beneficent the Merciful Praise be to Allah, Lord of the worlds Who has blessed the writer in completing this „skripsi‟ entitled The Effectiveness of Using English Teens Magazine to Improve Students’ Reading Interest (A Quasi Experimental Study at the First Grade og SMA N 4 Depok). Peace and blessing be upon the Prophet Muhammad SAW, his family, his companion, and his followers. This “skripsi” is presented to the English Education Departement, the faculty of Tarbiya and Teacher‟s Training Syarif Hidayatullah State Islamic University Jakarta as a partial fulfillment of the requirements for the degree fo S.Pd. in English Language Education. In this occasion, the writer would like to thank to her beloved family, Mr. Salim Sulaeman and Mrs. Eli Alam Sari, S. Pd. I as her parents, and her younger brother Fajar for their prayers, understanding, support, and motivation. The writer also would like to address her great honor and attitude to her advisors, Dr. Atiq Susilo, M.A and Atik Yuliyani, M.A TESOL who have sacrificed their energy and valuable time for the writer to give consultations with full of help, care guidance, and valuable advices during the writer developing this “skripsi”. Therefore, she would like to give her deepest appreciation for: 1. Nurlena Rifa‟i, M.A., Ph.D, the Dean of Faculty Tarbiya and Teachers‟ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd., the Head of English Education Departement. 3. Zahril Anasy, M. Hum., as the secretary of English Education Department. 4. All lecturers of English Education who always give their motivation and valuable knowledge and also unforgettable experience during her study at Faculty of Tarbiya and Teachers‟ Training of State Islamic University Syarif Hidayatullah Jakarta.
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5. Dra. Hj. R. Laksmi Gantini, M. Si., the Headmaster of SMA N 4 Depok for giving permission to the writer to do observation and research. 6. Her beloved best friends of English Education Department Class D for academic year 2009 who have always been in the writer side in the facing all the laughter and tears during this study. The writer realized that this „skripsi‟ is far from being perfect. It is a pleasure for her to receive some suggestion and criticizes from the reader for valuable improvement. Jakarta, Januari 2014
The writer
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ABSTRACT Sartika Sari (NIM: 109014000131). The Effectiveness of Using English Teens Magazine towards Students’ Reading Interest; A Quasi Experimental Study at the First Grade of SMA N 4 Depok in Academic Year 2013/2014. Skripsi of English Education Departement at Faculty of Tarbiya and Teachers’ Training of State Islamic University Syarif Hidayatullah Jakarta, 2013. Keywords
: Students' Reading Interest, and English Teens Magazine
The objective of this study is to find out the empirical data concerning whether English teens magazine as reading material is effective towards students’ reading interest. This study was held in December 2013 at SMA N 4 Depok. The method used in this study was quantitative method in the design of quasi experimental study. The sampling technique used in this study was purposive sampling. The writer took two classes as the subject of this study that were experimental class and controlled class. The writer had compared the questionnaire score of before treatment was given and after the treatment was given. The gain score of questionnaire from the treatment class was 24.8 and for the control class was 3.42. The score of questionnaire from the treatment class had been progressed; the affective aspect of reading interest. It can be seen by the category of questionnaire score; it was Quartile III < Score < Maximum (79.66 < 74.55 < 81). For the reading achievement as a cognitive aspect was analyzed using T-test formula. The result of calculation showed that in the significance degree of 5%, the value of t-test (to) > t-table (tt) (28.91 > 1.991). According to the criteria of the test, the result showed that there is a significant difference between students’ reading interest by using English teens magazine as reading material and without English teens magazine. It means that the English teens magazine is effective and applicable at the first grade of SMA N 4 Depok towards students’ reading interest.
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ABSTRAK Sartika Sari (NIM: 109014000131). Keefektifitasan Penggunaan Majalah Remaja Bahasa Inggris terhadap Minat (Interest) Membaca Siswa; Sebuah Penelitian Kuasi Eksperimen di Kelas X SMA N 4 Depok pada Tahun Ajaran 2013/2014. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah, 2013. Kata kunci
: Minat Membaca Siswa, dan Majalah Remaja Bahasa Inggris
Tujuan penelitian ini adalah untuk menemukan data empiris mengenai apakah majalah remaja Bahasa Inggris efektif terhadap minat atau ketertarikan membaca siswa dalam belajar Bahasa Inggris. Penelitian ini telah dilaksanakan pada bulan Desember 2013 di SMA N 4 Depok. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain penelitian kuasi eksperimen. Teknik pengambilan sampel yang digunakan yaitu purposive sampling. Penulis menggunakan dua kelas sebagai subjek penelitian, yaitu kelas eskperimen dan kelas kontrol. Instrumen yang digunakan dalam penelitian ini adalah angket dan reading comprehension test. Penulis telah membandingkan rata-rata nilai angket yang telah diperoleh. Hasilnya menunjukkan gained score sebesar 24.8 untuk kelas eksperimen dan 3.42 untuk kelas control. Rata-rata nilai angket yang diperoleh mengalami perbedaan yang signifikan di kelas eksperimen. Hal ini dapat dilihat dari kategori skor angket Kuatil III < Skor < Maksimum (79.66 < 74.55 < 81). Analisa data untuk aspek kognitif menggunakan rumus Ttest. Hasil dari perhitungan menunjukkan bahwa dalam taraf signifikansi 5%, hasil t-test (to) > t-table (tt) (28.91 > 1.991). Berdasarkan kriteria pengujian, hasil tersebut menunjukkan bahwa terdapat perbedaan signifikan antara prestasi siswa dengan diberi materi pembelajaran dengan menggunakan majalah remaja Bahasa Inggris dan tanpa diberi materi pembelajaran menggunakan majalah remaja Bahasa Inggris. Dengan demikian dapat disimpulkan bahwa majalah remaja Bahasa Inggris efektif digunakan dan dapat diterapkan di kelas X SMA N 4 Depok terhadap minat atau ketertarikan membaca siswa di pelajaran Bahasa Inggris.
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CHAPTER I INTRODUCTION
A. Background of the Study Language is one of the culture products which cannot be separated from human life. Through the language we can deliver the thoughts, interact with each other, and express the ideas or opinion. Nowadays, English is one of languages that most widely used in the world. As Jack Richard and Theodore S. Rodgers stated that, “Today English is the language which is the most studied widely as a foreign language in the world; five hundred years ago, Latin was the dominant language of education, commerce, religion, and the government in the western world.”1 It can be seen from the usage of English in science, technology, politics, culture, art as well as creating relationship with other nations. Realizing the importance of English, Indonesia as one of the developing countries put English as a compulsory subject matter in its educational curriculum. Since 1968, English has become the first foreign language that should be taught formally to all Indonesian students, starting from Junior High School up to college or university level. This is based on the Decree of the Minister of Education and Culture No. 096 of 1967 which stated: 1. English is the first foreign language to be taught formally starting from Junior High School up to university level 2. The aim of English teaching is to develop students’ communicative competence 3. English competencies to be developed comprise reading, listening, writing, and speaking.2 As have been stated on the decree previously, there are four language skills that have to be mastered by students in learning English. They are reading, listening, writing, and speaking. Reading and listening are called receptive skills, since they only receive the world without producing the words. Speaking and 1
Jack C. Richard and Theodore S, Rodgers, Approach and Methods in Language Teaching Description and Analysis, (Cambridge University Press, 1986), p.1 2 Dardjowidjojo, S., English Teaching in Indonesia, (EA Journal, 18(1), 2000), p. 22-30.
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writing are called productive skills because those skills produce words in different ways. By producing the words they can express their feeling or message in verbal or non-verbal. As one of four language skills, reading has own characteristic. Reading provides some activities to help the reader comprehend the written expressions. Reading can open up a new world for the students; it enables to gain new knowledge and enjoy many kinds of literature, magazine, newspaper. This is in line with the statement of Mariane Celce Murcia, Reading is very essential for us in order to increase our knowledge. Even in this modern age of multimedia and high-tech environment, it is still the case that most of us rely on our reading ability in order to gain information or expand our knowledge.”3 The ability to read for the students will give a great deal of advantages in their life, but mastering English reading is not easy. Based on the writer’s observation at the first grade of SMA N 4 Depok on 22nd November 2012, there are some problems faced by the students in reading activities. The writer did the observation with the multiple choice test which consist some reading text. The reading text adopted by the students’ textbook. The score of students’ reading test was bad. There were happened because some factors. The first factor was the students’ lack of vocabulary mastery. If the students did not have enough vocabulary, it would be difficult for them to comprehend the reading text. Second, students are less interested in reading. It could be identified from their attitude toward the text they read, such as they have not curiousity to read and they do not have attention to explore more details information from the text. Finally, the last problem was related to reading materials. Teachers usually asked the students to read the entire page by reading it loudly and the topic is sometime not related with the students’ age, such as about old history, science, bussiness, etc.. Then teachers explained the difficult words if there was any. If not, they asked the students to answer certain questions which were related to the text, this way of teaching was not interesting for the most 3
Mariane Celce Murcia & Elite Olshtain, Discourse and Context in Language Teaching, (Cambridge: Cambridge University Press, 2000), p. 118
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students. It can be seen the students did not get the information from the reading text which the teacher has been given before. One of the causes is the the techniques or strategies of teaching reading were not following such kind of interesting reading techniques and the reading material..In the other words, teachers could not attract the students’ interest in reading. As a result, students felt reluctant to read even did not understand the text optimally. From the third factors which make students got the bad score in reading was uninteresting of students in reading material. The reading materials which teacher used in the classroom was textbook. The teacher did not adopted the other source beside from textbook Interested students will be considered constant and is accompanied with pleasure. The lack of interest may result in the students dislike the reading material that there is so difficult to understand the content of these reading and the last students get low score. One of the way teachers’ strategies to make students’ interest in reading is preparing the interesting reading material. The materials of reading could be interested to read such as newspaper, comic, English magazines and so on. One of the magazines that could improve the students’ interest in reading is teens magazine, because Teens magazine consists of fashion about teenagers, information about music, and hot news about teenagers’ life. Based on the explanation and problems above, the writer is interested to find out the third factor from the observation which made the score of the students’ reading test bad. The factor is reading material. The writer intends to conduct quasi-experimental research entitled, “The Effectiveness of Using Teens English Magazine towards Students’ Reading Interest at the First Grade of SMAN 4 Depok.”
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B. Identification of Problem Based on the background of study above, the writer identify some problems as follow: 1. Students are difficult to comprehend the whole content of the text because they are lack of the vocabulary 2. Teachers’ way in reading are traditional ways. 3. Students are lack of interest in reading because the reading material are boring
C. Limitation of the Problem As mentioned on the background of the study above, the English Teens Magazine is one of the alternative solutions that can be used by the teachers in reading in the classroom, the problem is limited on the effectiveness of the several English teens magazines, such as High and Teens, Cool and Smart, and Seventeenth, towards students’ reading interest. In addition, the writer focuses on the students at the first grade of SMAN 4 Depok.
D. Formulation of the Problem The formulation of the problem in this research based on the limitation of the problems above is “Is the use of English teen magazine as the alternative learning media for reading will be effective towards the students’ reading interest?”
E. Objective of the Study Based on the formulation above, the objective of the study is to find out the usage of English teen magazine as the alternative learning media for reading will be effective towards the students’ reading interest.
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F. Significance of the Study There are some significances of this research: 1.
For the writer; the result of the study is expected to give a description about the use of teens magazine in improving students’ reading interest
2.
For the English teacher; this research will help the teacher to present the easier teaching aids as well as the interesting way
3.
For the students; to improve students’ interest in reading by using English teens magazine and the students will be more active in learning reading in the classroom.
CHAPTER II THEORETICAL FRAMEWORK In this chapter, the writer discussed and elaborated some theories which related to the study. The discussion focuses on the reading interest, and English teens magazine.
A. Interest 1.
The Definition of Interest Interest is the second factor which determines as attitude in working or
studying actively. Learning process will run well, if the students have an interest. Arden N. Frendsen said, “Interest is a condition response of pleasure or satisfaction which accompanies intellectual‟s consideration of something or ideas or participation in some activity”.1 Hilgrad argued that interest is situation or condition of paying attention and enjoying in some activities and contents.2 This definition tells us that an interest is shown by paying attention and enjoyment in any activity. Suzanne Hidi defined interest as, “A unique motivational variable, as well as a psychological state that occurs during interactions between persons and their objects of interest, and it is characterized by increased attention, concentration and affect.”3 It means that interest can influence the students‟ mindset become positive in learning process. The positive mindset gives more attention and concentration for the students in certain subject matter.
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Arden N. Frendsen, How Child Learning, (New York: Mc. Grow-Hill Book Company Inc. 1957), p.191 2 Slamento, Belajar dan Faktor-Faktor yang Mempengaruhinya, (Jakarta: Rineka Cipta. 1991), p. 57 3 Suzanne, Hidi, Interest: A unique motivational variable, Educational Research Review, 1(2), 2006, p. 70
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That statement is parallel with Hidi in the other paper argued that interest is the monitor in establishing all of activities or information what we want or what we select.4 It means when we are interested, we are attentive and focused of object or activity that make us interest. The students will study regularly or effectively and they will success if they have a high interest. David R. Stone and Elvin C. Nielson said, “On personal is a positive interest that will increase the chance for success.”5 According Hurlock interest is the result of the motivation which can convey the people to do and to choose all activity that they want.6 It means that, in teaching learning process, the teacher should not only transfer knowledge to the students but they should also increase their interest in learning in order that they want to learn harder and have motivation to learn. Based on the statements above, interest is one of the psychological items which has an important role in a human beings especially in education. Learning process will go well if someone has an interest. The student who has an interest in learning a subject matter, will comprehend the material at a deeper level than the student who has not. 2.
The Kinds of Interest Interest is divided into two parts; there are personal interest and situational
interest. a. Personal Interest Personal interest comes from people themselves. Thus, a person‟s interest can also be triggered by a visual stimulus such as a play object, or viewing a picture, an auditory stimulus such as hearing a conversation, or a combination of visual and auditory stimuli like a TV show.
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Suzanne, Hidi, Interest, Reading, and Learning: Theoretical and Practical Considerations, Educational Psychology Review, Vol. 13, No. 3, 2001, p. 159 5 David R. Stone and Elwin C. Nielson, Educational Psychology, (New York: Harper and Row Publisher, 1982), p. 165 6 Elizabeth B. Hurlock, Child Development, Sixth Edition, (New York: McGraw Hill Book Company, 1978), p. 420
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According Urdan and Turner, “Personal interest is a more stable personal disposition toward a specific topic or domain.”7 That statement is in line with Susan, “Personal interest is a person‟s ongoing affinity, attraction, or linking for domain, subject area, topic, or activity”.8 This definition tells about personal Interest usually is assumed to be directed toward some specific activity or topic, such as a particular interest in sports, science, music, dance, or computers. In contrast to curiosity, this is assumed to be characteristic of the person that more diffusely directed, such as someone who is generally curious about many things. b. Situational Interest Situational interest is different on personal interest. The situational interest can be influenced by environment; it does not come from people themselves. Situational interest, in contrast of personal interest; it can change quickly and depends on the current situation. Beside that, Schraw and Lehman said, “Situational interest; a person‟s current enjoyment, pleasure, or satisfaction generated by the immediate context.”9 It can be concluded that the situational interest should be adopted to describe all environmentally-triggered interest. The similarity between personal and situational interest are; First, both situational and personal interest results in the psychological state of interest that involves increased attention and cognitive functioning, persistence and has an affective component. Second, personal and situational interests emerge from the interaction of the person and certain aspects of the environment and are content specific. And the differences between personal and situational interest is the personal interest tends to focus on individual differences, whereas the situational interest centers on
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Dale H. Schunk, Paul R. Pintrich, Judith L. Meece, Moticvation in Education: Theory, Research, and Applications third edition, (New Jersey: Pearson Education, Inc., 2008), p. 210 8 Ibid., p. 309 9 Paul Eggen and Don Kauchak, Educational Psychology; Windows on Classrooms, (New Jersey: Pearson Education, Inc., 2010), p. 309
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creating appropriate environmental settings to create interest and motivate learning. Students‟ reading interest is one of the examples of situational interest. According to Krapp: "Situational Interest is the psychological state of being interested in the task or activity. Thus, reading researchers have studied situational interest by investigating interest on the part of readers. There are many different features of text that can generate interest, such as novelty, surprise, complexity, ambiguity, and inclusion of certain types of themes.”10 Based on the statement above reading interest is one part of situational interest. Reading interest depends on the context, such as reading material and reading material contains of texts. The texts should have the characteristics; they are novelty, ease of comprehension, and more meaningful contexts. The students may have a high interest during they assume the text is interest. 3.
