THE EFFECTIVENESS OF USING SMALL GROUP INTERACTION IN TEACHING READING COMPREHENSION (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)
By:
Umiyati 105014000325
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
THE EFFECTIVENESS OF USING SMALL GROUP INTERACTION IN TEACHING READING COMPREHENSION (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang) A “Skripsi” Presented to Faculty of Tarbiyah Teachers and Training in Partial Fulfillment of the Requirements for Degree of Strata-1 (S-1) in English Language Education
By: Umiyati NIM. 105014000325
Approved by Advisor
Drs. H. Bahrul Hasibuan, M. Ed
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2011
ENDORSEMENT SHEET The Examination Committee of the Faculty of Tarbiyah and Teachers’ Training certifies that the “Skripsi” (Scientific Paper) entitled “THE EFFECTIVENESS OF USING SMALL GROUP INTERACTION IN TEACHING READING COMPREHENSION(Experimental Study at Seventh Grade of “SMP Sunan Bonang Tangerang”)” written by Umiyati, Student’s Registration Number: 105014000325, was examined on September 16, 2011 and was declared to Academic title of ‘S.Pd.’ in English Language Education at the Department of English Education.
The Examination Committee Chairman
: Drs. Syauki, M.Pd. NIP. 19641212 199103 1 002
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)
Secretary
: Neneng Sunengsih NIP. 19730625 199903 2 001
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)
Examiner I
:Drs. Nasrun Mahmud, M.Pd. NIP. 150 041 070
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)
Examiner II
: Drs. Syauki, M.Pd. NIP. 19641212 199103 1 002
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Acknowledge by: Dean of Faculty of Tarbiyah and Teachers’ Training
Prof. Dr. Dede Rosada, M.A. NIP. 19571005 198703 1 003
ABSTRAK Umiyati
:“The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2011. Pembimbing : Drs. H. Bahrul Hasibuan, M.Ed. Kata Kunci : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang. Tujuan penelitian ini adalah untuk menemukan bukti empiris perbedaan antara prestasi para siswa dalam mempelajari reading yang berkenaan dengan teks Descriptive menggunakan Small Group Interaction dan Whole Class Teaching. Ini adalah penelitian experiment. Penulis mengajar dua kelas yang berbeda dengan menggunakan dua teknik yang berbeda. Penulis menggunakan pre-test untuk mengetahui bahwa kedua kelas mempunyai latar belakang pengetahuan yang relatif sama dalam variable penelitian dan post-test untuk menemukan peningkatan nilai sebagai ukuran prestasi. Penulis menggunakan ttest untuk menghitung dan menghipotesis. Hasil dari uji ttest ini adalah to ≥ ttable, yang berarti bahwa hipotesis tes adalah Null Hypothesis (Ho ) ditolak and Alternative Hypothesis (Ha) diterima. Interpretasi data adalah penggunaan Small Group Interaction dalam mengajar reading yang berkenaan dengan teks Descriptive lebih efektif daripada Whole Class Teaching. Akhirnya berdasarkan hasil penelitian, penulis memberikan beberapa saran. Penulis berharap penelitian ini akan bermanfaat dalam meningkatkan pendidikan di Indonesia.
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ABSTRACT Umiyati
: “The Effectiveness Of Using Small Group Interaction In Teaching Reading Comprehension (Experimental Study at the Seventh Grade of “SMP Sunan Bonang” Tangerang)”, “Skripsi”, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University, 2011. Advisor : Drs. H. Bahrul Hasibuan, M.Ed. Keywords : Small Group Interaction, Whole Class Teaching, SMP Sunan Bonang. The objective of this research is to find the empirical evidence of the differences between students’ achievement in learning reading which is concerned with Descriptive text by using Small Group Interaction and Whole Class Teaching. This is an experimental research. The writer taught two different classes employing two different teaching techniques. The writer administered a pre-test to know that the classes have relatively the same background knowledge in the research variable and a post-test to find out the growth of score as the measurement of achievement. The writer used ttest to calculate the data and to test the hypotheses. The result of the calculation from this research is to ≥ ttable, it means that the Null Hypothesis (Ho ) is rejected and the Alternative Hypothesis (Ha) is accepted. The interpretation of data is the use of Small Group Interaction is more effective in teaching reading of Descriptive text than Whole Class Teaching. Finally, based on the finding of the research, the writer gave some suggestions. She hopes this research will be useful for improving of education in Indonesia.
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ACKNOWLEDGMENT In the name of Allah, the Beneficent the Merciful
All praises be to Allah who gives the writer guidance and strength in completing this “skripsi. Peace and blessing be upon the Prophet Muhammad shalallahu ‘alaihi wassalam, his families, his relatives, and his followers. First, the writer would like to express the greatest gratitude to her beloved parents, Winanto and Rohanah, and to her brother and sisters whose names cannot be mentioned one by one. I thank for love, support, and contributions both moral and material to the writer. The writer is deeply grateful to her advisor, Drs. H. Bahrul Hasibuan, M.Ed., who has guided the writer in finishing this “skripsi” for the great contributions, guidance, advices, corrections, and suggestions. Furthermore, the writer would like to thank and appreciate to: 1. Drs. Syauki, M.Pd., the Head of English Department, Mrs. Neneng Sunengsih, S.Pd., the secretary of English Department, Mrs. Aida Ainul Wardah and all staffs who helped the writer. 2. All lecturers who have taught and given knowledge to the writer. 3. The principal, the English teacher, and the administration staffs who have given the writer opportunity to do the research in SMP Sunan Bonang Tangerang. Special thanks for seventh grade students for their cooperation as the respondents of this research. 4. Agus Budiman who always accompany her in every conditions.
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5. All her friends who always care, give support, help and contribution for her, Syifa, Mbe, Hizbullah and A-Class ’05 community (thanks to great sharing), I do appreciate it. May we all get success!
May Allah Subhanallahu wa Ta’ala bless us all. Finally, the writer realized that this “skripsi” is still far from being perfect. Therefore, she hopes some suggestions or criticism to make it better. Then she wishes that this “skripsi” be some valuable writing. Amin.
Jakarta,
April 2011
The Writer
TABLE OF CONTENTS TITLE........................................................................................................................... i SURAT PERNYATAAN KARYA SENDIRI ........................................................... ii APPROVAL ............................................................................................................... iii ENDORSEMENT ...................................................................................................... iv ABSTRACT ................................................................................................................ v ACKNOWLEDGEMENT ........................................................................................ vii TABLE OF CONTENTS ........................................................................................... ix
CHAPTER I
: INTRODUCTION A. The Background of the Research ........................................ 1 B. The Limitation and Formulation the Problem........................ 4 C. The Objective of the Research ............................................. 4 D. The Significance of the Research ......................................... 4
CHAPTER II
E.
The Method of the Research ................................................ 5
F.
The Organization of the Research ......................................... 5
: THEORETICAL FRAMEWORK A. Small Group Iinteraction ...................................................... 7 1. The Understanding of Small Group Interaction ................ 7 2. The Advantages of Small Group Interaction .................... 8 3. The Disadvantages of Small Group Interaction ................ 9 4. The Application of Small Group Interaction .................. 10 B. Whole Class Teaching ....................................................... 12 1. The Understanding of Whole Class Teaching ................. 12 2. The Advantages of Whole Class Teaching...................... 13 3. The Disadvantages of Whole Class Teaching ................. 13 C. Reading Comprehension ...................................................... 14 1. The Understanding of Reading Comprehension ................14 2. The Objective Reading ................................................... 15
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3. The Types of Reading Text ............................................ 16 4. The Factors Influence Reading Comprehension ............. 17 5. The Ways to Improve Reading Comprehension .............. 18 6. Teaching Reading in Junior High School According to KTSP ............................................................................. 25 7. Hypotheses ..................................................................... 27 CHAPTER III
: THE IMPLEMENTATION OF THE RESEARCH A. Methodology of Research ................................................... 28 1. The Place and Time of the Research ............................... 28 2. The Objective of the Research ........................................ 28 3. The Population and Sample of the Research .................... 29 4. The Technique of Data Collecting................................... 29 5. The Technique of Data Analysis ..................................... 29 6. The Procedure of the Research ...........................................31 B. The Findings of the Research .............................................. 32 1. The Description of the Data .......................................... 32 2. The Analysis of the Data ............................................... 37 3. The Interpretation of the Data ....................................... 43
CHAPTER IV
: CONCLUSIONS AND SUGGESTIONS A. CONCLUSION ................................................................... 45 B. SUGGESTION ................................................................... 46
BIBLIOGRAPHY .................................................................................................... 47 APPENDICES ........................................................................................................... 49
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CHAPTER I INTRODUCTION A. The Background of the Research English is the most widely used language in world. Besides that, English is also the first foreign language that has been taught in Indonesia in every level of school education - from primary school up to university. English is taught as a local-content subject in primary school, as a compulsory subject in secondary school and as a complementary subject in university. In the Course Outline (CO) of English curriculum, it is stated that English is considered as the instrument for expressing meanings. Based on the concept and the function of English as stated in that Course Outline, the teaching of English at secondary school aims to develop the language skills. According to the statement above, the government hopes that Indonesian students could master English language. By mastering English, the students can develop their knowledge in every subject and communicate with people from other countries. Therefore, the teacher
1
2
should be more creative and imaginative to develop students’ ability in English teaching learning. Teaching a foreign language especially English is not as easy as teaching the first language, because the students will certainly face many problems. So, if the teachers or students learn a second or foreign language, they will meet many methods, approaches and techniques of teaching appearing to help teachers and learners in teaching learning process. Teachers always do their best to achieve the learning goal through methods, models, or techniques of language teaching by improving their methods of teaching in every teaching learning process. Up to now, we often hear the disappointment of English teachers because of the students unsatisfying scores in the final exam. Considering the importance of reading skill, the teacher must improve the teaching of reading comprehension. The teacher can use some methods of teaching reading so that the students can enjoy and be stimulated in learning English especially reading comprehension. One of them is by using small group interaction teaching technique. Group may be described in many ways, but there is no single clearcut definition that adequately and quickly encompasses the concept of small group. In brief, a group may be said to exist when two or more persons have as one quality of their relationship; some interdependence and posses some recognizable unity. 1 Based on the statement above it can be said that group is a number of people when it consists of more than two people interacting with each other, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group. Practically, group is used by the large numbers of English language teacher in everyday teaching and learning practice. By using group in teaching and
1
Mary A. Bany and Lois V. Johnson, Classroom Group Behavior, (New York: The Macmilan Company, 1964), page. 31.
