THE EFFECTIVENESS OF USING PICTURES IN TEACHING READING OF PROCEDURE TEXT (A Quasi- Experimental Study at Third Grade of SMK YAPIMDA Jakarta)
By: Allen Subekti 109014000064
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2014
ABSTRACT
Allen Subekti, 2014. The Effectiveness of Using Picture in Teaching Reading of Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK YAPIMDA Jakarta). Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. Advisor: 1. Dr. Ratna Sari Dewi, M.Pd. 2. Hapsari Dwi Kartika, M. A. TESOL. Keywords: Picture, Students’ Reading Ability, and Procedure Text. Reading, one of the four basic skills, is regarded very important because reading can lead people to get so many information. In learning procedure text, students face some obstacles such their lack of vocabulary mastery, their low motivation in participating and being active in the class activity, and the media used by the teacher is monotonous. These factors makes the the teching-learning process can’t achieve its goal. Therefore, the writer applies pictures as teaching media to overcome the problems. The purpose of this study is to know whether using picture is effective in teaching reading of procedure text. The writer conducted the study at the third grade students of SMK YAPIMDA at the 2013/2014 year of academic. The design of the study is using experimental research. The writer used convenience sampling then XII Marketing 2 was chosen as experiment class while XII Marketing 2 was chosen as controlled class. The both experiment and controlled class consist of 28 students. Pre-test and post-test are used as the instrument of the study. The result of the study shows that picture becomes effective media in teaching reading of procedure text. It can be seen from data gotten after the holding of pre-test and post-test. Based on the data, the score which is gained by the experiment class students (410) is more than score gained by the controlled class students (325). The result also shows that the t-test score is 4.53 while the value of t-table in the significant degree of 5% is 2.005. In conclusion, teaching reading of procedure text using picture is more effective than without using pictures.
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ABSTRAK
Allen Subekti, 2014. The Effectiveness of Using Picture in Teaching Reading of Procedure Text (A Quasi-Experimental Study at the Third Grade of SMK YAPIMDA Jakarta). Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta. Pembimbing: 1. Dr. Ratna Sari Dewi, M.Pd. 2. Hapsari Dwi Kartika, M. A. TESOL. Kata Kunci: Gambar, Kemampuan Siswa Dalam Membaca, dan Teks Prosedur. Membaca adalah salah satu dari empat kemampuan berbahasa dianggap sangat penting karena membaca dapat menuntun orang untuk mendapatkan banyak informasi. Dalam mempelajari teks prosedur, siswa menghadapi berbagai macam hambatan seperti kemampuan kosakata yang kurang, rendahnya motivasi dalam berpartisipasi secara aktif dalam kegiatan belajar, dan kemonotonan media yang digunakan guru. Faktor-faktor tersebut menjadikan kegiatan belajar mengajar belum mencapai tujuannya. Oleh karena itu, penulis menerapkan media gambar untuk menangani hambatan tersebut. Tujuan dari penelitian ini adalah untuk mengetahui apakah gambar dapat menjadi media yang efektif untuk mengajar teks prosedur. Penulis melakukan penelitian di kelas tiga di SMK YAPIMDA pada tahun ajaran 2013/2014. Desain yang dipakai untuk penelitian tersebut adalah penelitian eksperimen. Penuling menggunakan purposive sampling dalam memilih kelas XII Pemasaran 2 sebagai kelas eksperimen dan kelas XII Pemasaran 1 sebagai kelas terkontrol. Masingmasing dari kelas tersebut berjumlah 28 siswa. Instrumen yang digunakan dalam penelitian adalah pre-test dan post-test. Hasil dari penelitian menunjukkan bahwa gambar adalah media yang efektif dalam mempelajari teks prosedur. Hal tersebut dapat dilihat dari data yang diperoleh setelah melakukan pre-test dan post-test. Berdasarkan data, jumlah nilai yang didapat oleh kelas eksperimen berjumlah 410 dan pada kelas terkontrol berjumlah 325. Hal ini membuktikan bahwa nilai yang didapat oleh siswa di kelar eksperimen lebih banyak dibanding kelas terkontrol. Hasil tersebut juga menunjukkan bahwa nilai t-test adalah 4.53 dan nilai t-table dalam taraf signifikan 5% adalah 2.005. Jadi, mengajarkan teks prosedur menggunakan media gambar lebih efektif dibandingkan dengan tidak menggunakan media gambar.
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ACKNOWLEGMENTS
“Bismillah Ar Rahman Ar Rakhim” In the name of Allah, The Beneficent, The Merciful.
All praise be to Allah, the lord of the universe, who has given the writer His blessing, love, guidance, and love so that the writer can accomplish this last assignment of his study. Peace and salutation be upon to the prophet Muhammad SAW., his family, his companions, and his adherence. It is a pleasure to acknowledge the help and contribution to all lecturers, institution, family, and friends who contribute in different ways since this skripsi is processed till it becomes a complete writing which will be presented to the Faculty of Tarbiya and Teachers’ Training in partial fulfillment of the requirements for the degree of S. Pd (Bachelor of Arts) in English Language Education. The writer would like to express his grattitude and honor to his parents Sopan Radan and Sumirah who always give their endlessly love and support. The writer is obviously councious that with their support and pray he can finish his study. In this occasion, the writer would also like to give his thanks to his brothers and sister; Agus Sarwono, Ahmad Sopandi, Didit Triady, Erna Vonika, and Fajar Nuryana who always give their positive spirit to the writer. The writer would also like to say his greatest thanks and deepest grattitude to his advisors, Dr. Ratna Sari Dewi, M.Pd and Hapsari Dwi Kartika, M. A. TESOL for being motivator and also give their guidance, corrections, and suggestions that has enabled the writer to refine this “skripsi”.
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The writer’s sincere grattitude also goes to: 1. Nurlena Rifa’i, M.A., Ph.D. as the Dean of Faculty of Tarbiya and Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta. 2. Drs. Syauki, M.Pd. as the Head of Department of English Education. 3. Zahril Anasy, M.Hum. as the secretary of Department of English Education. 4. All lectures of English Education Department who have shared their knowledge, motivation, and inspiration to the writer during his study in Syarif Hidayatullah State Islamic University Jakarta. 5. Lukman Hakim S. Pd as the headmaster of SMK YAPIMDA 6. All the teacher of SMK YAPIMDA Jakarta and the writer’s students of XII AP 4, XII PM 1, and XII PM 2 academic year 2013/2014 who has give their support to finish this “skripsi” 7. Anisa Faradiba, S. Pd. who always gives her support, care, love, and spirit to the writer. 8. His beloved friends, M. Noor Afdillah, Ahmad Subhan, Restu Esa P, Mahmud Badaruddin, Asep Amir H, Ikrima N. Endah, Yona Erviani, Riyana M, Ikatan Mahasiswa Tegal (IMT) Ciputat, and EED class B Academic Year 2009 Who always give happiness and remind the writer to finish this “skripsi” The writer realizes that this “skripsi” is unperfecly accomplished. Therefore, further and constructive suggestion is higly expected to make this “skripsi” better.
Jakarta, March 3, 2014
The Writer
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TABLE OF CONTENT APPROVAL .................................................................................................. i ENDORSEMENT SHEET ........................................................................... ii SURAT PERNYATAAN KARYA SENDIRI ............................................. iii ABSTRACT ................................................................................................... iv ACKNOWLEDGMENT .............................................................................. vi TABLE OF CONTENT ................................................................................ viii LIST OF TABLE .......................................................................................... xi LIST OF APPENDICES .............................................................................. xii CHAPTER I
INTRODUCTION A. Background of the Study ...................................... 1 B. Identification of The Problem ............................... 4 C. Limitation of the Study ......................................... 4 D. Formulation of the Problem .................................. 4 E. The Objective of the Study ................................... 4 F. The Significance of the Study .............................. 5
CHAPTER II
THEORETICAL DESCRIPTION A. Reading ................................................................. 6 1. The Definition of Reading .............................
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2. Reading Process ................................................ 8 3. Purposes of Reading ......................................... 10 4. Kinds of Reading .............................................. 11 5. Reading Comprehension ................................... 13 6. Factors affecting Reading Comprehension ...... 15 7. Principles of Teaching Reading ......................... 16 B. Procedure Text ....................................................... 18 viii
1. Definition of Procedure Text ............................ 18 2. Language Features of Procedure Text ............. 19 3. Constructing Procedure Text ............................ 19 4. Example of Procedure Text ............................. 20 C. Picture .................................................................... 22 1. Definition of Picture ......................................... 22 2. Types of Picture ............................................... 22 3. The Usage of Picture ....................................... 23 4. The Advantages and Disadvantages of Picture .. 24 E. The Application of Teaching Reading Procedure Text through Picture ..................................................... 25 F. Previous Studies ................................................... 25 H. Conceptual Thinking ............................................ 26 I. CHAPTER III
Hypothesis ............................................................ 27
RESEARCH METHODOLOGY A. Place and Time of The Research ......................... 28 B. Design of The Research ......................................... 28 C. Population and Sample of The Research .............. 29 D. Technique of Data Collection ............................... 30 E. Technique of Data Analysis ................................. 30
CHAPTER IV
RESEARCH FINDINGS A. The Description of the Data .................................. 33 1. The Data of Experiment Class .......................... 33 2. The Data of Control Class ................................ 35 B. The Analysis of the Data ...................................... 36 1. Normality Test .................................................. 37 2. Homogeneity Test ............................................. 43 3. Hypothesis Test ................................................ 45 C. The Interpretation of the Data .............................. 49
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CHAPTER V
CONCLUSION AND SUGGESTION A. Conclusion .............................................................. 50 B. Suggestion ............................................................... 50
REFERENCES .............................................................................................. 52 APPENDIXES ............................................................................................... 54
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LIST OF TABLE Table 4.1 Students’ Score of Experiment Class .............................................. 33 Table 4.2 Students’ Score of Controlled Class ................................................ 35 Table 4.3 Calculation of Pre-test Normality in Experiment Class .................. 37 Table 4.4 Calculation of Post-test Normality in Experiment Class ................ 39 Table 4.5 Calculation of Pre-test Normality in Controlled Class ................... 40 Table 4.6 Calculation of Post-test Normality in Controlled Class .................. 42
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LIST OF APPENDIXES
Appendix 1 (RPP Kelas Eksperimen) Appendix 2 (RPP Kelas Kontrol) Appendix 3 (Calculation of Validity and Reliability Pre-test and Post test) Appendix 4 (Kisi-kisi Soal Pre-test) Appendix 5 (Kisi-kisi Soal Post-test) Appendix 6 (Soal Pre-test) Appendix 7 (Soal Post-test) Appendix 8 (Kunci Jawaban Soal Pre-test) Appendix 9 (Kunci Jawaban Soal Post Test) Appendix 10 (Figures of The Research) Appendix 11 (Pengesahan Proposal Skripsi) Appendix 12 (Surat Bimbingan Skripsi) Appendix 13 (Surat Permohonan Izin Penelitian) Appendix 14 (Surat Keterangan Penelitian)
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CHAPTER I INTRODUCTION
This chapter presents and discusses background of the study, identification of the problem, formulation of the problem, the objective of the study, limitation of the study, and the significance of the study.
A. Background of The Study English has important roles nowadays. One of them is English as international language is highly regarded as a medium of communication among people around the world in some social contexts and also used in different purposes. It could appear in international seminar, books, advertisements, movies, social media, and also game consoles. In Indonesia itself, English has a special role. As foreign language, English becomes one of the subjects taught from the elementary school up to the university level. Then, learning English could not be separated from learning its four basic skills. Those skills are reading, listening, speaking and writing. Reading, one of the four basic skills, is regarded very important for Indonesia students because it is the most needed skill for them since reading is the only skill that has the greatest chance to be done just than the other skills. As Murcia believes that reading is recognized as an important source of language input especially for English as foreign language students which there is just a little chance to meet fluent speakers who can provide another kind of language input.1 Moreover, as a receptive skill, reading can lead students to get so many information they need and also enrich their knowledge through that activity.
1
Marianne Celce Murcia, Teaching English as Second or Foreign language. (New York: Heinle and Heinle, 2001) , p. 153
1
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In reading, English learners in their school often learn some kinds of English texts namely narrative, recount, news item, spoof, and procedure. Procedure text as one of them is sometimes could be found by students easily outside the classroom. They can find procedure text when using a new gadget, sign up to a social media, and even when making a cup of coffee. Realizing the importance of procedure text, Indonesia government states the teaching of procedure text is taught in some school levels such as junior high school, senior high school, and also vocational school. To see the process of teaching-learning procedure text in vocational school, the writer did an observation in one of vocational school in south Jakarta. After obseving, the writer achieve some information about the teaching-learning process of procedure text in SMK YAPIMDA. From an observation which the writer held in September 2013 in SMK YAPIMDA, the writer found some obstacles contribute in teaching learning process of procedure text. The writer found that the students mostly seem confused to understand the characteristic of procedure text. this come from students’ low ability in locating the sequence words. As the result, the student did not really know what the text was talking about in proper sequence and they could not catch the general information which was mentioned in the procedure text. Besides, the problem also derives from students’ vocabulary mastery. When students read the passage, they just read without knowing the main idea of a process sequence. This case comes from their very limited vocabulary repertory that increase the difficulty in comprehending the sequence of the text. Having a lack vocabulary capability definitely contributes the difficulty in guessing the meaning of the text. Also, the writer found from that observation that the absence of media which is used in teaching procedure text in the classroom make the teaching becomes not effective. In addition, the teacher used conventional method in teaching learning process; the teacher just gave a procedure text to the student, then asked the students to read it and to answer the questions below
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the text. It is regarded as uninteresting activity since the writer found that some students had a chatting with their friends, had a daydreaming, and also felt sleepy. As result, there were just few students do the exercises based on their ability. Moreover, the writer pointed out that this kind of teaching learning activity could not generate students’s motivation to learn procedure text. It can be seen from some occasion when the writer did the observation, the teaching learning activity just goes in monotonous condition. This condition could not support the students’ participation in class activity and could not increase students’s interest and motivation to comprehend the procedure text. Lightbown and Spada proposes, “Lesson that always consists of the same routines, patterns and formats have been shown to lead to decrease in attention and an increase in boredom. Varying the activities, tasks and materials can help to avoid this and increase students’ interest levels”.2 Then, teachers’ job is providing their students materials that increase their interest in reading.3 So, it can be concluded that the media in teaching learning is very crucial to the success of the teaching learning process. Actually, teachers can do some efforts to upgrade their way in teaching in the classroom. One of teaching strategies that can be used in teaching procedure text is by using picture. It can help students to increase their understanding about the material they learn. Picture can be a medium which can help students to understand the sequence of processes described in the text. By analyzing a proper picture, students can decrease their weakness in the lack of vocabulary, because picture proposes a hint through its visual meaning. Picture also becomes a
2
Patsy M.Lighbown and Nina Spada. How Languages Are Learned. (London: Oxford University Press, 2006) p. 65 3
Jo McDonough and Cristopher Shaw. Materials and Method in ELT. (Malden: Blackwell Publishing, 2003)p. 99
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media that attract the students attention and help them to increase their motivation in comprehending the procedure text. Based on the explanation above, the writer would like to find out how effective to use pictures in the way teaching reading of procedure text. He analyzed this study under the title “The Effectiveness of Using Pictures in Teaching Reading of Procedure Text”.
B. Identification of The Problem Based on the information presented above, the writer identifies the problems: 1. Students’ difficulties in understanding the sequence of the process described in the procedure text. 2. The lack of students vocabulary mastery to understand the text. 3. The media used by the teacher did not make the students interest to the teaching learning process. 4. Students have low motivation in participating and comprehending the material in the class.
C. Limitation of The Study To avoid misunderstanding in comprehending this study, the writer limits his study. This study commonly focuses on the effectiveness of using pictures in teaching reading of procedure text in third grade of SMK YAPIMDA Jakarta.
D. Formulation of The Problem The formulation of the problem is as follow: “is using pictures more effective than without using pictures in teaching reading of procedure text?”