Reading Interest Students‟ reading interests were defined by how often students read about
things they are passionate about, spend their free time, and what they are interested in. Why and what they read or do not read were also considered when examining their reading interests. There are two aspects that can influence the reading interest; cognitive aspect, and affective aspect. 1. Cognitive Aspect The cognitive aspect is based on concept that children develop in the areas related to the interest. The cognitive aspect of children‟s interest in reading, for example, is based on their reading concepts.11 If the students thought that the reading is a good way to learn something and to know many knowledge or information, it may be increase their knowledge itself. Otherwise, if the students thought that reading is not a good way to learn
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Krapp, A., Hidi, S., & Renninger, K. A., Interest, Learning and Development, (New Jersey: Erlbaum, 1992), p. 24 11 Elizabeth. B. Hurlock, Child Development, (Singapore: McGraw-Hill Book Company, 1978), p. 422
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something and it is a boring activity, their reading concept assume that reading just a tedious activity. Concept that make up the cognitive aspect of reading interests are based on personal experiences and what is learned in the house, the school, and the community and from different forms of mass media. For those sources people read what will satisfy their needs and what will not. Beside concept, the age and reading achievement have important role in cognitive aspect. The age and reading achievement of readers decide readers‟ interest in choosing book or theme that they will read. a. The age, for example the adolescents need for connection to a topic. They use informational text for personal purpose to locate information about a topic in which they are interested. Adolescents will choose the theme of the reading which related in teenagers‟ world, such as fashion, entertainment, gossip, sports, true story, and the others. b. The reading achievement can be successful if the students have abilities to comprehend the reading text. It can be seen in identifying main idea and major details, drawing inferences, summarizing, and identifying keywords.12 2. Affective Aspect The affective aspect is the concept that makes up the cognitive aspect of reading interest which is express in attitudes toward the activities interest give rise to. Like the cognitive aspect, the affective aspect is developed from personal experiences, from attitudes of significant people like teachers or peers, and material that influenced the reading interest itself. a. Teacher Teacher is not only a person who facilitates the students to get knowledge, but also as a motivator who has to motivate students to do learning activities such as in reading activities and to provide all the 12
Gina Paul and Steve Verhulst, Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds, Journal of Adolescent & Adult Literacy 54 (2), 2010, p. 134
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material for those activities. Teachers can increase reading interest through employing several strategies. They are: Develop learning activities in reading that focus on realworld applications Personalize content by linking topics to students‟ lives Promote high levels of student involvement Provide concrete examples Make logical and coherent presentations Give students choices when the opportunity arises.13 The teachers should improve students‟ reading interests by selecting materials. In selecting materials, topic is an important part to make students interest in reading. The interest topic may bring out students in paying attention and comprehension to the topic. Seymour and Walsh in Eggen listed several ways for the teacher in increasing students‟ reading interest in the classroom with these some instruction. They are: The topics selected for reading assignments The freedom allowed students in selecting materials and the degree of guidance they require The effort required to enhance student motivation to read and build confidence in their literacy skills The range of reading strategies to be taught, practiced, and assessed.14 Based on the Seymour and Walsh statement that teacher has an important role in choosing and preparing reading materials in the class. Teacher has to select the interest topic which is suitable in curriculum. It can be used to prevent the boring situation in the classroom.
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Paul Eggen and Don Kauchak, Educational Psychology; Windows on Classrooms, (New Jersey: Pearson Education, Inc., 2010), p. 310 14 John S. Hedgcock, Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009), p. 123
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b. Reading material Many reading materials can use in reading activities in the classroom, such as textbook, newspaper, journal, magazine, and the others. Those reading materials offer some topics that can we use to read; there are interesting topics or boring topics. It depends the reader to decide the interesting or not of the topics. Grabe and Stoller stated that, “Everyone agrees that students are likely to read more if they are interested in the topics of their assigned readings”.15 The influences of interest in reading can be seen in the topic interest. Hidi stated that, “Well-developed individual interest in an area may help individuals to cope with relevant but boring texts or presentations, and situational interest elicited by texts or presentations may maintain motivation and performance even when individuals have no initial interest in the topic.”16 The topics or the texts for the reading should be appropriate for the students‟ ages. Most adolescents get the material they read in their leisure time from their homes, classes, and school and public libraries. According Hedgcock and Ferris, “Adolescent students‟ have a need to connect their prior knowledge and experiences to what they are learning; they have extremely high needs for relevance.” 17 The relevant text means that the text which has relation between the students‟ knowledge and their previous experience. The students want to know how a text or a subject matter relates to their real word and their prior learning. In making choices about what they read, students enjoy reading periodicals and stories about people like them or students’ world. It is important to foster this enjoyment because periodicals such as magazines are legitimate or real reading materials. 15
Grabe, W., & Stoller, F. L., Teaching and researching reading, (Harlow: Longman/Pearson Education, 2002), p. 239 16 Suzanne, Hidi, Interest, Reading, and Learning: Theoretical and Practical Considerations, Educational Psychology Review, Vol. 13, No. 3, 2001, p. 160 17 John T. Guthrie, Engaging Adolescents in Reading, (Thousands Oaks: Corwin Press, 2008), p. 11
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The cognitive and affective aspects of reading interest have connection each other. Reading interest appears in text of reading. It happens when the students use learning strategies and quality of their learning experiences. According to Schiefele in Sonja students who have a higher interest in a text, they will process it at a deeper level, elaborate it better, become more critical about the content, and devote more time to its processing.18 The writer can conclude that interest influences students' reading goals. If the text is interesting for them, they accept reading as a means of goal achievement, as a way of seeking information, and as enjoyment. Based on the concepts stated above, the writer can infer that students will not decide to read, although they feel competent enough, if their reading task does not satisfy at least one of the following requirements. The requirements are interest (the task has to be interesting for them), value for achievement (the accomplishing of the task has to have some personal value for them) and usefulness (the acquired knowledge has to have transfer value for their life).
B. Textbook Nowadays there are so many reading texts of written English materials that we can find. Yet, what becomes the main medium of materials in class and most teachers use is Textbook. As stated by Don Snow about the textbook role “Of course textbooks are not the only kinds of materials used in English course; there are also a variety of audio or visual materials and even computer software programs that serve as the material for English course. However, even when such materials are available, they are often accompanied by textbook, and great many English courses around world are still based first and foremost on textbook”.19 From this statement, we can see that though nowadays there are so many teaching sources that the teachers can use as their teaching and learning activity and materials, yet teachers still usually use textbook. Textbook is used by the 18
Pecjak, Sonja, Dimension of Reading Motivation and Reading Achievement, Studia Psychologica 48.1, 2006, pp. 11-30 19 Don Snow, From Language Learner to Language Teacher: An introduction to teaching English as a foreign language (Crofton: Teachers of English to Speaker of Other Languages,Inc., 2007), p. 44
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teacher as their tool to get and support their learning purposes. The chosen of the textbook has to be wisely so that the learners will get the comprehension easily. In addition, materials of the textbook have to be the main consideration of the textbook selection. The contents (or the reading text especially), has to be written to the students level. Teachers hardly used the others reading materials beside textbook. Whereas according Hedgcock and Ferris, textbooks have some drawback for the students, they are: a. A textbook‟s content and apparatus might not match a course or student proficiency levels. b. The approach, content, and apparatus of a textbook may not suit the interests, needs, or expectations of a particular learner cohort. c. Published textbooks may focus too much or too little on narrow dimensions of reading and literacy. d. Reading selections, exercises, activities, and visual enhancements may be inauthentic, unappealing, or too tightly controlled (graded) for length and lexical complexity, leading to boredom and low motivation on the part of students. e. Some textbooks rigidly follow a mechanical, linear order, making it difficult to deviate from the prescribed sequence.20 From the explanation above that textbooks are too difficult. It may discourage students and pose problems for the teacher. The textbook included of task types which is poorly suited to student knowledge, such as too many or too few vocabulary-focused activities and critical reading tasks are too narrow.
C. English Teens Magazine 1.
The Definition of English Teens Magazine Magazine is a discrete publication containing a variety of articles and
images, that is not a newspaper, book, or catalogue, and has a regular publishing schedule.21 English magazine is one of the kinds of magazines. McRobbie said 20
John S. Hedgcock, Dana R. Ferris, Teaching Readers of English Students, Texts, and Contexts, (New York: Routledge, 2009), p. 137 21 http://theGlossies-Ts-and-Cs3_2.pdf (It is accessed on 13th January 2013)
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that, “English Teens magazine are forms of social control that create limited and constrained options for young women.”22 There are some superiority of magazine:23 Table 2.1 Superiority of Magazine Criteria
Magazine
Appearance
magazines: glitzy cover; glossy paper; lots of color photos & graphics
Audience
general public (often sold in stores & on newsstands)
Content
usually short unsigned articles without bibliographies written by magazine/newspaper staff or by freelance writers
Accountability
general editors of magazine/newspaper review articles
Purpose
primarily to produce profit for publisher; also may be to sell ad products, entertain, promote point of view, provide information
Other
each issue starts with page one
The writer can conclude that English teens magazine as the verbal media for all age of readers especially teenagers‟ reader which has the purpose to entertain and give information. The reader also can find the English teens magazine easily in bookstore and newsstand. English teens magazine has a glitzy cover, glossy paper, lots of graphics and colors which make the readers interest to read just see from the cover. There are many information or news which is used by English teens magazine; sport, entertainment, tips, short story/true experience, and music. For some English teens magazine provide the grammatical rule, and 22
Bonny Norton, When is teen magazine not a teen magazine?, Journal of Adolescent and Adult Literary, 2002, p. 296 23 How to Do Research: In the Library and Beyond : A Guide for Students by Marian Weston http://fitnyc.libguides.com/content.php?pid=105927&sid=1624612 (It is accessed on 13th January 2013)
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expression of something (agreement, certainty, accepting and rejecting ideas) for the reader, especially for the students. 2.
The Characteristics of English Teens Magazine The magazine often took place in relaxed places. Although the reader
was often alone, in a private place, this was not always the case. The magazine itself could be sufficient to create a private „mood‟ that protected the reader from intrusion. In matching their mood to their choice of what to read, people can of course select not only a specific magazine but also the kinds of item within a given magazine. Depending on mood, need and context, we take from a magazine what we want, when we want it – whether it is ideas, information, advice, inspiration, escapism or relaxation. Beside that, magazines can also be used as the reading material in the classroom especially teens magazine because they have many pictures which related the adolescent students‟ world. According to Hughes-Hassell & Lutz in Smith, “The pictures in the magazine can help to increase the fluency and comprehension levels of adolescents, and periodicals such as magazines are more socially acceptable among their peer group than traditional books.”24 There are some criteria of English teens magazine: a.
Intellectual access (previous knowledge of content or of literary conventions needed by the reader to make sense of the text).
b.
Physical access (time and work required before the reader can lay hands on the book itself).
c.
Length of time required or degree of cognitive and emotional commitment required by the book itself (easy quick read vs. long demanding read).25 English teens magazine has a bright, colorful, and attention grabbing
features in there. Those criteria make students, especially adolescents, interest to
24
Nichole Lynnette Smith, A Study of Middle Grades Students’ Reading Interests, Habits, and Achievement, (University of North Carolina: Chapel Hill, 2009), p. 26 25 Ross, C. S., Reader‟s advisory: the complete system: a model for the process of choosing a book for pleasure Handout for Public Library Association Spring Symposium, Chicago, II. Retrieved July 15, 2003, p. 9 from http://www.sjrlc.org/RAhandouts/choosing.htm
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read because English teens magazine provides many features that related in adolescents‟ world. 3.
The Advantages of Using English Teens Magazine According to Schumman in Harwood, “Principle of materials
development is make sure the texts and tasks are as interesting, relevant, and enjoyable as possible so as to exert a positive influence on the learners‟ attitudes to the language and to the process of learning it.”26 The English teens magazine can become reading material because it provides a chance for the students to introduce the language that is used in real life. English teens magazine also has many pictures which contain some features that make the students interest. The features are: a. There are including those offering fashion and beauty advice. b. Some pages are devoted to interviews with the popular, well-known stars of cinema, music and sport. c. This exciting new magazine informs readers about what is happening in the world through its in-depth articles on current affairs, politics and science; it has articles on the history and culture of people from around the world. d. It also offers a variety of reviews on recent books, films and music CDs. e. There is some music for a teenager that lists who is playing, where and when and how to get tickets. Interviews with well-known singers and groups as well as detailed biographies are included. f. There are completely on articles sent in by its teenage readers. It gives young people the opportunity to publish their creative work, such as poems or short works of fiction or to voice their opinions on important issues.27 Textbook has topics that unrelated with the students‟ life or scientific words so it makes the students uninterested to read. Beside that, English teens magazine offers variety features that has been mentioned above which are related 26
Nigel Harwood, English Language Teaching Materials Theory and Practice, (New York: Cambridge University Press, 2010), p. 90 27 Ibid., p. 150
18
in students‟ world especially students in adolescent age. The adolescents who read to gain knowledge were interested in satisfying their curiosity about special topics, improving their grades in school, or learning how to cope with obstacles in life.
D. Previous Studies The writer has found two relevants study which related to this research. First, a journal was from Yuewu Wang in China on January, 2004 with the title English Magazines = Motivation + Improved EFL Writing Skill. The objective of this study was to encourage students to write more freely, naturally, and fluently while creating and editing an English language magazine. This study was carried out four ties in four different semesters. Four separate classes comprised of 95 English-major sophomores participated. They met for two hours each week for 19 weeks. Students searched through all kinds of materials for what they thought best fitted their magazines. The topics eventually included in the magazine covered almost everything that interested them such as, arts, culture, and sports. They spent considerable time adapting rewriting, editing, and organizing their selected materials. The instruments of this study were writing test and questionnaire. Test result showed that the learner‟s success in writing test; it was creative and communicative. The questionnaire result was 97% of the students had been motivated greatly to be self-sufficient and creative, and their interest in EFL writing. The second, it was Yenny Sukhriani on November, 2011 with the title The Use of English Newspaper and Magazine to Improve Reading Comprehension Skill of Year 12 Science Students of SMAN 60 Jakarta. The objective of this research was to describe the increase the students‟ reading competency through authentic text in form of English newspaper and magazines. The researcher used classroom based action research with qualitative method. The participants in this research were 34 students of XII IPA 2 which consists of 14 males and 20 females. This research has done with two cycles. Each cycle had four phases that were planning, implementing, observing, and reflecting. At the
19
first cycle the researcher has done the research in three meetings. In the first and second meeting, the researcher used English newspapers to read various kinds of functional text and a review, then in the third meeting used English magazine to read a review. Second cycle, researcher used questionnaire for recording the students‟ improvement of reading and interest. Findings showed that the given treatment has resulted in significant improvement in students‟ reading skills and the used of English newspaper and magazines in the classroom has been proved positive in improving students‟ motivation. It is not only in increasing students‟ reading ability but also changing students‟ reading habit. Those previous studies above used as references for the writer in conducting this research and also as the comparison between those relevant studies with the study conducted by the writer this time. This study was the effectiveness of using English teens magazine towards students‟ reading interest. The differences between this study and previous study were the objective of this study and the method of this study. The objective of this study is to find out the usage of English teen magazine as the alternative learning media for reading will be effective towards students‟ reading interest. The method of this study was quantitative method and the design was quasi experimental design. This study used two group design; pre-test and post-test. Pre-test and post-test were given to know the effectiveness of using English teens magazine towards students‟ reading interest. The instruments of this study were questionnaire and reading test. Prequestionnaire and pre-test were given before using English teens magazine. The post-questionnaire and post-test were given after using English teens magazine. The effectiveness of using English teens magazine can be seen from the increasing of students‟ post-test scores in questionnaire and reading test.
E. Conceptual of Framework Interest refers to the motivating force that convey to a person, a thing, or an activity; or it can be the affective experience that has been stimulated by the activity. In other words, interest can be the cause of an activity and the result of participation in the activity. Interest is divided into two kinds; they are personal
20
and situational interest. Personal interest develops slowly, tends to be long lasting, and is associated with increased knowledge and value. In contrast, situational interest is evoked by something in the immediate environment, and consequently may or may not have a long-term effect on individuals‟ knowledge and value. Reading interest is one of the examples of situational interest. Reading interest can be influenced by two factors; there are cognitive aspect, and affective aspect. The cognitive aspect consists of concept of reading, age, and reading achievement. Reading interest has connection in reading achievement. If the students have a high interest, the reading achievement will be good. The affective aspect consists of two elements, such as teachers, and reading materials. Teachers and reading materials are connected. Teachers develop topic knowledge, and provide a variety of topic in learning materials based on the difficulty level of students. Students who know more about a given topic are more likely to become interested in it. Alternatively, if a student is asked to read from a text that assumes too much prior knowledge, and thus requires a lot of inference, interest and comprehension are difficult to achieve. English teens magazine is colorful mass media which has many pictures and consists of variety features like fashion, beauty, sports, and news about the happening in the world. English teens magazine can use in reading material for students. The students are interested to read English teens magazine because the students feel like they read about their world, especially the teenager students. The writer thought that those definitions have close connection to one another. It can be supported from some theories stated in this chapter by linguists. One of the writer‟s purposes conducting this research is to help students solving their problem in reading interest. Many linguists agreed that English teens magazine is effective to be used as the reading material in teaching reading. Some teachers use textbook in teaching reading but the students can feel bored to read in using textbook. A textbook is too difficult may discourage students and pose problems for the teacher; a textbook that does not challenge students will fail to develop their students‟ literacy skills.
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Beside that, English teens magazine contains pictures, graphics, or subheadings. The content of English teens magazine usually are news, sport, fashion, tips, true experiences of someone, and may include posters, stickers, small samples of cosmetics or other products. The English teens magazine is suitable as a reading material in adolescent students‟. The adolescent students‟ prefer reading to other sources of information or entertainment because they feel reading provides great depth understanding, more details, more insights on character, and an understanding of interpersonal relationship. Based on the explanation above, the writer thought that using English Teens Magazine as an alternative reading media will be effective towards students‟ reading interest.
F. Research Hypothesis The hypotheses of the study can be formulated as follows: Ha
: There is a significant difference between students‟ interest in reading by using English teens magazine and without English teens magazine.