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learning, the students will be active in learning, especially by using small group interaction; the students will be more interested and more active in learning because it gives students an opportunity to share what they read. The use of small group work is posited to have a number of advantages over individual practice. The main benefit of small group work seems to lie in the co-operative aspects it can help foster. One advantage of this lies in the contribution this method can make to the development of pupils’ social skills. Working with other pupils may help them to develop their emphatic abilities by allowing them to see others’ viewpoints which can help them to realize that everyone has strength and weaknesses. Trying to find a solution to a problem in a group also develops skill especially in learning reading comprehension. 2 As a skill, reading is clearly one of the most important skills in learning English, it can be seen that many instances around the world argue that reading is the most important foreign language skill, particularly in cases where students have to read English material for their own specialist subject, but may never actually have to speak the language. Much of the current thinking on reading tends to focus primarily on the purpose of the activity; even if reading is done for pleasure it is still purposed. 3 The writer is the English teacher at Sunan Bonang Islamic education institute. She teaches at second until fifth grade of Elementary school. In order to get some information about English teaching and learning process at Sunan Bonang Junior High School, in one occasion the writer asked the English teacher at Sunan Bonang Junior High School about the English teaching learning process, and tried to join the class for observing the teaching method of the English teacher at seven grade of 2
Daniel Muijs and David Reynolds, Effective Teaching Evidence and Practice (London: SAGE Publication, 2005 ) page. 52 3 Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s Guide (Oxford: Blackwell Publishers, 1993), page 101.
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Sunan Bonang Junior High School. The writer found that the way of English teacher in teaching reading comprehension is used the whole class teaching. It is caused the decreasing of student’s interest in learning English and the student’s low score in learning reading skill. Knowing problems in teaching reading skill, the writer is interested in using a small group interaction in teaching reading comprehension. On the title: “The Effectiveness of Using Small Group Interaction in Teaching Reading Comprehension”. The writer believes that small group interaction serves more habit forming than the Grammar Translation Method. B. The Limitation and Formulation of the Problem The problem that will be discussed in this paper is limited only in the use of small group interaction in teaching reading comprehension on descriptive text at the first year students at Sunan Bonang Junior High School Bojong Nangka Tangerang. The formulation of the problem which is going to be discussed in this paper is as follows: “Is the use of Small Group Interaction more effective in teaching reading comprehension than whole class technique on even semester of the seventh grade SMP Sunan Bonang?” C. The Objective of the Research The objective of the research is to find the empirical evidence of the differences between students’ achievement in the learning of reading comprehension using Small Group Interaction and Whole Class Technique. D. The Significance of the Research The significance of the research is expected to be useful for broadening the perspective of the writer and for giving the English Teachers a different method in teaching reading comprehension especially the reading comprehension by using small group interaction.
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E. The Method of the Research The method of this research is an experimental method. The writer teaches in two different classes with two different methods. Small group interaction is employed in an experiment class and whole class is employed in a controlled class. F. The Organization of the Research This paper is divided into four chapters. The following is the short description about what each chapter contains. The first chapter is introduction. It is illustrated; A. The Background of the Research, B. The Limitation and Formulation of the Problem, C. The Objective of the Research, D. Significance of the Research, E. The Method of the Research, and F. The Organization of the Research. The second chapter is theoretical framework. It is illustrated the theory of the writer uses in library study. The main points in this chapter are: Part A. Small group interaction, which consists of four parts: 1. The Understanding of Small Group Interaction, 2. The Advantages of Small Group Interaction, 3. The Disadvantages of Small Group Interaction 4.The Aplication of Small Group Interaction. Part B. Whole Class Teaching which is consists of three parts: 1. The Understanding of Whole-class Teaching,
2.TheAdvantages
Disadvantages
of
of
Whole-class
Whole-class Teaching.
Teaching, Part
C.
3.
The
Reading
Comprehension, which consists of six parts: 1. The Understanding of Reading Comprehension, 2. The Objective of Reading, 3. The types of Reading Texts, 4.The Factors Influence Reading Comprehension, 5. The Ways to Improve Reading Comprehension, and 6. Teaching Reading in Junior High School according to KTSP. Part D. Hypotheses
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The third chapter is discussed the implementation of the research which is consists of two points: Point A. Methodology of the research consists of six parts: 1. The Place and Time of the Research, 2. The Objective of the Research 3.The Population and Sample of the Research, 4.Techniques of Data Collecting, 5.Techniques of Data Analysis, and 6.The Procedures of the Research. Point B. The Findings of the Research, consists of three parts: 1.Description of the Data, 2.Analysis of the Data, 4.Interpretation of the Data. The fourth chapter deals with Conclusion and Suggestion.
CHAPTER II THEORETICAL FRAMEWORK A. Small Group Interaction 1. The Understanding of Small Group Interaction According to Oxford Advanced Learners Dictionary, group is a number of people or things that are together in the same place or that are connected in some way. 1 Most experts agree that Group is a number of people when it consists of more two people interacting with each other.2 Based on the statement above it can be said that group is a number of people when it consists of more two people interacting with each other, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group. Small group itself, according to Baker is three or more people interacting face to face, with or without an assigned leader in such a way that each person influences, and is influenced by another person in the group.3 Johnson 1
A s Hornby, Oxford Advanced learner’s Dictionary of Current English, (New York, Oxford University Press: 2000) 6th ed., page. 568 2 Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGrawHill Companies: 2004) page. 157-166 3 William Fowler, Infant and Child Care: a guide to education in group settings, (New York, Allyn and Bacon Inc: 1980), page. 310
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gives solution that students should be arranged so that each student can see all other members of his group and can be heard without shouting and disturbing the other groups. Based on the statement above it can be said that small group interaction is the process by which three or more members of a group exchange verbal and nonverbal messages in an attempt to influence one another.4 2. The Advantages of Small Group Interaction The use of small group is posited to have number advantages over individual practice: a. It provides the motivational framework of the group and the economy of teaching more than one child at a time. b. The size of small group permits: ease of control, flexible method regulation, personalized attention, and individualized programming. c. The use of small group also provides a social framework with each child can identify and use as a guide to determine his or her action, can use as sharing experience that makes enjoyment in playing and learning together d. The main benefit of small group work seems to lie in the co-operative aspects it can help foster. This method can make to the development of pupils’ social skills.5 The use of small group can increase student’s motivation because the size of the small group makes the English teacher easy to control the members each group, small group also provides a social framework because the students can interact each other and share their experience to solve their problems. In the other source there are many advantages of the small group: a. Form a learner activation that is divided into five groups gets five times as many opportunities to talk as in full-class organization.
4
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGrawHill Companies: 2004) page. 157-166 5 Daniel Muijs and David Reynolds, Effective Teaching (evidence and practice), (New York, Oxford University Press. 2005) P.52
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b. It fosters learner responsibility and independence, can improve motivation and contribute to a feeling of cooperation and warmth in the class. c. To make students better in reading d. Improve learning outcomes. Stewart states the advantages of small group are: a. b. c. d. e. f. g. h. i.
Developing self-awareness Managing personal stress Solving problems analytically and creatively Coaching, counselling, and establishing supportive communication Gaining power and influence Motivating others Empowering and delegating Managing conflict Building effective teams and teamwork6 According to statements above the writer says that the use of small
group has many advantages in teaching learning process because it can motivate and develop student’s skills, especially in reading. Small group also can develop student learning outcome. 3.
The Disadvantages of small group Interaction While co-operative small group work can be powerful teaching and learning strategy, it does have a number of disadvantages; they are: a. It does not naturally promote independent learning and can foster dependency certain dominant members of group. b. The complexity of small group can also make it harder to manage for the teacher c. Small group work can result more time spent on lesson From the previous explaining, the writer concludes that Small Group Interaction
is a teaching technique that helps students to improve their
academic achievement, Developing self-awareness, Managing personal stress, Solving problems analytically and creatively. It is clear that Small Group Interaction
is the effective technique
that a teacher can apply in the
classroom. 6
Stewart L. Tubbs, A System Approach to Small Group Interaction (New York, McGrawHill Companies: 2004) page. 8
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4.
The Application of Small Group Interaction The application of small group in the classroom has many steps: first is start with one small group that works well together. Let them arrange their desks in a small circle and proceed to plan and make choices about their project. It would be a good idea for them to elect a chairman and to carry out their ideas. In this way they will have a full range of group work experience and will have encountered several of the problems in working together that will crone up again and again. Second is separate individual from their group to each small group and provide them as leaders for other groups. The separate individuals from that group can the serve effectively as helping persons in new groups who have no experience. Third, set some well-defined, accomplishable tasks that provide early reinforcement. If the group is getting the job done, the students will be more satisfied with the group and with their participation in it. Fourth, work with each group specifically in turn. This should be done so that the students are aware of your attention and feel comfortable in knowing that your time is theirs. Sit down with them and systematically explore the “state of the project” with each group member. This activity can increase student’s motivation in learning. Fifth, provide resource materials of several kinds. The teacher also can give the medi; such as picture, realia, etc to increase student’s intake of information sessions to be more understandable to all group members. Material for making media aids for the group report should also be provided. Sixth, if the students getting their job done, the teacher asks the student in each group to report and discuss the result of student’s small group interaction and develop suggestions for a brief, lively information sharing session.7
7
Diane Lapp, Hilary Bender, Teaching and Learning (Philosophical, Psychological, Curricular Applications), (New York, Macmillan Publishing Co., Inc. 1975). P. 235-236
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In another source, the organizations of group are: a. Presentation The instructions that are given at the beginning are crucial: if the students do not understand exactly what they have to do there will be time wasting, confusion, lack of effective practice, possible loss control. If the students do not understand English language well, the teacher should use the target language to make students easier in understanding the instruction. The teacher also should select tasks that are simple enough to describe easily. It is advisable to give the instructions before giving out materials or dividing the class into groups; and giving sample of the activity with the full class can help to clarify things. If the students have already done similar activities, teacher will be able to a shorten the process, giving only brief guidelines: it is mainly the first time of doing something with a class that such care need to invested in instruction. Try to foresee what language will be needed, and have a preliminary quick review of appropriate grammar or vocabulary. Finally before giving the sign to start tell the class what the arrangements are for stopping: if there is time limit, or a set signal for stopping, say what it is: if the groups simply stop when they have finished, then tell them what they will have to do next. It is wise to have a ‘reserve’ task planned to occupy members of groups who finish earlier than expected. b. Process Teacher job during the activity is to go from group, monitor, and either contribute or keep out of the way-whichever is likely to be more helpful. If teacher do decide intervene, the contribution may take form of; a. Providing general approval and support b. Helping student who are having difficulty c. Keeping the students using target language d. Tactfully regulating participation in a discussion where you find some students are over dominant and others silent. When the students do their discussion, read and comprehend the text in their groups the teacher is walking around to each group to monitor and to
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work with each group. This activity purposed to make students aware of teacher’s attention and make them more interest in learning. c. Ending If you have limit, then this will help you draw the activity to a close at a certain. In principle, try to finish the activity while the students are still enjoying it and interested or only just beginning to flag. If the students have getting done their job the teacher should finish the activity of small group interaction and the teacher prepared for giving a feedback. d. Feedback A feedback session usually takes place in the context of full-class interaction after the end of the group work. Feed back on the task may take many forms: giving the right solution, if there is one; listening to and evaluating suggestion; pooling ideas on the board; displaying materials the groups have produce; and so on. Your main objective here is to express appreciation of the effort that has been invested and its results. Feed back on language may be integrated into this discussion of the task, or provide the focus of a separate class session later. The statements above explained that the application has many steps are: presentation, process, ending and feedback. B. Whole Class Teaching 1. The Understandings of Whole Class Teaching Whole class teaching occurs when teaching and learning frequently conjure up a picture of students sitting in rows listening to a teacher who stands in front of them. Whole class teaching is a teacher centered because when the teacher presented and explained the material the students just listen to the teacher explanation. For many, this is what teaching means, and it is still most common teacher-student interaction in many cultures. Thought it has many limitations, whole-class grouping like this has both practical advantages and disadvantages
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a. The advantages of whole class-grouping a) It reinforces a sense of belonging among the group members, something which we as teachers need to foster. This activity to give the chance for the students to share their emotion in whole-class setting. b) It is suitable for activities where the teacher is acting as a controller c) It allows teachers to ‘gauge the mood’ of the class in general (rather than on an individual basis); it is good way for teacher to get a general understanding of student progress. Based on the statements above, the whole-class grouping is emphasize on sense of belonging between each group members because the large numbers of group member is often more enjoyable and create much more engaging atmosphere than just the person sitting next to you. b.