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E. The objective of The Study The objective of this study is to see the effectiveness of using pictures in teaching reading of procedure text.
F. The Significance of The Study. This study is expected having some significance not only for the writer himself, but also for three groups of people such English teacher, students, and other researchers. To English teachers, the writer hopes that the result of this study can enrich teacher way in teaching reading of procedure text. To students, the result of this study is hoped that they will feel more interested with the presentation of pictures in learning procedure text and can increase their understanding to this material. To other researchers, the results of this study is hoped can be important information for their further related material research.
CHAPTER II THOERETICAL FRAMEWORK
This chapter presents theoretical framework that discusses some topics. The first one is reading which covers definition of reading, reading process, purposes of reading, kinds of reading, reading comprehension, factors affecting reading comprehension, and principles of teaching reading. The chapter also discusses about procedure text which consists of definition of procedure text, language features of procedure text, constructing procedure text, and examples of procedure text. The chapter also discusses about picture consists of picture, types of picture, the usage of picture, the advantage of pictures and the disadvantages of pictures, and teaching reading procedure text using picture.
A. Reading 1. Definition of Reading Reading could be interpreted in many ways depends on people’s background of knowledge and their purposes in doing reading. Most people define reading as an activity to produce sound from what they are reading. Allington and Strange stated, “ most also see reading as a decoding process with the reader processing each letter in turn, producing the appropriate sounds, and forming words.”1 Some experts define reading as an interactive process. Reading is an activity involves interactive process that connects readers’ background knowledge and their processing strategies to the text they read.2 In compliance to Lems, Other experts stated, “reading is an interactive, 1
Richard Allington and Michael Strange, Learning Through Reading, (New York: D.C
Heath and Company, 1980), p.15 2
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English
Language Learner, ( New York: The Guilford Press, 2010), p.33
6
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sociocognitive process, involving a text, a reader, and a social context within which the reading activity takes place. In reading, an individual constructs meaning through a transaction with written text that has been created by symbols that represent language”.3 So, many people consider reading is just like other activities. People just interpret reading from what they see through their eyes. They do not think that so many things happen on a reader’s head while they are reading. Some other people define reading as interactive and sociocognitive process which relate the reader to the interactive and social context. When some people define reading as articulating words and as an interactive process, some experts also enrich reading definition as active and complex process. That reading is an active process is proposed by Allington and Strange, “reading is an active cognitive process that does indeed require using graphic (letter) and phonic (sounds) information; but for fluent readers particularly, the language based cues-semantic (meaning) and semantic (grammar)- seem far away more important than graphic and phonic cues”.4 In addition, Grellet added that reading is an active skill. Reading obviously involves some strategies such guessing, predicting, checking, and asking oneself questions. As a result, without these strategies, reading becomes very hard to do.5 Moreover, two experts, Daiek and Anter also state that reading as an active process. They propose that reading is an active process that
3
Marianne Celce Murcia. Teaching English as a Second or Foreign Language, (New York: Heinle & Heinle, 2001), p. 154 4
Richard Allington and Michael Strange, Learning Through Reading. (New York: D.C Heath and Company, 1980), p. 16 5
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 8
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depends on both an author’s ability to convey meaning using words and your ability to create meaning from them.6 Gleason and Ratner also propose the idea which is same to previous expert. They said that we undergo a complex process in doing reading. There are also so many components happened in readers’ head that can not be seen by other people. So, there seems that the information is automatically absorbed by readers.7 To sum up, the writer proposes that reading is an activity that has complex process on it. It is not as simple as pronounce the words printed on the page. Reading is activity that involve the ability to comprehend the language characteristics, guessing, predicting the main idea, also related to the knowledge that own by the readers themselves.
2. Reading Process Reading is not only pronouncing what are printed on the paper. Some processes involve in this activity. Murcia explains in her book, In reading, an individual constructs meaning through a transaction with written text that has been created by symbols that represent language. The transaction involves the reader’s acting on or interpreting the text, and the interpretation is influenced by the reader’s past experiences, language background and cultural framework, as well as the reader’s purpose for reading.8
Another expert, Deanne Spear, proposed the same way to Murcia. She reviewed that reading is quite different from watching television, where the image wash over us as we sit like passive automatons. The good
6
Deborah Daiek and Nancy Anter. Critical Reading for College and Beyond, (New York: McGraw Hill, 2004), p. 5 7
Jean Berko Gleason and Nan Bernstein Ratner. The Development of Language, (London: Pearson Education Inc., 2009), p.410 8
Marianne Celce Murcia. Teaching English as a Second or Foreign Language. (New York: Heinle & Heinle, 2001), p. 154
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reader is engage with the text and participates fully in the world the writer recreates on the page.9 Lems, Miller, and Sorro give the explanation that several skilis do involve when we read. many skills involve in reading process. They stated that to read, we need to master a set of word-level skills, which we will call bottom up skills. These skills combine to allow us to be able to decode connected text. As we learn to decode, we also learn a large set of strategic reading skills which we will call top down skills and strategies, that readers use in concert with background knowledge to construct meaning from text.10
So, reading is not only absorbing what are being printed on a paper but also actively involving on that activity. Readers have to relate to the knowledge they have to understand the information that is being presented. The reader should have the ability to get the information from the text and combine it with their previous knowledge or experience. In addition, Nation underline: “the most important part of reading is divided into two. An essential part of the reading skill is the skill of being able to recognize written forms and to connect them with their spoken forms and their meanings.”11 In addition, when wrote Assessing Reading, Alderson explained;
The interaction between a reader and the text. During that process, presumably, many things are happening. Not only is the reader looking at the print, deciphering in some sense the marks on the page, deciding what they mean and how they relate to each other. The reader is presumably also thinking about what he is reading: what it means for him, how it relates to other things he has read, to things he know, to what
9
Deanne Spear, Developing Critical Reading Skills, (New York: Mc Graw Hill, 2006),
p. 2 10
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English Language Learner, ( New York: The Guilford Press, 2010), p. 33 11
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 9
10
he expects to come next in the texts like this. He is presumably thinking about how useful, entertaining, boring, crazy, the text is. He may be consciously reflecting on the difficulties or ease he is experiencing when reading, and on ways of overcoming the difficulties or of continuing the pleasure.12
Based on the discussion above, it can be concluded that some processes happen in reading activity. Readers are not only looking at and pronouncing the words printed on the pages, but also correlating what their eyes see with the information they have in their mind to get new information or new knowledge. The process of reading will be success when the readers gets the information of what they have read.
3. Purposes of Reading People read because they have reason to do it. People have their own reason in doing reading. Flynn and Staintrop simply gave the reason why people doing reading. Those reasons are because people would like to access the information which is described in the reading page.13 Also, Crawley and Merritt propose the main purpose of reading activity. They state, “The main purpose of reading is to understand or comprehend the communication between the author and the author’s audience”.14 The two previous experts propose the main purpose of reading that is to get information. The next experts will describe the detailed reasons of doing reading. Grellet proposes some purposes in reading activity. Grellet added, “there are two main reasons for reading; reading for Pleasure and
12
J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press, 2000), p. 3 13
Naomi Flynn and Rhona Stainthorp. The Learning and Teaching of Reading and Writing, (West Sussex: Whurr Publisher Limited, 2006), p. 42 14
Sharon J. Crawley and King Merritt. Remediating Reading Difficulties, ( New York: The McGraw-Hill, 2000), p. 40
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reading for information (in order to find out something or in order to do something with the information you get).”15 Other purposes are proposed by William. His statement is also be recited by McDonough and Shaw, “Reasons for reading are into getting general information from the text, getting a specific information from a text, and for pleasure or for interest.16 To sum up, reading activity is based on some purposes. The purposes are people want to get enjoyment or pleasure, to get information, or to learn. The way people read will be different according to the purposes in that reading activity.
4. Kinds of Reading People read by means of their own ways. They may read fast or slowly. The way they read slowly or quickly depends on the situation. People may read slowly in their leisure time for pleasurable purposes such reading magazines, novel, comics, etc., while they read quickly to find the general information from a text or to find certain information from a text. Grellet proposed four kinds of reading. The main ways of reading are as skimming, scanning, extensive reading, and intensive reading. 17
a. Skimming. Our eyes run quickly when do skimming. It purposes to get the gist of the text. Skimming is fast reading by selecting the text, it is usually done purposefully rather than carefully read the passage to get a lot of information. In skimming process, the reader give their most attention to the main idea, not to the text supporting detailes. Like Nation claims, “In skimming the reader goes through a text quickly, not 15
Francoise Grellet, Developing Reading Skills, (Cambridge: Cambridge University Press, 2010), p. 4 16
Jo McDonough and Christopher Shaw. Materials and Methods in ELT. (Malden: Blackwell Publishing, 2003), p. 90 17
Grellet, loc. cit.
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noting every word but trying to get the main idea of what the text is about.”18
b. Scanning Scanning is when a reader try to find out specific information like particular name or particular number in telephone directory book. Like Crowley and Merritt state that scanning is quickly reading the passage to get specific information of the text like search a answer to a question. The readers just have to locate the answer to get the information. They need not read the whole text.19
c. Extensive Reading This kind of reading is done when we read a long text, usually for one’s own pleasure. In Paving the Way in Teaching Reading and Writing, Nation mentioned, “extensive reading is a form of learning from meaning-focused input. During extensive reading learners should be interested in what they are reading and should be reading with their attention on the meaning of the text rather than on learning the language features of the text”. 20
d. Intensive Reading Intensive reading is reading shorter text. This kind of reading is usually done to extract specific information. This is more an accuracy activity involving reading for detail. According to Nation, there are
18
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009), p. 70 19
Sharon J. Crawley and King Merritt. Remediating Reading Difficulties. (New York:The McGraw-Hill. 2000), p. 101 20
Nation, op. cit., p.26
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four ways of putting these important principles into intensive reading practice21: 1) Focus on items that occur with high frequency in the language as a whole. 2) Focus on strategies that can be used with most texts 3) Quickly deal with or ignore infrequent items. 4) Make sure that the same items and strategies get attention in several different texts So, there are some kind of reading such skimming, scanning, intensive reading, and extensive reading. Skimming is getting the main idea of a text by fast seeing the text using our eyes. It has the goal to get a main idea in a short time. Scanning is accurately searching particular information in the text. Intensive reading is reading a short text to get specific information. Extensive reading is reading a long text in order to get main idea relates to our general knowledge.
5. Reading Comprehension Reading comprehensions become one of purposes in reading. Many explanations about what reading comprehension is. Kristin and her colleagues propose a definition of reading comprehension. Reading comprehension is the ability to construct meaning from a given written text. Writing comprehention is not a static competency; it varies according to the purpose for reading and the text that is involved. When the prerequisite skills are in place, reading becomes an evolving interaction between the text and the background knowledge of the reader. This is accomplishes through the use of strategies, both cognitive and metacognitive.22 21
22
Ibid.
Kristin Lems, Leah D Miller, and Tenena M Soro, Teaching Reading to English Language Learner, ( New York: The Guilford Press, 2010), p.170
14
From Kristin and Miller explanation, we know that reading comprehension can be achieved when a reader has a capability to get some information from the written text. Reading comprehension is a dynamic competency according to the purpose for reading and the text that is involved. Reading comprehension also needs the reader’s background of knowledge and both cognitive and metacognitive strategies. Guthrie also gives explanation about reading comprehension. he explains that to comprehend the text, we have to connect the knowledge we have to the topic presented in the passage. Guthrie states, “reading comprehension is a process of connecting the text and the student’s prior knowledge about the topic of the text.”23 So reading comprehension can be seen as one of reading goals. It can be defines as the readers understand what the text tell about, knowing the main idea of the text, and the details of the text, then combine it with their knowledge about the topic discussed. Some also see reading comprehension as a very complex activity. Lewin states on his book, “reading comprehension is a very complex activity. So much occur inside the mind of a reader as the eyes glide over the printed words. Accompolished readers have become so good at it through a lifetime of practice that it’s easy to forget how tough it really is, how complicated the comprehension processes is.”24 In addition, there are also some hints to get reading comprehension, “the reader’s knowledge of the world,’ or the prior knowledge the reader has of the topic, interacts with the text-based and language-based cues to produce efficient reading.”25 23
John T Guthrie. Engaging Adolescents In Reading, ( London: Corwin Press, 2008), p.
11 24
Larry Lewin, Paving The Way in Reading and Writing, (San Francisco: Jossey Bass, 2003), pp. 2-3 25
Richard Allington and Michael Strange. Learning Through Reading. (New York: D.C Heath and Company, 1980), p.16
15
The comprehension also can be divided into three levels. The levels of understanding are reading the lines which refer to the literal meaning of the text, reading between the lines that are getting the inferred meaning of the text, and reading beyond the lines are criticizing and evaluating the text.26 In summing up, the writer sees that reading comprehension become the main goal whatever the readers’ goals in doing reading. Although reading comprehension could be achieved through a very complex process, readers’ knowledge about the topic read and ability to understand text structure and meaning will obviously help them to achieve reading comprehension.
6. Factors Affecting Reading Comprehension There are many factors which affect reading comprehension. The first factor is described in Understanding Reading Problem that good readers are gaining an abundance of information about the world and a wealth of vocabulary. This knowledge and this vocabulary are the tools readers use to comprehend: as the schema theory of comprehention predicts, we needd to know a little bit about the topic we can learn something new about it. Readers who read a lot are going to know a little bit about a lot more topics and will be better readers because of it.27 Also Crawley and Merritt propose a reason of the lack of comprehension. They stated, “The lack of comprehension maybe the result of many factors. They are the reading material maybe too difficult, the reading material may be dull or uninteresting, and students not having necessary background or schema for reading a selection.”28 26
J. Charles Alderson. Assessing Reading, (New York: Cambridge University Press, 2000), p. 7-8 27
Jean Wallace Gillet. Understanding Reading Problems, Assessment and instruction, (Boston: Pearson, 2012) , p.15 28
Sharon J. Crawley and King Merritt. Remediating Reading Difficulties.( New York: The McGraw-Hill. 2000), p. 40
16
From the explanation above, we can point out that knowing the global and general knowledge is the key to get better comprehension. The vocabulary owned by people will also affect the comprehension. In the other hand, Crawley and Merritt propose the reasons that affect the comprehension obstacle. It could be inappropriate and interesting of reading material. John T Guthrie proposes the knowledge of the material is really important.nhe stated, “Reading comprehension improves when depth of of understanding is facilitated, students need to deeply grasp one historical event or one scientific principle through multiple readings, applications, discussions, and connections to other areas. Therefore, organizing facts into principles, concepts into main ideas, and ideas into major themes within the content domains is vitally important.”29 Moreover,De Boer and Dallmann also stated that some of the conditions needed by people to make maximum progress in reading are physical health, mental health, sight and hearing, intelligence, background of experience, knowledge of language, desire to read, purposes for reading, interest in reading, and reading skills.30 So, many factors involve in reading process. What a reader has to do is to maximize those factors in order to achieve the maximum understanding on the materials read.
7. Principles of Teaching Reading According to Nation, following principles can guide the design and practice of a reading programme. Those principles are divided into four
29
30
John T Guthrie. Engaging Adolescents in Reading.( London: Corwin Press, 2008),p. 11
De Boer and Dallmann, The Teaching of Reading,( New York: Holt, Rinehart, and Winston, Inc., 1964), p. 27
17
aspects. They are meaning focused input, meaning focused output, language focused learning, and fluency development. 31
a. Meaning-focused Input In meaning focused input strategy, the reading activity empesizes on the purpose of the reading itself as the an input in students’ language development. The activities in the classroom will be such follow: 1) Practice and training in reading should be done for a range of reading purposes 2) Learners should be doing reading that is appropriate to their language proficiency level 3) Reading should be used as a way of developing language proficiency.
b. Meaning-focused Output In this strategy, reading teaching learning should be combined with speaking, writing, and listening. The activity will be: 1) Reading should be related to other language skills
c. Language Focused Learning In this strategy, reading activity is enriched by a lot of drills that make the readers achieve a strategy to read some kinds of texts. the learning activities are such follow: 1) Learners should be helped to develop the skills and knowledge needed for effective reading 31
I. S. P. Nation, Teaching ESL/EFL Reading and Writing, (New York: Routledge, 2009) , p. 6-8
18
2) Learners should be given training and practice in a range of reading strategies. 3) Learners should be given training and practice in integrating a range of strategies. 4) Learners should become familiar with a range of text structures.
d. Fluency Development In fluency development, the teachers should provide many interesting reading texts that motivate the students to read the texts. The classroom activities ideally are such below: 1) Learners should be helped and pushed to develop fluency in reading. 2) Learners should enjoy reading and feel motivated to read. 3) Learners should read a lot.