CHAPTER III METHODOLOGY A. Place and Time of Study The research was held at SMA N 4 Depok. It located at Jeruk Raya Street Number 1 Sukatani Permai Village, Tapos, Depok. The writer conducted the research about one month. The research was held in October to November 2013 at the first semester of the year of study 2013/2014. The timeline of this study was: Table 3.1 The Timeline of Research No
Date
1.
November 22nd 2012
Time
Activity
10.00 – 12.00 The observation at the first grade of SMA N 4 Depok
2.
October 28th 2013
09.00 – 11.00 Asking permission to the headmaster of SMA N 4 Depok
3.
November 7th 2013
10.00 – 11.30 Conducting some questionnaire and pre-test at X IPA 1
4.
November 8th 2013
10.00 – 11.30 Conducting some questionnaire and pre-test at X IPA 2
5.
November 11th, 2103
07.00 – 08.30 1st meeting at X IPA 2
6.
November 13th, 2013
08.30 – 10.00 1st meeting at X IPA 1
7.
November 14th, 2013
08.30 – 10.00 2nd meeting at X IPA 2
8.
November 15th, 2013
07.00 – 08.30 2nd meeting at X IPA 1
9.
November 18th, 2013
07.00 – 08.30 3rd meeting at X IPA 2
10.
November 20th, 2013
08.30 – 10.00 3rd meeting at X IPA 1
11.
November 21st, 2013
08.30 – 10.00 4th meeting X IPA 2
12.
November 22nd, 2013
07.00 – 08.30 4th meeting X IPA 1
13.
November 28th, 2013
08.30 – 10.00 Conducting some questionnaire and post-test at X IPA 2
14.
November 29th, 2013
07.00 – 08.30 Conducting some questionnaire and post-test at X IPA 1
22
23
B. Method and Design of Study The method of this research was quantitative method. The design of this study was quasi – experimental design. The writer used the quasi – experimental design of this study to see the effectiveness of English teens magazine towards students’ reading interest. According to McMillan about the purpose of quasi experimental design that, “The purpose of the method is to determine cause and effect between independent and dependent variable.”1 In this research, English teens magazine is the independent variable which may cause or influence students’ reading interest as the dependent variable. The researcher used two group designs. It was pre-test and post-test and used two classes, control and treatment class, to see the effectiveness of using English teens magazine by looking questionnaire and reading test measurement and comparing the gained scores between both classes. The effectiveness can be seen from the students’ score of experiment classs in post-test (questionnaire and reading test) after they had been given some treatments and from the comparation of both classes. The experiment class was given the English teens magazine as the reading media or material in the classroom and the controlled class without using English teens magazine as the reading media or material.
C. Population and Sample of Study According to Jack R. Fraenkel, Norman E. Wallen, “Sample in a research study refers to any group on which information is obtained and the larger group to which one hopes to apply the results is called the population.”2 The population of this study is first grade of SMAN 4 Depok. It consists of eleven classes and each class consists of 40 students. The researcher used the purposeful sampling to take the sample. McMillan stated that, “Purposeful sampling refers the selecting
1
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6 Edition, (Boston: Allyn and Bacon, 2006), p. 24 2 Jack R. Fraenkel, Norman E. Wallen, How to Design and Evaluate Research in Education 5th Edition, (New York: McGraw-Hill, 2003), p. 96 th
24
particular elements from the population that will be representative or informative about the topic of interest.”3 The researcher took the average level in their reading skill to all population as the sample. The researcher has done the pre-test in all classes of first grade. The sample was taken from the score of pre-test which had average level in score of their pre-test. The classes which the researcher took were X IPA 1 and X IPA 2. Each classes consists of 40 students. Thus, the sample consisted of 80 students. The X IPA 1 as a treatment class and the X IPA 2 as a controlled class.
D. The Technique of Data Collecting 1.
Questionnaire The writer used the questionnaire to measure the students’ reading interest.
The questionnaire consisted of twenty-five numbers. The indicators of questionnaire are two factors that influenced reading interest; they are cognitive and affective aspect. The cognitive aspect included of reading concept and the affective aspect included of teacher and reading material. The writer used a likert scale to determine the questionnaire scale. According Wiersma, “A Likert scale contains a number of points on a scale; the points have designations such as ’strongly agree’ to ’strongly disagree’.”4 The writer distinguished questionnaire into two parts, the positive and negative question. The answer of questionnaires was divided into four points; strongly agree, agree, disagree, and strongly disagree. Each point had different score. For positive question, strongly agree got score 4, agree got 3, disagree got 2, and strongly disagree got score 1. Otherwise, for the negative question, strongly agree got score 1, agree got 2, disagree got 3, and strongly disagree got score 4. The questionnaires were given twice. First, in the pre-test time and second in the post-test time.. Pre-test was administered before the treatments or before the teacher used the English teens magazine as one of alternative reading materials
3
James H. McMillan, Sally Schumacher, Research in Education Evidence-Based Inquiry 6 Edition, (Boston: Allyn and Bacon, 2006), p. 126 4 William Wiersma, Stephen G. Jurs, Research Methods in Education, (Boston: Pearson International Edition, 2009), p. 363 th
25
and post-test was administered after the treatments or after the teacher used the English teens magazine as one of alternative reading materials. The content of questionnaire before treatment was same from the questionnaire after treatment but the questionnaire number was randomized. The questionnaire was divided into two indicators. The indicators are factors that influenced reading interest. There are: a. Cognitive Aspect Cognitive aspect included concept of reading. Concept of reading refers to that particular cluster of ideas and attitudes which people have about reading.5 b. Affective Aspect Affective aspect is developed from attitudes of significant people, and from attitudes expressed in different forms of mass media toward the interest activities. The affective aspect included teacher and reading material.6 The description of pre-questionnaire and post-questionnaire indicators can be seen in table 3.2 and table 3.3. Table 3.2 Indicators of the Questionnaire before Treatment Variable
Indicator
Reading Interest Cognitive Aspect: Concept of Reading Affective Aspect:
Question number Positive
Negative
1, 5, 15, 16,
2, 14
20 8
7, 9, 22
4, 6, 10, 11,
3, 12, 13, 18,
17, 19, 21
23, 24, 25
Teacher Reading Material
5
James Frederick Adams, Understanding Adolescence, (Boston: Allyn and Bacon, 1980),
6
Elizabeth B. Hurlock. Child Development, (New York: McGraw-Hill, 1978), p. 423
p. 83
26
Table 3.3 Indicators of the Questionnaire after Treatment Variable
Indicator
Reading Interest Cognitive Aspect:
Question number Positive
Negative
10, 11, 15, 7,
8, 12
Concept of Reading
20
Affective Aspect:
23
2, 22, 24
1, 4, 6, 14,
3, 5, 9, 13, 17,
16, 21, 25
18, 19
Teacher Reading Material
2.
Test The test was used to see the result of students’ improvement in their
cognitive aspect of reading interest. The test was applied in experimental and controlled class to find out the score of students’ achievement. The score of the test used as comparison between experiment and controlled class. The writer conducted the test twice for both classes. The first was pre-test and the second was post test. a. Pre-test Pre-test was conducted for experiment class and controlled class and it was conducted before the English teens magazine was given as reading material. The purpose of this test is to know whether the students as the sample have the same background knowledge in research variable. The test used for pre-test was reading comprehension. It consists of 25 multiple choice questions. The texts of reading comprehension test include of narrative texts, recount text, and procedure text and the students had to answer the questions based on the text of the questions. The questions adopted from the previous national examination tests for Senior High School.
27
b. Post-test Post-test was conducted also for both classes and it was conducted after the treatment. The purpose of this test is to find out the growth of the score to measure the effectiveness of using English teens magazine to improve students’ reading interest as the cognitive aspect. The test used in this posttest was reading comprehension which consisted of 25 multiple choice questions. The texts of reading comprehension test include of narrative, recount, and procedure text. The text which is used in this post-test were different with the text in pre-test, but the questions used toward the text given are in the same difficulty level like the questions used in pre-test. The texts were adopted on English teens magazine.
E. Validity Internal Control The instrument used in this research are questionnaire and reading comprehension test. Before the writer applied these instruments to the students as the sample of this research, these instruments were tested to another students in the same grade. This step is needed to see the validity of this instrument before it would be applied to the sample of research. 1.
Questionnaire The writer made 30 questionnaires. The writer tested the questionnaire
firstly to the students in the different school, SMA N 8 South Tangerang, but it was still in the same grade. The writer analysed the questionnaire to see the validity and the reliability using Product Moment correlation in Microsoft Excel. The category validity can be seen in Table 3.4.
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Table 3.4 Category of Validity Validity
Category
0.80 – 1.00
Very High
0.60 – 0.80
High
0.40 – 0.60
Medium
0.20 – 0.40
Low
0.00 – 0.20
Very Low
0.00
Not Valid
After the writer analyzed the validity of this questionnaire, there were 5 questionnaire not valid and it was just 25 questionnaires which were valid to be used in this research. The next step, the writer analysed the reliability of the questionnaire used Alpha Cronbach. The instrument was reliable if r hitung (r11) > r table. The calculation result was 0.646 and r table was 0.361. So, r11 > r table (0.646 > 0.361). It means that the questionnaire was reliable. The questionnaire which is given in the pre-test time was same in the post-test time. In the post-test time, the writer randomized the number of questionnaire. 2.
Reading comprehension test a. Pre-test First, the writer made the instrument for pre-test consisted of 30 multiple choice test. The writer tested this instrument for pre-test firstly to the students in the different school, SMA N 8 South Tangerang, but it was still same grade. The writer analyzed this instrument to see the validity using the formula of item analysis in test. The validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. The criteria of index of difficulty can be seen in table 3.5 and discriminating power in table 3.6.
29
Table 3.5 Index of Difficulty
ID
VE = Very Easy ME = Moderately Easy MeDi = Medium Difficult MoDi = Moderately Difficult VeDi = Very Difficult
> 0.80 0.71 - 0.80 0.51 - 0.70 0.31 - 0.50 0.00 - 0.30
Table 3.6 Discriminating Power
DP
E = Excellent G = Good M = Mediocre P = Poor W= Worst
1.0 - 0.40 0.30 - 0.39 0.20 - 0.29 0.00 - 0.19 < -0.01
After the writer analyzed the calculation of this test, there were only 21 numbers of questions which were valid to be used as the pre-test of this research. In order to make the writer easier to calculate the data, the writer revised 4 questions from this test. There is 5 questions eliminated from this test. So, the final pre-test used in this research was a test consisted of 25 multiple choice questions. b. Post-test For the post-test, the writer made a reading comprehension test consisted of 30 multiple choice questions. The writer tested this instrument for post-test firstly to the students in the different school, SMA N 8 South Tangerang, but it was still same grade. The analysis of validity used in this test same as the analysis used in pre-test. In the post-test validity analisis, the writer also used item analysis formula which the validity could be seen from the result of calculation in index of difficulty (ID) and discriminating power (DP) of each answer of question. After the writer analyzed the calculation, there were only 22 multiple choice questions which were valid to be used as the post-test of this research. The writer revised 3 questions in this test to make the total numbers of questions same with the pre-test. There are 5 questions eliminated
30
from this test. So, the final post-test used in this research consisted 25 multiple choice questions.
F. Technique of Data Analysis 1.
Questionnaire The writer used statistical analysis to analysed the data in this research.
Firstly, the writer determined the scale of questionnaire used a Likert scale. The questionnaires were divided into two parts; the positive and negative statements. Second, the writer analysed the result of the questionnaire and gave the frequency for each questionnaires. Next, the writer compared the score of questionnaire between pre-questionnaire and post-questionnaire in the treatment and controlled class. The last, the writer decided the maximum, minimum, median, quartile I, and quartile III. After that, the writer interpreted the score of questionnaire with this category (Table 3.5).7 Table 3.7 Interpretation Score of Questionnaire
2.
Categories
Interpretation
Quartile III < Score < Maximum
Success
Median < Score < Quartile III
Success enough
Quartile I < Score < Median
Less success
Minimum < Score < Quartile I
Unsuccess
Reading Comprehension test The writer compared the score of pre-test and post-test in the treatment
and controlled class. After that, the writer analyzed the gained score between the pre-test and post-test. Before analyzing the hypothesis, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the
7
http://graphics8.nytimes.com/packages/pdf/national/13apply_questionnaire.pdf (It was accessed on 23rd December 2013)
31
research normally distributed or not.8 The writer used the Lyllifors formula to test the normality. Next, the writer used T-test formula to calculate the data. It is because the writer wanted to find out the degree of significant different between the growth score of pre-test and post-test from both classes also between the achievement in experiment class and control class. The purpose of this calculation is to find out whether the English teens magazine is effective towards students’ reading interest as the cognitive aspect. Two classes were compared, the experiment class was X variable and the controlled class was Y variable. The formula of T-test was expressed as follows:9
M1 = Mean of Variable X M2 = Mean of variable Y SE = Standard Error In order to get the calculation of T-test, there are several steps to be taken, they are as follows: 1. Determining Mean of variable X, with formula: ∑
2. Determining Mean of variable Y, with formula: ∑
3. Determining Standard of Deviation Score of Variable X, with formula: ∑ √
8
Budi Susetyo, Statistika Untuk Analisis Data Penelitian, (Bandung: PT Refika Aditama, 2010), p. 148. 9 Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT. Raja Grafindo Persada, 2006), p. 314.
32
4. Determining Standard of Deviation Score of Variable Y, with formula: ∑ √
5. Determining Standard Error Mean of Variable X, with formula: √
6. Determining Standard Error Mean of Variable Y, with formula: √
7. Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: √
8. Determining to with formula:
9. Determining Degrees of Freedom (df), with formula:
G. Statistical hypotheses The statistical hypothesis of this research can be seen as: Ho
: There is no significant progress in using Teens Magazine to improve the students’ reading interest
Ha
: There is a significant progress in using Teens Magazine to improve the students’ reading interest. Ho : µ1 = µ2 Ha : µ1 ≠ µ2 And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. It means that the rates of mean score of the
33
experimental group are higher than the controlled group. The using of English teens magazine is effective towards students’ reading interest. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted. It means that the rates of the means score of the experimental group are same as or lower than the controlled group. The using of English teens magazine is not effective towards students’ reading interest.
CHAPTER IV RESEARCH FINDINGS A. Description of the Data The data shown in this part were collected from questionnaire score and pre-test and post-test score of both experiment class and controlled class. 1. Questionnaire The questionnaire was included of three indicators; there were reading concept (cognitive aspect), teacher, and reading material (affective aspect). The result of the questionnaire score was: a. Reading concept (Cognitive aspect) Mostly students, the controlled and experiment class, uninterested in reading in the classroom before the treatment using English teens magazine was given in the treatment class. The control class had higher interested (40%) than the treatment class in the first questionnaire (27.5%), but in the second questionnaire the treatment class has higher interested (70%) than control class just (47.5%). Only 10% students in the treatment class who felt English is the boring subject. The 75% students in the treatment class did not think that the reading is difficult after the writer gave the treatment and they more interest if they often read in English. 70% students in the treatment class did the assignment from the teacher happily without compulsion. The students from the control and treatment class always thought that English was the important subject in their school in the pre and post-questionnaire. It means that, reading concept of students in the treatment class was better than in the controlled class after the treatment was given. b. Teacher (Affective Aspect) The result of the questionnaire score in the affective aspect was all students in the control and treatment class asnwered that the teachers only used the textbook as the reading material. Otherwise, in the postquestionnaire 77.5% students in the treatment class answered that the
34
35
teacher taught with the interesting way. The respond of the students in the pre-questionnaire about the reading material especially in the topic were uninterested, such as the students in the treatment class less interest in the topic than the control class students. In the treatment class, only 12.5% students who interest in topic of reading before tretment was given but after the treatment was given 80% students interest in the topic. c. Reading material (Affective Aspect) The respond of the students about using English teens magazine as an alternative media in the reading were satisfied. 90% students in the treatment class thought that the English teens magazine was interesting media for reading and 85% students interest in the topics or stories which were in the English teens magazine. The 77.5% of students more understood in topic that was learned in the reading using English teens magazine. Before the treatment was given, only a few students in the both class had 7.5% English teens magazine at home. After the treatment was given, 45% students in the treatment class had English teens magazine and 60% students often read English teens magazine in the leisure time. The writer can conclude that English teens magazine was liked to students and the usage made the students understood in a topic which was learned. After the writer described the questionnaire result, the next step was analysed the questionnaire score. The score of the pre and post-questionnaire in the treatment class was shown in Table 4.1 and Table 4.2 shown the score of the pre and post-questionnaire in the control class. Table 4.1 Questionnaire Score of Experimental Class (Students) X 1 2 3 4 5 6 7
Pre
Post
Gain Score
41 68 50 45 41 56 56
77 78 74 53 70 75 79
36 10 24 8 29 19 23
36
(Students) X 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 ∑ ̅ (Mean) MIN MAX Median Quartile I Quartile III
Pre
Post
Gain Score
40 47 50 52 68 44 38 49 40 58 37 39 55 44 39 63 46 42 72 41 43 39 42 40 43 49 45 42 52 39 43 41 47 1886 47.15 37 72 48.9 43.13 55.17
76 77 80 75 76 77 57 72 72 65 66 71 73 81 75 74 73 76 77 76 69 71 55 73 58 70 80 78 67 58 75 75 74 2982 74.55 53 81 79.87 75 79.66
36 `30 30 23 8 33 19 23 32 7 29 32 18 37 36 11 27 34 5 35 26 32 13 33 15 21 35 36 15 19 32 34 27 992 27.4
37
Based on the table 4.1, the average of students’ pre-questionnaire score was 47.15 and post-questionnaire score was 74.55. It had progressed 27.4. The students’ interest score had progressed from the first questionnaire into second questionnaire. Based the category of questionnaire score, this treatment was success. It can be seen by Quartile III < Score < Maximum (79.66 < 74.55 < 81). Table 4.2 Questionnaire Score of Controlled Class (Students) X 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
Pre-test
Post-test
Gain Score
65 55
61 58
-4 3
56
55
-1
45
48
3
52
51
-1
61
58
-3
63
60
-3
60
56
-4
69
64
-5
62
58
-4
38
44
6
44
48
4
54
56
2
51
55
4
42
45
3
38
46
8
55
56
1
54
56
2
42
43
1
40
43
3
48
52
4
67
63
-4
67
61
-6
51
52
1
42
51
9
61
55
-6
44
48
4
44
46
2
38
(Students) X 29 30 31 32 33 34 35 36 37 38 39 40 ∑ ̅ (Mean) MIN MAX Median Quartile I Quartile III
Pre
Post
Gain Score
49
50
1
58
59
1
36
44
8
43
47
4
61
59
-2
52
49
-3
43
45
2
41
50
9
43
50
7
44
50
6
40
44
4
41
51
10
2021
2158
66
50.53 36
53.95 43
3.42
69
64
53.83
56.17
47.77
43.13
60.5
55.17
In the end of the research, the average of students’ interest score in reading was 53.95 and it had the gain score was 3.42. Based the category of questionnaire score, the students had less interest in reading. It can be seen by the questionnaire score that Quartile I < Score < Median (43.13 < 53.95 < 56.17). The writer conclude that the using English teens magazine in reading was success towards students’ reading interest.