The disadvantages of whole-class grouping a) It favors the group rather than the individual. Everyone is forced to do the same thing at the same time ad at the same pace. b) Individual students do not have much of a chance to say anything on their own. c) It may not encourage students to take responsibility for their own learning d) It is not the best way to organize communicative language teaching Beside the advantages, the whole-class teaching also has many disadvantages that decrease student’s motivation in learning. Whole –class activities forced the students to do the same activities in everything, the students also do not have much chance to say anything because the large numbers of group member make students difficult to communicate than it is in groups four or five. It is caused the students lack of interest in learning English especially reading comprehension. In small group it easier to share material, speak quietly and less formally, and make good eye contact. All of
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these contribute to successful task orientation and increase student’s motivation in learning English especially in reading comprehension. 8 C. Reading Comprehension 1. The Understanding of Reading Comprehension Before the writer discusses any further detail of reading comprehension, it is essential to know exactly the meaning of reading first. Reading is an active information seeking process in which readers relate information in the text to what they already know. When we sit down to read, our knowledge of the language allows us to identify the basic forms and meanings of printed words and sentences. At the same time, our knowledge of the world in general and of the subject matter in particular allows to comprehend these words and sentences by comparing them to knowledge stored in our brains.9 To make sure that we know exactly what is reading is here are some definitions of reading according to some experts. According to Hodgson reading is a process done by the reader to get message conveyed by the writer through written representation. Reading is an exercise dominated by the eyes and the brain. The eyes receive the messages and the brain then has to work out the significance of these messages.10 Furthermore, Frank G Jennings states in his book that reading is the art of transmitting the ideas, facts and feeling from the mind and soul of an author to the mind and soul of reader, with accuracy and undistending, much more.11 The essence of reading act is comprehension; it becomes primary challenge in teaching or learning of reading skill.12 Comprehension means 8
Jeremy Harmer, The Practice of English Language Teaching, third edition, (England: Longman Inc. 2001), p.114 9 Joan Rubin and Irene Thompson, How to be More Successful Language Learner “Toward Learner Autonomy” second edition, (New York: Heinle & Heinle Publisher. 1994), p. 91 10 Jeremy Harmer, The Practice of Engish Language Teaching, (New York: Longman Inc. 1989), p.153 11 Frank G Jenings, This is Reading, (New York: Teacher College Press, 1965). P. 11 12 F Dubin, D. E Eskey and W. Grabe, Teaching Second Language for Academic Purposes, (New York: Addison Wesley Pub, 1986). P. 6
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understanding the meaning or the point of a topic, F. Dubin, D.E Eskey and W. Grabe show more specific explanation, comprehension means relating what we do not know or new information, which is not random collection or facts but a “theory of world” in each of our heads. Reading comprehension is most likely a simple multiplication of word recognition abilities and general language comprehension abilities. Reading comprehension is very important in our everyday reading. When we glance at newspapers, magazines, and books, we often need to understand the reading passage more profoundly. Someone cannot get information completely without comprehension. Comprehension includes recognizing and understanding main ideas and related details. A good recognizes that many ideas are implied and she/he must read between the lines to get the full meaning. Penny Ur states that in reading, it is recorded the meaning of text, to get some meaning from what the text means, and our understanding of which it is composed.13 Based on the previous definitions, it can be synthesized that definition of reading comprehension is the process of interaction between a reader and a text to get information from the text and to form an interpretation and to draw a conclusion of that information. Delivery of ideas, opinions, or feeling is some important aspects of the process which a writer’s ideas become real to reader. 2. The Objective of Reading Reading is an activity with an objective. A person may read in order to get some information , for enjoyment or to enhance knowledge of the language being read. Rivers and Temperly suggest that second language learners will want to read for the following objectives: a. 13
To obtain information for some purpose or because we are curious about some topic;
Penny Ur, A Course in Language Teaching, Teching and Theory, (New York: Cambridge University Press, 1986). P. 138
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b. c. d. e. f. g.
To obtain instructions on how to perform some task for our work or daily life (e.g. knowing how an appliance works); To act in a play, play a game, do a puzzle; To keep in touch with friends by correspondence or to understand business letters; To know when or where something will take place or what is available; To know what is happening or has happened (as reported in newspapers, magazines, reports); For enjoyment or excitement.14
3. The Types of Reading Text There are seven
types of
reading texts which is learned by
students in secondary school. They are Descriptive, Narrative, Spoof, Recount, Procedure, Report and Anecdote.15 Students are expected to understand and master all of the texts after they learnt English. In line with the limitation, formulation and objective of the research in the previous chapter, the writer would like only to explain about Descriptive text. Descriptive Text Descriptive text is a text which lists the characteristics of something. The purpose of descriptive text is to describe and reveal a particular person, place, or thing. The generic structure of descriptive text are: a. Identification
: Identifies phenomenon to be described.
b. Description
: Describes parts, qualitie, characteristics.
Descriptive text also has language features, they are: a. Focus on specific participants b. Use of attributive and identifying processes 14 David Nunan, Designing Tasks for The Communicative Classroom, (Cambridge: Cambridge University Press, 1989), p. 34 15 Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, (Jakarta: Depdiknas, 2003), p. 17
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c. Use of adjectives d. Frequent use of Ephitets and Classifiers in nominal group e. Use of simple present tense The example of descriptive text is: Rafflesia Arnoldii Identification: Rafflesia Arnoldii is a rare flower that is well known because of the size of the flower’s petals and the smell of rotten meat that it gives out. Description: this enermous and rare flower grows in the forest of southeast Asia, including the phillipines. Its large flower can grow to 3 meters in diameter and weigh up to 11 kilograms. It does not have any leaves, stem, or roots and because of lacking clorophyls this plant can not photosynthesize making it a parasite, living on other plants nutritions. The flower has five petals red in colour and has white spots which surrounds the middle of the flower much like hole. At the base of the flower there is a part which has needles and contains the reproduction parts of the flower. 4. The Factors Influence Reading Comprehension They are many factors that influence the reader when reading, such as: a. Language In the case of written text some researchers look at word and sentence length (Wallace 1992:77), on the premise that text with longer sentences and longer words will be more difficult to understand than those with shorter ones. It means that if students faced the situation, they will get difficult in absorbing what the meaning of the text is.
18
b. Topic and Genre The teaching of receptive skill sometimes will not go as we want it to be because of the inappropriate topic or unfamiliar genre they are dealing with and will not interest to learn. c.
Comprehension tasks When teacher wants to give the task and choose the comprehension tasks to do it, sometimes that kind of tasks are not helping the students to more understand the skill. It is more likely to be testing them. By testing they will not be appropriate way to accomplishing the students’ improvement in this skill
d.
Negative Expectations Before the students were starting to learn the skill, they already have negative expectations. They have feeling that they are not going to understand the passage because it is sound to be too difficult and they will be frustrating and de-motivating. Those feeling occur because of unhappy or unsuccessful experiences.
5. The Ways to Improve Reading Comprehension Skilful reading is an important part of becoming a skilful writer. Following are four steps that will make you better reader: a.