B. Procedure Text 1. Definition of Procedure Text We use many kinds of text in daily life. Usually we read a text how to operate new things, how to prepare or make something, how to act in some circumstances like school, company, and a community, and how to get to some places. Those kinds of text are called procedure text. Mark and Cathy also explain the examples of procedure text are recipes, itineraries, instruction manuals, and direction.32 In their book, Mark and Cathy stated that, “procedure is a piece of text that gives us instructions for doing something. The purpose of a 32
Mark Anderson and Cathy Anderson. Text Types in English 3, (South Yarra: Mc Millan Education Ltd, 2003), p. 28
19
procedure text type is to explain how something can be done.”33 Is also stated that a procedure enables people to do things that are new to them or to make sure they do things in the correct order, and include all that needs to be done.34 Then, it can be concluded that procedure text presents steps to do something, making something, or going somewhere. In case of procedure text can be easily experienced in daily life, people ought to know about it.
2. Language Features of Procedure Text Procedure text has some characteristics on it. Mark and Cathy propose those characteristics. They state that procedure texts can be recognized based on some language features below35: a. The use of technical language b. Sentences that begin with verbs and are stated as commands, for example the usage of word “open” in the sentence; open the projector compartment using the screwdriver! c. The use of time words or numbers that tell the order for doing the procedure. Time words is also called sequencers for example first, second, then, after that, the next step is, next, and finally d. The use of adverbs to tell how the action should be done. Adverbs of manner are frequently used. For instance; Next, gently press the stop button to stop the washing machine!
3. Constructing Procedure Text There are some steps in constructing procedure text. First, on the first sentence, the introduction and aim of the procedure is being
33
Mark Anderson and Cathy Anderson. Text Types in English 2, (South Yarra: Mc Millan Education Ltd, 2003), p. 50 34
35
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m.
Mark Anderson and Cathy Anderson. Text Types in English 3, (South Yarra: Mc Millan Education Ltd, 2003), p. 52
20
presented. Then, list of materials needed are also described. Last, the steps to do the activity are given. A procedure usually consists of36: a. The goal of the activity. This is where you tell your reader what he/she is going to achieve. b. The materials needed. It could be ingredients, tools, and equipment. c. Steps to achieve the goal. This is the main part of the procedure. d. Conclusion. We may wish to include a conclusion According to Text Types in English, the steps for constructing a procedure text are37: a. An introductory statement that gives the aim or goal b. A list of material that will be needed c. A sequence of steps in the order they need to be done.
4. Examples of Procedure Text Example of procedure text is such a. Procedure text without picture: 38 How to Insert SIM Card Cellphone Cellphone is a modern communication device that all people use. However, this device can’t work until the SIM card is inserted. It is the direction to insert a SIM card into a cellphone. First, switch off the cellphone power. Second, press the locking catch and slide the cover then lift it off the phone. After that, remove the battery. Next, slide the SIM card carefully into the slot and make sure that the golden connect arson are facing the connector of the phone to make sure the phone will work properly. Then, put the battery align it until it snaps into its place. Next step is inserting two catches of the back cover 36
www.kbs.co.ukpdfEB17.pdf , taken on December 3, 2013 at 06.57 a.m.
37
Anderson, op. cit., p. 28
38
Simulasi Ujian Nasional SMK/MAK Tahun 2012/2013 Paket: 03, Erlangga
21
corresponding slot in the phone and slide the cover forward button of the phone until it locks into place. Finally, switch on the phone and wait until it is ready to use. b. Procedure text with picture39
How to replace a projector lamp First of all, take the necessary tools. Luckily, you'll only need a manual screwdriver to remove the panel. You will also need a soft, non-abrasive cloth handy to help avoid any contact with your fingers and the lamp assembly. Second, unplug the projector from the electricity. Then, use the screwdriver and remove the screw and the lamp compartment door. The fourth step is carefully remove the lamp assembly and disconnect any power cords that may still be connected to the lamp assembly. Then, clean the lamp compartment using the cloth. Next, insert the lamp compartment carefully. Then, set the lamp compartment door back into place and 39
www.wikihow.com
22
securely screw in the door. Finally, plug the projector into the electricity and you can use the projector.
C. Picture Picture may be used as one of visual aid in teaching learning process. One of reasons that it is widely used in language teaching is the fact that it is simple. Picture can be simple prepared and give the real imagery of some objects that could not be brought to the classroom.
1. Definition of Picture Picture can be seen as many things such place, objects, and people. In Picture for Language Learning, Andrew Wright proposes, “pictures are not just an aspect of method but through their representation of places, objects, and people. They are an essential part of overall experiences.” 40 Picture is also considered as good resource and media in teaching learning. Murcia and Hilles state that pictures are versatile and useful resources for teaching. so this resource can facilitate language program 41 The writer concludes that picture is a visual representative of an object such things, humans, animal, etc., which this visual representative gives the information about the real characteristic of the object.
2. Types of Picture There are some kinds of pictures. Finochiaro and Bonomo divide picture into three; picture of individual person or object, picture of situation, and a series of pictures as a number of related composite pictures42.
40
Andrew Wright, Pictures for Language Learning, (Cambridge: Cambridge University Press, 1989), p, 2 41
Marianne Celce Murcia and Sharon Hilles. Techniques and Resources in Teaching Grammar. (Oxford: Oxford University Press. 1988), p. 73 42
Marry Finocchiaro and Michael Bonomo, The Foreign Language Learner: A Guide for Teacher, (New York: Regrents Publishing Company, 1973) , p. 164
23
Other experts propose different group of pictures kind. Such Murcia and Hilles propose different kinds of pictures such as follows: a) A picture may focus on one specific object, such as a house, or on an event such as a boy jumping a fence; alternatively, a picture may evoke an entire story. Between this two extremes, there are a picture of a few people or a few objects. b) Pictures can be presented in pairs: the same object or person on two different occasions (e.g. Mr. Jones before and after his diet) or two different object or people (e.g. a comb and a brush, a brother and a sister, etc) c) Pictures can be grouped into semantically related sets that contain from ten to twenty items, representing animals, vehicles, flowers, fruits, etc. d) Finally a picture can become part of a sequence of pictures that tells a story. Using pictures of this type allows the teacher to focus on temporal forms and sequences in the target language.43
3. The Usage of Picture As the writer has mentioned before, picture can be a useful aid in language learning. In his book, Wright stated that there are three essential contribution of picture such interest and motivation, a sense of the context of the language, and specific reference point or stimulus. He also deeply discussed that picture play an important role in helping to discipline some class activities, making the subjects which students are dealing with become clearer, and even illustrating the main idea and forms of an object or action which are particular to a culture. 44 Also, Murcia and Hilles propose some usages of pictures. They states, “Interesting and entertaining pictures motivate students to respond
43
44
Murcia, loc. cit., p. 73
Andrew Wright, Pictures for Language Learning, New York, (Cambridge: Cambridge University Press, 1989), p, 2-10.
24
in ways that more routine teaching aids, such as use a textbook or a sentence on the board, cannot.” 45 Moreover, they also added that pictures can also be used in different activities to increase learning and practice. Pictures introduce a great deal of variety into the classroom. Activities that encourage appropriate movement- involving students directly or as observers- will promote and enhance active learning. So, it can be concluded that pictures can play an important role in this process. 46
4. The Advantages and Disadvantages of Picture According to gerlach, pictures have several advantages and disadvantages47 a) The advantages of pictures 1) Pictures are inexpensive and widely available. 2) Pictures provide common experiences for entire group. 3) The visual detail makes it possible to study subjects which would otherwise be impossible. 4) Pictures can help to prevent and correct misconceptions. 5) Pictures offer a stimulus to further study, reading, and research. 6) Pictures help to focus attention and to develop critical judgement. 7) Pictures are easily manipulated. b) The disadvantages of pictures 1) Sizes and distances are often distorted. 2) Lack of some color in some pictures limits proper interpretations. 3) Students do not always know how to read pictures
45
Marianne Celce Murcia and Sharon Hilles. Techniques and Resources in Teaching Grammar. (Oxford: Oxford University Press. 1988), p. 73 46
47
Ibid., p. 73
Vernon S. Gerlach, A Systematic Approach Teaching & Media., (London: PrenticeHall, Inc., 1980), p. 277
25
D. The Application of Teaching Reading Procedure Text through Picture The teaching reading of procedure which is facilitated in some pictures has some activities on it. The common application of teaching reading procedure text done by the writer is such below: 1. The teacher asks students’ idea or experience related to the material that will be discussed 2. The teacher gives jumbled parts of pictures related to the material 3. The teacher asks the students to arrange the jumbled parts into a good arrangement 4. The teacher gives the students a procedural text 5. The teacher asks the students to read the passage and ensure their picture arrangement based on the text 6. The teacher ask the students to write unfamiliar words in the blackboard and ask them to look up the meaning in the dictionary and write them in their book 7. The passage is discussed and the teacher gives the right arrangement of the picture. 8. The teacher makes quiz related to the procedure text discussed in the meeting. 9. After four meetings, the teacher conducts a test to measure students’ comprehension in procedure text.
E. Previous Study Some previous studies relate to the teaching English material using picture has been discussed by some people. The first study derives from Dista Devitasari. She held a study in teaching narrative text using picture at eight grade students of Nusantara Junior High School, Ciputat. The researcher found that it is effective to use picture in teaching narrative. It can be seen from the result of the value of t test
26
4.75. the writer uses the degree of significance of ttable is 0.05 in the table of significance. Then, she made the conclusion of the hypothesis that t0 is bigger than ttest namely 4.75 > 2.02. it means that the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. Then, another study comes from Siti Munajah held in 2010. She conducted the studies in MTS Al- Falah Bogor from March 22nd till April 9th. She conducted the study on the effectiveness of using pictures in reinforcing degrees of comparison of adjective. In her research she found that there is significant difference in reinforcing degrees of comparison of adjective using picture compare to without one. This result comes from the statistic calculation that indicates that the value of the t0 is 5.50. the degree of freedom (df) is 58. Comparing the result of t0 with each value of the degree of significance, the result is 5.50>3.20. since the score in t observation (t0) is bigger than t table (tt) score obtained from the result of the calculating, the alternative hypothesis (Ha) is accepted when the null hyphothesis (H0) is rejected. The next study comes from Mochammad Fiqrie in 2010. The researcher conducted his study in teaching reading procedure text using picture in ninth grade students of SMPN 3 Tangerang Selatan. In his research, although he got that mean of experiment class is 69, 57 which is higher than mean of controlled class which is 67.15, the comparison the valueof t0 and ttable which had been obtained through statistical calculation showed that value of t0 is smaller than ttable both at degree of freedom in significance level 5% and 1%. It can be concluded that alternative hypothesis (Ha) is rejected when null hypothesis (H0) is accepted. It means there is no significance difference of students achievements between students taught using picture compare to students taught without using picture.
F. Conceptual Thinking Teaching reading to Indonesia students that English becomes their foreign language faces some problems. English teacher sometimes find
27
several difficulties in selecting the appropriate media to attract the students. The absence of media which presents materials which having difficult structures and vocabulary, make the students hard to understand them. Moreover, the teaching learning is regarded not interesting which could not motivate the students to read them. Some of those problems are also happen in the teaching of procedure text. The writer found that media which is used to present procedure texts in the students’ book are not interesting. There, the book just gives the printed sentences so that the procedure text just contains the sentences from beginning to the end. It is very rare to find a procedure text with pictures on it. The kind of text like that has the potency to make the students miss the information contained in the text. The writer is assumes that it is important to provide the language teaching media which can motivate students and make them more understand the material. Motivation to read is very important in reading activity. To make the students motivated, we can make the interesting media. Good teachers also make many activities interesting to make students get more motivation which can give great importance when reading. So, In case of teaching procedure text, the writer assumes that it is important to use picture. Picture has many positive effects. It can make a text becomes more interesting. Pictures also can help the students to understand the text by illustrating the main idea of the text. Even, it can give the explanation to an object in a particular culture. Then, the writer sum up that picture can be effective media in teaching reading of procedure text.
G. Hypothesis Based on the theory and the objective of the study, it can be formulated hypothesis as below: Ho: Using picture is not more effective than without using picture in teaching reading of procedure text Ha: Using picture is more effective than without using picture in teaching reading of procedure text
CHAPTER III RESEARCH METHODOLOGY
This chapter talks about the research methodology used in this study. It presents design of the research, place and time of the research, population and samples of the research, instrument of the esearch, method of teaching, and technique of data analysis.
A. Place and Time of the Research The writer conducted the research in Sekolah Menengah Kejuruan Yayasan Perguruan Islam Miftahul Huda (SMK YAPIMDA) which is located in Jl. Swadaya 1 no 49 A Poltangan, Pasar Minggu, South Jakarta. The research was carried out in two months began in December 2013 by making it into six meeting included the conduction of pre-test and post-test
B. Design of The Research The writer uses quasi experimental design for the research. Experimental Research is unique in two very important respects; it is the only type of research that directly attempts to influence a particular variable, and when properly applied, it is the best type for testing the hypotheses about cause-and-effect relationship.1 The primary purpose of this design is to demonstrate causality; that is, to determine whether a specific intervention or treatment (the independent variable) causes an effect or not on the dependent variable.2 The research involves two different classes; the experiment class and controlled class, the writer did 1
Jack R Fraenkel and Norman E. Wallen, How to Design and Evaluate Research in Education, (New York: McGraw-Hill Companies, 2003), p. 268. 2
Alan S. Kauffman, Essential of Research design and methodology, (New Jersey: John Wiley & sons, inc., 2005), p. 127.
28
29
the different treatment in each class when teaching reading of procedure text. Regarding that both classes have same level of English proficiency, the writer conducted pre test for both classes. In the next four meetings, the experiment class is taught reading procedure text by using picture while controlled class is taught reading procedure text using textbook. In the end of the meeting (sixth meeting), a same test is conducted for both classes, this post test is having same quality to the pre test conducted before. Then, the writer analyzes the data he had gotten before from both experiment and controlled class. Design of The Research Group
Pretest
A
o
B
o
Treatment x
Posttest o o
Time
C. Population and Sample of The Research The population of this study is 272 students of third grade of SMK YAPIMDA south Jakarta. The population is divided into 8 classes consist of three majors. They are 2 classes majoring Accounting, 4 classes majoring Office Administration (Secretary), and 2 classes majoring Marketing. Due to the rule of experimental study, the writer selected two groups as samples of the research; experiment class and controlled class. In sampling technique, the writer chose convenience sampling. Convenience sampling is a non probability sampling technique where subjects are selected because of their convenient accessibility and proximity to the researcher.3 XII Marketing 2 is appointed as experiment 3
James H. Mcmillan and Sally Schumacher. Research in Education. (Boston: Pearson Education Inc.. 2000). p. 126
30
class when XII Marketing 1 as controlled class. The both classes are chosen because they have same amount of class member and also having the same time quantity in learning English The experiment class received a treatment that is the using of picture in teaching procedure text when controlled class using textbook.
D. Technique of Data Collection The writer chose test as the instrument of the research. Then, the writer conducted two kinds of test.
1. Pre-Test The Pre-test is conducted to know the score of the students before the treatment. The writer gives the test about procedure text in multiple choice questions. The test was held to both classes.
2. Post-Test The Post-Test is used to know the students score after teaching learning process to both classes after the treatment. The writer gave the test which has the same questions with Pre-Test.