39
2. Reading Compehension Test Result The score of reading test in the treatment class was shown in Table 4.3 and the score of reading test in the control class was shown in Table 4.4. Table 4.3 Reading Test Score of Experimental Class (Students) X 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36
Pre-test 64 60 60 56 72 72 68 64 72 68 52 60 44 60 56 72 44 64 52 64 72 68 56 68 52 56 72 56 52 60 64 60 60 72 68 60
Post-test 72 72 80 68 80 88 60 84 88 80 56 76 60 72 60 80 68 80 72 80 80 80 76 84 68 72 84 72 68 72 76 76 68 80 76 76
Gain Score 8 12 20 12 8 16 -8 20 16 12 4 16 16 12 6 8 24 16 20 16 8 12 20 16 16 16 12 12 16 12 12 16 8 8 8 16
40
(Students) 37 38 X 39 40 ∑ ̅ (Mean)
Pre 64 68 64 72 2488 62.20
Post 76 80 76 64 2980 74.50
Gain Score 12 12 12 -8 490 12.25
From the description of score in experimental class above, it could be seen that from 40 students in the class, the mean of pre-test was 62.20 and the mean of post-test was 74.50. So, the writer got the mean of gain score was 12.25. The smallest score in the pre-test was 44 and the highest score was 72. After the writer giving the treatment using English teens magazine, the writer gave the students post-test. The data showed in post-test that the smallest score was 56 and the highest score was 88. Table 4.4 Reading Test Score of Controlled Class Y 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19
Pre-test 68 60 64 56 52 56 72 76 68 68 72 56 64 76 72 56 68 72 76
Post-test 76 64 60 56 60 60 76 76 68 72 76 60 60 76 80 56 68 76 80
Gain Score 8 4 -4 0 8 4 4 0 0 4 4 4 -4 0 8 0 0 4 4
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Y 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 ∑ ̅ (Mean)
Pre-test 56 76 72 64 76 60 72 76 52 76 68 76 64 72 68 56 64 60 72 60 76 2668 66.70
Post-test 64 68 76 64 72 64 76 80 60 68 76 76 72 80 72 64 76 64 72 68 76 2788 69.70
Gain Score 8 -8 4 0 -4 4 4 4 8 -8 8 0 8 8 4 8 12 4 0 8 0 120 3
From the description of score in controlled class above, it could be seen that from 40 students in the class, the mean of pre-test was 66.80 and the mean of post-test was 69.85. The writer got the mean of gain score was 3.05. The smallest score in the pre-test was 52 and the highest score was 76. After the writer giving the treatment without using English teens magazine, the writer gave the students post-test. The data showed in post-test that the smallest score was 56 and the highest score was 80. It can be summerized that the lowest and the highest score in post-test were also higher than pre-test.
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B. Analysis of Pre-test and Post-test 1. Normality of the Data Before analyzing the hypothesis, the writer had to analyze the normality of the data. This analysis is used to see whether the data got in the research has been normally distributed or not. The writer used the Lyllifors formula to test the normality. In this formula, the data was transformed into the basic value. The maximum dispute (T) got from the calculation must be in absolute value (+). The result of normality can be seen by comparing the value of Tmax to Ttable. The criteria of hypothesis is : H1 : T > Ttable Ho : T < Ttable Hypothesis : Ho : Data of X is normally distributed. H1 : Data of X is not normally distributed. Criteria of the test : In the sigificant degree of 0.05, the value in the table of Lillyfors shows: T (0.05)(30) = 0.161 (Because n = 30 is not mentioned in the table of Lillyfors, the writer used the closer value to n = 40 that is n = 30) H1 : T > 0.161 Ho : T < 0.161 The result of pre-test normality in experiment class showed that Tmax < Ttable (0.0985 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in experiment class showed that Tmax < Ttable (0.1108 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of pre-test normality in controlled class showed that Tmax < Ttable (0.1177 < 0.161). Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. The result of post-test normality in controlled class showed that Tmax < Ttable (0.1352 < 0.161).
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Conclusion : In the significant degree of 0.05, Ho is accepted. It means that the data is normally distributed. 2. Homogenity of the Data Based on the calculation of normality, the writer got the result that all data in pre-test and post-test of both experiment class and controlled class have been distributed normaly. The next step of the calculation was finding the homogenity of the data. The purpose of this calculation was to see whether the data / sample in both classes was homogenous or heterogenous. Hypothesis: Ho: The condition of experiment class is not different from controlled class. H1: The sample of experiment class is different from controlled class. The criteria of the test: α = 0.05 Ho: Fα(n1-1, n2-2) < F < Fα(n1-1, n2-2) H1: F > Fα(n1-1, n2-2) The formula used can be seen as follows:
or
The calculation can be seen as follows:
n1-1 = 40-1 = 39 n2-1 = 40-1 = 39 F0.05(n1-1, n2-1) = 1.84 (Ftable) From the calculation, it can be seen that F < Fα(n1-1, n2-2) (1.105 < 1.84 ). Based on the criteria, it can be conclude that Ho is accepted. It means that the sample in experiment class and controlled class were homogenous.
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C. Hypothesis Testing In this part, the writer calculated the data to test the hypothesis that whether there is significant different between students’ reading interest in experiment class which given English teens magazine and students’ reading interest in controlled class without English teens magazine. The writer calculated the data using T-test formula. Two classes were compared, the experiment class was X variable and the controlled class was Y variable. The formula of T-test was expressed as follows:
The calculation can be seen as follows: 1. Determining Mean of variable X: ∑ 2. Determining Mean of variable Y: ∑ 3. Determining Standard of Deviation Score of Variable X:
√ 4.
∑
√
√
√
Determining Standard Error Mean of Variable X: √
6.
√
Determining Standard of Deviation Score of Variable Y: √
5.
∑
√
√
Determining Standard Error Mean of Variable Y: √
√
√
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7.
Determining Standard Error of different Mean of Variable X and Mean of Variable Y, with formula: √ √
√
√
8.
Determining to with formula:
9.
Determining Degrees of Freedom (df), with formula:
The value of df 78 at the degrees of significance 5% or ttable is 1.991. 10. The Testing of Hypothesis The statistical hypothesis of this research can be seen as: Ho : There is no significant difference between students’ reading interest by using English teens magazine and without English teens magazine Ha : There is a significant difference between students’ reading interest by using English teens magazine and without English teens magazine. And then, the criteria used as follows: 1. If t-test (to) > t-table (tt) in significant degree of 0.05, Ho (null hypothesis) is rejected. 2. If t-test (to) < t-table (tt) in significant degree of 0.05, Ho (the null hypothesis) is accepted.
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D. Interpretation of the Data In the description of the data, the writer had described the data which had taken in the both classes. The table 4.1 showed the description of the pre and postquestionnaire score in the experiment class. The result of mean score shown that the treatment class had high progressive, 47.15 in the pre-questionnaire and 74.55 in the post-questionnaire; the gain score of pre-questionnaire was 27.4. The smallest score in the pre-questionnaire was 37 and 53 in the post-questionnaire. The highest score in the pre-questionnaire was 72 and 81 in the postquestionnaire. The table 4.3 showed the description of the score pre and postreading test in the experimental class which has the mean of pre-test 62.20. After giving 4 times treatments for experimental class using English teens magazine, the writer got the mean of post-test 74.50. So, the writer got the mean of gain score 12.25. The smallest score in the pre-test was 44 and the highest score was 72. Meanwhile, the data showed in post-test that the smallest score was 56 and the highest score was 88. It can be summerized that the lowest and the highest scores in post-test were higher that pre-test. Furthermore, in the controlled class the, students’ pre-questionnaire mean score was 50.52 and pre-test score was 66.7. In this class, the writer did not gave the students English teens magazine as a reading material in the classroom, but the material is from students’ textbook. After giving 4 times treatments without using the English teens magazine, the writer got the mean score of post-questionnaire was 53.95 and for the post-test was 69.7. The writer got the mean of gain score of questionnaire was 3.42 and it was 3 of gain score in the reading test. It means that the gain score of experimental class was higher in the value 23.15 for the questionnaire and 9.25 for the reading test than controlled class. The smallest questionnaire score in the pre-test was 36 and 52 for the reading test; the highest questionnaire score was 43 and 76 in reading test score. The data showed in posttest that the smallest questionnaire score was 69 and 56 in reading test score; the highest questionnaire score was 64 and 76 in reading test score. It can be summerized that the lowest and the highest score in post-test were also higher than pre-test.
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The last calculation was testing the hypothesis. This was the main calculation to answer the problem formulation of this research that whether there is significant different between students’ reading interest in experiment class which given English teens magazine and students’ reading interest in controlled class without English teens magazine. The writer compared the pre and post questionnaire in the sample. The result was treatment class had a higher improvement than the controlled class with the gain score was 27.4. In the treatment class, the using English teens magazine was success to improve students’ reading interest. It can be seen by the Quartile III < Score < Maximum (79.66 < 74.55 < 81). Meanwhile, reading interest in controlled class was less. It can be seen by the Quartile I < Score < Median (43.13 < 53.95 < 56.17). Moreover, in the cognitive aspect (reading achievement), the writer used T-test formula in the significance degree (α) of 5%. The result showed that t-test (to) > t-table (tt) F > Fα(n1-1, n2-2) (28.91 > 1.991). It means that t-test was higher in the value 26.919 than t-table. The conclusion is the reading comprehension test for the cognitive aspect of reading interest had progressive and the questionnaire for the affective aspect of the reading interest, too. It means that alternative hypothesis (Ha) is accepted that there is a significant difference between students’ reading interest using English teens magazine and without using English teens magazine; the using English Teens Magazine is effective towards students’ reading interest.
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion Based on the interpretation of data, it can be concluded that using English teens magazine is effective towards students’ reading interest and it had been proved toward the first grade students’ of SMA N 4 Depok. It is supported from the category of questionnaire score and T-test formula to test the hypothesis of this research. The result of post-questionnaire in the treatment class showed that Quartile III < Score < Maximum (79.66 < 74.55 < 81). Based the category of questionnaire score, the using English teens magazine was effective as alternative media in reading towards students’ reading interest. For the reading achievement (cognitive aspect), in significance degree of 5%, the value of t-test is (to) > t-table (tt) (28.91 > 1.991). It means that t-test was higher in the value 26.919 that t-table. So, the null hypothesis (Ho) is rejected. It means that the answer of research problem was proven that there is a significant difference between students’ reading interest by using English teens magazine and without English teens magazine. The conclusion is there is a high interest of students in reading using English teens magazine; it shown that cognitive aspect (the reading test) and the affective aspect (the questionnaire of reading interest).
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B. Suggestion Based on the research, there are some suggestions for the English teacher for consideration. 1.
The teacher should find the kinds of English teens magazine which is appropriate for the students’ age.
2.
The teacher should choose the suitable materials or suitable text which from English teens magazine in teaching learning English especially in reading
3.
The teacher should make the students ready before the reading class begin such as giving question and answer or discussion about the news that related the material, such as narrative, recount, and procedure text.
REFERENCES
Adams, Frederick James. 1980. Understanding Adolescence. Boston: Allyn and Bacon. Christy B. A. 2004. Influences on Students’ Self-Selected, Recreational Reading Material. The University of Alberta. David, Edward llen, et al. 1977. Classroom Technique: Foreign Language and English as a Second Language. New York: Harcourt Brace Jovanovich Inc. DeBoer, J., John. 1964. The Teaching of Reading. Toronto: Holt, Rinehart and Winston, Inc. Eggen, Paul and Kauchak, Don. 2010. Educational Psychology; Windows on Classrooms. New Jersey: Pearson Education, Inc. Fraenkel, R., Jack, & Norman E. Wallen. 2003. How to Design and Evaluate Research in Education 5th Edition. New York: McGraw-Hill. Frendsen, n., Arden. 1957. How Child Learning. New York: Mc. Grow-Hill Book Company Inc. Grabe, W., & Stoller, F. L.. 2002. Teaching and researching reading. Harlow: Longman/Pearson Education. Guthrie, T., John. 2008. Engaging Adolescents in Reading. Thousands Oaks: Corwin Press. Harwood, Nigel. 2010. English Language Teaching Materials Theory and Practice, (New York: Cambridge University Press. Hedgcock S. John, Ferris R. Dana. 2009. Teaching Readers of English Students, Texts, and Contexts. New York: Routledge. Hidi, K. Krapp. & Renninger, K. A. 1992. Interest, Learning and Development. New Jersey: Erlbaum. Hidi, Suzzanne. 2001. Interest, Reading, and Learning: Theoretical and Practical Considerations. Educational Psychology Review.Vol. 13. No. 3. Hidi, Suzzanne. 2006. Interest: A unique motivational variable. Educational Research Review. 1(2).
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How to Do Research: In the Library and Beyond : A Guide for Students by Marian Weston.http://fitnyc.libguides.com/content.php?pid=105927&sid=162461 2 (It is accessed on 13th January 2013) http://graphics8.nytimes.com/packages/pdf/national/13apply_questionnaire.pdf (It was accessed on 23rd December 2013) http://theGlossies-Ts-and-Cs3_2.pdf (It is accessed on 13th January 2013) http://www.sjrlc.org/RAhandouts/choosing.htm Hurlock, B. Elizabeth. 1978. Child Development, Sixth Edition. New York: McGraw Hill Book Company. Jack C. Richard, C., Jack, Theodore S, Rodgers. 1986. Approach and Methods in Language Teaching Description and Analysis. Cambridge University Press. Jenning, G., Frank. 1965. This Is Reading. New York: Teachers College Press McMillan, H., James & Schumacher, Sally. 2006. Research in Education Evidence-Based Inquiry 6th Edition. Boston: Allyn and Bacon. Murcia, C., Mariane, & Elite Olshtain. 2000. Discourse and Context in Language Teaching, (Cambridge: Cambridge University Press. Norton, Bonny. 2002. When is teen magazine not a teen magazine?, Journal of Adolescent and Adult Literary. Paul, Gina and Verhulst, Steve. 2010. Improving the Reading Comprehension Skills of Minority Adults from Educationally Disadvantaged Backgrounds. Journal of Adolescent & Adult Literacy 54 (2). Ross, C. S., Reader’s advisory: the complete system: a model for the process of choosing a book for pleasure Handout for Public Library Association Spring Symposium, Chicago, II. Retrieved July 15, 2003, p. 9 from S., Dardjowidjojo. 2000. English Teaching in Indonesia, (EA Journal, 18(1). Schunk, H. Dale, Paul R. Pintrich, Judith L. Meece. 2008. Moticvation in Education: Theory, Research, and Applications third edition. New Jersey: Pearson Education, Inc. Slamento. 1991. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta.
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Smith, L., Nichole. 2009. A Study of Middle Grades Students’ Reading Interests, Habits, and Achievement. University of North Carolina: Chapel Hill. Snow, Don. 2007. From Language Learner to Language Teacher: An Introduction to Teaching English as a Foreign Language. Crofton: Teachers of English to Speaker of Other Language, Inc. Stone R. David and Nielson, C., Elwin. 1982. Educational Psychology. New York: Harper and Row Publisher. Sonja, Pecjak. 2006. Dimension of Reading Motivation and Reading Achievement, Studia Psychologica 48.1. Sudijono, Anas. 2006. Pengantar Statistik Pendidikan. Jakarta: PT. Raja Grafindo Persada. Susetyo, Budi. 2010. Statistika Untuk Analisis Data Penelitian. Bandung: PT Refika Aditama. Wiersma, William & Stephen G. Jurs. 2009. Research Methods in Education. Boston: Pearson International Edition.