Concentrate as we read In reading activities someone needs to
improve his
concentration. To improve the concentration first, read in a place where we can be quiet and alone. Don’t choose a spot where a TV or stereo is on or where friends or family are talking nearby. Next, sit in an upright position when we read. If our body are in completely relaxed position, sprawled across a bed or nestled in an easy chair, our mind is also going to be completely relaxed. The light muscular tension that comes from sitting in an upright chair promotes concentration and keeps our mind ready to work. Finally, consider
19
using our index finger (or a pen) as a pacer while we read to read. Lightly underline each line of print with our index finger as we read down page. Hold our hand slightly above the page and move our finger at a speed that is a little too fast for comfort. This facing with our index finger, like sitting upright on a chair, creates a slight physical tension that will keep our body and mind focused alert. b. Skim material before we read In skimming, we spend about two minutes rapidly surveying a selection, looking for important points and skipping secondary material. Follow this sequence when skimming. 1) Begin by reading the overview that precedes the selection. 2) Study the title of selection for a few moments 3) Form a basic question (or questions) out of the title 4) Read the first two or three paragraphs and the last two or three paragraphs in the selection. Very often a writer’s main idea, if it is directly stated, will appear in one of these paragraphs and will relate to the title. 5) Look quickly at the rest of the selection for other clues to important points. c. Read the selection straight through with a pen nearby Don’t slow down or turn back; just aim to understand as much as you can the first time through. Place a check or star beside answer to basic questions you formed from the title, and beside other ideas that seem important. Number lists of important points, circle words we don’t understand. Put question marks in the margin next to passages that are unclear and that we will want to reread d. Work with the material Go back and reread the passages that were not clear the first time. Look up words that block your understanding of ideas and write their
20
meanings in the margin. Also, reread carefully the areas you identified as most important; doing so will enlarge our understanding of the material. Prepare a short outline of the selection by answering the following questions on a sheet of paper: 1) What is the main idea? 2) What key points support the main idea? 3) What seem to be other important points in the selection? By working with the material in this way, we will significantly increase our understanding of a selection. Effective reading, just like effective writing, does not happen all at once. Rather, it is a process. Often we begin with a general impression of what something means, and then, by working at it, we move to a deeper level of understanding of the material.16 Beaumont (1983) has stated the range of ways for developing reading skill in the classroom and the principles behind each of them: 1) Practicing specific strategies such as skimming/scanning with a particular text, the idea behind this is to enable the learner to read and select specific information at the expense of other (redundant) information. 2) One effective way of developing reading skills which gives the learner a reason for reading is to use the information gap principle often associated with communicative language teaching. Some reading materials, such as those devise by Geddes and Sturtridge (1982) use this principle. In these materials, the information required for the completion of a target task is distributed among two or more sources. Each sub-group only has part of the information required to complete the task. The sub-groups 16
John Langan, English Skills With Readings , (New York: McGraw-Hill Companies: 2002). Page. 580-582
21
consequently have to exchange their information so that the information gap is filled and the target task completed. This activity clearly links reading with other forms of communication, eg. Speaking/discussion or listening/writing, and can thus provide a reading-driven integration of the language skills 3) Several of the more recent materials for reading contain what are sometimes referred to as ‘text scrambling’ activities. The principle behind this type of material is that students can be taught to have an awareness of the discourse or cohesive features of reading materials. If a passage is clearly written then it can be ‘scrambled’ and reassembled in the correct order if the learner can recognize the discourse patterns and markers in the text. 4) Some reading materials are constructed along the lines that the learners bring not only background knowledge to reading but also emotional (affective) responses as well, and will talk about their reactions to various texts.17 According to John J. DeBoer and Martha Dallman, there are two types of skills to develop reading comprehension: 1) Finding the main idea Before find the main idea, we ought to know the activities may help the learner to find the main idea of a passage: a) Stating the main idea of a selection b) Selecting from a list of sentences one that best expresses the main idea of a paragraph c) Selecting the best title from a list d) Naming a title to a fit given paragraph or longer selection e) Following directions, such as: f) Reading a story to find out whether it is suitable to tell or read to others for a given purpose or to dramatized
17
Jo McDonough and Christopher Shaw, Materials and Methods In ELT a Teacher’s Guide (Oxford: Blackwell Publishers, 1993), page. 114
22
g) Reading a story a second time in order to determine what scenes should be dramatized h) Skimming a series or a group of trade books to decide which one to read, either for pleasure or some other purpose. i) Telling which word of a series describes a character in a selection. j) Making a movie or mural showing the main events in a story. k) Noting certain phrase such as the first and the most important to see if they point out a main idea. l) Matching a picture that illustrates as a main idea with a paragraph that it illustrates. The activities that mentioned above are the activities that we must do before our reading. If we do those activities it will make us easy to find the main idea of the text. 2) Selecting significant details By performing activities like the followings, learners can get practice in noting and choosing those that are significant for their purpose a) Reading to answer questions Proficiency in finding the answer to question can be helpful in a variety of reading situation. It is important at times in order to choose the main idea, to note details, to predict outcomes, to form generalizations, to follow directions, and perform other. b) Making summarized and organizing material Skill in summarizing and organizing what is read can be develop through activities: Telling which of several summaries, best summarizes a paragraph or longer selection, Answering question, organizing materials gathered from a variety of sources for an oral or written report, taking note of words, classifying materials in the room for functional purposes, drawing pictures to tell the story of the main events in a story,
23
learning the form for making outlines, organizing steps in a process demonstrated on a field trip, filling the main topics and subtopics of a selection, listing the questions on which information is needed to solve the problem of a unit, making an outline, studying the table contents to note the organization of a book and checking a series of true-false statements c) Arriving at generalizations and coming to conclusions In addition to the following suggestions for activities that can be valuable in developing ability to arrive at generalizations and come to conclusions, some of those recommended under “making summaries and organizing material” can used: making and guessing riddles, checking which ones of several conclusion are warranted by data given and explaining why the unsound conclusions are invalid, stating as specific a conclusion as possible after reading data presented in paragraph or longer selection and explaining, discussing questions, telling which of a list of statements are generalizations and which are specifics, listing facts heard or read that justify a given generalization or that prove that given generalization is unsound, checking the generalization against experiences, discussing the effect that certain events in story or in history had on individuals, stating the generalization that is justified on the basis of given facts, drawing a series of pictures that illustrate points leading to a generalization develop in a story or article. d) Following directions These methods may be helpful for an individual who is trying to improve his skill in following direction: observing written direction, following directions that the teacher has written on the chalkboard or on cards, acting out an individually assigned sentence from a reading selection, following written or
24
oral directions for making things, drawing a picture from direction given, carrying out plans made by the class, reading directions for a game and then following them, reading directions for work - type activities in various subject fields and then following them. e) Predicting outcomes There are many activities for improving the ability to predict outcomes: while looking at the pictures of a story, stating what the outcome of the story likely to be. Indicating by means of multiple-choice questions what is likely to happen next in a story or article. Telling what is likely to happen next in a story or article, without help of multiple-choice questions. Discussing why things happened as they did in a story or other account, making up endings for story orally or in writing, estimating the answer in some types of arithmetic problems. Comparing our present situation with a previous one in history and deciding what might happen as a result of present conditions. Indicating what is likely to happen at the time when work on a science experiment is begun. Evaluating plans the class is making in terms of expected outcomes. Predicting what will happen next after having listened to part of the account of an experience another pupil has had. Listing on the board known points about a situation and possible outcomes and then discussing the probability of certain results and the unlike hood of others, arranging in order pictures illustrating a story that the pupils have not heard or read in entirety. 18 It can be said that our skill in reading will develop if we use our background knowledge, familiar with the material, concentrate what we read and know the main idea of the text. 18
John J. DeBoer, Martha Dallmann, The Teaching of Reading, (New York: Holt, Rinehart and Winston Inc, 1964) page. 146-159
25
6. Teaching Reading in Junior High School according to KTSP According to KTSP, teaching reading in Junior High School aims to develop the students’ ability to comprehend and create kinds of short functional text and monologue and essay formed procedure, descriptive, recount, narrative and report. The students also hope that they can read the texts which have meaning of word, phrase and sentence with the utterance, stress and intonation related with the near area. The students responds the simple short functional of written text accurately and fluently. To achieve the aims of teaching reading, we need the Standard competence and basic competence because the standard and basic competence become a course and base to develop the main subject, learning activity and indicator competence achievement for assessment. So that, here a standard competence and basic competence of reading: Standar Kompetensi
Kompetensi Dasar
Indikator
1. Memahami makna 2.1 Membaca nyaring 1. Melafalkan kata, dalam teks tulis bermakna kata, frasa dan kalimat fungsional pendek frasa, dan kalimat dengan baik dan sangat sederhana dengan ucapan, benar yang berkaitan tekanan dan 2. Membaca kata dengan lingkungan intonasi yang frasa dan kalimat terdekat berterima yang dengan intonasi berkaitan dengan yang benar lingkungan 3. Membaca terdekat nyaring dengan baik dan benar. 2.2 Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat 2. Memahami makna teks tulis fungsional 2.3 Merespon makna 1. Mengidentifikasi
26
dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
berbagai dan langkah informasi dalam retorika secara teks fungsional akurat, lancar pendek berbentuk dan berterima : dalam esei sangat Instruksi sederhana yang Daftar berkaitan barang dengan Kartu ucapan lingkungan terdekat dalam Pengumuman teks berbentuk 2. Mengidentifikasi descriptive dan ciri kebahasaan procedure teks yang dibaca 3. Membahas tujuan 2.4 Membaca nyaring masing-masing bermakna teks teks fungsional fungsional dan esei pendek dan yang telah sangat dibahas. sederhana berbentuk 4. Mengidentifikasi descriptive dan berbagai procedure informasi dengan ucapan, dalam teks tekanan dan descriptive dan intonasi yang berterima procedure 5. Mengidentifikasi fungsi komunikatif teks deskriptif / prosedur. 6. Mengidentifikasi langkah retorika teks deskriptif /prosedur
27
D. Hypotheses In this research, the writer would like to find the empirical evidence whether or not the use of Small Group Interaction is really effective in teaching reading Comprehension better than Grammar Translation Method. It is also to find out whether there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang. To accomplish this objective, the writer proposed two hypotheses to be tested: Ho: There is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang . Ha: there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Grammar Translation Method at the seventh grade of SMP Sunan Bonang Tangerang .
CHAPTER III THE IMPLEMENTATION OF THE RESEARCH
A. THE METHODOLOGY OF THE RESEARCH 1. The Place and Time of the Research The research was held at “SMP” Sunan Bonang. It’s located on Dasana Indah Bonang Blok SJ Kelapa Dua Tangerang Banten. The writer conducted the research about two months. The writer did the research for six meetings from 16th February up to 1 st April 2011. It consisted of the pre-test on the first meeting, the application of Small Group Interaction and whole class teaching on the second until the fifth meeting, and the post-test in the sixth meeting. 2. The Objective of the Research As mentioned in the first chapter that the objective of the study is to find the empirical evidence whether there is any significance different in
28
29
reading achievement of between the students who are taught by using Small Group Interaction and those who are taught using whole class. 3. The Population and Sample The population of this study is 92 students from the seventh grade of “SMP” Sunan Bonang. The seventh grade consists of three classes. Number of VII1 is 31 students, VII2 class is 31 students and VII3 30 students. The grade of VII3 as the experiment class was taught using Small Group Interaction and the grade of VII2 as the control class was taught using Whole class. Both experiment class and control class were taken 20 p[students from the attending list using Purposive Cluster Sample. Because the writer assumes that 40 students represent the number of students. 4. The Technique of Data Collecting The writer used test to collect the data. The data were collected from the pre-test and post-test. The pre-test was administered before the treatments and post-test was administered after the treatments. 5. The Technique of Data Analysis In analyzing the data, the writer used Bivariat Comparational Analysis Technique. The technique is used to test the hypotheses whether there is a significant difference between two variables which are tested. Before the writer analyzes the data, it is necessary to calculate the data into the statistic calculation. The writer used
formula to calculate the data.
is used to find whether there is a significant difference between the score of students’ achievement in learning reading comprehension by using Small Group Interaction and Whole Class teaching. The experiment class is X variable and the control class is Y variable.
30
The formula of
is expressed as follows:
= Note
:
Mx
= Mean of Variable X
My
= Mean of Variable Y
SE
= Standard Error
Prior the calculation of
, there are several procedures to be
taken. They are as follows: a. Determining Mean of Variable X, with formula: = b. Determining Mean of Variable Y, with formula: = c. Determining Standard of Deviation Score of Variable X, with formula: = d. Determining Standard of Deviation Score of Variable Y, with formula: = e. Determining Standard Error of Mean of Variable X, with formula: = f. Determining Standard Error of Mean of Variable Y, with formula: =
31
g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula: = h. Determining
with formula: =
i. The Testing of Hypotheses: Ha
: There is a significant difference Mean between Variable X and Variable Y.