E. Technique of Data Analysis The writer uses statistical calculation to find out the differences of students’ score of XI Marketing 2 as experimental class which is taught procedure text using picture and student’s score of XI Marketing 1 as controlled class which is taught procedure text by using textbook. The formula which is used called t test. The formula is used for two groups of large samples correlated each other.4 The formula as below:
4
Anas Sudiono. Pengantar Statistika Pendidikan.( Jakarta: PT Raja Grafindo Persada. 2006), p. 324.
31
M1
: Mean of the difference of experiment class
M1
: Mean of the difference of control class
SEM1
: Standard Error of experiment class
SEM2
: Standard Error of controlled class
The formula above is the main formula. Before using the formula, the writer also use some calculation procedure such5: 1. Determining Mean of Variable X by using the formula below:
2. Determining Mean of Variable Y by using the formula below:
3. Determining Standard of Deviation Score of Variable X by using the formula below:
4. Determining Standard of Deviation Score of Variable Y by using the formula below:
5. Determining Standard Error of Mean of Variable X by using the formula below:
5
Sudiono.Ibid pp. 326-328
32
6. Determining Standard Error of Mean of Variable Y by using the formula below:
7. Determining Standard Error of Difference Mean of Variable X and Y by using the formula below:
8. Determining Value of (t0) by using the formula below:
9. Determining t table in significance level 5% and 1% with Degree of Freedom (df) by using formula as below:
Notes: Variable X: Teaching procedure text by using picture Variable Y: Teaching procedure text by using textbook
CHAPTER IV RESEARCH FINDINGS
This chapter talks about the findings of the research. The chapter also presents the description of the data, the analysis of the data, and the interpretation of the data.
A. The Description of Data After conducting the research, the writer got data from students’ score in pre-test and post-test. The data will be described into two points as the data of experiment class and the data of controlled class.
1. The Data of Experiment Class The writer makes a table of students’ score in both pre-test and posttest. The table also shows the scores gained by students. Table 4.1 Students’ Score of Experiment Class Students (X)
Pre-test
Post-Test
Gained Score
1
55
60
5
2
45
60
15
3
50
65
15
4
75
85
10
5
50
70
20
6
55
70
15
7
55
65
10
8
60
75
15
9
50
55
5
10
45
65
20
33
34
Students (X)
Pre-test
Post-Test
Gained Score
11
40
55
15
12
60
75
15
13
60
75
15
14
45
65
20
15
65
70
5
16
50
70
20
17
70
90
20
18
40
50
10
19
55
75
20
20
65
80
15
21
65
85
20
22
60
75
15
23
45
70
25
24
55
70
15
25
70
70
0
26
35
45
10
27
40
60
20
28
30
50
20
Σ
1490
1900
410
X
53.21
67.85
14.64
The table above shows the scores of the experiment class. It also mentions the score of pre-test and post-test of each student. Based on the table, the minimum score of pretest is 30 which is owned by one student and the maximum score is 75 which is also owned by a student while the minimum score of post-test is 45 and the maximum score of post-test is 90. The table also informs that the total score of pretest is 1490, the total score of post-test is 1900, and the total score of gained score is 410. It also
35
shows that the mean of pre-test is 53.21, the mean of post test is 67.85 and the mean of gained score is 14.64.
2. The Data of Controlled Class Besides making the table for experiment class, the writer also makes a table for controlled class. This table is table of controlled class students’ score in both pre-test and post-test. The table also shows the scores gained by students. Table 4.2 Students’ Score of control Class Students (Y)
Pre-test
Post-Test
Gained Score
1
45
60
15
2
65
80
15
3
50
75
15
4
45
60
15
5
55
65
10
6
50
50
0
7
30
40
10
8
40
55
15
9
50
60
10
10
40
50
10
11
50
70
20
12
30
45
15
13
55
70
15
14
35
40
5
15
40
55
15
16
65
75
10
17
65
65
0
36
Students (Y)
Pre-test
Post-Test
Gained Score
18
60
70
10
19
55
65
10
20
50
65
15
21
45
65
20
22
70
85
15
23
50
65
15
24
55
60
5
25
55
70
15
26
50
65
15
27
75
85
10
28
60
60
0
Σ
1445
1770
325
X
51.60
63.21
11.60
The table above shows the scores of the controlled class. It also mentions the score of pre-test and post-test of each student. Based on the table, the minimum score of pretest is 30 which is owned by two students and the maximum score is 75 which is also owned by a student while the minimum score of post-test is 40 and the maximum score of post-test is 85. The table also informs that the total score of pretest is 1445, the total score of post-test is 1770, and the total score of gained score is 325. It also shows that the mean of pre-test is 51.60, the mean of post test is 63.21 and the mean of gained score is 11.60.
B. The Analysis of Data After the writer got and described the data, then he analyzed the data. The analysis of data will be presented in three points namely normality test, homogeneity test, and hypothesis test.
37
1. Normality Test The normality test is proposed to know whether the data is normally distributed or not. The writer uses Liliefors to do the normality test. After finishing the normality test, the writer got two kinds of value; Lmax and Ltable. The both values can be used to see the normality of the data. We use the criteria below to see the normality of data: H1 : L > Ltable H0 : L ≤ Ltable Note: H1 = Data is not normally distributed H0 = Data is normally distributed a. The Normality Test of Experiment Class Table 4.3 Calculation of Pre-test Normality in Experiment Class
No.
X
F
FX
FX2
p= f/n
∑p
z= (Xi-X)/S
Ф
L = ф - ∑p
1.
30
1
30
900
0.035714
0.035714
-2.11577
0.0174
0.018314
2.
35
1
35
1225
0.035714
0.071428
-1.65998
0.0495
0.0219283
3.
40
3
120
4800
0.107143
0.178571
-1.20419
0.1151
0.0634711
4.
45
4
180
8100
0.142857
0.321428
-0.7484
0.2296
0.091828
5.
50
4
200
10000
0.142857
0.464285
-0.29262
0.3859
0.0783854
6.
55
5
275
15125
0.178571
0.642857
0.163172
0.5636
0.0792569
7.
60
4
240
14400
0.142857
0.785714
0.618961
0.7291
0.056614
8.
65
3
195
12675
0.107143
0.892857
1.074749
0.8577
0.0351569
9.
70
2
140
9800
0.071429
0.964285
1.530538
0.937
0.0272854
10.
75
1
75
5625
0.035714
1
1.986326
0.9761
0.0238997
ΣX =
ΣF=
ΣfX=
ΣFX2=
525
28
1490
82650
Total
38
S = 10.97 S2 = 120.48 Mean (X) = 53.21 Lmax = 0.091828 Ltabel = 0.161
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161. H1 : L > 0.161 H0 : L ≤ 0.161 In the table 4.3, the Lmax value is 0.091828. Therefore, H0 is accepted because the result shows that Lmax is lower than Ltable (0.091828 < 0.161). It means that the data in experiment class pre-test is normally distributed.
39
Table 4.4 Calculation of Post-test Normality in Experiment Class
No.
X
F
FX
FX2
p= f/n
∑p
z= (Xi-X)/S
Ф
L = ф - ∑p
1.
45
1
45
2025
0.035714
0.035714
-2.12163
0.017
0.018714
2.
50
2
100
5000
0.071429
0.107143
-1.65738
0.0495
0.057643
3.
55
2
110
6050
0.071429
0.178571
-1.19313
0.117
0.061571
4.
60
3
180
10800
0.107143
0.285714
-0.72888
0.2358
0.049914
5.
65
4
260
16900
0.142857
0.428571
-0.26462
0.3974
0.031171
6.
70
7
490
34300
0.25
0.678571
0.199629
0.5754
0.103171
7.
75
5
375
28125
0.178571
0.857143
0.663881
0.7454
0.11174
8.
80
1
80
6400
0.035714
0.892857
1.128134
0.8686
0.024257
9.
85
2
170
14450
0.071429
0.964285
1.592386
0.9441
0.020185
10.
90
1
90
8100
0.035714
1
2.056639
0.9798
0.0202
ΣX =
ΣF=
675
28
Total
ΣfX= Σ FX = 2
1900
S = 10.77 S2 = 116.02 Mean (X) = 67.85 Lmax = 0.11174 Ltabel = 0.161
132150
40
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161. H1 : L > 0.161 H0 : L ≤ 0.161 Based on table 4.4, the Lmax value is 0.11174. Therefore, H0 is accepted because the result shows that Lmax is lower than Ltable (0.11174 < 0.161). It means that the data in experiment class post-test is normally distributed. b. The Normality Test of Controlled Class Table 4.5 Calculation of Pre-test Normality in Controlled Class No.
Y
F
FY
FY2
p= f/n
∑p
z= (Yi-Y)/S
Ф
L = ф - ∑p
1.
30
2
60
1800
0.071429
0.071429
-1.9407
0.0262
0.045229
2.
35
1
35
1225
0.035714
0.107143
-1.49146
0.0681
0.0390433
3.
40
3
120
4800
0.107143
0.214286
-1.04223
0.1492
0.0650861
4.
45
3
135
6075
0.107143
0.321429
-0.59299
0.2776
0.043829
5.
50
6
300
15000
0.214286
0.535715
-0.14376
0.4443
0.0914147
6.
55
5
275
15125
0.178571
0.714286
0.305481
0.6179
0.096386
7.
60
3
180
10800
0.107143
0.821429
0.754717
0.7734
0.048029
8.
65
3
195
12675
0.107143
0.928572
1.203953
0.8849
0.0436719
9.
70
1
70
4900
0.035714
0.964286
1.65319
0.9505
0.0137861
10.
75
1
75
5625
0.035714
1
2.102426
0.9821
0.0179004
41
Total
ΣY =
ΣF=
ΣFY=
ΣFY2=
525
28
1445
78025
S = 11.13 S2 = 124.04 Mean (Y) = 51.6 Lmax = 0.096386 Ltabel = 0.161
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161. H1 : L > 0.161 H0 : L ≤ 0.161
42
According to the table 4.5, the Lmax value is 0.096386. Therefore, H0 is accepted because the result shows that Lmax is lower than Ltable (0.096386 < 0.161). It means that the data in control class pre-test is normally distributed. Table 4.6 Calculation of Post-test Normality in Controlled Class
No.
Y
F
FY
FY2
p= f/n
∑p
z= (Xi-X)/S
ф
L = ф - ∑p
1.
40
2
80
3200
0.071429
0.071429
-2.02707
0.0217
0.049729
2.
45
1
45
2025
0.035714
0.107143
-1.59039
0.0559
0.0512433
3.
50
2
100
5000
0.071429
0.178572
-1.15371
0.1251
0.0534719
4.
55
2
110
6050
0.071429
0.25
-0.71703
0.2388
0.0112004
5.
60
5
300
18000
0.178571
0.428572
-0.28035
0.3897
0.0388719
6.
65
7
455
29575
0.25
0.678572
0.156332
0.5596
0.118972
7.
70
4
280
19600
0.142857
0.821429
0.593013
0.7224
0.099029
8.
75
2
150
11250
0.071429
0.892858
1.029694
0.8461
0.0467576
9.
80
1
80
6400
0.035714
0.928572
1.466376
0.9279
0.0006719
10.
85
2
170
14450
0.071429
1
1.903057
0.9713
0.0287004
ΣY = Total
625
ΣF= ΣFY= 28
1770
S = 11.45 S2 = 131.28 mean (Y) = 63.21 Lmax = 0.118972 Ltabel = 0.161
ΣFY2= 115550
43
The Liliefors shows that the significant degree of 0.05 in L(0.05)(30) = 0.161. H1 : L > 0.161 H0 : L ≤ 0.161 In the table 4.4, the Lmax value is 0.118972. Therefore, H0 is accepted because the result shows that Lmax is lower than Ltable (0.118972 < 0.161). It means that the data in control class post-test is normally distributed.
2. Homogeneity Test In order to know the homogeneity of the data, the writer did the homogeneity test. To do the homogeneity test, he tested the score of pretest and post-test in both experiment and control class using Fisher test. Hypothesis: H0: The experiment class is homogenous to the controlled class H1: The experiment class is not homogenous to the controlled class The criteria of the test: α = 0.05
44
H0: Fα (n1-1, n2-1) < F < F α (n1-1, n2-1) H1: F ≥ F α (n1-1, n2-1) The formula which is used is such below:
Or
Then, the writer got the result as follows: Pre-test homogeneity test
Post-test homogeneity test
n1 – 1 = 28 – 1 = 27 n2 – 1 = 28 – 1 = 27 F0.05 (n1-1, n2-1) = 1.88 According to the calculation above, the data of experiment and controlled class pretest is homogenous. It can be seen from F < F α (n1-1, n2-
45
1)
or 1.02 < 1.88. The data of post-test of both classes also show their
homogeneity it can be seen from F < F α (n1-1, n2-1) or 1.13 < 1.88. So, the writer concludes that the data of pre-test and post-test of both classes are homogenous.
3. Hypothesis Test As the writer knew that the data is normally distributed and homogenous, then he conducted the hypothesis test. The hypothesis test is used to see whether there is a significant difference between students taught procedure text using picture and students taught procedure text using textbook. The writer used t-test to do the hypothesis test. The formula of t-test is as follows:
The formula above is the main formula. Before using the formula, the writer also used some calculation procedure such as below: a. Determining mean of variable X
b. Determining mean of variable Y
46
c. Determining standard of deviation score of variable X
d. Determining standard of deviation score of variable Y
e. Determining standard error mean of variable X
47
f. Determining standard error mean of variable Y
g. Determining standard error of different mean of variable X and mean of variable Y
48
h. Determining t0 (t-test)
i. Determining degree of freedom
The value of df 54 at the degree of significance 5% (t-table) is 2.005 j. The testing of hypothesis The statistical hypothesis of the research is: H0: Using picture is not more effective than without using picture in teaching reading of procedure text Ha: Using picture is more effective than without using picture in teaching reading of procedure text
The criteria used to analyze the test hypothesis is such below: 1. If the t-test (t0) > t-table (tt) in the significance degree of 0.05, H0 (null hypothesis) is rejected. 2. If the t-test (t0) < t-table (tt) in the significance degree of 0.05, H0 (null hypothesis) is accepted.
49
C. The interpretation of the Data Based on the series of calculation above, the writer concludes that the data is normally distributed and homogenous. The normality of the data can be seen at the t-table (0.161) is higher from the t-max score of experiment class pre-test (0,091828), experiment class post-test (0,11174), controlled class pretest (0,096386), and controlled class post-test (0,118972). Also, the homogeneity of experiment and controlled class pre-test can be seen from F < F α
(n1-1, n2-1)
or 1.02 < 1.85 while the homogeneity of experiment and
controlled class post-test can be seen from F < F α (n1-1, n2-1) or 1.13 < 1.85. The calculation also shows the result of hypothesis test. The writer used ttest formula in the significance degree (α) of 5% to do the test. Then, he got the result that t-test (4.53) > t-table (2.005). It means that the t-test is higher than t-table. It can be concluded that the alternative hypothesis (Ha) is accepted while the null hypothesis (H0) is rejected. In conclusion, teaching reading of procedure text by using pictures is more effective than teaching reading of procedure text without using pictures.
CHAPTER V CONCLUSION AND SUGGESTION
This chapter talks about the conclusion of the research. The chapter also identifies some suggestion gotten from the research result.
A. Conclusion According to the result of the analysis of the research in the previous chapter, it can be seen that the t-test score is 4.53 while the value of t-table in the significant degree of 5% is 2.005. So, the score of t-test is higher than ttable or 4.53 > 2.005. Then, it can be concluded that the alternative hypothesis (Ha) is accepted while the null hypothesis (H0) is rejected. It means, teaching reading of procedure text by using pictures is more effective than teaching reading of procedure text without using pictures. In conclusion, teaching reading of procedure text using picture is effective.