54 Silabus Bahasa Inggris Kurikulum Satuan Tingkat Pendidikan (KTSP) Kelas/Semester: X/1 Standar Kompetensi
Kompetensi Dasar
Indikator
MEMBACA Memahami makna teks fungsional pendek dan teks tulis monolog/esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan
- Merespon makna dan langkahlangkah retorika teks tulis esai secara akurat dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount.
- Mengidentifi kasi makna dalam teks tulis fungsional dan teks berbentuk: recount, narrative dan procedure. - Mengidentifi kasi langkahlangkah retorika dalam teks berbentuk: recount, narrative dan procedure
Merespon makna dan langkahlangkah retorika teks tulis esai secara akurat dan berterima dalam konteks kehidupan
Materi Pokok Jenis Contoh Teks Teks/ Functiona l Text Johnny Ramone Died LOS ANGELES. Jhonny Ramone, a guitarist and cofounder of the seminal punk band ‘The Ramones’ died. Recount He was 55. Ramone died in his sleep on Wednesday afternoon at his Los Angeles home surrounded by friends and family. He had battle against prostate cancer for five years and was hospitalized in June at Cedars-Sinai Medical Center. Ramone,born Jhonny Cuming, was one of the original members of ‘The Ramones’, whose hit songs I Wanna Be
Pengalaman Belajar
Menanggapi gambar/foto Membaca teks Membaca brosur Melafalkan katakata pada teks Menjawab pertanyaan Menterjemahkan kata-kata ke dalam B. Indonesia Berdiskusi dengan teman mengenai teks yang dibaca Melengkapi paragraph/teks dengan kata yang sesuai Memperhatikan organisasi teks dan ciri-ciri kebahasaan teks Membaca
Penilaian
Alokasi Sumber/ Waktu Bahan/ Alat
Tugas rumah Tugas Kelompok
Buku Look Ahead X 2 x 45’ Kamus
Tigas Individu OHP/LC D Foto/Pos ter Gambar Koran berbehas a Inggris Majalah Internet
55 sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk narrative. - Merespon makna dan langkahlangkah retorika teks tulis esai secara akurat dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk procedure.
Sedated and Blitzkrieg Bop,among others, reached the Rock and Roll Hall of Fame in 2002. Jhonny Ramone founded ‘The Ramones’ in 1974 with Joey Ramone, Dee Dee Ramone and Tommy Ramone, the only surviving member of the original band.
Once there was a beautiful Javanese princess whose named was Narrative Roro Jongrang. Roro Jongrang whose beauty was very famous in the land was the adighetr of Prabu Baka,an Evil King. One day A handsome young man with super natural power named Bandung Bondowoso, defeated and killed Procedure Prabu Baka. On
penjelasan mengenai ciri kebahasaan teks Menemukan ciri kebahasaan yang dimaksud pada teks Menentukan nama/term untuk tiap bagian teks
56 seeing Princess Roro Jongrang’s beauty, Bandung Bondowoso fell in love and wanted to marry her … THE HOLE GAME Materials needed Two players, one marble per person, a hole in ground,a line (distance) to start from. Steps You must dub (click marbles together) You must check that the marbles are in good condition and are nearly worth the samevalue. Dig a hole in the ground and draw a line a fair distance away from the hole. The first player carefully throws his or her marble towards the hole.
57 Then the second player tries to throw his or her marble closer to the hole than his or her opponent. The player whose marble is closest to the hole tries to flick his / her marble into the hole. If successful, this player tries to flick his or her opponent’s marble into the hole.The person flicking the last marble into the hole wins and gets to keep both marbles
Rencana Pelaksanaan Pembelajaran (RPP) KELAS EKSPERIMEN Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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: narrative : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Rabu, 13 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks narrative yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam narrative text 4. Mengkategorikan generic structure dari narrative text 5. Mengidentifikasi tujuan komunikasi dari narrative text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam teks narrative yang dibaca
58
59
4.
Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam narrative text Peserta didik mampu mengkategorikan generic structure dari narrative text Peserta didik mampu megidentifikasi tujuan komunikasi dari narrative text
Materi Belajar Narrative Text What is narrative text? A narrative is a type of spoken or written text that tells a story of one character or more who face certain situations.It commonly gives a moral value to the readers or listeners. What is the purpose? The purpose of the narrative is to entertain the readers or the listeners with an imaginary story. Examples of Narrative text: Myth Short story Tale Novel Fable Legend, etc What is the important characteristic of narrative text? The most important characteristic of narrative text is marked by conflict and resolution. The form is: Orientation : It is about the opening paragraph where the characters of the story are introduced. Complication : Where the problems in the story developed. Resolution : Where the problems in the story solved. Language Features of Narrative Use action verbs Action verbs are verbs that show the performance of an action. They are dynamic verbs that show something happening. Example: walk, run, take, go, jump, swim, etc,. Use of temporal conjunctions Temporal conjuction is a type of word that is used to connect words or groups of words and it related in time.Example: after, as soon as, before, finally, since, while, etc. Use past tense The simple past indicates that an activity or situation began and ended at a particular time in the past.
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Pattern: S + V2 I wrote Joko studied Armen bought Example of Narrative Text
+
O + a novel English a new camera
adverb of time one year ago yesterday this morning
Mouse Deer and Crocodile One day, Mouse Deer went down to the river to take a drink. But he knew that the crocodile might be waiting underwater to eat him, so he said out loud. “I wonder if the water’s warm. I’ll put in my leg and find out.” Of course Mouse Deer didn’t put in his leg. He picked up a stick instead and put one end into the water. Chomp…! Crocodile grabbed the stick and pulled it underwater. Mouse Deer laughed. “Ha… ha…ha… Stupid crocodile! Cannot you tell the difference between a stick and a leg?” Then Mouse Deer ran off to drink somewhere else. In the next day, Mouse Deer wanted to cross the river. He wanted to eat the fruits on the other side of the river. He saw a floating log in the river. He knew that Crocodile looked like a log when he floated. Mouse Deer didn’t want to be eaten by Crocodile when he crosses the river. He had an idea. He called out loud, “Crocodile!” Crocodile rose from the water, “Hello, Mouse Deer. Have you come to be my lunch?” Mouse Deer smiled. “Sorry, not today, Crocodile. I have orders from the King. He wants to invite all the crocodiles in this river to a party. He wants me to count all the crocodiles so he could prepare enough meal for you.” “Really…? Tell us what to do,” said Crocodile. “You must line up from this side of the river to the other side,” said Mouse Deer. Crocodile then got all his friends and family. They lined up across the river. Mouse Deer then jumped onto Crocodile’s back. “One,” he counted. He jumped onto the next crocodile, “Two.” And the next crocodile, “Three.” Mouse Deer kept jumping until he arrived on the other side of the river. “How many are there?” asked Crocodile. “Just enough,” said Mouse Deer. He laughed as he ran to the forest. 5. 6.
Metode Pembelajaran/Teknik: Discussion Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberikan warming up activity sebelum memulai pelajaran Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini
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Elaborasi (65’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari narrative text Peserta didik diberikan contoh dari narrative text Peserta didik dibagi kedalam 8 kelompok. Masingmasing kelompok terdiri dari 5 orang. Masing-masing kelompok diberikan 2 buah narrative text yang berjudul Oceans, dan a Different Kind of Inspiration. Teks narrative berasal dari majalah remaja bahasa inggris Peserta didik didalam kelompok membaca narrative text yang telah diberikan guru Peserta didik mengidentifikasi langkah-langkah retorika/generic structure beserta linguistic features dari narrative text tersebut Peserta didik menjawab soal-soal berdasarkan narrative text yang telah guru berikan Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa mencari berbagai jenis narrative text yang berasal dari majalah remaja Bahasa Inggris.
7.
Sumber/Bahan/Alat Majalah Remaja Bahasa Inggris (C’nS, Sweet 16th, and Como Girl English Teens Magazine) Infokus Laptop
8.
Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
3.
Mengidentifikasi makna kalimat dalam teks narrative yang dibaca Mengidentifikasi
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
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4.
5.
kejadian dan langkahlangkah retorika dalam narrative text Mengkategorikan generic structure dari narrative text Mengidentifikasi tujuan komunikasi dari narrative text
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item
Depok, 13 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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 : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Jumat, 15 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks recount yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text 4. Mengkategorikan generic structure dari recount text 5. Mengidentifikasi tujuan komunikasi dari recount text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam teks recount yang dibaca Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text
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64
4.
Peserta didik mampu mengkategorikan generic structure dari recount text Peserta didik mampu megidentifikasi tujuan komunikasi dari recount text
Materi Belajar Recount Text Definition A recount tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took place, when it happened and why it occurred. A writer or speaker uses a recount to tell us about a story or an event. Recounts are usually given in the order that the event occurred. Recounts can be: Factual, such as a news story Procedural, such as telling someone how you built something Personal, such as a family holiday or your opinion on a subject. Kinds / Examples of a recount Text Recounts can be either written or spoken. Examples of recounts include: Biographies and autobiographies Newspaper or the television news Letters and postcard Conversation with friends Experiences Generic Structure 1. Orientation – who, what, when, where ... ................................... Event 1 ........................... ................................... Event 2 ........................... ................................... Event 3 ........................... ................................... 2. Reorientation –concludes retelling...... ................................... The introductory paragraph, or orientation, of a written recount introduces the topic or event. This paragraph introduces who, what, where, when, why and possibly how. The following body paragraphs will recount the sequence of events. This is where the recount is told in chronological order (the order that the events happened).
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The conclusion, or re-orientation, is where the writer or speaker can give personal opinions about the topic or event. The writer or speaker may also comment on how this event or topic may affect other things in the future.
Language features of a recount Names of those involved : Tom, my sister, the next-door neighbor Descriptive words: who, what, where, when, why – the puppets, in the sleeping city, after a few minutes, to find their way Past tense: occurred, overturned, struggled Time and sequence words to show order f events: then, next, finally 5. 6.
Metode Pembelajaran/Teknik: Discussion Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberikan kegiatan warming up yang berasal dari majalah remaja Bahasa Inggris Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari recount text Peserta didik diberikan contoh recount text oleh guru Peserta didik dibagi kedalam 8 kelompok dan masingmasing kelompok terdiri dari 5 orang Perwakilan kelompok mengambil majalah remaja Bahasa Inggris didepan kelas yang telah disediakan oleh guru Masing-masing kelompok mengidentifikasi teks mana yang termasuk kedalam recount text yang terdapat dalam majalah tersebut Peserta didik didalam kelompok membaca recount text yang telah mereka pilih (The Mona Lisa, Holiday Shopping, The Sundown Delight, High Heels Horror, Wrong Car, Fur Elise, The Card, and Alicia Beth Moore aka Pink)
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Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari recount text tersebut Peserta didik menjawab beberapa pertanyaan dari recount text yang telah mereka pilih (pertanyaanpertanyaan tersebut telah disiapkan oleh guru sebelumnya)
7.
8.
Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa mencari berbagai jenis recount text yang berasal dari majalah remaja Bahasa Inggris yang mereka miliki. Sumber/Bahan/Alat Majalah Remaja Bahasa Inggris (C’nS, Sweet 16th, and Como Girl English Teens Magazine) Infokus Laptop Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
3.
4.
5.
Mengidentifikasi makna kalimat dalam teks recount text yang dibaca Mengidentifikasi kejadian dan langkahlangkah retorika dalam recount text Mengkategorikan generic structure dari recount text Mengidentifikasi tujuan komunikasi dari recount text
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
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Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item Depok, 15 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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 : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Rabu, 20 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks recount yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text 4. Mengkategorikan generic structure dari recount text 5. Mengidentifikasi tujuan komunikasi dari recount text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam teks recount yang dibaca Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text
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4. 5. 6.
Peserta didik mampu mengkategorikan generic structure dari recount text Peserta didik mampu megidentifikasi tujuan komunikasi dari recount text
Materi Belajar : Recount text Metode Pembelajaran/Teknik: Discusion Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberikan kegiatan warming up yang berasal dari majalah remaja Bahasa Inggris Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Peserta didik dibagi kedalam 8 kelompok dan masingmasing kelompok terdiri dari 5 orang dan masingmasing peserta didik membawa recount text yang berasal dari majalah remaja bahasa Inggris Peserta didik memutuskan recount text yang mana yang akan didiskusikan didalam kelompok Masing-masing kelompok memilih 2 perwakilan untuk berpindah ke kelompok lain dan 3 perwakilan untuk tetap berada dikelompoknya Dua perwakilan kelompok berpindah ke kelompok lain untuk menceritakan recount text yang telah mereka baca dengan waktu 10 menit di setiap kelompok dan kemudian berpindah ke kelompok lain (berpindah sebanyak 2 kali) Tiga perwakilan kelompok yang tetap tinggal dikelompoknya mendengarkan recount text dari kelompok lain yang berkunjung dan setelah itu tiga perwakilan membuat 5 pertanyaan Masing-masing kelompok menjawab pertanyaanpertanyaan yang mereka peroleh dari dua kelompok lainnya Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir
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7.
Sumber/Bahan/Alat Majalah Remaja Bahasa Inggris (C’nS, Sweet 16th, and Como Girl English Teens Magazine) Infokus Laptop
8.
Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
3.
4.
5.
Bentuk Instrumen Pertanyaan bacaan
Mengidentifikasi makna kalimat dalam teks recount text yang dibaca Mengidentifikasi kejadian dan langkahlangkah retorika dalam recount text Mengkategorikan generic structure dari recount text Mengidentifikasi tujuan komunikasi dari recount text
Instrumen/soal Making five question based on the story! Answer the question based on the story!
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item Depok, 20 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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: procedure : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Jumat, 22 Nopember 2013
1.
Indikator Pencapaian 1. Membaca nyaring procedure text 2. Mengidentifikasi makna kalimat dalam procedure teks yang dibaca 3. Mengidentifikasi langkah-langkah retorika dalam procedure text 4. Mengidentifikasi generic stucture dari procedure text 5. Mengidentifikasi tujuan komunikasi dari procedure text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu membaca nyaring procedure text Peserta didik mampu mengidentifikasi makna kamlimat dalam procedure text yang dibaca Peserta didik mampu mengidentifikasi lngkah-langkah retorika dalam procedure text Peserta didik mampu mengidentifikasi generic stucture dari procedure text
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Peserta didik mampu mengidentifikasi tujuan komunikasi dari procedure text
Materi Belajar : Procedure Text Procedure is the set of steps which should be completed in the right sequence to get the goal. A. Generic Structure of procedure 1. Goal : Title of the text (especially for a recipe) 2. Materials : Optional, not for all procedural texts 3. Steps : a series steps oriented to achieving the Goal B. Generic Features The use of Simple Present Tense, often in an imperative form e.g. Add some sugar, prepare it Simple Present Tense: S + V s/es + Complement I He You Verb I She + s/es They It We Cat/ Achmad e.g. : Aisyah the kitchen S
cooks V1+s
Verb I
with her mother every Sunday in Compliment
The use mainly of temporal conjunction (or numbering to indicate sequence especially in written text) Temporal Conjunction: First … Firstly … After Second … Secondly … When Then … Thirdly … While After that … Afterwards … .... until Finally … Lastly … During …… before …
Use the imperative sentences Definition: A type of sentence that gives advice or instructions or that expresses a request or command. An imperative sentence typically begins with the base form of a verb. There are some example of imperative sentence with their function:
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Fungsi
digunakan untuk memberikan direct order/command (perintah langsung)
digunakan untuk memberikanwarning/prohibition(peringatan)
digunakan untuk memberikan advice(nasehat)
digunakan untuk memberikan instruction(instruksi/petunjuk)
Keterangan Perintah biasanya diberikan oleh orang yang memiliki authority (kewenangan) atau kepada anak-anak maupun binatang. Jika imperative di dalam kalimat, Intonasi menurun pada akhir kalimat. Biasanya untuk memperingatkan seseorang akan bahaya. Intonasi meninggi pada kata terakhir.
Kalimat diucapkan dengan intonasi normal.
Contoh Imperative Wake up now!
Get out!
Watch out! Don’t touch me! Don’t be panic. Do not eat too much. Go straight ahead then turn left.
Take the pill after a meal. Please don’t go. Please reconsider.
digunakan untuk mengajukan request(permintaan/permohonan)
Untuk mengajukan request, dapat digunakan kata “please” untuk membuat kata kerja ini menjadi lebih sopan.
Let me alone, please. Polite request: Would you like to give me some food, please? Could you please stay here?
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Will you invite him, please?
5. 6.
Metode Pembelajaran/Teknik: Discussion Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberikan kegiatan warming up yang berasal dari majalah remaja Bahasa Inggris Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari procedure text Peserta didik diberikan contoh proceure text oleh guru Peserta didik dibagi kedalam 8 kelompok dan masingmasing kelompok terdiri dari 5 orang Perwakilan kelompok mengambil majalah remaja Bahasa Inggris didepan kelas yang telah disediakan oleh guru Masing-masing kelompok mengidentifikasi teks mana yang termasuk kedalam procedure text yang terdapat dalam majalah tersebut Peserta didik didalam kelompok membaca procedure text yang telah mereka pilih (Exam Do’s and Don’ts, the Gift of Friendship, How to Score a Good Grade, Rest and Relax, Problematic Plastic, More Ways to Solve the Earth) Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari procedure text tersebut Peserta didik menjawab beberapa pertanyaan dari procedure text yang telah mereka pilih (pertanyaanpertanyaan tersebut telah disiapkan oleh guru sebelumnya)
Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari
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7.