Ho
: There is no a significant difference Mean between Variable X and Variable Y.
j. Determining
in significance level 5% with Degrees of Freedom
(df): df = 6. The Procedure of the Research a. The writer observed the location and population were carried out. The research was done in two classes (experiment class and control class). Before treating the students using Small Group Interaction and Wholecass Teaching, the writer administered the pre-test to the students in both classes with the same instrument to know the homogeneity of students’ reading comprehension. b. The treatment was the application of Small Group Interaction in VII3 class as the experiment class and Whole-class Teaching in VII2 as the control class. The presentation of the lesson was done by the writer. c. Post-test was administered after finishing the treatment. The writer used the same format of test for both of classes. Even though the test
32
instrument was same, students did not realize that would be examined again later. Finally, the writer made a calculation of the result from both of the tests. The further explanation will discuss later. B. THE FINDING OF THE RESEARCH 1. The Description of Data The writer conducted field research. The writer collected the data from students’ pre-test and post-test of both classes. The data is described into table 3.1 which is presented the students’ achievements in the experiment class and the control class before the writer does her research (pre-test), and table 3.2 which is presented the students’ achievements in the experiment class and the control class after the writer did her research (post-test). Each table has four columns. The first column shows the students number identification (N1) of VII3 as the experiment class (X), the second column shows the scores of students VII3 as the experiment class (X), the third column shows the students number identification (N2) of VII2 as the control class (Y), and the last column shows the scores of students VII2 as the control class (Y). The table as follows: Table 3.1 The Students’ Pre-test and Post-Scores of Experiment Class (using small group imteraction) Gained (d) score Students (X)
Pre Test Score
Post Test Score
(post test-pretest)
1
80
90
10
2
70
90
20
3
60
85
25
4
50
80
30
33
5
75
90
15
6
75
85
10
7
65
90
25
8
50
75
25
9
50
75
25
10
65
80
15
11
55
90
35
12
55
70
15
13
65
80
15
14
85
90
5
15
75
85
10
16
60
65
5
17
60
90
35
18
75
85
10
19
65
75
10
20
60
70
10
1295
1640
340
64.75
82
17
Mean
The table 1 describes that the lowest gained score in Post-Test and pre-Test is 5 and the highest score is 35. Therefore, it can be summarized that the lowest and highest gained scores in post-test is higher than pretest. Ratio Scale Interval 65, 70, 70, 75, 75, 75, 80, 80, 80, 85, 85, 85, 85, 90, 90, 90, 90, 90, 90, 90 R= 90 – 65 = 30 K= 1 + 3.3 log n = 1 + 4.2
34
= 5.2 = 5 I= R = 30 = 6 K 5 NO
F
Lower
Higher
Limit
Limit
Xi
f.Xi
1
65 – 70
3
64.5
70.5
67.5
202.5
2
71 – 76
3
70.5
76.5
73.5
220.5
3
77 – 82
3
77.5
82.5
79.5
238.5
4
83 – 88
4
82.5
88.5
85.5
342
5
89 – 94
7
87.5
94.5
91.5
640.5
20
Mean =
1744
= 1744 = 87.2 20
n Median= ℓ +
½n - fkb Fi
= 87.2 +
10 – 7 6
= 87.2+
3 6
= 87.2 + 0.5 = 87.7 Modus
= ℓ+
= 87.2 +
= 87+ = 87.2 + 4 = 93.2
S1__ S1 + S2
i
_4 4+0
24 4
6
6
35
Table 3.2 The Students’ Pre-test and Post-test Scores of Control Class (Whole-class Teaching) Gained (d) Students (X)
Pre Test Score
Post Test Score
score (post test-pretest)
1
75
85
10
2
65
80
15
3
80
80
0
4
75
80
5
5
80
85
5
6
70
70
0
7
65
80
15
8
50
70
20
9
50
75
25
10
65
75
10
11
70
80
10
12
70
85
15
13
75
75
0
14
70
75
5
15
75
80
5
16
60
75
15
17
45
50
5
18
40
55
15
19
55
85
30
20
75 1310
85 1525
5 210
65.55
76.25
10.5
Mean
36
The table 2 describes that the lowest gained score in the post-test and pre-test is 0 and the highest score is 30. Therefore, it can be summarized that the lowest and highest gained scores in post-test is higher than pre-test scores. Ratio Scale Interval 50, 55, 70, 70, 75, 75, 75, 75, 75, 80, 80, 80, 80, 80, 80, 85, 85, 85, 85, 85. R= 85 – 50 = 35 K= 1 + 3.3 logn = 1 + 4.2 = 5.2 = 6 (dibulatkan ke atas) I= R = 35 = 5.8 = 6 K 6 NO
F
Lower
Higher
Limit
Limit
Xi
f.Xi
1
50 – 55
2
49.5
55.5
52.5
105
2
56 – 61
0
55.5
61.5
58.5
0
3
62 – 67
0
61.5
67.5
64.5
0
4
68 – 73
2
67.5
73.5
70.5
141
5
74 – 79
5
73.5
79.5
76.5
382.5
6
80 – 85
11
79.5
85.5
82.5
907.5
20
1536
37
Mean = n
= 1536 = 76.8 20
Median = ℓ +
= 79.5 +
½n - fkb Fi
10 – 0 11
= 79.5 + 10 = 79.5 + 0.9 = 80.4 11
Modus = ℓ +
S1__ S1 + S2
i
= 79.5 +
_6 6+0
6
= 79.5 +
6 6
6
= 79.5 + 6 = 85.5 2. The Analysis of Data Before the writer analyzed the data, the writer has calculated the data into the statistic calculation. The writer used
formula to find the
empirical evidence statistically and to make the testing of the hypotheses. So this research will be easier. Prior the calculation of
, the writer made the calculation table
to gain Mean and Deviation Standard from two variables, the table as follows:
38
Table 3.3 The Comparison Scores of Each Student in Experiment Class and Control Class Students
Students
X
Y
1
X
Y
X
Y
x.x
y.y
1
15
10
-2
-0.5
4
0.25
2
2
20
15
3.5
4.5
12.25
20.25
3
3
25
0
8.5
-10.5
72.25
110.25
4
4
30
5
-13.5
-5.5
182.25
30.25
5
5
15
5
-1.5
-5.5
2.25
30.25
6
6
10
0
-6.5
-10.5
42.25
110.25
7
7
25
15
8.5
4.5
72.25
20.25
8
8
25
20
8.5
9.5
72.25
90.25
9
9
25
25
8.5
14.5
72.25
210.25
10
10
5
10
-11.5
-0.5
132.25
0.25
11
11
35
10
18.5
-0.5
342.25
0.25
12
12
15
15
-1.5
4.5
2.25
20.25
13
13
15
0
-1.5
-10.5
2.25
110.25
14
14
5
5
-11.5
-5.5
132.25
30.25
15
15
10
5
-6.5
-5.5
42.25
30.25
16
16
5
15
-11.5
4.5
132.25
20.25
17
17
30
5
13.5
-5.5
182.25
30.25
18
18
10
15
-6.5
4.5
42.25
20.25
19
19
10
30
-6.5
19.5
42.25
380.25
20
20
10
5
-6.5
-5.5
42.25
30.25
17
10.5
340
210
0
0
1626.75
1295
Mean N1=20
N2=20
39
The writer calculated the data based on the procedure of the calculation. The formulation as follows: a. Determining Mean of Variable X, with formula: = = = 17
b. Determining Mean of Variable Y, with formula: = = = 10.5
c. Determining Standard of Deviation Score of Variable X, with formula: =
= = = 9.01 d. Determining Standard of Deviation Score of Variable Y, with formula: =
= = = 8.04
40
e. Determining Standard Error of Mean of Variable X, with formula: = = = = 2.06 f. Determining Standard Error of Mean of Variable Y, with formula: = = = = 1.84 g. Determining Standard Error of Difference of Mean of Variable X and Variable Y, with formula: = = = = = 2.76 h. Determining
with formula: = = = = 2.35
41
in significance level 5% with Degrees of Freedom
i. Determining (df): df =
= (20 + 20) = 38 Because the value of degrees of freedom (38) is not mentioned in
, so the writer uses the closer value to 38 that is 40 as degrees of
freedom. (See appendix) The value of df 40 at the degrees of significance 5% or 5% of df 40 = 2,02. j. The Testing of Hypotheses: The writer formulated the Null Hypothesis (
) and the
Alternative Hypothesis (Ha) as follow: Ho
: There is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Whole-class Teaching.
Ha
: There is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Whole-class Teaching. The assumption of this hypothesis as follows: If
≥
, the Null Hypothesis (
) is rejected. It means
there is a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction Technique and the students who are taught by using Whole-class Teaching.
42
If
≤
, the Null Hypothesis (
) is accepted. It means
there is no a significant difference achievement in learning reading comprehension between the students who are taught by using Small Group Interaction and the students who are taught by using Wholeclass Teaching. Based on the description of the calculation above, it can be inferred that: 1) The value of 2) The value of
in the significance 5% is 2,02. (see appendix) 2.35
The writer summarized that Hypothesis (
≥
, it means that the Null
) is rejected and the Alternative Hypothesis (Ha) is
accepted. The writer analyzed the result of calculation that (
) is
rejected and (Ha) is accepted. It might have been due several factors that are mentioned below: 1) The teacher who is conducting teaching through whole-class Teaching offering translating activity between the students to the teacher while the teacher who is conducting teaching through Small Group Interaction offering more varied activity including discussion, questioning and answering between students, and sharing the difficulty of learning with other students. The varied activity in the classroom will make the students more interest to learn. 2) The interaction during process of learning and teaching Wholeclass classroom are only from the teacher to the students while there are interactions between the teacher to the students, students to other students, and the students to the teacher in Small Group Interaction. The interaction in Small Group Interaction classroom
43
will help students clarify in their own minds what they have already learned and understood. 3) The role of the teacher in whole-class teaching
is a teacher
centered. It means that the teacher is an authority in the classroom and the role of students is that do what the teacher’s said while in Small Group Interaction classroom the teacher’s role is facilitator, creator, etc. The students’ role in Small Group Interaction is not only do what the teacher’s said but also gate-keeper, checker, etc. The roles in Small Group Interaction classroom will make the process of learning and teaching more relax. 4) The activity in Small Group Interaction classroom can be made students more active than the activity in whole-class teaching. So it can be made students in Small Group Interaction classroom to improve their knowledge better than in Whole-class teaching classroom. 3. The Interpretation of Data Having analyzed the data of pre-test and post-test by using t-test formula, the result shows that the coefficient is 2.35. it means that there is a significance difference in teaching reading comprehension by using small group interaction. From the result of calculation, it is obtained the value of the t observation (to) is 2.35 the degree of freedom (df) is 38 (obtained from - 2 )=(20 + 20) – 2 =38). The writer used the degree of significance of 5% and 1%. In the table significance, it can be seen that on the df 38 and on degree of significance are 2.02 and 2.69. if the to compared with each value of degrees of significance, the result is 2.02 < 2.35>2.69. since to score obtained from the result of calculating, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.