B. Suggestion Based on the conclusion above, the writer proposes some suggestion as such follows: 1. The teachers should master the material that will be taught to the class so that they can choose the best media to teach the material. 2. The teacher should provide a fun class circumstances to reduce students’ stress. 3. The teacher should give more chance to their students in order to make them more creative and active in the class activity. 4. The teacher is highly expected to use picture as media in teaching procedure text.
50
51
5. The teacher should take the advantages of picture which picture overcomes students’ vocabulary mastery problem, increases students’ motivation, and gives a contextual meaning. 6. The teacher should provide the appropriate picture based on students’ need and levels as teaching media in the language class.
References
Allington, Richard and Michael Strange. Learning Through Reading. New York: D.C Heath and Company, 1980. Anderson, Mark and Cathy Anderson. Text types in English 2. South Yarra: Mc Millan Education Ltd, 2003. _______________________________. Text types in English 3. South Yarra: Mc Millan Education Ltd, 2003. Boer, De and Dallmann, The Teaching of Reading. New York: Holt, Rinehart, and Winston, Inc., 1964. Fraenkel, Jack R and Norman E. Wallen, How to Design and Evaluate Research in Education. New York: McGraw-Hill Companies, 2003. Finocchiaro, Marry and Michael Bonomo. The Foreign Language Learner: A Guide for Teacher. New York: Regrents Publishing Company, 1973. Gerlach, Vernon S., A systematic Approach Teaching and Media. New Jersey: Prentice Hall, 1980. Gille, Jean Wallace. Understanding Reading Problems, Assessment and Instruction. Boston: Pearson, 2012. Grellet, Francoise,Developing Reading Skills. Cambridge: Cambridge University Press, 2010. Gutre, John T. Engaging adolescents in reading. London: Corwin Press, 2008. I. S. P. Nation. Teaching ESL/EFL Reading and Writing. New York: Routledge, 2009. Kauffman, Alan S. Essential of Research design and methodology. New Jersey: John Wiley & sons, inc., 2005. Lems, Kristin, Leah D Miller, and Tenena M Soro. Teaching reading to english language learner. New York: The Guilford Press, 2010. Lewin, Larry. Paving the way in Reading and writing. San Francisco: Jossey Bass, 2003. Mcmillan, James H. and Sally Schumacher. Research in Education. Boston: Pearson Education, Inc., 2000. Nuttall, Christine. Teaching Reading Skills in a Foreign Language. London: Heinemann, 1982. 52
53
Richard, Jack C and Willy A Renandya. Methodology in language teaching. Cambridge: Cambridge University Press, 2002. Spear, Deanne. Developing Critical Reading Skills. New York: Mc Graw Hill, 2006. Sudiono, Anas. Pengantar Statistika Pendidikan. Jakarta: PT Raja Grafindo Persada, 2006. Sutinah, Entin. Get Along with English. Bandung: Erlangga, 2010. Wright, Andrew. Pictures for Language Learning. New York: Cambridge University Press, 1989.
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 1 - 4 KELAS EKSPERIMEN Sekolah
: SMK YAPIMDA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: XII/ 2 (dua)
Waktu
: 2 x 45 menit perpertemuan
I. Standar Kompetensi Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate II. Kompetensi Dasar 3.4 Memahami manual (prosedur) penggunaan peralatan III.
Indikator :
1.
Kognitif 1.1 Proses 1.1.1
Memahami isi pokok dan pendukung dari sebuah teks prosedur (manual)
1.1.2
Mengetahui urutan yang tepat dari sebuah proses melalui sebuah gambar
1.1.3
Memahami informasi yang tersurat dan tersirat berdasarkan sebuah teks prosedur
1.2 Produk 1.2.1 2.
Menyebutkan urutan sebuah proses dari manual secara tepat.
Afektif 2.1 Karakter Menggunakan pengalaman dan imajinasi dalam mempelajari manual prosedur 2.2 Keterampilan Sosial Berinteraksi dengan teman belajar tentang proses yang tepat dari sebuah prosedur
3.
Psikomotorik 3.1 Menyusun gambar dan menginterpretasinya menjadi proses manual yang tepat
III.
Tujuan Pembelajaran : 1. Kognitif 1.1 Proses 1.1.1
Berdasarkan penjelasan guru siswa mampu mengidentifikasi gagasan utama dari sebuah teks prosedur
1.1.2
Siswa mampu mengurutkan gambar untuk kemudian diinterpretasi menjadi sebuah prosedur yang benar
1.1.3
Siswa mampu memahami informasi tersirat dan tersurat dari sebuah teks prosedur.
1.2 Produk 1.2.1
Menyebutkan serta menjelaskan proses prosedur dengan benar
2. Afektif 2.1 Karakter 2.1.1
Dalam kegiatan pembelajaran, diharapkan siswa dapat menggunakan imajinasi dan pengalamannya dalam menyelesaikan tugas.
2.2 Keterampilan social 2.2.1
Dalam proses pembelajaran siswa dapat menunjukan ketrampilan berinteraksi dan berpendapat dalam menjelaskan sebuah prosedur.
3. Psikomotorik 3.1 Melalui pengamatan dan pengalaman, siswa mampu merangkai gambar dan menginterpretasikannya menjadi sebuah proses prosedur yang benar. IV.
Materi Pembelajaran : Procedure text tells us how to make or to do something. There are some features of procedure text: 1. The usage of sequence words/sequencer. First,…..
After that, ……
Second, ……..
Next, ………..
Third, ….
The next step,
Fourth, ……
After, ……
Then, ….
At last, ………..
And then, ……..
Finally, ………….
2. The usage of imperative sentence. For example: Clean the screen using special liquid Remove the bolt using the wrench Use the remote to choose the channels Turn on the laptop by pressing power button
Materi Pertemuan Pertama
How to Clean a Blender There are some ways to clean your blender. First, ensure that the blender jug is sitting in the base properly before proceeding and make sure that the blender is connected to the electricity. It is easy to screw it back together properly after use. Then, add warm water to halfway. After that, add one to two drop of
dish-washing liquid. If you have a lemon, put in half a lemon, as the lemon rind will scrape off any particles and the juice and rind will eliminate odors. The fourth step, place the lid on the blender. Next, press the low blend button and allow to blend for up to 30 seconds. Then, pour the liquid to the sink and rinse under faucet. Finally, place upside down on a dish drying rack to air dry. 1. How many steps there are mentioned in the text? 2. Why must we ensure the blender jug is sitting in the base properly? 3. What can remove the odors on the blender? 4. How long should we blend the cleaning liquid? 5. What is the third step of the passage?
Materi Pertemuan Kedua
How to Replace a Microwave Light Bulb We can change our old microwave bulb into a new one in several ways. First of all, unplug the microwave or shut off the power from the electricity. Then, locate the screws holding the vent panel in place and remove them. After that, lift off the vent panel of the microwave and set it aside. Next step is, ocate and remove the halogen light cover. Next, unscrew the old blub from microwave and remove it. Then, screw in a new bulb. Next, replace the cover to the light box where you take from it before. After that, replace the vent panel and tighten down the screws. At last, plug the microwave to test the new light bulb. 1. How many steps there are mentioned in the text? 2. What is the fifth step of the text? 3. When should we change our microwave bulb? 4. Where can we take the microwave cover back after screwing the new bulb? 5. What should we do before removing the screw?
Materi Pertemuan Ketiga
How to ride a motorcycle safely To ride a motorbike safely, you must follow several steps. First of all, before riding a motorcycle, make sure that you have motorcycle license. This will affect how you will ride on the way in order to obey the law and make other rider or driver save. Then, read the Motorcycle Operator Manual. It will give you the information about the specification and the characteristic of the motorcycle and make you easier to ride it. Next, make sure that the all part of your motorcycle work properly. Those parts are the front wheel, the headlamp, the accelerator, the brake, the machine, the chain, the tires, the back lamp, and the sign lamp. The fourth step, take your helmet before riding the motorbike. Then, retract your kickstand with your foot. Forgetting to restack it will be so dangerous. Next step, electrically Start the engine by pushing the start button. After that, engage the clutch by pulling it using your left hand. Next, Know your shifting lever. Shifting gears on a motorcycle is done by moving the shifting lever up or down with left foot. Then make the shifting gear into gear 1. Then, slowly disengage the clutch when you pull the accelerator (throttle). Finally, balance yourself and you can ride your motorcycle safely. 1. How many steps there are mentioned in the text? 2. Why must we ensure that we have a driving license? 3. Why should we read the motorcycle operator manual? 4. What is the sixth step? 5. How we engage the motorcycle clutch?
Materi Pertemuan Keempat
How to fix A bicycle wheel There are several ways to fix your bike flat tire. First, flip the bike upside down, balancing on the handlebars and seat. Then, loosen nuts on the axle on the forks. After that, firmly pull the wheel from between the caliper brake pads and off the forks. Next, with a blunt flat blade screwdriver, gently force between the rim and tire. And then, pull tire over the rim and begin sliding the flat blade around the rim, exposing the inner tube, leaving the tire on the rim. Next step, remove the inner tube and replace with a new inner tube. After that, align the valve stem through the drilled hole of the rim. Next, press the extruded tire all the way around the rim up until you must employ the flat blade once again to slide along the rim until the outer tire is on the rim. Then, slowly add air to the tire,
allowing the inner tube to release kinks. At last, tighten the nuts completely and your bike is ready. 1. How many steps there are mentioned in the text? 2. What can we use to force between the rim and tire? 3. What is the step before aligning the valve stem through the drilled hole of the rim? 4. What can we use to tighten and loosen the nuts? 5. What we should do before we are sure that the bike is ready? V.
Model dan Metode Pembelajaran 4. Model Pembelajaran : Pendekatan kontekstual 5. Metode Pembelajaran : Diskusi (menggunakan media gambar)
VI.
Alat dan Bahan: Gambar Paper yang disiapkan oleh guru
VII.
Proses Belajar Mengajar Pendahuluan
Kegiatan
Alokasi Waktu
1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan melakukan pengecekan daftar hadir siswa 2. Apersepsi 3. Siswa menyimak tujuan pembelajaran yang disampaikan guru, yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan social, dan psikomotor
±15 menit
Inti (± 50 menit)
Kegiatan
Alokasi waktu
4. Siswa memerhatikan penjelasan guru tentang definisi, kegunaan dan ciri dari sebuah manual 5. Guru menanyakan siswa tentang pendapat ataupun pengalaman yang berkaitan dengan manual 6. Siswa mengamati contoh sebuah manual penggunaan alat yang tersaji dalam sebuah teks prosedur yang digambarkan guru. 7. Guru memberikan beberapa gambar yang belum urut kepada siswa dan meminta siswa untuk mengurutkan gambar tersebut. 8. Guru memberikan teks prosedur kepada siswa dan meminta siswa ±60 menit untuk membacanya. 9. Setelah siswa membaca, guru meminta siswa mengoreksi susunan gambar berdasarkan teks yang telah dibaca. 10. Guru membahas teks yang telah dibagikan serta memberikan susunan gambar yang tepat berdasarkan teks tersebut. 11. Guru memberikan beberapa soal dan evaluasi kepada siswa yang selanjutnya membahasnya secara bersama-sama.
Penutup (± 10 menit)
Kegiatan
Alokasi Waktu
11. Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari 12. Memberikan kesempatan kepada siswa untuk bertanya sebelum
±15 menit
KBM berakhir 13. Pemberian tindak lanjut berupa tugas rumah (PR)
VIII. Sumber Pelajaran Wikihow.com Get Along with English, Erlangga Learning English 3, PT Galaxy Puspa Mega
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) KE 1 - 4 KELAS KONTROL Sekolah
: SMK YAPIMDA
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: XII/ 1 (satu)
Waktu
: 2 x 45 menit
I. Standar Kompetensi Berkomuikasi dengan Bahasa Inggris setara dengan level intermediate II. Kompetensi Dasar 3.4 Memahami manual (prosedur) penggunaan peralatan III.
Indikator :
1.
Kognitif 1.1 Proses 1.1.1
Memahami isi pokok dan pendukung dari sebuah teks prosedur (manual)
1.1.2
Mengetahui urutan yang tepat dari sebuah proses prosedur
1.1.3
Memahami informasi yang tersurat dan tersirat berdasarkan sebuah teks prosedur
1.2 Produk 1.2.1 2.
Menyebutkan urutan sebuah proses dari manual secara tepat.
Afektif 2.1 Karakter Menggunakan pengalaman dan imajinasi dalam mempelajari manual prosedur 2.2 Keterampilan Sosial Berinteraksi dengan teman belajar tentang proses yang tepat dari sebuah prosedur
3.
Psikomotorik 3.1 Menyusun kalimat-kalimat yang telah disediakan menjadi proses manual yang tepat
III.
Tujuan Pembelajaran : 1. Kognitif 1.1 Proses 1.1.1
Berdasarkan penjelasan guru siswa mampu mengidentifikasi gagasan utama dari sebuah teks prosedur
1.1.2
Siswa mampu mengurutkan kaimat-kalimat yang disediakan menjadi sebuah prosedur yang benar
1.1.3
Siswa mampu memahami informasi tersirat dan tersurat dari sebuah teks prosedur.
1.2 Produk 1.2.1
Menyebutkan serta menjelaskan proses prosedur dengan benar
2. Afektif 2.1 Karakter 2.1.1
Dalam kegiatan pembelajaran, diharapkan siswa dapat menggunakan pengalaman dan prediksinya dalam menyelesaikan tugas.
2.2 Keterampilan social 2.2.1
Dalam proses pembelajaran siswa dapat menunjukan ketrampilan berinteraksi dan berpendapat dalam menjelaskan sebuah prosedur.
3. Psikomotorik 3.1 Melalui pengamatan dan pengalaman, siswa mampu merangkai kalimatkalimat yang belum berurutan menjadi sebuah proses prosedur yang benar. IV.
Materi Pembelajaran : Procedure text tells us how to make or to do something. There are some features of procedure text: 1. The usage of sequence words/sequencer. First,…..
After that, ……
Second, ……..
Next, ………..
Third, ….
The next step,
Fourth, ……
After, ……
Then, ….
At last, ………..
And then, ……..
Finally, ………….
2. The usage of imperative sentence. For example: Clean the screen using special liquid Remove the bolt using the wrench Use the remote to choose the channels Turn on the laptop by pressing power button
Materi Pertemuan Pertama How to clean your camera There are some ways to clean your digital camera. First of all, to clean the body of the camera, wipe any dust from the camera using compressed air, an air blower or a dry cloth. Don’t use anything like window cleaning liquid which may damage your digital camera. Remember not to use anything that contains chemicals or oils when cleaning the camera. Next, clean the camera lens by using a soft cloth to wipe the lens. Only use lens cleaning fluid to clean the lens on your digital camera. Don’t forget to wipe the lens cap for any dust. Then, clean the image sensor. Use an air blower to remove the dust. Don’t use compressed air or anything like window cleaning liquid to clean the sensor. 1. How many steps mention in the text above? 2. Why we can’t use window cleaning liquid to clean camera body? 3. What can we use to clean camera lens? 4. What is the last step of the procedure above? 5. What can we use to remove the dust inside the camera?
Materi Pertemuan Kedua How to operate a facsimile machine as a photocopy machine There are several steps to follow to operate facsimile machine as a photocopy machine. The following are the steps. First of all, insert the document in the feeder faced down. Then, press the copy button. Then, If the document in the feeder is not properly inserted you can press the stop button. Next, open the cover of the machine and take out the document and repeat the first step. After that, to continue copying the documents by inserting the additional document to the feeder when the last page of the previous document is almost finished to be copied. At that time the copy-indicator lamp should still on. Finally, to stop, press the stop/clear button. 1. How many step mentioned in the text? 2. What should we do if the document is not properly inserted? 3. What is the third step of the text? 4. How can we know that the last page of the document is almost finished to be copied? 5. What does the text above mainly tell us about?