8.
Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa mencari berbagai jenis procedure text yang berasal dari majalah remaja Bahasa Inggris yang mereka miliki. Sumber/Bahan/Alat Majalah Remaja Bahasa Inggris (C’nS, Sweet 16th, and Como Girl English Teens Magazine) Infokus Laptop Penilaian Indikator Pencapaian Kompetensi 1. Membaca nyaring procedure text 2. Mengidentifikasi makna kalimat dalam procedure teks yang dibaca 3. Mengidentifikasi langkah-langkah retorika dalam procedure text 4. Mengidentifikasi generic stucture dari procedure text 5.
Mengidentifikasi tujuan komunikasi dari procedure text
Teknik Penilaian Tes Tulis
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
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Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item
Depok, 22 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) KELAS KONTROL Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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: narrative : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Senin, 11 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks narrative yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam narrative text 4. Mengkategorikan generic structure dari narrative text 5. Mengidentifikasi tujuan komunikasi dari narrative text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam narrative text yang dibaca
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4.
Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam narrative text Peserta didik mampu mengkategorikan generic structure dari narrative text Peserta didik mampu megidentifikasi tujuan komunikasi dari narrative text
Materi Belajar Narrative Text What is narrative text? A narrative is a type of spoken or written text that tells a story of one character or more who face certain situations.It commonly gives a moral value to the readers or listeners. What is the purpose? The purpose of the narrative is to entertain the readers or the listeners with an imaginary story. Examples of Narrative text: Myth Short story Tale Novel Fable Legend, etc What is the important characteristic of narrative text? The most important characteristic of narrative text is marked by conflict and resolution. The form is: Orientation : It is about the opening paragraph where the characters of the story are introduced. Complication : Where the problems in the story developed. Resolution : Where the problems in the story solved. Language Features of Narrative Use action verbs Action verbs are verbs that show the performance of an action. They are dynamic verbs that show something happening. Example: walk, run, take, go, jump, swim, etc,. Use of temporal conjunctions Temporal conjuction is a type of word that is used to connect words or groups of words and it related in time.Example: after, as soon as, before, finally, since, while, etc. Use past tense The simple past indicates that an activity or situation began and ended at a particular time in the past.
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5. 6.
7.
Pattern: S + V2 + O + I wrote a novel Joko studied English Armen bought a new camera Metode Pembelajaran/Teknik: Discussion
adverb of time one year ago yesterday this morning
Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari narrative text Peserta didik diberikan contoh dari narrative text Peserta didik membaca narrative text yang berasal dari textbook mereka Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari narrative text tersebut Peserta didik menjawab beberapa pertanyaan yang berkaitan dengan narrative text tersebut yang terdapat didalam textbook Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa mencari narrative text yang berupa legenda dari berbagai daerah Sumber/Bahan/Alat Textbook (Developing English Competencies, Achmad Doddy dkk, Jakarta: 2008) Infokus Laptop
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8.
Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
3.
4.
5.
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
Mengidentifikasi makna kalimat dalam teks narrative yang dibaca Mengidentifikasi kejadian dan langkahlangkah retorika dalam narrative text Mengkategorikan generic structure dari narrative text Mengidentifikasi tujuan komunikasi dari narrative text
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item
Depok, 11 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount, dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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 : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Kamis, 14 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks recount yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text 4. Mengkategorikan generic structure dari recount text 5. Mengidentifikasi tujuan komunikasi dari recount text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam recount text yang dibaca Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text
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4.
Peserta didik mampu mengkategorikan generic structure dari recount text Peserta didik mampu megidentifikasi tujuan komunikasi dari recount text
Materi Belajar Recount Text Definition A recount tells about something that happened in the past. The details in a recount can include what happened, who was involved, where it took place, when it happened and why it occurred. A writer or speaker uses a recount to tell us about a story or an event. Recounts are usually given in the order that the event occurred. Recounts can be: Factual, such as a news story Procedural, such as telling someone how you built something Personal, such as a family holiday or your opinion on a subject. Kinds / Examples of a recount Text Recounts can be either written or spoken. Examples of recounts include: Biographies and autobiographies Newspaper or the television news Letters and postcard Conversation with friends Experiences Generic Structure 1. Orientation – who, what, when, where ... ................................... Event 1 ........................... ................................... Event 2 ........................... ................................... Event 3 ........................... ................................... 2. Reorientation –concludes retelling...... ................................... The introductory paragraph, or orientation, of a written recount introduces the topic or event. This paragraph introduces who, what, where, when, why and possibly how. The following body paragraphs will recount the sequence of events. This is where the recount is told in chronological order (the order that the events happened).
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The conclusion, or re-orientation, is where the writer or speaker can give personal opinions about the topic or event. The writer or speaker may also comment on how this event or topic may affect other things in the future.
Language features of a recount Names of those involved : Tom, my sister, the next-door neighbor Descriptive words: who, what, where, when, why – the puppets, in the sleeping city, after a few minutes, to find their way Past tense: occurred, overturned, struggled Time and sequence words to show order f events: then, next, finally Example of Recount Text Milton Friedman I, Milton Friedman was born on 31st July 1921, in Brooklyn, N. Y., the fourth and youngest child and first son of Sarah Ethel (Landau) and Jeno Saul Friedman. My parents were born in Carpatho-Ruthenia of the Soviet Union. They emigrated to the U.S. in their teens, meeting in New York. When I was a year old, my parents moved to Rahwa, N. J., a small town about 20 miles from New York City. I was awarded a competitive scholarship at Rutgers University. I graduated from Rutgers in 1932. I financed the rest of my collage expenses, by waiting at tables, clerking in a retail store, occasional entrepreneurial ventures, and summer earnings. Subsequently, I became interested in economics. In economics, I had the good fortune to be exposed to two remarkable men: Arthur F. Burns and Homer Jones. Arthur F. Burns shaped my understanding of economic research, introduced me to the highest scientific standards and became a guiding influence on my subsequent career. Homer Jones introduced me to rigorous economic theory, made economics exciting and relevant and encouraged me to progress to graduate work. On his recommendation, the Chicago Economics Department offered me a tuition scholarship. In 1951, as it happened, I was also offered a scholarship by Brown University in Applied Mathematics, but by that time, I had definitely transferred my primary allegiance to economics. In 1976 I won the Nobel Memorial Prize in Economics for my achievements in the fields of consumption analysis. Source: Buku Detik-Detik Bahasa Inggris/Try Out Ujian Nasional Bahasa Inggris 2012/2013
5.
Metode Pembelajaran/Teknik: Discussion
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6.
7.
8.
Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari recount text Peserta didik diberikan contoh dari recount text Peserta didik membaca recount text yang berasal dari textbook mereka Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari recount text tersebut Peserta didik menjawab beberapa pertanyaan yang berkaitan dengan recount text tersebut yang terdapat didalam textbook Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa membuat pengalaman yang paling berkesan didalam hidup mereka Sumber/Bahan/Alat Textbook (Developing English Competencies, Achmad Doddy dkk, Jakarta: 2008) Infokus Laptop Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
Mengidentifikasi makna kalimat dalam teks recount text yang
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
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3.
4.
5.
dibaca Mengidentifikasi kejadian dan langkahlangkah retorika dalam recount text Mengkategorikan generic structure dari recount text Mengidentifikasi tujuan komunikasi dari recount text
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item Depok, 14 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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: procedure : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Kamis, 21 Nopember 2013
1.
Indikator Pencapaian 1. Membaca nyaring procedure text 2. Mengidentifikasi makna kalimat dalam procedure teks yang dibaca 3. Mengidentifikasi langkah-langkah retorika dalam procedure text 4. Mengidentifikasi generic stucture dari procedure text 5. Mengidentifikasi tujuan komunikasi dari procedure text
2.
Pendidikan karakter 1. Jujur 2. Kreatif 3. Komunikatif 4. Dapat dipercaya 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu membaca nyaring procedure text Peserta didik mampu mengidentifikasi makna kamlimat dalam procedure text yang dibaca Peserta didik mampu mengidentifikasi lngkah-langkah retorika dalam procedure text Peserta didik mampu mengidentifikasi generic stucture dari procedure text Peserta didik mampu mengidentifikasi tujuan komunikasi dari procedure text
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4.
Materi Belajar Procedure Text Procedure is the set of steps which should be completed in the right sequence to get the goal. A. Generic Structure of procedure 1. Goal : Title of the text (especially for a recipe) 2. Materials : Optional, not for all procedural texts 3. Steps : a series steps oriented to achieving the Goal B. Generic Features The use of Simple Present Tense, often in an imperative form e.g. Add some sugar, prepare it Simple Present Tense: S + V s/es + Complement I He You Verb I She + s/es They It We Cat/ Achmad e.g. : Aisyah the kitchen S
cooks V1+s
Verb I
with her mother every Sunday in Compliment
The use mainly of temporal conjunction (or numbering to indicate sequence especially in written text) Temporal Conjunction: First … Firstly … After Second … Secondly … When Then … Thirdly … While After that … Afterwards … .... until Finally … Lastly … During …… before …
Use the imperative sentences Definition: A type of sentence that gives advice or instructions or that expresses a request or command. An imperative sentence typically begins with the base form of a verb. There are some example of imperative sentence with their function:
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Fungsi
digunakan untuk memberikan direct order/command (perintah langsung)
digunakan untuk memberikanwarning/prohibition(peringatan)
digunakan untuk memberikan advice(nasehat)
digunakan untuk memberikan instruction(instruksi/petunjuk)
Keterangan Perintah biasanya diberikan oleh orang yang memiliki authority (kewenangan) atau kepada anak-anak maupun binatang. Jika imperative di dalam kalimat, Intonasi menurun pada akhir kalimat. Biasanya untuk memperingatkan seseorang akan bahaya. Intonasi meninggi pada kata terakhir.
Kalimat diucapkan dengan intonasi normal.
Contoh Imperative Wake up now!
Get out!
Watch out! Don’t touch me! Don’t be panic. Do not eat too much. Go straight ahead then turn left.
Take the pill after a meal. Please don’t go. Please reconsider. Let me alone, please.
digunakan untuk mengajukan request(permintaan/permohonan)
Untuk mengajukan request, dapat digunakan kata “please” untuk membuat kata kerja ini menjadi lebih sopan.
Polite request: Would you like to give me some food, please? Could you please stay here? Will you invite him,
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please?
Example of Procedure Text: How to Make a Milkshake The ingredients that you need to make a milkshake are: 4 cups vanilla ice cream 2 cups milk 4 teaspoons chocolate sauce (optional) 1 cup fresh or frozen strawberries Now, follow these steps to make a milkshake. 1. First, place milkshake glasses into the freezer. Using cold glasses will help the shake stay cool to give you time to enjoy. Leave for up to an hour if possible. 2. Second, soften ice cream. It is easier to make a shake when the ice cream is slightly soft. Take the ice cream out of the freezer a few minutes before making your shake. 3. Third, place the ingredients into a blender. Mix the ice cream, milk and added flavors into the blender. Blend on high for one minute. Don’t leave in the blender for longer or the shake will melt quickly. 4. Fourth, pour shakes into frosty glasses. Take the glasses out of the freezer as soon as the blending is complete. Then pour the shake mixture in. 5. Fifth, drop a straw into the shake, then enjoy. You can sip a shake right from the glass but somehow the straw adds to the flavor and the experience. 5.
Metode Pembelajaran/Teknik: Discussion
6.
Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (10’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (70’) Peserta didik mendengarkan penjelasan dari guru tentang definisi, social function, langkah-langkah retorika/generic structure, dan linguistic features dari procedure text Peserta didik diberikan contoh dari procedure text Peserta didik membaca procedure text yang berasal dari textbook mereka
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Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari procedure text tersebut Peserta didik menjawab beberapa pertanyaan yang berkaitan dengan procedure text tersebut yang terdapat didalam textbook Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Peserta didik diberikan tugas rumah atau PR oleh guru berupa mencari contoh-contoh lain dari procedure text
7.
Sumber/Bahan/Alat Textbook (Developing English Competencies, Achmad Doddy dkk, Jakarta: 2008) InFocus Laptop
8.
Penilaian Indikator Pencapaian Kompetensi 1. Membaca nyaring procedure text
Teknik Penilaian Tes Tulis
Bentuk Instrumen Pertanyaan bacaan
2. Mengidentifikasi makna kalimat dalam procedure teks yang dibaca 3. Mengidentifikasi langkah-langkah retorika dalam procedure text 4. Mengidentifikasi generic stucture dari procedure text 5.
Mengidentifikasi tujuan komunikasi dari procedure text
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item
Instrumen/soal Answer the question based on the text
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Depok, 21 Nopember 2013 Mengetahui, Peneliti
Sartika Sari
Rencana Pelaksanaan Pembelajaran (RPP) Nama Sekolah Mata Pelajaran Kelas/Semester Standar Kompetensi
Kompetensi Dasar
Jenis Teks Aspek/Skill Alokasi Waktu Tahun Pelajaran Hari/Tanggal
: SMA N 4 Depok : Bahasa Inggris :X /I : Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, recount dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan : 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 : Monolog : Membaca : 2 x 45 menit : 2013/2014 : Senin, 18 Nopember 2013
1.
Indikator Pencapaian 1. Mengidentifikasi main idea dari sebuah paragraph yang dibaca 2. Mengidentifikasi makna kalimat dalam teks recount yang dibaca 3. Mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text 4. Mengkategorikan generic structure dari recount text 5. Mengidentifikasi tujuan komunikasi dari recount text
2.
Pendidikan karakter 1. Dapat dipercaya 2. Kreatif 3. Komunikatif 4. Jujur 5. Tanggung Jawab
3.
Tujuan Pembelajaran Peserta didik mampu mengidentifikasi main idea dari sebuah paragraph yang dibaca Peserta didik mampu mengidentifikasi makna kalimat dalam recount text yang dibaca Peserta didik mampu mengidentifikasi kejadian dan langkah-langkah retorika dalam recount text
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4. 5. 6.
7.
1.
Peserta didik mampu mengkategorikan generic structure dari recount text Peserta didik mampu megidentifikasi tujuan komunikasi dari recount text
Materi Belajar : Pengalaman peserta didik yang berkesan (Recount Text) Metode Pembelajaran/Teknik: Discussion Kegiatan Belajar (Tatap Muka terstruktur) Pendahuluan dan Eksplorasi (15’) Guru membuka pertemuan dengan mengucapkan salam dan memeriksa kehadiran siswa Peserta didik diberitahu oleh guru indikator dan tujuan pembelajaran pada pertemuan kali ini Elaborasi (65’) Perwakilan 10 orang dari peserta didik membaca recount text yang telah mereka bawa di depan kelas Peserta didik mengidentifikasi langkah-langkah retorika/generic structure dan linguistic features dari recount text tersebut Peserta didik mendengarkan penjelasan guru tentang linguistic features dari recount text: Simple Past Tense Peserta didik diminta membuat 15 kalimat Simple Past Tense Penutup dan Konfirmasi (10’) Guru mebimbing siswa untuk merangkum materi pembelajaran hari ini dengan menggunakan materi yang telah dipelajari Peserta didik diberi kesempatan bertanya oleh guru sebelum kegiatan belajar mengajar berakhir Sumber/Bahan/Alat Textbook (Developing English Competencies, Achmad Doddy dkk, Jakarta: 2008) Infokus Laptop Penilaian Indikator Pencapaian Teknik Kompetensi Penilaian 1. Mengidentifikasi main Tes Tulis idea dari sebuah paragraph yang dibaca 2.
Mengidentifikasi makna kalimat dalam teks recount text yang dibaca
Bentuk Instrumen Pertanyaan bacaan
Instrumen/soal Answer the question based on the text
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3.
4.
5.
Mengidentifikasi kejadian dan langkahlangkah retorika dalam recount text Mengkategorikan generic structure dari recount text Mengidentifikasi tujuan komunikasi dari recount text
Pedoman Penilaian a. Untuk setiap jawaban benar diberi score = 10 b. Nilai maksimum = 100 c. Nilai siswa = score perolehan x nilai per-item Depok, 18 Nopember 2013 Mengetahui, Peneliti
Sartika Sari \
READING MATERIALS FROM ENGLISH TEENS MAGAZINE
Angket Ketertarikan Siswa dalam Pelajaran Membaca Bahasa Inggris (Before Treatment) Nama
:
Kelas
:
Petunjuk Pengisian: 1. Tulislah nama dan kelas Anda 2. Pilihlah jawaban yang benar-benar sesuai dengan pengalaman anda selama belajar membaca bahasa Inggris dan berilah tanda checklist ( ) pada kolom yang telah disediakan 3. Jawablah pertanyaan dengan sejujur-jujurnya 4. Keterangan Jawaban: SS : Sangat Setuju TS : Tidak Setuju S : Setuju STS : Sangat Tidak Setuju 5. Kerjakan setiap nomor jangan sampai ada yang terlewatkan No
Pertanyaan
Sikap SS
1. 2. 3.
4. 5. 6. 7. 8.
9. 10. 11.