44
1.
If the result of t observation is higher than t table (to>tt), the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that there is a significance difference between variable X and variable Y.
2.
If the result of t observation is lower than t table (to
Interaction is more effective in teaching reading comprehension than Whole-class Teaching. It simply illustrates that the students who are taught by using Small Group Interaction have a significant difference achievement in learning reading comprehension between the students who are taught by using Whole-class Teaching.
CHAPTER IV CONCLUSION AND SUGGESTIONS A. CONCLUSION According to the descriptions in chapter I, II & III, the writer infers that this “skirpsi” answers the research question, “Is the use of Small Group Interaction more effective in teaching reading comprehension than Wholeclass Teaching on even semester of the seventh grade SMP Sunan Bonang?” The answer is the use of Small Group Interaction is more effective in teaching reading comprehension than Whole-class Teaching on even semester of the seventh grade SMP Sunan Bonang. It can be concluded that the use of small group interation in teaching reading comprehension is quite success. It can be seen on the table of the students’ reading comprehension scores that the students who learn reading comprehension by using Small Group Interaction and Whole-class Teaching have a significant difference. It means that there is a significant difference to the students’ achievement in learning reading comprehension by using Small Group Interaction than Whole-class Teaching.
45
46
Therefore, the students’ reading achievement which is taught by using Small Group Interaction is better than the students’ reading achievement which is taught by using Whole-class Teaching in learning reading comprehension. In other words, the use of small group in teaching reading comprehension has a significant effect in the students’ reading achievement on even semester of the seventh grade of “SMP” Sunan Bonang Tangerang. B. SUGGESTIONS Based on the conclusion, the writer would like to offer some suggestions as below: 1. The teachers have to know the various methods in learning and teaching in order to choose the suitable method for suitable materials in the classroom 2. The teachers are expected to be creative persons in order to make the teaching and learning process more interesting, effective, and comfortable for students. 3. The students need to realize that learning has two way process, not only teacher-center but also student-center. It means that they have significant role in achieving their success in study. 4. The students have to read more reading texts in order to have more
knowledge.
BIBLIOGRAPHY Anderson, C. Richard and Paul T. Wilson. Reading Education: Foundations for a Literate America, New York: D.C Heath and Company, 1985. Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik, Jakarta: Rineka Cipta, 2006. Bany, A. Mary and Louis V. Jhonson. Classroom Group Behaviour: Group Dynamics in Education, New York: the Macmillan Company, 1964. Barndhardt, Anna, Uhl and Pamela Beard El Dinary. The Learning Strategies Handbook, New York: Addison Wesley Longman Inc, 1999. Bender, Hilary and Stephan Ellenwood, Teaching and Leraning: Philosophical, Psichologycal, Curricular Applications, New York: Macmillan Publishing Co., Inc. 1975. Blatchford, Peter. The Class Size Debate: is small better?, New York: Open University Press, 2003. Deboer, J. John. The Teaching of Reading, New York: Holt, Rinehart and Winston Inc, 1964. Depdiknas, Kurikulum 2004 Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP dan MTs, Jakarta: Depdiknas, 2003.
Dubin, Eskey, D. E. F and Grabe, W. Teaching Second Language for Academic Purposes, New York: Addison Wesley Pub, 1986. Fowler, William. Infant and Child Care: a guide to education group settings, New York: Allyn and Bacon Inc, 1980. Freeman, Diane, Larsen. Techniques and Principles in Language Teaching, New York: Oxford University Press, 2000. Harmer, Jeremy. The Practice of English Language Teaching, London: Longman Inc, 2001. Hornby, A. S. Oxford Advanced learner’s Dictionary of Current English, New York: Oxford University Press, sixth edition, 2000. http://global-english.lefora.com/2008/09/14/the-grammar-translation-method/. retrieved on September, 20th 2010. http://www.onestopenglish.com/section.asp?docid=146406. retrieved on September, 20th 2010. Jenings, Frank, G. This is Reading, New York: Teacher College Press, 1965.
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Langan, John. English Skills with Readings, New York: McGraw-Hill Companies Inc, fifth edition, 2002. Lauffer, Armand. Doing Continuing Education and Staff Development, New York: McGraw-Hill Book Company, 1978. McConel, David. E-Learning Groups and Communities, New York: Open University Press, 2006. McDonough, Jo and Christopher Shaw. Materials and Methods In ELT ATeacher’s Guide, New York: Oxford Blackwell Publishers, 1993. Muijs, Daniel and David Reynolds. Effective Teaching Evidence and Practice, London: SAGE Publication, 2005. Nunan, David. Designing Tasks for The Communicative Classroom, New York: Cambridge University Press, 1989.
Richards, C Jack and Theodore S. Rogers. Approaches and Methods in Language Teaching, New York: Cambridge University Press, 1986. Rogers, Alan. Teaching Adults, New York: Open University Press, 2002. Rubin, Joan and Irene Thompson. How To Be More Successful Language Learner: Toward Learner Autonomy, New York: Heinle and Heinle Publisher, 1994. Sudijono, Anas. Pengantar Statistik Pendidikan, Jakarta: PT RajaGrafindo Persada, 2010 Tubs, L. Stewart. A Systems Approach To Small Group Interaction, McGrawHill Companies Inc, eight edition, 2004. Ur, Penny. A Course in Language Teaching, Teching and Theory, New York: Cambridge University Press, 1986.
49
APPENDIX I Nukilan Tabel nilai “t” untuk Berbagai Nilai df df atau db 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 35 40 45 50 60 70 80 90 100 200 500 1000
Harga Kritik “t” pada Taraf Signifikansi: 5% 1% 63,66 12,71 9,92 4,30 5,84 3,18 4,60 2,78 4,03 2,57 3,71 2,45 3,50 2,36 3,36 2,31 3,25 2,26 3,17 2,23 3,11 2,20 3,06 2,18 3,01 2,16 2,98 2,14 2,95 2,13 2,92 2,12 2,90 2,11 2,88 2,10 2,86 2,09 2,84 2,09 2,83 2,08 2,82 2,07 2,81 2,07 2,80 2,06 2,79 2,06 2,78 2,06 2,77 2,05 2,76 2,05 2,76 2,04 2,75 2,04 2,72 2,03 2,71 2,02 2,69 2,02 2,68 2,01 2,65 2,00 2,65 2,00 2,64 1,99 2,63 1,99 2,63 1,98 2,60 1,97 2,59 1,96 2,58 1,96
50
APPENDIX II RENCANA PELAKSANAAN PEMBELAJARAN (Experiment class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text Descriptive text is text which tells what a person or thing is like. The purpose is to describe and reveal a particular person, place, or thing. The generic structure of descriptive text are: identification and description. In identification, the phenomenon to be described is identifying. While in description, the phenomenon is describing in parts, quality, or/and characteristic.
51
Example of descriptive text Taj Mahal The Taj Mahal is the most extravagant monument built as a symbol of eternal enduring love. It is India’s most famous tourist attraction, situated on the banks of river Yamuna. Taj Mahal, India, is a mausoleum known as finest example of enchanting architecture and aesthetic beauty. Completed in 1653, it was built by the Empheror Shah Jahan in memory of his second wife, Mumtaz Mahal. If one wants to capture the beauty of the Taj, the glittering Taj in the moonlit night entices the viewer. Metode dan strategi pembelajaran Metode
: Small Group Interaction
Strategi
: Three Phase Communication
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation Guru memberikan permainan Kegiatan Inti Presentasi 1. Guru membagi siswa kedalam kelompok-kelompok kecil 2. Guru meminta masing-masing kelompok untuk menunjuk ketua kelompok masing-masing 3. Guru membagikan handout kepada siswa Latihan 1. Guru meminta beberapa orang siswa untuk membaca handout yang telah diberikan 2. Guru meminta siswa untuk memahami text yang dibaca 3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan Kegiatan Akhir Evaluasi 1. Guru meminta siswa untuk menyimpulkan materi 2. Guru memberikan soal latihan 3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 5. Guru mengakhiri pertemuan dengan salam
52
Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung 2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 20 butir soal berbentuk pilihan ganda
Pilihan ganda diberi bobot nilai 1 untuk tiap butir soal 1 x 20 = 20 Kriteria penilaian dengan menjumlahkan jawaban yang benar dibagi dua Contoh: Jawaban yang benar : 2 (20 : 2 = 10)
Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Peneliti
Masturoh
Umiyati
53
APPENDIX III RENCANA PELAKSANAAN PEMBELAJARAN (Control class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec.Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text Descriptive text is text which tells what a person or thing is like. The purpose is to describe and reveal a particular person, place, or thing. The generic structure of descriptive text are: identification and description.
54
In identification, the phenomenon to be described is identifying. While in description, the phenomenon is describing in parts, quality, or/and characteristic. Example of descriptive text Taj Mahal The Taj Mahal is the most extravagant monument built as a symbol of eternal enduring love. It is India’s most famous tourist attraction, situated on the banks of river Yamuna. Taj Mahal, India, is a mausoleum known as finest example of enchanting architecture and aesthetic beauty. Completed in 1653, it was built by the Empheror Shah Jahan in memory of his second wife, Mumtaz Mahal. If one wants to capture the beauty of the Taj, the glittering Taj in the moonlit night entices the viewer. Metode dan strategi pembelajaran Metode
: komunikatif
Strategi
: two ways communication
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation Guru memberikan permainan Kegiatan Inti Presentasi 1. Guru menjelaskan materi tentang descriptive text 2. Guru membagikan handout kepada siswa 3. Guru menuliskan kosakata yang dianggap sulit Latihan 1. Guru meminta siswa untuk membaca handout yang telah diberikan 2. Guru meminta siswa untuk memahami text yang dibaca 3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan Kegiatan Akhir Evaluasi 1. Guru memberikan soal latihan 2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 4. Guru mengakhiri pertemuan dengan salam
55
Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung 2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 20 butir soal berbentuk pilihan ganda
Pilihan ganda diberi bobot nilai 1 untuk tiap butir soal 1 x 20 = 20 Kriteria penilaian dengan menjumlahkan jawaban yang benar dibagi dua Contoh: Jawaban yang benar : 2 (20 : 2 = 10)
Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Peneliti
Masturoh
Umiyati
56
APPENDIX IV RENCANA PELAKSANAAN PEMBELAJARAN (Experiment class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec.Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text My friend Sarah Let me describe my friend Sarah to you. She is twenty-five years old and she studies psychology in London. She is not English thought, in fact she was born in Australia.