Materi Pertemuan Ketiga How to Clean Your Laptop First, take the right cleaning supplies for your laptop. For the screen you should use a special screen cleaner, a towel or cloth, a can of compressed air, and some isopropyl alcohol. Next, turn off the laptop and remove the battery to make it safer. Do not risk shocking yourself or ruining your machine during the cleaning process. Then, remove the mouse, any discs or CDs, USB keys and anything else that is connected or protruding from your laptop. After that, if you want to clean the laptop with the keys still attached you will need to use the can of compressed air. Do not hold the can upside down; simply tilt it and spray. If you
are having trouble spraying, you can always tilt your laptop, just try not to damage it in the process. Continue spraying until you have removed as much as dirt as you can. After that, clean out the ports along the sides of the laptop. Use the compressed air again. Spray all of the connector ports until they are nice and clean. Finally, spray a special screen cleaning solution to the screen and wipe the screen by using a clean cloth. Remember that do not use normal soap as it can damage the screen and decrease its performance. 1. What is the third step to clean your laptop? 2. What will happen if you use soap to clean the screen? 3. What do we use to clean out the ports along the laptop? 4. What can we use to clean the screen? 5. How many steps mentioned in the passage?
Materi Pertemuan Keempat How to insert SIM card Cellphone Cellphone is a modern communication device that all people use. However, this device can’t work until the SIM card is inserted. It is the direction to insert a SIM card into a cellphone. First, switch off the cellphone power. Second, press the locking catch and slide the cover then lift it off the phone. After that, remove the battery. Next, slide the SIM card carefully into the slot and make sure that the golden connect arson are facing the connector of the phone to make sure the phone will work properly. Then, put the battery align it until it snaps into its place. Next step is inserting two catches of the back cover corresponding slot in the phone and slide the cover forward button of the phone until it locks into place. Finally, switch on the phone and wait until it is ready to use. 1. What is the third step to clean your laptop? 2. What should we ensure the golden connect arson are facing to? 3. Why we find that SIM card is very important? 4. What is the third step of inserting SIM card Cellphone? 5. According to the purpose of the text, who would find this information useful?
V.
Model dan Metode Pembelajaran 4. Model Pembelajaran : Pendekatan kontekstual 5. Metode Pembelajaran : Diskusi (menggunakan printed media/teks)
VI.
Alat dan Bahan: Paper yang disiapkan oleh guru
VII.
Proses Belajar Mengajar Pendahuluan
Kegiatan
Alokasi Waktu
1. Mengondisikan kelas (mempersiapkan siswa untuk mengikuti pembelajaran yang akan dilakukan dengan meminta siswa untuk duduk dengan rapi (teratur), berdoa bersama dan melakukan pengecekan daftar hadir siswa 2. Apersepsi
±15 menit
3. Siswa menyimak tujuan pembelajaran yang disampaikan guru, yang meliputi tujuan pembelajaran proses, produk, karakter, keterampilan social, dan psikomotor
Inti (± 50 menit)
Kegiatan
Alokasi waktu
4. Siswa memerhatikan penjelasan guru tentang definisi, kegunaan dan ciri dari sebuah manual 5. Guru menanyakan siswa tentang pendapat ataupun pengalaman yang berkaitan dengan manual
±60 menit
6. Siswa mengamati contoh sebuah manual penggunaan alat yang tersaji dalam sebuah teks prosedur yang digambarkan guru. 7. Guru memberikan beberapa kalimat yang belum urut kepada siswa dan meminta siswa untuk mengurutkan kalimat-kalimat tersebut. 8. Guru memberikan teks prosedur kepada siswa dan meminta siswa untuk membacanya. 9. Setelah siswa membaca, guru meminta siswa mengoreksi susunan kalimat-kalimat yang telah mereka coba urutkan berdasarkan teks yang telah dibaca. 10. Guru membahas teks yang telah dibagikan 11. Guru memberikan beberapa soal dan evaluasi kepada siswa yang selanjutnya membahasnya secara bersama-sama.
Penutup (± 10 menit)
Kegiatan
Alokasi Waktu
11. Guru membimbing siswa untuk merangkum materi pelajaran hari ini dengan mengemukakan materi yang telah dipelajari 12. Memberikan kesempatan kepada siswa untuk bertanya sebelum KBM berakhir 13. Pemberian tindak lanjut berupa tugas rumah (PR)
VIII. Sumber Pelajaran Wikihow.com Get Along with English, Erlangga Learning English 3, PT Galaxy Pupa Mega
±15 menit
l# 1 I
;
APPENDIX3
VALIDITY AND REALIBILITY OF PRE-TEST SKOR DATA DTBOBOT
lumlah subyek
= 30
gobot jwb benar = 1 eobot iwb sal ah = 0 I.Iamab6rkas: o:\ersN4rLLAH PRINT\vRIrorrY AND REALIBTLIrv OF PRE-TEST.ANA No
) I
1 2 3 4 5 6 7 8 9 10 11 L2 1-3 L4 ]-5 1-6 L7 1-B 19 20 2L 22 23 24 25 26 27 28 29 30
t
B e n a r s a l a h K o s o n g s k r a s l i skr sobot 15 1-5 r_0 0 1_5 22 3022 22 1'' L7 8017 10 10 r_5 0 10 15 10015 l_5 9 1_609 9 L6 901-6 l_6 t7 8017 L7 8 r708 8 1-8 70L8 1-8 L8 701-8 l_8 L2 130L2 L2 22 3022 22 L7 L7 80L7 24 1_024 24 L7 80L7 L7 2L 402L 21, 24 1_024 24 23 2023 23 l-3 L2013 l-3 1_0 l-0 1_5 0 l-0 1_6 1_6 901-6 13 L2013 1_3 2L 2L 402L 2L 402L 2t L7 L7 80L7 8 L708 8 L7 L7 80]-7 L7 8017 t7 l_9 19 601-9
RELIABILITAS TES
R a t d 2 =L 6 , 5 7 s i m p a n gB a k u =4 , 6 4 t c o r e l a s i x Y =0 , 7 5 neliabilitas Tes=0,86 pRrNT\vAtrDrry ANDREALTBTLTry oF PRE-TEST.ANA Namaberkas: o:\ersN4rLLAH N o .u r u t 1 2 3 4 5 6 7 B 9 10 11 12 13 1,4 15
S k o r G e n a p skor lotal r o d e / t l a m as u b y e k s k o r c a n j i l 1_5 87 2L 1-0 11 L7 107 1_0 46 l_5 87 9 45 1_6 97 L7 6 11 7 43 18 108 1_8 99 12 66 2L 11 10 !7 107 23 12 11 Page 1
YOKI ADT SAPUTRA RIVKI STIAWAN YULI APRIYANI R T Z K YA H M A DF . . . SAPINATUN NAJAH YULIANA THOMY BAHAR TRI KHAIRUN NTSA SITI PATIMAH RIZDA MAULIA YULIA CITRA A... SITI ROYHANT TEDDY TRIYADI SITI ROBIATUL. . . SITI NUR]ANAH
# I I i
16 L7 18 19 20 2T 22 23 24 25 26 27 28 29 30
VALIDITY SYAHRUL S U R Y OM U H A M M A . . . TRIYULIANTO YASH SAKINA HAQ RIZKY ULFAIZA SULASTRI YUNI FARTCHA YoGT FERNANDo S U L U N GP R ] A N G . . . THEO DHARMASITA SONY PRATAMA RIZKY PRATAMA RoYANI SONI DHERMAWA... SYAIFUL BAHRT
AND R E A L I B I L I T Y O F P R E - T E S T
8 10
9 10 12 T2
II
11 6
5 9 6 L2 10 -7
17 20 23 23 13 l_u
16 1-3 27 20 L7 8 L7 L7 19
7 7 9 10 10 3 9 9 9
5 B 8 10
K e l U n g g u l& A s o r r e l o m p o ku n g g u l Namaberkas: o:\ersl4rLLAHpRrNT\vALrDrryANDREALrBrLrryoF eRE-TEST.ANA N o .U r ut 1 2 3 4 5 6 7 8
rode/ruama subyek S kor 24 SITI NURJANAH 24 TRIYULIANTo YASH SAKINA HAQ 23 22 RIVKI STIAWAN TEDDY TRIYADI 22 S U R Y OM U H A M M A . . . 2t S U L U N GP R I A N G . . . 2t THEO DHARMA SITA 2T
1 1 1_ 1 L 1_ L 1_ 7
:ml Jwb genar
2 1_ 1_ 1_ 1_ 1 111 8
3 11_ 1 1_ 1 1 1 :
45 1_1 1_L L1 1_L 1- t_ 11_ 11_ t1_ 88
1_1_ 7 8 910 6 1_ 1- 1_ l_ 1_ r11_11_1_L 1_l_11-11 -1_1_1_1_1_1_L11-1 11-1l_-1 11_1-11L1_1_1-1788866
N o .U r u t 12 3 4 5 6 7 8
rode/ttamasubyek L2 L3 L4 15 L6 L7 1_8 l_9 20 2L SITI NURJANAH 1 1 - L 1 1 _ 1 _ l - 1 1 _ L 1 TRIYULIANTO 1_-1_l_LL1-1_11_LL YASH SAKINA HAQ L1L-11_1_1i.111 RIVKI STIAWAN 1_-1_1_1_1-1-1_1_11_l_ TEDDY TRIYADI 1--11_1-1-1_11-1 S U R Y OM U H A M M A . . . 1 - - - L 1 - 1 _ 1 _ 1 _ 1 _ 1 l S U L U N GP R I A N G . . . 1--1,1-1L1_1-11_11THEO DHARMASITA 1-11_1_1_-1_1Ll_1_ :ml Jwb genar 82s787688888
N o .U r ut
rode/ruamasubyek 2 4 2 5 SITT NURJANAH 1 1 TRTYULIANTO 1_1 YASH SAKINA HAQ 1RIVKI STTAWAN 1 1 TEDDY TRIYADI 11 S U R Y OM U H A M M A . . . t _ 1 S U L U N GP R I A N G . . . 1THEO DHARMASITA 1- 1_ :ml Jwb Benar 86
]2 3 4 5 6 7 8
22 23
tcelompoknsor Namaberkas: o:\arsurILAH pRrNT\vRlrorry ANDREALrBrLrryoF pRE-TEST.ANA No.Urut 1 2 3
fode/ttama Subyek Skor RTZKYULFATZA 1-3 YOGI FERNANDo 13 SITI ROYHANT 12
4 L 2 3 -1-111 1-11-11--111--1_1-1--
eage 2
5
6
7
I
910 1-1
1_l_
r
1
I i
4 5 6 7 8
N o .U r ut 1 2 3 4 5 6 7 8
VALIDITY AND REALIBILITY OF PRE-TEST -111-110 R I Z K Y A H M A DF . . . 11 1_0 SULASTRI 1 -1 a YULIANA 9-1 -1 SITI PATIMAH 8-1-1-1 -1 RIZKY PRATAMA 2L722 473 5 ;) lml lwb Benar
i
Kode/Nama subyek 7 2 RIZKY ULFAIZA YOGI FERNANDO SITI ROYHANI R I Z K Y A H M A DF . . . SULASTRI YULIANA SITI PATIMAH RIZKY PRATAMA Jml Jwb Benar
N o .U r ut rode/ttamasubyek 1_ RIZKY ULFAIZA 2 YOGI FERNANDO SITI ROYHANI 3 4 R I Z K Y A H M A DF . . . SULASTRI 5 YULIANA 6 7 SITI PATIMAH RIZKY PMTAMA 8 :ml Jwb Benar
l_5 16
13 L4 1--1 -11-
11
I
i
4 24 1 l_ l1 l_ 1l_ 7
11-11-L11
i
-1_ ;
3344
1: 1-2t
1_ 1-
2L 22 23 1111_ -11-t_t_1 1--1 1_t_11 -1 1_14554
1_9 2 0
-t-
; 1 1
17_ 18 -;
1_-
,2_ i 1
3i:i=::y:::1 : u m l a h s u b v e k =3 0 rlp atas/biwah(n)= B eutir Soal=25 pRrNT\vALrDrryANDREALTBTLTTY oF PRE-TEST.ANA namaberkas: o:\grsN4rLLAH No Buti r t<el. A t a s r e l . t72 2 82 73 3 4 84 5 87 73 6 7 B2 8 81 I B7 10 62 11 62 12 B4 1_3 23 1,4 53 15 74 16 84 17 7I 18 62 19 81 20 B4 2L 85 22 B5 23 84 24 87 25 61
gawah
geda 5 6 4 4 1 4 6 7 1 4 4 4 -1 2 3 4 6 4 1
4 3 3 4 1 5
rndeks ap (%) 6 2 ,5 0 75,00 50,00 50,00 l_25 ,0 50,00 75,00 8 7 ,5 0 l-2, 50 50,00 50,00 50,00 -L2,50 25,00 3 7, 5 0 50,00 75,00 50,00 87,50 50,00 3 7, 5 0 3 7, 5 O 50,00 1 2 ,5 0 6 2 ,5 0
eage 3
r I
VALIDITY AND REALIBILITY OF PRE-TEST
H:I_1I=f::I_Ti1 : u m l a h s u b y e k =3 0 Butir Soal=25 Nama beTKas: D:\BISMILLAH PRINT\vaIToTTy AND REALTBILITY OF PRE-TEST.ANA
No Buti r 1 2 3 A T
5 6 7 8 9 10 11 t2 l-3 1-4 15 16 17 l_8 19 20 2L 22 23 24 25
:ml aetul Tkt. resukaran(%) 15 50,00 70,00 21, 16 53,33 25 83,33 27 9 0 ,0 0 10 33,33 70,00 2L \7 56,67 27 90, 00 20 66,67 10 33,33 24 80,00 30,00 9 40,00 t2 18 60,00 24 80, 00 20 66,67 73,33 22 1-9 6 3 ,3 3 26 86,67 27 90,00 26 86',67 26 86,67 28 93;33 23.33 7
tafsiran Sedang sedang sedang Nudah sangat t{udah Sedang sedang Sedang Sangat tvtudah sedang Sedang uudah Sukar sedang sedang wtudah sedang l,tudah Sedang sangat l,tudah sangat uudah sanlat t\4udah sangat uudah sanlat uudah sukar
ij
I I
5::::i::=:5::=::I::=3:=::3:=I:li: : u m l a h S u b y e k =3 0 Butir soal= 25 Namaberkas: o:\arsurILAH pRrNT\valrorrv nxo R E A L I B I L I T Y O F P R E - T E S T . A N A tto guti r 1 2 3 4 5 6 7 8 9 1_0 11 L2 1-3 L4 15 t-6 L7 1B 19 20 2T 22
tcorelasi 0,475 0,624 0,395 0, 566 0,066 0,440 0,640 0, 581 0, l_63 0,429 0,408 a,446 -0,034 0,l-82 0,266 0,483 0,631 0,455 0,7o2 0,522 0, 578 0,479 Rage 4
si qnifi kansi 5i qnifi kan Si qni fi kan Sanoat si 6nifi kan S a n g a tS i g n i f i k a n si qnifi kan Sangat s'ilni fi kan SangatSignifi kan Signifi kan si qnifi kan s ' i g n if i k a n
siqn'ifikan S a n- q a ts i q n i f i k a n si 6nifi kan S a n q a t S i q n ' if i k a n sanlat sj gnjfi kan sangat si gnifi kan si qnifi kan
I
VALIDITY AND REAL]BILITY OF PRE-TEST
23 24 25
0,608 0,209 0,450
sangatsignifikan s i g n if i k a n
c a t a t a n : B a t a s s i g n i f i k a n s i k o e f i s i e n k o r e l a s i s e b a g a a ib e r i k u t : df (N-2) 1_0 1_5 20 25 30 40 50
P=0,05 0,576 0 ,482 O,423 0,381 0,349 0,304 0,273
df (N-2) 60 70 80 90 100 L25 >150
P=0,01 0,708 0, 606 0,549 0,496 0,449 0,393 0 , 35 4
P=0,05 0,250 0,233 0,2L7 0,205 0,195 0,L74 0,1-59
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
aila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH
: u m l a h S u b y e k =3 0 Butir Soal=25 I ' I A M Ab E T K A S : O : \ E T S M T L L A H P R I N T \ V R I T O T r y A N D R E A L I B I L I T Y O F P R E - T E S T . A N A
No Buti r bc a L L4*-L-2 2t** 8--3 11---- 16** 4 l-+ 3-27"""" 0 - 5 1-6 16--7 3++ 6-t7*'" 829 27*rl 3--1-0 5+ 20** r_1_ L3- 6++ 1L2 24*'* 21_3 0-14 L-L7t * 1_-15 1_0--1-6 24'"* 1-4++ L7 2oJdtr 1-8 4+ 2+ 1-9 3++ l-9*'* l-+ 20 26** 1++ 2L 2-1+ 22 2+ 23 1+ 2+ 24 2Bx"* 1+ 25 7tt* 0--
d
15** 0-l_0-0-3+ 25** L+ 0-3--10** 32L** 0-1--- 1 _ 0 - - 0-0-4++ 1_1-10** 2++ 3+ 1-9-- 9*"' l___ 16--1_-18rrJtr 0-5--2+ 4++ 2+ 22** 0-8- - 1+ 2+ 27*"u 0-26**' 1+ 1+ 26** 1+ 0-20--3-
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Kete r a n g a n : ri Ji
++ +
Kunc'r Jawaban sangat eai k eai k K ur a n g sai k Buruk sangat B ur u k
Rage 5
t(, I
validity
and neliability
of Post-test
SKOR DATA DIBOBOT
:umlah subyek = = :umlahbutir gobot jwb benar = sobot iwb salah =
30 25 1 0
I . I A M Ab 6 r K A S : O : \ S I S U T I L A H No ]. 2 3 4 5 6 7 8 9 1-O 1]L2 1-3 L4 1-5 16 L7 1-8 19 2A 2L 22 23 24 25 26 27 28 29 30
rode/ttama RIZDA MAULIA R]VKI STIAWAN RIZKI AHMA... RTZKI PRATAMA R]ZKY ULFAIZA nrzrr AMELIA ROCHMATUL ROYANI SAPINATUN SITI NURJANAH SITI PATIMAH SITI ROBIA... SITI ROYHANT SONI DERMA... S U L U N GP R I . . . S U R Y OM U H A . . . SYAHRUL SYAIFUL BAHRI TEDDY TRIADI THEODHARM... THOMY BAHAR T R I K H A I R U .. . TRIYULIANTO YASH SAKIN... YOGI FERNANDO YOKI ADI S... YULI APRIYANI YULIA CITR... YULIANA YUNI FARICHA
PRINT\VRITPTTY AND RELIABILITY
OF POST-TEST.ANA
Benar salah Kosong skr nsl i Skr Bobot 23 2 23 023 16 1-6 l_6 9 0 1_5 1_0 1_5 15 0 20 20 020 5 1_B l-8 7 018 1_8 1-8 18 7 0 19 019 l-9 6 18 1_8 0 1B 7 t7 0L7 L7 B 24 1024 24 1_8 018 l_B 7 25 025 25 0 1_9 t9 019 6 6 06 19 6 L2 012 L2 1_3 t2 1-3 012 L2 B T7 OB 8 L7 0L7 L7 B L6 1-6 0 16 9 t7 077 L7 8 13 1-3 t2 0 13 19 1_9 0 1-9 6 23 a23 23 2 22 022 22 3 1_3 1-3 1_3 12 0 23 2 023 23 L7 0L7 L7 8 1_3 L2 013 13 22 022 22 3 19 19 019 6
RELTABILITAS TES
R a t a 2 =L 7 . 4 0 s i m p a n gs a k u =4 . 5 5 t < o r eal s i x Y = 0 . 5 9 neliabilitas Tes=0.74 ANA oF POST-TEST, Namaberkas: o:\srst\4rLLAHpRrNT\vRlrorrv ANDRELTABTLTTY N o .u r u t
r o d e / N a m as u b y e k S k o r C a n j i l s k o r G e n a p S k o r total 22 10 12 1_5 7B 1_5 69 1-9 11 8 L7 7r0 1_8 7L], 1-9 1_0 9 L7 7L0 L7 7L0 23 1-1L2 L7 1-l6 24 L2 L2 1B 7LL 5 32 eage 1
1 RIZDA MAULIA 2 RIVK] STIAWAN 3 R I Z K I A H M A DF . . . 4 RIZKI PRATAMA RIZKY ULFAIZA 5 RIZKI AMELTA 6 7 ROCHMATULHUDA B ROYANI SAPINATUN NAJAH 9 10 SITI NURJANAH 1-1STTT PATIMAH L2 SITI ROBIATUL... 1.3 SITI RoYHANI 1,4 SONI DERMAWAN. ..