Saya sangat senang mengikuti pelajaran membaca bahasa Inggris Pelajaran membaca bahasa Inggris adalah pelajaran yang membosankan Materi pelajaran membaca bahasa Inggris yang disampaikan oleh guru kurang memuaskan bagi saya Saya memiliki majalah berbahasa Inggris sebagai bacaan di rumah atau diwaktu senggang Pelajaran membaca bahasa Inggris bukan pelajaran yang sulit bagi saya Topik yang dibahas dalam pelajaran membaca bahasa Inggris sangat menarik buat saya Guru bahasa Inggris dalam pelajaran membaca mengajar dengan cara yang membosankan Guru menggunakan buku lain selain buku paket sebagai materi dalam pelajaran membaca bahasa Inggris Tugas yang diberikan guru membebani saya Saya sering membaca majalah berbahasa Inggris lainnya di waktu yang senggang Hampir semua cerita yang terdapat dalam majalah remaja bahasa Inggris sangat menarik buat saya
95
S
TS
STS
96
12.
Saya tidak pernah membaca majalah berbahasa Inggris 13. Topik yang dibahas dalam pelajaran bahasa Inggris sangat membosankan bagi saya 14. Pelajaran membaca bahasa Inggris sulit dimengerti bagi saya 15. Semakin sering saya membaca bacaan dalam bahasa Inggris, saya semakin tertarik terhadap pelajaran Bahasa Inggris 16. Saya selalu mengerjakan dengan senang hati tugas yang diberikan oleh guru 17. Pelajaran membaca dalam Bahasa Inggriss dengan menggunakan majalah remaja berbahasa Inggris membuat saya mengerti akan materi pada saat itu 18. Saya sangat bosan membaca dalam pelajaran Bahasa Inggris menggunakan majalah remaja Bahasa Inggris 19. Majalah remaja berbahasa Inggris adalah media yang menarik dalam pelajaran membaca Bahasa Inggris 20. Pelajaran membaca bahasa Inggris adalah pelajaran yang penting di sekolah 21. Materi yang guru berikan sangat menarik buat saya 22. Bacaan yang diberikan oleh guru bahasa Inggris sangat membosankan di pelajaran membaca bahasa Inggris 23. Guru hanya memberikan materi yang ada didalam buku paket sekolah dalam pelajaran membaca Bahasa Inggris 24. Saya tidak mengerti dengan materi pada saat pelajaran membaca bahasa Inggris menggunakan majalah remaja berbahasa Inggris .25. Saya mengantuk di kelas disaat pelajaran membaca bahasa Inggris karena materi yang membosankan
Angket Ketertarikan Siswa dalam Pelajaran Membaca Bahasa Inggris (After Treatment) Nama
:
Kelas
:
Petunjuk Pengisian: 1. Tulislah nama dan kelas Anda 2. Pilihlah jawaban yang benar-benar sesuai dengan pengalaman anda selama belajar membaca bahasa Inggris dan berilah tanda checklist ( ) pada kolom yang telah disediakan 3. Jawablah pertanyaan dengan sejujur-jujurnya 4. Keterangan Jawaban: SS : Sangat Setuju TS : Tidak Setuju S : Setuju STS : Sangat Tidak Setuju 5. Kerjakan setiap nomor jangan sampai ada yang terlewatkan No
Pertanyaan
Sikap SS
1. 2.
3.
4.
5.
6.
7. 8. 9.
Materi yang guru berikan sangat menarik buat saya Bacaan yang diberikan oleh guru bahasa Inggris sangat membosankan di pelajaran membaca bahasa Inggris Guru hanya memberikan materi yang ada didalam buku paket sekolah dalam pelajaran membaca Bahasa Inggris Belajar membaca dalam bahasa Inggris dengan menggunakan majalah remaja bahasa Inggris membuat saya mengerti akan materi pada saat itu Saya mengantuk di kelas disaat pelajaran membaca bahasa Inggris karena materi yang membosankan Majalah remaja bahasa Inggris adalah media yang menarik dalam pelajaran membaca bahasa Inggris Saya selalu mengerjakan dengan senang hati tugas yang diberikan oleh guru Pelajaran membaca Bahasa Inggris sulit dimengerti bagi saya Saya sangat bosan belajar membaca dalam bahasa Inggris meggunakan majalah remaja bahasa Inggris
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S
TS
STS
98
10.
Pelajaran membaca bahasa Inggris adalah pelajaran yang penting di sekolah 11. Saya sangat senang mengikuti pelajaran membaca bahasa Inggris 12. Pelajaran membaca bahasa Inggris adalah pelajaran yang membosankan 13. Materi pelajaran membaca bahasa Inggris yang disampaikan oleh guru kurang memuaskan bagi saya 14. Saya memiliki majalah berbahasa Inggris sebagai bacaan di rumah atau diwaktu senggang 15. Pelajaran membaca bahasa Inggris bukan pelajaran yang sulit bagi saya 16. Hampir semua cerita yang terdapat dalam majalah remaja bahasa Inggris sangat menarik buat saya 17. Saya tidak pernah membaca majalah berbahasa Inggris 18. Topik yang dibahas dalam pelajaran bahasa Inggris sangat membosankan bagi saya 19. Saya tidak mengerti dengan materi pada saat belajar membaca bahasa Inggris menggunakan majalah remaja bahasa Inggris 20. Semakin sering saya membaca bacaan dalam bahasa Inggris, saya semakin tertarik terhadap pelajaran Bahasa Inggris 21. Topik yang dibahas dalam pelajaran membaca bahasa Inggris sangat menarik buat saya 22. Guru bahasa Inggris dalam pelajaran membaca mengajar dengan cara yang membosankan 23. Guru menggunakan buku lain selain buku paket sebagai materi dalam pelajaran membaca bahasa Inggris 24. Tugas yang diberikan guru membebani saya .25. Saya sering membaca majalah berbahasa Inggris lainnya di waktu yang senggang
SA
: Strongly Agree
A
: Agree
D
: Disagree
SD
: Strongly Disagree
I
: Questionnaire in the pre-test time
II
: Questionnaire in the post-time time
Table A.1 Students’ Responses on Item Number Saya sangat tertarik mengikuti pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
Percent
I
II
Control
Exp.
SA
5
6
A
16
D
Control
I
II
Exp
Control
Exp.
Control
Exp.
3
6
12.5%
15%
7.5%
15%
11
19
28
40%
27.5%
47.5%
70%
15
18
15
6
37.5%
45%
37.5%
15%
SD
4
5
3
0
10%
12.5%
7.5%
0
Total
40
40
40
40
100%
100%
100%
100%
Table A.2 Students’ Responses on Item Number Pelajaran Bahasa Inggris adalah pelajaran yang membosankan Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
5
3
4
1
12.%
7.5%
10%
5%
A
16
14
15
4
40%
35%
37.5%
10%
D
12
10
19
27
30%
25%
47.5%
67.5%
SD
7
13
2
8
17.5%
32.5%
5%
20%
Total
40
40
40
40
100%
100%
100%
100%
105
106
Table A.3 Students’ Responses on Item Number Materi pelajaran Bahasa Inggris yang disampaikan oleh guru kurang memuaskan bagi saya Alternative
Frequency
Answer
Percent
I Control
II Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
3
1
4
0
7.5%
35%
10%
0
A
10
9
16
6
25%
40%
40%
15%
D
18
16
18
33
45%
22.5%
45%
82.5%
SD
9
14
2
1
22.5%
2.5%
5%
2.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.4 Students’ Responses on Item Number Saya memiliki majalah remaja berbahasa Inggris sebagai bacaan dirumah di waktu senggang Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
1
0
1
2
2.5%
0
2.5%
5%
A
2
3
2
16
5%
7.5%
5%
40%
D
26
21
25
19
65%
52.5%
62.5%
47.5%
SD
11
16
12
3
27.5%
40%
30%
7.5%
Total
40
40
40
40
100%
100%
100%
100%
107
Table A.5 Students’ Responses on Item Number Pelajaran membaca Bahasa Ingris bukan pelajaran yang sulit bagi saya Alternative
Frequency
Answer
Percent
I Control
II Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
2
0
7
1
5%
0
17.5%
2.5%
A
19
13
12
4
47.5%
32.5%
30%
10%
D
11
15
18
30
27.5%
37.5%
45%
75%
SD
8
12
3
5
20%
30%
7.5%
12.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.6 Students’ Responses on Item Number Topik yang dibahas dalam pelajaran membaca Bahasa Inggris sangat menarik buat saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
0
0
20%
SA
0
0
0
8
A
8
5
13
24
20%
12.5%
32.5%
60%
D
20
21
21
7
50%
52.5%
52.5%
17.5%
SD
12
14
6
1
30%
35%
15%
2.5%
Total
40
40
40
40
100%
100%
100%
100%
108
Table A.7 Students’ Responses on Item Number Guru Bahasa Inggris dalam pelajaran mmbaca mengajar dengan cara yang membosankan Alternative
Frequency
Answer
Percent
I
II
Control
Exp.
Control
I Exp.
Control
II Exp.
Control
Exp.
0
0
0
SA
0
0
0
0
0
A
7
5
11
5
17.5%
35%
27.5%
12.5%
D
20
21
28
26
50%
52.5%
70%
65%
SD
13
14
1
9
32.5%
12.5%
2.5%
22.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.8 Students’ Responses on Item Number Guru menggunakan buku lain selain buku paket sebagai materi dalam pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control
Exp.
Control
Exp.
0
0
37.5%
SA
0
0
0
15
A
0
0
0
25
0
0
0
62.5%
D
25
20
33
0
62.5%
50%
82.5%
0
SD
15
20
7
0
37.5%
50%
17.5%
0
Total
40
40
40
40
100%
100%
100%
100%
\
0
II
109
Table A.9 Students’ Responses on Item Number Tugas yang diberikan guru membebani saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
0
20%
2.5%
SA
0
0
8
1
A
3
8
15
8
7.5
20%
37.5%
20%
D
22
18
15
24
55%
45%
37.5%
60%
SD
15
14
2
7
37.5%
35%
5%
17.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.10 Students’ Responses on Item Number Saya sering membaca majalah remaja berbahasa Inggris lainnya di waktu yang senggang Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
2.5
0
10%
SA
0
1
0
4
A
3
0
3
20
7.5
0
7.5%
50%
D
21
22
25
12
52.5%
55%
62.5%
30%
SD
16
17
25
4
40%
42.5%
30%
10%
Total
40
40
40
40
100%
100%
100%
100%
110
Table A.11 Students’ Responses on Item Number Hampir semua cerita yang terdapat dalam majalah remaja Bahasa Inggris sangat menarik buat saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
II
Control
Exp.
Control
Exp.
0
2.5%
0
27.5%
SA
0
1
0
11
A
3
0
13
23
7.5
0
7.5%
57.5%
D
22
23
18
6
55%
57.5%
57.5%
15%
SD
15
16
9
1
37.5%
40%
35%
2.5%
Total
40
40
40
40
100%
100%
100%
100%
5 Table A.12 Students’ Responses on Item Number Saya tidak pernah membaca majalah remaja berbahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
0
27.5%
0
SA
0
0
11
0
A
3
1
26
0
7.5
2.5%
65%
0
D
23
25
3
28
57.5%
62.5%
7.5%
70%
SD
14
14
0
12
35%
35%
0
30%
Total
40
40
40
40
100%
100%
100%
100%
111
Table A.13 Students’ Responses on Item Number Topik yang dibahas dalam pelajaran Bahasa Inggris sangat membosankan bagi saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
0
22.5%
0
SA
0
0
9
0
A
8
5
18
6
20%
12.5%
45%
15%
D
17
18
13
29
42.5%
45%
32.5%
72.5%
SD
15
17
0
5
37.5%
42.5%
0
12.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.14 Students’ Responses on Item Number Pelajaran membaca Bahasa Inggris sulit dimengerti bagi saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 5%
II Exp.
Control
Exp.
0
10%
0
SA
2
0
4
0
A
19
13
15
7
47.5%
32.5%
37.5%
17.5%
D
9
14
19
31
22.5%
35%
47.5%
77.5%
SD
10
13
2
2
25%
32.5%
5%
5%
Total
40
40
40
40
100%
100%
100%
100%
112
Table A.15 Students’ Responses on Item Number Semakin sering saya membaca bacaan yang diberikan oleh guru dalam bahasa Inggris, saya semakin tertarik terhadap pelajaran Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 0
II Exp.
Control
Exp.
0
0
7.5%
SA
0
0
0
3
A
4
4
11
30
10%
37.5%
27.5%
75%
D
19
21
20
6
47.5%
52.5%
50%
15%
SD
17
15
9
1
42.5%
10%
22.5%
2.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.16 Students’ Responses on Item Number Saya selalu mengerjakan dengan senang hati tugas yang diberikan oleh guru dalam pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 5%
II Exp.
Control
Exp.
0
7.5%
17.5%
SA
2
0
3
7
A
10
8
14
28
25%
20%
35%
70%
D
14
20
23
4
35%
50%
47.5
10%
SD
14
12
0
2
35%
30%
0
5%
Total
40
40
40
40
100%
100%
100%
100%
113
Table A.17 Students’ Responses on Item Number Membaca dalam Bahasa Inggris dengan menggunakan majalah remaja Bahasa Inggris membuat saya mengerti akan berita yang disampaikan Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 2.5%
II Exp.
Control
Exp.
0
7.5%
7.5%
SA
1
0
0
12
A
4
3
3
28
10%
7.5%
12.5%
70%
D
20
21
26
0
50%
52.5%
72.5%
15%
SD
15
16
11
0
37.5%
40%
12.5%
0
Total
40
40
40
40
100%
100%
100%
100%
Table A.18 Students’ Responses on Item Number Saya sangat bosan membaca dalam Bahasa Inggris menggunakan majalah remaja Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I Exp.
Control 2.5%
II Exp.
Control
Exp.
0
25%
2.55%
SA
1
0
10
1
A
20
25
30
2
50%
62.5%
75%
5%
D
11
7
0
31
27.5%
17.5%
0
77.5%
SD
8
8
0
6
20%
20%
0
15%
Total
40
40
40
40
100%
100%
100%
100%
114
Table A.19 Students’ Responses on Item Number Majalah remaja Bahasa Inggris adalah media yang menarik dalam pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
0
9
0
0
0
22.5%
A
8
5
13
27
20%
62.5%
7.5%
67.5%
D
22
22
18
3
55%
17.5%
57.5%
7.5%
SD
10
13
9
1
25%
20%
35%
2.5%
Total
40
40
40
40
100%
100%
100%
100%
Table A.20 Students’ Responses on Item Number Pelajaran membaca Bahasa Inggris adalah pelajaran yang penting di sekolah Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
14
15
16
13
35%
37.5
40%
32.5%
A
26
25
24
25
65%
62.5%
60%
62.5%
D
0
0
0
2
0
0
5%
SD
0
0
0
0
0
0
0
0
Total
40
40
40
40
100%
100%
100%
100%
0
115
Table A.21 Students’ Responses on Item Number Materi yang diberikan oleh guru saat pelajaran membaca Bahasa Inggris sangat menarik buat saya Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
1
7
0
0
2.5%
15.5%
A
13
10
12
28
32.5%
25%
30%
70%
D
16
19
19
5
47.5%
47.5
12.5%
SD
11
11
8
0
27.5%
27.5%
20%
0
Total
40
40
40
40
100%
100%
100%
100%
40%
Table A.22 Students’ Responses on Item Number Bacaan yang diberikan oleh guru Bahasa Inggris sangat membosankan di pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
3
0
0
0
7.5%
0
A
8
5
29
6
20%
12.5%
72.5%
15%
D
22
21
5
31
52.5%
12.5%
77.5%
SD
10
14
3
3
25%
35%
7.5%
7.5%
Total
40
40
40
40
100%
100%
100%
100%
55%
116
Table A.23 Students’ Responses on Item Number Guru hanya memberikan materi yang ada didalam buku paket sekolah dalam pelajaran membaca Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
10
1
0
0
25%
2.5%
A
0
0
30
2
0
0
75%
5%
D
25
21
0
31
52.5%
0
77.5%
SD
15
19
0
6
37.5%
47.5%
0
15%
Total
40
40
40
40
100%
100%
100%
100%
62.5%
Table A.24 Students’ Responses on Item Number Saya tidak mengerti dengan materi yang disampaikan pada saat pelajaran membaca majalah remaja Bahasa Inggris Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
7
4
0
0
17.5%
10%
A
6
21
33
6
15%
52.5%
82.5%
15%
D
22
14
0
23
30%
0
57.5%
SD
15
5
0
7
30%
12.5%
0
17.5%
Total
40
40
40
40
100%
100%
100%
100%
55%
117
Table A.25 Students’ Responses on Item Number Saya mengantuk di kelas disaat pelajaran membaca Bahasa Inggris karena materi yang membosankan Alternative
Frequency
Answer
I Control
Percent II
Exp.
Control
I
II
Exp.
Control
Exp.
Control
Exp.
SA
0
0
4
1
0
0
10
2.5%
A
8
5
23
4
20%
12.5%
57.5%
10%
D
19
18
13
32
47.5%
45%
32.5%
80%
SD
13
17
0
3
32.5%
42.5%
0
7.5%
Total
40
40
40
40
100%
100%
100%
100%
PRE-TEST BAHASA INGGRIS
Nama
:
Hari/Tanngal
:
D. A big casket. .
4.