57
Sarah loves all kinds of sports and she is very good at them. She plays golf at least twice a week. She also enjoys riding her bike with her friends and playing for the university basketball team. Exercise 1. 2. 3. 4. 5.
The text above tells us about... Sarah is…. Years old Sarah studies….in London Sarah plays … twice a week Sarah was born in...
The answer key 1. 2. 3. 4. 5.
Sarah Twenty five Psichology Golf Australia
Metode dan strategi pembelajaran Metode
: Small Group Interaction
Strategi
: Three Phase Communication
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation 1. Guru memberikan permainan 2. Guru memberikan pertanyaan tentang materi pada pertemuan sebelumnya Kegiatan Inti Presentasi 1. Guru meminta siswa untuk membentuk lingkaran sesuai dengan kelompok masing-masing 2. Guru membagikan handout kepada siswa Latihan 1. Guru meminta beberapa orang siswa untuk membaca handout yang telah diberikan 2. Guru meminta masing-masing siswa untuk memahami text yang dibaca 3. Siswa mendiskusikan text yang telah mereka baca 4. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan
58
Kegiatan Akhir Evaluasi 1. Guru meminta masing-masing kelompok untuk menyimpulkan materi 2. Guru memberikan soal latihan 3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 5. Guru mengakhiri pertemuan dengan salam Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung 2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 5 butir soal berbentuk isian
Setiap jawaban yang benar diberi bobot nilai 10 untuk setiap butir soal 10 x 5 = 50 Kriteria penilaian dengan menjumlahkan bobot nilai pada jawaban yang benar dibagi lima Contoh: Jawaban yang benar : 5 (50 : 5 = 10) Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Peneliti
Masturoh
Umiyati
59
APPENDIX V RENCANA PELAKSANAAN PEMBELAJARAN (Control class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text My friend Sarah Let me describe my friend Sarah to you. She is twenty-five years old and she studies psychology in London. She is not English thought; in fact she was born in Australia.
60
Sarah loves all kinds of sports and she is very good at them. She plays golf at least twice a week. She also enjoys riding her bike with her friends and playing for the university basketball team. Exercise 1. 2. 3. 4. 5.
The text above tells us about... Sarah is…. Years old Sarah studies….in London Sarah plays … twice a week Sarah was born in...
The answer key 1. 2. 3. 4. 5.
Sarah Twenty five Psichology Golf Australia
Metode dan strategi pembelajaran Metode
: komunikatif
Strategi
: three phase technique
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation Guru memberikan permainan Kegiatan Inti Presentasi 1. Guru mengulang materi tentang descriptive text 2. Guru membagikan handout kepada siswa 3. Guru menuliskan kosakata yang dianggap sulit Latihan 1. Guru meminta siswa untuk membaca handout yang telah diberikan 2. Guru meminta siswa untuk memahami text yang dibaca 3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan Kegiatan Akhir Evaluasi
61
1. Guru memberikan soal latihan 2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 4. Guru memberikan pertanyaan tentang descriptive text kepada beberapa siswa 5. Guru mengakhiri pertemuan dengan salam Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung 2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 5 butir soal berbentuk isian
Setiap jawaban yang benar diberi bobot nilai 10 untuk setiap butir soal 10 x 5 = 50 Kriteria penilaian dengan menjumlahkan bobot nilai pada jawaban yang benar dibagi lima Contoh: Jawaban yang benar : 5 (50 : 5 = 10)
Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Peneliti
Masturoh
Umiyati
62
APPENDIX VI RENCANA PELAKSANAAN PEMBELAJARAN (Experiment class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text Descriptive text is text which tells what a person or thing is like. The purpose is to describe and reveal a particular person, place, or thing. The generic structure of descriptive text are: identification and description. In identification, the phenomenon to be described is identifying. While in description, the phenomenon is describing in parts, quality, or/and characteristic.
63
Example of descriptive text Bedugul Bedugul is the name of both a small city and mountain-lake resort area, which Balineses have long used for weekend retreats. Bedugul is located on the main an excellent base for walking trips around the lakes and surrounding hills. Bedugul is located in a high plateau at the center of the island. Cool air and mists are natural for the place. Bedugul is a resort in Bratan mountains, famous for its golf course; and also the Ulun Danu is an amazing temple, which seems to haave risen out of Bratan Lake 1.200 meters above the sea level. There are many water sports available here. They are boating, water skiing, and para sailing. When the heat and humidity are rising, why not escape to Bedugul. Bali’s highland retreat has tucked into the crater of an extinct volcano 1400 metres above the sea level. Here three lakes provide everything for recreation to the water for springs, riverrs and rice fields below. Lush pine forests seem to create freshness in the air. Bedugul is known for the quality of its fruits, vegetables and flowers. There are severals places to stay near the lake and there are also an interesting temple, botanical gardens, an excellent golf course and a variety of activities on Lake Bratan itself. Bedugul is a favorite place for Balinese family for weekend picnic. Bedugul is also a center of horticulture. We’ll find plenty of fruits and vegetables here. Here we find 3 of Bali 4 Lakes, Bratan, Buyan and Tamblingan. Bratan, the largest of the three is perfect place for water sports such as para sailing, motor boating, jet skiing, canoeing, etc. bedugul fertile soil also produces abundance of plants and trees, some of them formed rain forests with their exotic birds, monkeys and other creatures.
Questions 1. 2. 3. 4. 5.
What is the text talking about? What is the purpose of the writer in this text? Where is Bedugul located? What are the names of lakes in Bedugul? What is Bedugul fertile soil produced?
Answer Key 1. The text is talking about Bedugul 2. The purpose of the writer in the text is to describe the condition of bedugul 3. Bedugul is located on the main north-south road between Denpasar and Singaraja 4. The names of lakes are Bratan, Buyan and Tamblingan 5. Bedugul fertile soil produced abundance of plants and trees, some of them formed rain forest with their exotic birds, monkeys and other creatures
64
Metode dan strategi pembelajaran Metode
: Small Group Interaction
Strategi
: Three Phase Communication
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation Guru memberikan permainan Kegiatan Inti Presentasi 1. Guru menunjuk beberapa orang siswa kedalam kelompok kecil 2. Guru memberikan pengarahan kepada siswa yang ada dalam kelompok tersebut 3. Guru membagikan handout kepada siswa Latihan 1. Guru meminta beberapa orang siswa untuk membaca handout yang telah diberikan 2. Guru meminta siswa untuk memahami text yang dibaca secara berkelompok 3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan 4. Masing-masing kelompok berdiskusi tentang materi yang telah mereka pelajari
Kegiatan Akhir Evaluasi 1. Guru meminta siswa untuk menyimpulkan materi 2. Guru memberikan soal latihan 3. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 4. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 5. Guru mengakhiri pertemuan dengan salam Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung
65
2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 5 butir soal berbentuk essay
Untuk setiap butir soal diberi bobot nilai 20 5 x 20 = 100 Kriteria penilaian dengan menjumlahkan jawaban yang benar dikalikan dengan bobot nilai Contoh: Jawaban yang benar x 20 (3 : 20 = 60)
Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Peneliti
Masturoh
Umiyati
66
APPENDIX VII RENCANA PELAKSANAAN PEMBELAJARAN (Control class) Satuan Pendidikan
: SMP Sunan Bonang
Alamat
: Perum Dasana Indah Bonang Blok SJ kec. Kelapa Dua Tangerang
Mata Pelajaran
: Bahasa Inggris
Kelas/Semester
: VII /II
Aspek/skill
: Reading
Standar Kompetensi Membaca Memahami makna dalam teks esei pendek sederhana berbentuk descriptive untuk berinteraksi dengan lingkungan sekitar Kompetensi Dasar Membaca nyaring bermakna teks fungsional dan essai pendek sederhana berbentuk descriptive dengan ucapan, tekanan dan intonasi yang berterima yang berkaitan dengan lingkungan sekitar Indikator 1. Memahami teks monolog dalam bentuk descriptive 2. Merespon teks monolog dalam bentuk descriptive 3. Mengidentifikasi kata kunci dalam teks monolog dalam bentuk descriptive Tujuan pembelajaran 1. Menemukan main idea (ide pokok) pada setiap paragraph 2. Mengidentifikasi kata kunci dalam teks tulis 3. Merespon tulisan sederhana dalam bentuk descriptive text Materi pokok dan uraian materi Descriptive text Descriptive text is text which tells what a person or thing is like. The purpose is to describe and reveal a particular person, place, or thing. The generic structure of descriptive text are: identification and description. In identification, the phenomenon to be described is identifying. While in description, the phenomenon is describing in parts, quality, or/and characteristic.
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Example of descriptive text Bedugul Bedugul is the name of both a small city and mountain-lake resort area, which Balineses have long used for weekend retreats. Bedugul is located on the main an excellent base for walking trips around the lakes and surrounding hills. Bedugul is located in a high plateau at the center of the island. Cool air and mists are natural for the place. Bedugul is a resort in Bratan mountains, famous for its golf course; and also the Ulun Danu is an amazing temple, which seems to haave risen out of Bratan Lake 1.200 meters above the sea level. There are many water sports available here. They are boating, water skiing, and para sailing. When the heat and humidity are rising, why not escape to Bedugul. Bali’s highland retreat has tucked into the crater of an extinct volcano 1400 metres above the sea level. Here three lakes provide everything for recreation to the water for springs, riverrs and rice fields below. Lush pine forests seem to create freshness in the air. Bedugul is known for the quality of its fruits, vegetables and flowers. There are severals places to stay near the lake and there are also an interesting temple, botanical gardens, an excellent golf course and a variety of activities on Lake Bratan itself. Bedugul is a favorite place for Balinese family for weekend picnic. Bedugul is also a center of horticulture. We’ll find plenty of fruits and vegetables here. Here we find 3 of Bali 4 Lakes, Bratan, Buyan and Tamblingan. Bratan, the largest of the three is perfect place for water sports such as para sailing, motor boating, jet skiing, canoeing, etc. bedugul fertile soil also produces abundance of plants and trees, some of them formed rain forests with their exotic birds, monkeys and other creatures. Questions 1. 2. 3. 4. 5.
What is the text talking about? What is the purpose of the writer in this text? Where is Bedugul located? What are the names of lakes in Bedugul? What is Bedugul fertile soil produced?