I
1-5 L6 T7 18 1-9 20 2L 22 23 24 25 26 27 28 29 30
Val i di ty a n d R e l i a b i l i t y o f P o s t - t e s t 38 48 26 610 69 79 5B 810 11 1l9L2 76 11_ l_1_ 97 49 L1_ 1_0 1-0 B
SULUNG P R I A N G... S U R Y oM U H A M M A . . . SYAHRUL SYAIFUL BAHRI TEDDYTRIADI THEo DHARMASITA THoMY BAHAR TRI KHAIRUNNISA TRTYULIANTo YASH SAKINA HAQ YoGI FERNANDo YOKI ADT SAPUTRA YUL] APRIYAN] Y U L I A C I T R AA . . . YULIANA YUNI FARTCHA
11 L2 8 16 15 1_6 1-3 1B 22 2t 1_3 22 16 13 2t l-B
Kel unggul & Asor
r e l o m p o ku n g g u l Namaberkas: o:\srsurlLAH pRrNT\vnlrorry ANDRELrABrLrry oF posr-TEST.ANA N o . U r u t r o d e / r u a m as u b y e k S k o r ]- SITI RoBIATUL... 25 2 SITT NURJANAH 24 nrzDA MAULTA 3 23 4 TRIYULIANTO 23 5 YOKI ADI SAPUTRA 23 YASH SAKINA HAQ 6 22 7 YULIANA 22 8 RIZKI PRATAMA 20 rml :wb genar
N o .U r u t rode/ruamasubyek 1 SITI ROBIATUL... 2 STTI NURJANAH RIZDA MAULIA 3 4 TR]YULIANTO 5 YOKI ADI SAPUTRA 6 YASH SAKINA HAQ 7 YULIANA 8 RIZKI PMTAMA :ml
Jwb Benar
11 1-
13
2 4 7 3 5 6 1-1_1l_1_11_1_111l_11_1_1-1111_ r_1_1L1_1-1_1_1-L -1_1_1_11L11_1 -111_1_1-1_L11 l_1-1-1_111-11_ l_1l-1_1_L-1_1_1_ -L11_1--1--1_1_ 5878877788
8
91_0
LZ L3 L4 1_5 16 L7 18 19 20 2L 22 1_1_l_111-l-1-1-L11-11-1-1-11_r_r.11_t_ 11-t_1-1_11_-1_1_1_1_ 11_1_LL11-1-LLl-l1_1_1_1_r-1-111_1_11_ -L1_1_1-1-11_11_11_L11-1_1L-111_1_ 11-L11_1_1_1_1-1_1 68BBB87687BB
1r_
23
N o .U r u t rode/trtama subyek 2 4 2 5 1 S T T TR O B T A T U L . . . 1 1 _ 2 SITI NURJANAH 1 1 3 R]ZDA MAULIA 1l4 TRIYULIANTO 11_ 5 YOKI ADI SAPUTRA t1_ YASH SAKTNA HAQ 6 11 7 YULIANA L1 B RTZKI PRATAMA t _ L :ml Jwb Benar B8
t<elompokRsor N a m ab e r k a s : o : \ e t s v t t L u H PRINT\VALIDITY A N D R E L I A B I L I T Y O F P O S T - T E S T . A N A N o . u r u t r o d e / t t a m aS u b y e k S k o r 1 R I Z K I A H M A DF . . . l-5
L
2
4 7 3 5 6 1--1-1_l_1-1_1 Page 2
B
91011
tt{ I
2 3 4 5 6 7 B
N o .U r ut 1 2 3 4 5 6 7 8
N o .U r ut ]2 3 4 5 6 7 8
validity and neliability of Post-test 11- 1- 1- THoMYBAHAR 13 -1--1--L 1.3 YOGI FERNANDO -1_-11-11.3 YULIA CITRA A... -1_-1--1 L2 S U L U N GP R I A N G . . . -1_-1--1 L2 S U R Y OM U H A M M A . . . -l--1 8 SYAHRUL 16 SONI DERMAWAN... 1-70627 0 :ml Jwb Benar rode/ltamasubyek L2
L3
R I Z K I A H M A DF . . . -1_ THOMY BAHAR YOGI FERNANDO 1 _ YULIA CITRA A... S U L U N GP R I A N G . . . S U R Y OM U H A M M A . . . SYAHRUL -1 SONI DERMAWAN... l_ 27 :ml Jwb Benar
L4 1
i:
1_5 16 1_11 11 t_1 -1-
i:
54
t7
18
-1 1_1-
11
1_--11_1_-1_ 11 11_1-1_ -1-1_11_1_-1_ L17736
1-9 20 2L 22 23 1-11_111-1_1 -1-1 1_-1-111-1Ll_-1
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DAYA PEMBEDA
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B a w a h geda 3 4 1 7 2 6 0 0 0 5 2 5 6 6 3 4 5 5 1 6 3 4 4
rndeks DP (%) 37.50 s0.00 1_2.50 8 7 .5 0 25.00 7 5. 0 0 0.00 0.00 0.00 62.50 2s.00 62.50 7 5. 0 0 7 5. 0 0 37.50 50.00 62.50 62.50 1_2.50 7 5. 0 0 3 7. 5 0 50.00 50.00 P Ag e 3
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24 25
and neliabif ity of Post-test 25.00 2 6 75.00 2 6
TINGKAT KESUKARAN
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KORELASI SKOR BUTIR DG SKOR TOTAL
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si gnifi kansi sion'ifikan si dnifi kan si 6nifi kan Sanoat Si on'ifi kan sandat si 6ni fi kan sanlat silnifikan Sangat S'igni fi kan si qni fi kan sidn'ifikan S a n g a ts i d n i f i k a n si onifi kan s'i6ni fi kan Sangat siinifi kan Sanoat Si on'if i kan si lni fi kan
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c a t a t a n : B a t a s s i g n ' i f i k a n s i k o e f i s i e n k o r e l a s i s e b a g a a ib e r i k u t : df (N-2) 10 1_5 20 25 30 40 50
P=0,05 0,576 0,492 0,423 0,381 0,349 0,304 0,273
P=0,01 0,708 0, 606 0,549 0,496 0,449 0,393 0,354
df (N-2) 60 70 80 90 1-00 L25 >150
P=0,05 0,250 0,233 4,2L7 0,205 0, 1-95 0,L74 0,1-59
P=0,01 0,325 0,302 0,283 0,267 0,254 0,228 0,208
eila koefisien = 0,000 berarti tidak dapat dih'itung.
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Keter a n g a n : t
KISI-KISI PENULISAN SOAL PRE-TEST Nama Sekolah
: SMK YAPIMDA
Mata Pelajaran
: Bahasa Inggris
Kelas/ Jurusan
: XII/ AP dan Pemasaran
Alokasi Waktu
: 2 x 45 Menit
Semester
: II (Genap)
Kurikulum Acuan
: KTSP
STANDAR KOMPETENSI 3. Berkomunikasi dengan bahasa inggris setara dengan level intermediate
KOMPETENSI DASAR MEMBACA 3.4 Memahami manual (procedure) penggunaan peralatan.
INDIKATOR
INDIKATOR SOAL
Menentukan deskripsi umum dari Gagasan pokok teks prosedur Informasi tersurat
Menemukan informasi rinci (detail information) dari teks prosedur
Jumlah
Tujuan dari sebuah teks Informasi spesifik/detail Langkahlangkah
JENIS SOAL
NOMOR SOAL
JUMLAH
PG
1, 5, 20
3
PG
3, 6,10, 14, 15, 18, 19
7
PG
12, 16
2
PG
4, 7, 13
3
PG
2, 8, 9, 11, 17
5 20
REFERENSI a. Learning English 3, Galaxy Puspa Mega b. SMK YAPIMDA English Drills Compilation c. Simulasi UN, Erlangga d. www.wikihow.c om
KISI-KISI PENULISAN SOAL POST-TEST Nama Sekolah
: SMK YAPIMDA
Mata Pelajaran
: Bahasa Inggris
Kelas/ Jurusan
: XII/ AP dan Pemasaran
Alokasi Waktu
: 2 x 45 Menit
Semester
: II (Genap)
Kurikulum Acuan
: KTSP
STANDAR KOMPETENSI 4. Berkomunikasi dengan bahasa inggris setara dengan level intermediate
KOMPETENSI DASAR MEMBACA 3.5 Memahami manual (procedure) penggunaan peralatan.