The following text is for question 1 to 6 A farmer came across a bird with a broken wing. He picked it up, took it home and looked after it lovingly, even though his wife complained bitterly about his wasting too much time on the creature. After a while, the wing healed and because the bird did not want the farmer to have continue arguing with his wife all the time, it decided to return to its nest. When the farmer discovered that the bird was gone, he was so upset that he went out to look for it. Eventually, he found it again, and was greeted happily by the birds’ family. As a sign of gratitude, they gave him a little box, and told him not to open it until he got home. To his surprise, the farmer found the box full of precious stones. When his wife saw them, she decided that she too deserved a reward and she wanted to see the birds. The birds gave her a little casket, but it was full of devils. The devils jumped on her as soon as she opened the casket and chased her away. Left alone, the farmer went to live near his friend, the bird. There he built a hut of perfumed wood and the birds decorated it with flowers of every kind.
5.
6.
The following text is for question 7 to 12 Sadoko Sasaki This is the story of Sadako Sasaki. This Japanese girl was born on 7th January 1943. She lived with her family in Hiroshima. When Sadako was only two years old, an atomic bomb was dropped on Hiroshima, which destroyed the city. Her house about a mile from the centre of the blast was badly damaged. Luckily, Sadako was not hurt or burned at the time, but her grandmother was killed. Over a time, things returned to normal and Sadako did not appear to show any effects from the exposure to radiation from the bomb. However, the worst thing happened to Sadako in 1954 when she was in the sixth grade. One day while she was running in a relay race, she appeared pale. A few weeks later, she caught a cold and developed lumps in her neck. Her condition worsened and she was diagnosed with leukemia. It figured out that she exposed to very high levels of radiation from the atomic bomb nine years ago. To make matters worse, the doctors gave Sadako a year to live. Sadako was told of a legend. According to the legend if a person would make a thousand
(Source: Ujian Nasional Bahasa Inggris Tahun 2009
1.
2.
3.
How did the birds say thanks to the farmer? A. The birds came back to farmers’ house. B. The birds gave a reward to the farmer. C. The birds gave a little box to the farmer. D. The birds gave a precious leaves to the farmer. E. The birds built a hut for the farmer. What do we learn from the text? A. A gift shows kindness. B. Sufferings bring happiness. C. Arguing makes you distressed. D. A good deed deserves a reward. E. Having no heart makes you isolated. “As a sign of gratitude, they gave him a little box, …” (Paragraph 3) The underlined word is similar to …. A. Thanks D. Forgive E. Upset B. Glad C. Pardon
What is the suitable title for the text? A. The farmer and his wife. B. The farmer and the bird. C. The farmer’s goodness. D. The goodness and the badness. E. The ill bird. Which of the following statements do you agree with? A. The farmer chased his wife away. B. The farmer lived happily with his wife. C. The farmer’s wife took care of the bird. D. The bird was grateful to the farmer. E. The farmer’s wife was a very kind woman. What is the bird given to the farmer’s wife? A. A little box. E. Precious stone B. A big box. C. A little casket. 118
119 paper cranes, their wish would come true. So, she started folding paper; to make paper cranes and wishes that she would recover. However, Sadako passed away on 25th October. After her death, her schoolmates raised money for a memorial to her and in 1958 a statue of Sadako holding a golden crane was unveiled at the Hiroshima Peace Memorial in Hiroshima. A statues of her has also been put at the Peace Park, Seattle, Washington. Most of Sadoko’s crane were donated to the Hiroshima Peace Centre, but the Sasaki family kept five of them until 2007. As a way to promote international peace, they donated each one of the remaining cranes to the five continents beyond Japan. One of them, a tiny red crane, was donated by her brother to the memorial at the World Trade Centre site in New York City. Adapted from: http://gardenofpraise.com/ibdsadako.htm (22nd September 2013 in Detik-Detik Menjelang Ujian Nasional Book for SMA)
7.
8.
9.
10.
11.
How old was Sadako when she died? A. Ten years old. B. Eleven years old. C. Twelve years old. D. Thirteen years old. E. Fourteen years old. What is the main idea of the third paragraph? A. Sadako’s worse health condition. B. Sadako’s hope to live. C. Sadako’s participation in a race. D. Sadako caught a cold. E. Sadako’s achievement at school. Why did Sadako make a paper crane? A. Her friends would visit her. B. To promote world peace. C. Her wish to live came true. D. To remind people to take care of their children. E. To persuade people to save cranes. Where did the Sadako’s sculpture who hold a golden scrane put? A. Hiroshima D. Sadako’s home B. Washington E. Sadako’s school C. New York The following is FALSE about Sadako’s life, except …. A. Sadako lived only with her grandmother. B. Sadako’s family killed in that blast of the bomb. C. Sadako is diagnosed a leukemia when she was eleven years old.
12.
D. Sadako did not believed that legend. E. Sadako’s house was two miles from the blast of the bomb. “… in 1958 a statue of Sadako holding a golden crane was unveiled at the Hiroshima Peace Memorial in Hiroshima.” (Paragraph 5). The underlined word is similar to …. A. Covered. B. Opened. C. Provided. D. Introduced. E. Built.
The following text is for question 13 to 15 ISWAHYUDI (1918-1947) Iswahyudi Wiryomihardjo is the first Indonesian Air Marshall who died on duty. After graduating from Algemene Middelbare School (AMS), a high school in Malang, he went on to medical school. However, in his third year, he gave up his studies because he became interested in aviation. In 1941, he became a cadet of the Luchvaart Opleidings School, an aviation school. When the Pacific War broke out, he continued his studies in Australia. Returning to Indonesia in 1943, Iswahyudi made a great landing n Lodojo, South Blitar. Soon after the landing, Iswahyudi was arrested by the Kenpetai, the Japanese Military Police. He was first imprisoned in Karangmenjangan, Surabaya, then was put under house arrest, but was later allowed to continue his activities in Surabaya. Iswahyudi played an important role during the Revolution. When Japan was defeated by the Allies, he successfully saved several Japanese airplanes including their equipment. He also promptly assisted Adisucipto as a pilot instructor when the first national aviation school was established. Source: Detik-Detik Menjelang Ujian Nasional Book for SMA, p. 83-84
13.
The main idea of the first paragraph is that Iswahyudi Wiryomihardji … A. Continued his studies in Australia B. Graduated from a high school in Malang C. Completed his studies in a medical school D. Was more interested in aviation than medicine E. Got his pilot license from the Luchtvaart Opleidings School
120 14.
15.
Iswahyudi played an important role during the revolution because he could … A. Raise funds to buy an aeroplane for the republic B. Save several Japanese airplanes and their equipment C. Establish an aviation organization D. Complete his studies in Australia E. Land his plane safety in Lodoyo From the text we know that … A. Iswahyudi died when he was in prison B. Iswahyudi was arrested in 1945 C. Iswahyudi was first imprisoned in Surabaya D. Iswahyudi continued his studies to an aviation school after graduating from AMS E. Iswahyudi had ever been arrested by the Allies.
The following text for question 16 to 21 I, Milton Friedman was born on 31st July 1921, in Brooklyn, N. Y., the fourth and youngest child and first son of Sarah Ethel (Landau) and Jeno Saul Friedman. My parents were born in Carpatho-Ruthenia of the Soviet Union. They emigrated to the U.S. in their teens, meeting in New York. When I was a year old, my parents moved to Rahwa, N. J., a small town about 20 miles from New York City. I was awarded a competitive scholarship at Rutgers University. I graduated from Rutgers in 1932. I financed the rest of my collage expenses, by waiting at tables, clerking in a retail store, occasional entrepreneurial ventures, and summer earnings. Subsequently, I became interested in economics. In economics, I had the good fortune to be exposed to two remarkable men: Arthur F. Burns and Homer Jones. Arthur F. Burns shaped my understanding of economic research, introduced me to the highest scientific standards and became a guiding influence on my subsequent career. Homer Jones introduced me to rigorous economic theory, made economics exciting and relevant and encouraged me to progress to graduate work. On his recommendation, the Chicago Economics Department offered me a tuition scholarship. In 1951, as it happened, I was also offered a scholarship by Brown University in Applied Mathematics, but by that time, I had definitely transferred my primary allegiance to economics. In 1976 I won the Nobel Memorial Prize in
Economics for my achievements in the fields of consumption analysis. Source: Buku Detik-Detik Bahasa Inggris/Try Out Ujian Nasional Bahasa Inggris 2012/2013
16.
17.
18.
19.
20.
21.
Who influenced Milton Friedman on economic research? A. Sarah Ethel. D. Homer Jones. B. Jeno Friedman. E. Alfred Nobel. C. Arthur F. Burns. What is the main idea of paragraph 3? A. Milton Friedman was very committed to his interest and talent in economics. B. Homer Jones shaped Milton Friedman’s understanding of economic research. C. Arthur Burns introduced Milton Friedman a rigorous economic theory. D. Brown University offered Milton Friedman a tuition scholarship. E. Milton Friedman was offered a scholarship by the Chicago Economics Department in Applied Mathematics. What did Milton Friedman do the finance his collage expenses? A. He was a teacher during summer. B. He had a job in an entrepreneur company. C. He was a clerk in a retail store. D. He sold tables to people. E. He taught economics in the university. How old was Milton Friedman when he won Nobel Memorial Prize? A. Twenty years old B. Fifty-five years old C. Thirty years old D. Fourty-two years old E. Eleven years old What is the purpose of the text? A. To describe what Milton Friedman was like. B. To explain what Milton Friedman had done. C. To tell the readers when Milton Friedman was born. D. To relate Milton Friedman’s life. E. To describe Milton Friedman’s achievement. “… made economics exciting and relevant and encouraged me to progress to graduate work.” (Paragraph 3) The underlined word is similar to … A. Supported D. Offered B. Pushed E. Continued C. Influenced
121 The following text for question 22 to 25 A “blog”, abbreviated word for weblog, is a webbased journal in which people can publish their thoughts and opinions on the Internet. Anyone can start a blog. First, find a decent blogging provider that appeals to you. The most popular providers include LiveJournal, Blogger, WordPress.com, and Xanga. Second, once you sign up, you will have a gallery of ready-made templates to choose from. With these, you can pick a colour scheme and layout for your blog. Third, add blogging freebies like buttons, images, blog chalks, i-moods, and guestbook. Fourth, explore other blog sites that offer more features for a small fee, such as Typepad.com and Choselt. Fifth, decide on whether or not you want your blog to be private or public. Sixth, after you have set up your blog, write a few posts to test it out, and make any adjustments to the layout or style that you see fit. Seventh, visit other blogs to build a blogging circle. (Note: This will not work if your blog is private) The last, publish your blog by sending the URL to your friends or publish the URL on our website. Source: Eka Mulya Astuti, English Zone for Senior High School Students Year X, Erlangga, 2010, p. 77
22.
23.
24.
25.
What can we do after we organize the blog? A. Visit the other blogs. B. Write a few posts to test it out. C. Decide on whether or not you want your blog to be private or public. D. Publish your blog. E. Find a decent blogging provider. How do to publish our blogs? A. Explore other blog sites. B. Set up your blog. C. Send the URL to your friends. D. Add blogging freebies. E. Make any adjustment to the layout. What is the purpose of this text? A. To describe what it is a blog. B. To explain how to make a blog. C. To retell history of the blog. D. To tell what it is a blog. E. To explain how to visit the blog. “…and make any adjustments to the layout or style that you see fit.” (The sixth step)
The underlined word is similar to … A. Arrangement D. Settlement B. Accomplishment E. Management C. Establishment
THE ANSWER OF READING TEST PRE-TEST
POST-TEST
1. C
1. A
2. C
2. A
3. C
3. A
4. C
4. C
5. D
5. A
6. A
6. A
7. B
7. C
8. A
8. A
9. C
9. A
10. A
10. A
11. C
11. D
12. B
12. C
13. B
13. A
14. D
14. C
15. E
15. D
16. C
16. B
17. A
17. A
18. C
18. A
19. B
19. A
20. E
20. D
21. A
21. A
22. B
22. E
23. C
23. C
24. B
24. B
25. A
25. A
125
Calculation of Pre-test Normality in Experiment Class No.
X
F
fX
fX2
p = f/n
∑p
1 2 3 4 5 6 7
44 52 56 60 64 68 72
2 4 5 8 7 6 8
88 208 280 480 448 408 576
3872 10816 15680 28800 28672 27744 41472
0.050 0.100 0.125 0.200 0.175 0.150 0.200
0.050 0.150 0.275 0.475 0.650 0.800 1
Total
∑X = 416
∑f = 40
∑fX = 2488
∑fX2 = 157056
s= s2 = ̅= Tmax = Ttable =
∑
7.59 57.56 62.2 0.0985 0.161
z = (Xi- ̅ )/s -2.3978919 -1.3438735 -0.8168642 -0.289855 0.2371541 0.7641633 1.2911725
∑
]
[
]
[
= 3926.4 – [62.2]2 = 3926.4 – 3868.84 = 57.56 s =√
130
7.59
ф
T= ф - ∑p
0.0084 0.0901 0.2090 0.3897 0.5902 0.7764 0.9015
0.0416 0.0599 0.0660 0.0853 0.0598 0.0236 0.0985
131
Calculation of Post-test Normality in Experiment Class F
fX
fX2
p = f/n
∑p
z = (Xi- ̅ )/s
ф
T= ф - ∑p
1 2 3 4 5 6 7 8 9
X 56 60 64 68 72 76 80 84 88
1 3 1 5 7 8 10 3 2
56 180 64 340 504 608 800 252 176
3136 10800 4096 23120 36288 46208 64000 21168 15488
0.025 0.075 0.025 0.125 0.175 0.200 0.250 0.075 0.050
0.025 0.100 0.125 0.250 0.425 0.625 0.875 0.950 1
-2.4438573 -1.9154557 -1.3870541 -0.8586525 -0.3302509 0.1981505 0.7265521 1.2549537 1.7833553
0.0073 0.0281 0.0838 0.1977 0.3707 0.5753 0.7642 0.8944 0.9625
0.0177 0.0719 0.0412 0.0523 0.0543 0.0497 0.1108 0.0556 0.0375
Total
∑X = 648
∑f = 40
∑fX = 2980
∑fX2 = 224304
No.
s= s2 = ̅= Tmax = Ttable =
7.57 57.35 74.5 0.1108 0.161
∑
[
∑
[
] ]
= 5607.6 – [74.5]2 = 5607.6 – 5550.25 = 57.35
s =√
7.57
132
Calculation of Pre-test Normality in Controlled Class No.
Y
F
fY
fY2
p = f/n
∑p
1 2 3 4 5 6
52 56 60 64 68 72
2 6 4 5 6 8
104 336 240 320 408 576
5408 18816 14400 20480 27744 41472
0.050 0.150 0.100 0.125 0.150 0.200
0.050 0.200 0.300 0.425 0.575 0.775
7
76
9
684
51984
0.225
1
Total
∑Y = 448
∑f = 40
∑fY = 2668
∑fY = 180304
s= s2 = ̅= Tmax = Ttable =
7.66 58.71 66.7 0.1177 0.161
z = (Yi-̅ )/s
Ф
T = ф -∑p
-1.91906 -1.39687 -0.8746736 -0.3524804 0.1697127 0.691906
0.0281 0.0823 0.1922 0.3632 0.5635 0.7549
0.0219 0.1177 0.1078 0.0618 0.0115 0.0201
1.2140992
0.8869
0.1131
2
∑
[
∑
]
[
]
= 4507.6 – [66.7]2 = 4507.6 – 4448.89 = 58.71 s =√
7.66
133
Calculation of Post-test Normality in Controlled Class No. 1 2 3 4 5 6 7 Total
Y 56 60 64 68 72 76
f
fY
fY2
p = f/n
∑p
z = (Yi-̅ )/s
ф
T= ф - ∑p
2 6 6 5 5 12
112 360 384 340 360 912
6272 21600 24576 23120 25920 69312
0.050 0.150 0.150 0.125 0.125 0.300
0.050 0.200 0.350 0.475 0.600 0.900
-1.9014573 -1.3462873 -0.7911172 -0.2359472 0.3192227 0.8743927
0.0287 0.0901 0.2148 0.4090 0.6217 0.8079
0.0213 0.1099 0.1352 0.0660 0.0217 0.0921
80 ∑Y = 476
4 ∑f = 40
320 ∑fY = 2788
25600 ∑fY2 = 196400
0.100
1
1.4295628
0.9222
0.0778
s= s2 = ̅= Tmax = Ttable =
7.205 51.91 69.7 0.1352 0.161
∑
[
∑
[
] ]
= 4910 – [69.7]2 = 4910 – 4858.09 = 51.91
s =√
KISI-KISI SOAL
Standar Kompetensi : Memahami makna teks fungsional pendek dan teks tulis monolog/esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan mengakses ilmu pengetahuan. Kompetensi Dasar
: Merespon makna dan langkah-langkah retorika teks tulis esai secara akurat dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk recount, narrative, dan procedure.
No.
Skill
Text
Indicator
Number of
Total
Question
1.
Reading
Narrative,
Identifying the
Recount,
suitable title
Pre-
Post-
Pre-
Post-
test
test
test
test
1
1, 6, 18
1
3
Identifying the
8, 13,
2, 4,
3
4
main idea
17,
10, 19
Identifying the
2, 7, 15
7, 20
3
2
Identifying the
3, 4, 9,
3, 9,
11
6
explicit
10, 11,
14, 15,
statement
14, 16,
22, 23
and Procedure text
implicit statement
18, 19, 22, 23
134
135
Identifying the
5
21
1
1
20, 24
11, 16,
2
3
4
6
moral value of the text Identifying the purpose of the
24
text Identifying the
6, 12,
5, 8,
vocabulary of
21, 25
12, 13,
the text (meaning and has similar meaning)
17, 25