INDIKATOR
INDIKATOR SOAL
Menentukan deskripsi umum dari Gagasan pokok teks prosedur Informasi tersurat
Menemukan informasi rinci (detail information) dari teks prosedur
Jumlah
Tujuan dari sebuah teks Informasi spesifik/detail Langkahlangkah
JENIS SOAL
NOMOR SOAL
JUMLAH
PG
1, 16
2
PG
2, 3, 6, 10, 15, 17, 18, 19
8
PG
12, 20
2
PG
7, 8, 14
3
PG
4, 5, 9, 11, 13
5 20
REFERENSI a. Get Along With English, Erlangga b. Tes Kendali Mutu (TKM) Desember 2012, Paket 33 c. Tes Kendali Mutu (TKM) Februari 2013, Paket 32 d. Tes Kendali Mutu (TKM) Januari 2013, Paket 42 e. www.wikihow.c om
Pre Test
Read the text carefully, answer the question correctly and mark it in your answer sheet! (The text below is for number 1-4) How to Change a Car Tire There several tips when you want to change your car tire. You will need a jack and a wrench to do the activity. First, find a flat, stable and safe place to change your tire. Avoid soft ground and hills. You need a solid, level surface that will restrict the car from rolling. Second, apply the parking brake and put car into “park” position. Then, take out the spare tire and a jack. After that, place the jack under the frame near the tire and raise the jack until it is supporting the car. Next, use a wrench and loosen the nuts. Then, remove the flat tire. Next, place the spare tire on the hub. Take care to align the rim of the spare tire with the wheel bolts, then put on the lug nuts. After that, tighten the nuts by hand until they are all snug. They should turn easily at first. Then, lower the car. Finally, tighten the nut using the wrench. 1. What is the text mainly about? a. Steps to find a safe place to change our tire b. Steps to change our old car c. Steps to change our flat tire d. The ways to drive safely 2. What should we do before placing a jack under the frame near the car frame? a. Take out the spare tire and a jack. c. Drive carefully b. Raise the jack until the supporting the car d. Tighten the nuts 3. Why do we must find a flat place when changing the tire? a. The car does not have a brake. c. The driver usually use flat places b. It prevents cars from rolling. d. The driver has to use a wrench 4. We can tighten and loosen the nuts by using…… a. A jack c. A brake b. A steer d. A wrench
(Questions number 5-8 are based on the passage below) How to Operate a Presto First of all, apply some oil around the upper wall of the presto before cooking so that you can open or close. Next, put the ingredients into the presto. Remember that the volume of the ingredients should not more than ¾ of the presto height in order to make the presto work properly without over capacity. Then, close the lid tightly. Make sure you do it correctly. Fourth, make your stove on. At the beginning, apply high heat. When it starts producing a quick noise, turn the fire lower. Next, avoid moving presto or opening the lid during the
heating process. If you open the lid during the cooking process, it will spray out the hot steam that can hurt yourself. Next, remember the time that is needed to cook the food. You can refer to “cooking time” for different kinds of food. Next step is before opening the lid of the presto, put out the fire and wait until the presto cools down. Finally, when there is no more steam, the presto is ready to be opened. 5. What is being informed? a. Steps in using a presto c. Inserting the ingredients into the presto b. Steps in setting a new presto d. How to choose a good presto 6. Which of the following statement is not the procedure of operating the presto? a. Start with high heat b. Avoid filling up the presto c. Stop the fire when the presto produces noise d. Close the lid strongly 7. What we must look at about the time when cooking many kinds of food? a. A presto c. Cooking time b. Cooking process d. The lid 8. What is the next step after closing the lid? a. Apply some oil c. Refer to cooking time b. Make sure to make the stove on d. Open the presto
(Read the text below and answer the question number 9-12) First of all, twist the lid counterclockwise and take out the mouse ball. Second, wash the ball with soap and warm water. The combination of warm water and soap make you remove the dirt and the dust from the ball easily. Third, you have to wash the lid. Fourth, allow everything to dry for about five minutes. Fifth, clean the outside. Use a toothpick to pick out dirt from the cracks between the button. Sixth, put the ball back inside and twist on the lid clockwise. Remember that before you put the ball back into it place, ensure that the ball and the lid are totally dried. Finally, to maximize the mouse performance, clean the mouse pad with a cloth. 9. How many steps mentioned in the text? a. Seven b. Six c. Five d. Four 10. The statement below is true, EXCEPT…. a. The last step is cleaning the mouse pad. b. We can combine warm water and shampoo c. Use a toothpick to pick out dirt between button d. The second step is washing the mouse ball. 11. What should we do before you put the ball into the mouse? a. Take out the ball c. Ensure that the ball and lid are totally dried. b. Clean the mouse pad d. Remove the mouse from computer
12. What is the purpose of the text? a. To tell the steps to clean a ball computer mouse b. To tell how to play a ball c. To tell how to use a toothpick d. To tell how to clean a computer
(The questions number 13-16 are based on the text below) How to Create a Gmail Account First of all, open the Gmail website and click the red “CREATE AN ACCOUNT” button in the top-right corner. This will take you to the “Create a new Google account” page. Second, fill the data identification. Come up with a username. Your username will become your new Gmail email address. Have a backup or two handy in case your desired name is already taken. If your username is not available. You will be given several related options, or you can try a different one. You also need to fill your first and last name, and create and confirm the password. Third, fill out the rest of the request information. You will need to enter your birthday for age verification, your gender, your phone number in case you lose access to your account, and a verification email address. You will also need to enter which country you reside in. fourth, click next step after you complete the CAPTCHA. This is a verification tool that ensures that a real person is creating the account. Fourth, choose the photo that you want to be your profile picture. You can click “snap a photo” to take a photo in the moment or click “upload an image” to choose from your computer. The last, click “continue to Gmail”. As soon as you click this button, your account is successfully created and ready to use. 13. What is CAPTCHA? a. A tool ensures you as a real person c. A button to snap a photo b. Our Gmail account d. Your image profile 14. Why should we enter our birthdays, gender, and telephone numbers? a. To ensure that we are exist b. To ensure that we have internet connection c. Just in case when we lose access to our account d. The government regulation. 15. What should we do if we want to choose a photo from our gallery as a profile picture? a. Click continue to Gmail c. Click snap a photo b. Click upload an image d. Click create an account 16. What is the purpose of the text? a. To tell the steps to make Gmail account c. To tell about CAPTCHA b. To change our photo profile d. To share our Google account
(The passage below is for question no. 17-20) How to Use Radio-Tape Playback There are some steps to play radio-tape playback. First, plug the radio-tape playback into electricity and turn on the power. Then, press the cassette select button. After that, press the eject button. This will open the cassette holder. Next, insert the cassette with the side you want to hear up and with the edge of exposed tape towards you. Then, press down the cassette holder firmly and press the play button. Next step is adjusting tone and volume to give you the required sound. After that, if you want change the tape mode to the radio mode, you just press stop button. Then, press the radio switch to play radio. Finally, use the tuning button to search different radio stations or frequencies. 17. How many steps are mentioned in the passage? a. Five c. Ten b. Seven d. Nine 18. What will happen if we press the eject button? a. It will play the cassette c. It will change the cassette side b. It will switch into radio mode d. It will open the cassette holder 19. What should we do to find different radio stations? a. Press the play button c. Adjust the tuning button b. Press the radio mode d. Press the cassette select button 20. What is the text mainly about? a. How to tune a radio b. How to play tape and radio c. How to play a CD cassette d. How to fix radio-tape playback
Post Test
Read the text carefully, answer the question correctly and mark it in your answer sheet! (The text below is for number 1-4) How to replace a projector lamp First of all, take the necessary tools. Luckily, you'll only need a manual screwdriver to remove the panel. You will also need a soft, non-abrasive cloth handy to help avoid any contact with your fingers and the lamp assembly. Second, unplug the projector from the electricity. Then, use the screwdriver and remove the screw and the lamp compartment door. The fourth step is carefully remove the lamp assembly and disconnect any power cords that may still be connected to the lamp assembly. Then, clean the lamp compartment using the cloth. Next, insert the lamp compartment carefully. Then, set the lamp compartment door back into place and securely screw in the door. Finally, plug the projector into the electricity and you can use the projector. 1. What is being informed? a. How to use a projector lamp b. Inserting the lamp compartment carefully c. Setting a new projector d. Replacing an old projector lamp into a new one. 2. What do we need to do the procedure? a. A screw driver and a panel c. A cloth and a screwdriver b. A power cords d. A lamp compartment 3. What is the function of a non-abrasive cloth? a. To unplug the projector c. To disconnect power cords b. To avoid a finger contact with the lamp d. To remove the lamp assembly 4. What is the next step after inserting the lamp compartment? a. Plug the projector into the electricity c. Set back the compartment door b. Remove the screw and compartment door d. Remove the lamp assembly
(Questions number 5-8 are based on the passage below) How to Clean Your Laptop First, take the right cleaning supplies for your laptop. For the screen you should use a special screen cleaner, a towel or cloth, a can of compressed air, and some isopropyl alcohol. Next, turn off the laptop and remove the battery to make it safer. Do not risk shocking yourself or ruining your machine during the cleaning process. Then, remove the mouse, any discs or CDs, USB keys and anything else that is connected or protruding from your laptop. After that, if you want to clean the laptop with the keys still attached you will need to use the can of compressed air. Do not hold the can upside down; simply tilt it and spray. If you are having
trouble spraying, you can always tilt your laptop, just try not to damage it in the process. Continue spraying until you have removed as much as dirt as you can. After that, clean out the ports along the sides of the laptop. Use the compressed air again. Spray all of the connector ports until they are nice and clean. Finally, spray a special screen cleaning solution to the screen and wipe the screen by using a clean cloth. Remember that do not use normal soap as it can damage the screen and decrease its performance. 5. What is the third step to clean your laptop? a. Remove the mouse, CD, and USB which connected b. Spray all of the connector ports c. Turn off the laptop d. Use the can of compressed air 6. What will happen if you use soap to clean the screen? c. The laptop will be blank a. The screen will be seen as new screen b. The screen will be totally clean d. The screen will be damaged 7. What do we use to clean out the ports along the laptop? a. A soap c. A compressed air b. A clean cloth d. A screw 8. What can we use to clean the screen? a. Isopropyl alcohol and a brush c. A towel and a can of compressed air b. A can of fresh water and screen cleaner d. A soap and a cloth
(Read the text below and answer the question number 9-12) Here are the ingredients that you need for making this simple food; fine minced meat, eggs, tapioca-flour, garlic, red onion, white pepper, and salt. To make the food, you can follow the following instruction. First, mix garlic, red onion, salt, and white pepper in mortar or mixer. Second step, mix the spice-mixture with the eggs, the tapioca-flour and the minced meat. After that, mix them using your fingers, add a cup of water, and keep on working until the mixture feels soft and smooth. Then, boil some water in a rather large pot, at least about two liters. Next, start rolling the mixture into small meatballs. The last step, lower the meatball into the boiling water and when they float up to the surface, the meatball is ready to serve. 9. How many steps mentioned in the text? a. Seven b. Six c. Five d. Four 10. The statement below is true, EXCEPT…. a. The last step is lowering the meatballs into boiling water. b. We must fix the ingredients until it feels soft and smooth. c. We must roll the mixture into small meatballs d. We need six ingredients to make the food 11. What should we do after mixing them using our fingers? a. Boil some water
b. Mix garlic, red onion, salt, and white pepper. c. Mix the spice-mixture with the eggs d. Roll the mixture into small meatballs 12. What is the purpose of the text? a. To tell the steps to boil water b. To tell how to sell meatballs c. To tell how to mix garlic, red onion, salt, and white pepper d. To tell how to make and serve meatballs.
(The questions number 13-16 are based on the text below) Cell Phone Repair Tips Sometimes, your cell phone doesn’t work properly. Blank displays, failure to recharge and frozen screen are some common problems faced by owners. Most phone malfunction problems stem from the phone’s operating system that is stalling out or trying to carry out a bad request. The easiest way to fix problems due to these software issues is to perform a system reset. First you have to try the soft reset by turning the power off and turn it on after a few minutes. The soft reset is the best way to fix a frozen display or when the system has made a bad request. Then, if the soft reset doesn’t work, you can use the hard reset by opening the battery door and remove the battery. A hard reset is used when you have a frozen operating system or a locked keyboard. When you remove the battery, the operating system is forced to restart and clear the error. 13. How many ways can you reset your cell phone? a. One c. Three b. Two d. Four 14. Below are some common problems of cell phone, except… a. Failure to recharge c. Frozen screen b. Instant reboot d. Blank display 15. What do firstly we have to do to perform the hard reset? a. Remove the battery c. Open the battery door b. Turn the battery off d. Turn the power on 16. What is the text mainly about? a. How to do a soft reset on a phone b. How to repair a cell phone by yourself c. How to do a hard reset on a phone d. How to remove a battery from a cell phone.
(The passage below is for question no. 17-20) How to Operate a Computer and to Make a Document on It There are several steps to operate a computer and make a document using Microsoft word. First, plug the cable into the socket and turn your computer on. Second, wait a moment while your computer is loading the data. Next, enter a password if you use it. If you forget the password, you can use password hint to make you remember the password. Then, the computer will scan itself about viruses. After that, you can choose the program we need to make a document. For example you want to type a document in word. Then, you can click “start menu” and after that choose “Microsoft Word”. Next, click “file” to have a blank document to type. Finally, type your document and save your work in the computer. 17. What is password hint? a. An application to type a document b. A tool helps you remember the password c. A tool to have a blank document d. A program to save your work in your computer 18. Why should we wait in the second step? a. The computer is loading the data b. The computer is scanning the viruses c. The computer is saving our work d. The computer is preparing Microsoft Word 19. What should we do if we want to type a document in our computer? a. Choose password hint c. Click “Start Menu” and “Microsoft Word” b. Click “Start Menu” and “File” d. Make the computer in standby mode 20. What is the purpose of the text? a. To tell the steps to make a password hint b. To make and evaluate a computer program c. To save your work in the computer d. To operate the computer and to type in Word
Kunci Jawaban Pre-Test 1. C 2. A 3. B 4. D 5. A 6. C 7. C 8. B 9. A 10. B 11. C 12. A 13. A 14. C 15. B 16. A 17. D 18. D 19. C 20. B
Kunci Jawaban Post-Test 1. D 2. C 3. B 4. C 5. A 6. D 7. C 8. C 9. B 10. D 11. A 12. D 13. B 14. D 15. C 16. B 17. B 18. A 19. C 20. D
THE FIGURES OF THE RESEARCH 1. Photos of the experiment class pre-test
2. Photos of the controlled class pre-test
3. Photos of teaching procedure text using pictures in experiment class
4. Photos of teaching procedure text without using pictures in controlled class
5. Photos of the experiment class post-test
6. Photos of the controlled class post-test
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APPENDIX 11 AGAMA KEMENTERIAN UINJAKARTA
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No.Dokumen : FITK-FR-AKD-081 : 1 Maret 2010 Tgl.Terbit : 01 No.Revisi: 1t1 Hal
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JudulSkripsi
"The Effectivenessof Using Pictures in Teaching Reading of ProcedureText"
Judul tersebuttelah disetujui oleh jurusan yang bersangkutanpada tanggal 23 Juli 2013. Saudaradapatmelakukanperubahanredaksionalpadajudul tersebut. Apabila perubahan substansial dianggap perlu, mohon pembimbing menghubungiJurusanterlebih dahulu. selesaidalamwaktu 6 (enam)bulan,dan Birnbinganskripsiini diharapkan tanpasuratperpanjangan. (enam) berikutnya brrlan 6 selama dapatdiperpanjang terimakasih. kamiucapkan dankerjasamaSaudara, Atasperhatian LVassalantu'ala i kum.wr.wb.
64t212199I 031002 Tembusan: l . D e k a nF I T K 2. Mahasiswaybs.
v i
APPENDIX 13 KEMENTERIAN AGAMA UIN JAKARTA FITK
No. Dokumen :
FoRM(FR)
FITK.FR-AKD-O81
Tgl.Terbit
:
12 Maret 2013
No. Revisi: Hal
:
02 1t1
Jl. lr. H. Juanda No 95 Cipulat 15412lndonega
S U R A TP E R M O H O N AINZ I NP E N E L I T I A N Jakaria,26 Agustus20| 3
Nomor : Un.01iF.I /KM.01.3/11?02013 Lamp. : Hal : PermohonanIzin Penelitian
KepadaYth. Kepala SMK YAPIMDA .di Tempat Assalamu'alaikum wr.w b. Denganhormatkami sampaikanbahwa, Nama
Allen Subekti
NIM
r 09014000064
Jurusan
PendidikanBahasaInggris
Semester
IX (Sembilan)
JudulSkripsi
"The Elfectivenessof Using Pictures in TedchingReading of 'Iext". Procedure
adalahbenarmahasiswa/i FakultasIlmu Tarbiyahdan KeguruanUIN Jakartayang sedang menyusunskripsi, dan akan mengadakan penelitian(riset) di instansi/sekolah/madrasah yangBapak/lbupimpin. Untuk itu kami mohon Bapak/lbudapatmengizinkanmahasiswatersebutmelaksanakan penelitiandi malcsr-rd. Atas perhatiandan kerjasamanya, kami ucapkanterimakasih. Wassalamu'alaikum wr.wb.
ikan Bahasainggris
212 199103| 002 Tembusan: l. DekanFITK 2. Pembantu DekanBidangAkademik yangbersangkutan 3. Mahasiswa
F'
APPENDIX14
i .A
x4ax r,QEf9.r
Effig SMK YAP|MDA
PENGI'BUAN ISLI\M YAPIMI'A I SEKOLATI MENENGAIT KF^'T'RUAN
SMKYAPIMI'A BII'A,NG KE.ATTLIAN 3BISIIIS DAN MANA"'EMEN SEMUA PNOGNAI}I TCE/A,IILIAN TERAICREI'ITASI A JalanPoltangan IV No.34, PejatenTimur,PasarMinggu- Jakarta12510 Telp.(021)782708 -7820364Fax.78833491website:www.yapimda.org
SURATKETEMNGAN E.lglnn01d; Nomor : 172/ SMK-YPD / S.KE'U
Yang bertanda tangan di bawah ini KepalaSMK YAPIMDA di KecamatanPasar Minggu, Kota AdministrasiJakartaSelatan,ProvinsiDKI Jakarta,menerangkan:
Nama
AllenSubekti
Tempat,Tgl. Lahir
Tegal,18Maret1992
NIM
r09014000054
ProgramStudi
Bahasa Inggris(51) Pendidikan
Alamat
Putih lll No. 34 Cempaka Jl. Semanggi Selatan Ciputat,Tangerang
Adalah benar nama tersebutdi atas telah mengadakanpenelitiandi SMK 'The Effectiveness skripsiyangberjudul YAPIMDAJakartadalamrangkapenulisan pada of UsingPictttrcsin TeachingReadingof PrccedurcTert" yangdilaksanakan 2013s.d.28 Januari2014. tanggal4 Desember Demikianlahsurat.keteranganini dibuat untuk dipergunakansebagaimana mestinya.
lO Februari2014