Answer Key 1. The text is talking about Bedugul 2. The purpose of the writer in the text is to describe the condition of bedugul 3. Bedugul is located on the main north-south road between Denpasar and Singaraja 4. The names of lakes are Bratan, Buyan and Tamblingan 5. Bedugul fertile soil produced abundance of plants and trees, some of them formed rain forest with their exotic birds, monkeys and other creatures
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Metode dan strategi pembelajaran Metode
: komunikatif
Strategi
: three phase technique
Langkah-langkah Kegiatan: Kegiatan Awal Greeting 1. Guru mengucapkan salam dan memberikan sapaan kepada siswa 2. Guru menanyakan kabar siswa Motivation Guru memberikan permainan Kegiatan Inti Presentasi 1. Guru mengulang materi tentang descriptive text 2. Guru membagikan handout kepada siswa 3. Guru menuliskan kosakata yang dianggap sulit Latihan 1. Guru meminta siswa untuk membaca handout yang telah diberikan 2. Guru meminta siswa untuk memahami text yang dibaca 3. Guru meminta siswa untuk menjawab pertanyaan yang telah disediakan Kegiatan Akhir Evaluasi 1. Guru memberikan soal latihan 2. Guru meminta seluruh siswa untuk mengumpulkan soal yang telah dikerjakan 3. Guru memberikan kesempatan siswa untuk bertanya tentang materi yang telah disampaikan 4. Guru memberikan pertanyaan tentang descriptive text kepada beberapa siswa 5. Guru mengakhiri pertemuan dengan salam Penilaian 1. Penilaian proses: Dilakukan pada saat proses kegiatan belajar mengajar berlangsung
2. Penilaian hasil Dilakukan saat siswa menjawab pertanyaan yang berkaitan dengan materi
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Instrumen
: soal tes terlampir
Kriteria penilaian
: tes berjumlah 5 butir soal berbentuk essay
Untuk setiap butir soal diberi bobot nilai 20 5 x 20 = 100 Kriteria penilaian dengan menjumlahkan jawaban yang benar dikalikan dengan bobot nilai Contoh: Jawaban yang benar x 20 (3 : 20 = 60)
Tangerang,
2011
Mengetahui, Guru Bahasa Inggris
Masturoh
Peneliti
Umiyati
70
APPENDIX VIII SOAL PRE-TEST NAME
:
CLASS
:
Choose the correct answer by crossing (x) a, b, c, or d! The text for question number 1-5 One of the greatest waterfalls in the whole world lies on the Zimbezi river, which forms the border between Zambia and Zimbabwe. Some people think it is one of the most beautiful sights in the world! Upstream, the river flows through a wide valley. You could probably see Victoria Falls from 25 to 40 miles away, and see its spray rising 1000 feet into the air from seven miles away. Long before you even see the waterfalls you can hear the roaring of the water. The native people call it “mosi-oa-tuanya” which means “smoke that thunders” the falls were formed by a deep rift in the roch that lies directly across the path of the Zimbezi river. The rift was caused by movement of the earth about 150 million years ago. At the broadest point, the falls are 5,545 feet across. The height of the falls varies from 256 feet to about 354 feet in the center. Victoria falls was discovered by David Livingstone in 1855. The falls were named in honor of Queen Victoria. There is no wonder Victoria
falls is a wonder of The Natural Word! 1.
2.
3.
4.
5.
Victoria Falls lies on… a. Zambia river b. Zimbabwe river c. Zimbezi river d. America river The height of the falls varies from…feet to about…feet in the center. a. 256, 345 c. 265, 354 b. 625, 354 d. 256, 354 “mosi-oa-tuanya” the bold typed sentence means… a. Smoke that thunders b. Wonder of the Natural World c. The great water fall d. The great river The text tells us about… a. The Zimbezi river b. The Victoria falls c. The Zimbabwe falls d. The Victoria river The Victoria Falls was discovered by… a. David Livingstone in 1855 b. David Livingstone in 1835 c. David Livingstone in 1845 d. David Livingstone in 1825
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The text for questions number 6-9 The Scotch terrier was as a kitten as it sat in the kennel. I was so surprised that no one wanted to take it home. It had a green bow and floopy ears. I asked my mom if I could have that dog, but she said no because I wouldn’t be able to take care of it. I asked the man that owned the kennel if I could hold the puppy. He said “sure”. When I opened the cage the cuddly puppy ran up to me, jumped on me and licked me! I let my mom hold the pup and she just couldn’t resist getting the dog because it was so soft and cuddly! I was so happy that I got my own puppy to love! I also gave him a name and it was Christmas because I got him two days before Christmas. I have kept the green bow he had on, to remind me of the day I got him. 6. The Scotch terrier is… a. A kind of dog b. A kind of kitten c. A kind of cat d. A kind of rabbit 7. The writer mention that Scotch terrier is a kitten because… a. It looks like a cat b. It is small and has many similarities as a kitten c. Because it has heavy fur and short ears d. None of the above option 8. The writer’s mom at first didn’t allow her to take care of it because…
a. She thought that she wouldn’t like it b. She thought that it wouldn’t much time to spend to it c. She thought that she would not be able to take care of it d. She thought that it was expensive to buy 9. The writers call her scotch with… a. Puppy c. Cuddly b. Scotch d. Christmas Text for questions number 10-15 Watson and the Shark is a painting by John Singleton Copely. In the foreground of the painting, one naked man is being attacked by a huge gray Shark in the cold choppy sweater. One small overloaded rowboat is near the naked man and the frightening shark. There are nine horrified men in this rowboat. They are trying to rescue the naked man. One young man takes a long spear and wants to kill the shark. Some people are reaching for his hand, and some are throwing a rope for him to catch. In the background of the painting, under the dark and cloudy sky, there are many ships stopping in the stormy harbor. Te whole painting makes people feels tension and fear. 10. Watson and the Shark is kind of… a. Painting c. Picture b. Drawing d. Calendar 11. …. Is a painter of the painting a. Watson and Shark b. John Singleton Copely c. Watson
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d. Shark 12. The water in the painting like… a. Aquarium water c. Pond water b. River water d. Seawater 13. The setting of the painting takes place at… a. Ship c. Harbor b. Building d. sky 14. The people look …. seeing the painting a. Surprised c. Fear b. Happy d. Interest 15. There are … horrified man in the rowboat. a. Ninety c. Nineteen b. Nineteenth d. Nine Text for questions number 16-17 I am forty years old, rather tall and I have blue ayes and short black hair. I wear casual clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a week. I also love listening to classical music and I must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likeable people who live here. 16. I play tennis at least …. Times a week. a. Two c. Three b. Four d. One
17. I enjoy my job because… a. I didn’t get many friends b. I can’t meet with many people c. I can meet and help so many different people d. I love my job 18. My hobby also… a. Listening to the radio b. Listening to the classical music c. Listening to the jazzy music d. Listening to the modern music 19. The purpose of descriptive text is… a. To describe and reveal a particular person, things and place. b. To report a particular person, things and place. c. To discuss a particular person, things and place. d. To explain a particular person, things and place. 20. The descriptive text is a text which tells us… a. A person b. A things c. A place d. A person, things and place
APPENDIX IX SOAL POST-TEST NAME
:
CLASS
:
Choose the correct answer from a, b, c or !
by David Livingstone in 1855. The falls were named in honor of Queen Victoria. There is no wonder Victoria Falls is a wonder of The Natural Word!
The text for question number 1-5 One of the greatest waterfalls in the whole world lies on the Zimbezi river, which forms the border between Zambia and Zimbabwe. Some people think it is one of the most beautiful sights in the world! Upstream, the river flows through a wide valley. You could probably see Victoria Falls from 25 to 40 miles away, and see its spray rising 1000 feet into the air from seven miles away.
1.
2.
Long before you even see the waterfalls you can hear the roaring of the water. The native people call it “mosi-oa-tuanya” which means “smoke that thunders” the falls were formed by a deep rift in the roch that lies directly across the path of the Zimbezi river. The rift was caused by movement of the earth about 150 million years ago. At the broadest point, the falls are 5,545 feet across. The height of the falls varies from 256 feet to about 354 feet in the center. Victoria falls was discovered
3.
4.
5.
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Victoria Falls lies on… a. Zambia river b. Zimbabwe river c. Zimbezi river d. America river The height of the falls varies from…feet to about…feet in the center. a. 256, 345 c. 265, 354 b. 625, 354 d. 256, 354 “mosi-oa-tuanya” the bold typed sentence means… a. Smoke that thunders b. Wonder of the Natural World c. The great water fall d. The great river The text tells us about… a. The Zimbezi river b. The Victoria falls c. The Zimbabwe falls d. The Victoria river The Victoria Falls was discovered by…
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a. b. c. d.
David Livingstone in 1855 David Livingstone in 1835 David Livingstone in 1845 David Livingstone in 1825
The text for questions number 6-9 The Scotch terrier was as a kitten as it sat in the kennel. I was so surprised that no one wanted to take it home. It had a green bow and floopy ears. I asked my mom if I could have that dog, but she said no because I wouldn’t be able to take care of it. I asked the man that owned the kennel if I could hold the puppy. He said “sure”. When I opened the cage the cuddly puppy ran up to me, jumped on me and licked me! I let my mom hold the pup and she just couldn’t resist getting the dog because it was so soft and cuddly! I was so happy that I got my own puppy to love! I also gave him a name and it was Christmas because I got him two days before Christmas. I have kept the green bow he had on, to remind me of the day I got him. 6. The Scotch terrier is… a. A kind of dog b. A kind of kitten c. A kind of cat d. A kind of rabbit 7. The writer mention that Scotch terrier is a kitten because… a. It looks like a cat b. It is small and has many similarities as a kitten c. Because it has heavy fur and short ears
d. None of the above option 8. The writer’s mom at first didn’t allow her to take care of it because… a. She thought that she wouldn’t like it b. She thought that it wouldn’t much time to spend to it c. She thought that she would not be able to take care of it d. She thought that it was expensive to buy 9. The writers call her scotch with… a. Puppy c. Cuddly b. Scotch d. Christmas Text for questions number 10-15 Watson and the Shark is a painting by John Singleton Copely. In the foreground of the painting, one naked man is being attacked by a huge gray Shark in the cold choppy sweater. One small overloaded rowboat is near the naked man and the frightening shark. There are nine horrified men in this rowboat. They are trying to rescue the naked man. One young man takes a long spear and wants to kill the shark. Some people are reaching for his hand, and some are throwing a rope for him to catch. In the background of the painting, under the dark and cloudy sky, there are many ships stopping in the stormy harbor. Te whole painting makes people feels tension and fear. 10. Watson and the Shark is kind of… a. Painting c. Picture b. Drawing d. Calendar
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11. …. Is a painter of the painting a. Watson and Shark b. John Singleton Copely c. Watson d. Shark 12. The water in the painting like… a. Aquarium water c. Pond water b. River water d. Seawater 13. The setting of the painting takes place at… a. Ship c. Harbor b. Building d. sky 14. The people look …. seeing the painting a. Surprised c. Fear b. Happy d. Interest 15. There are … horrified man in the rowboat. a. Ninety c. Nineteen b. Nineteenth d. Nine Text for questions number 16-17 I am forty years old, rather tall and I have blue ayes and short black hair. I wear casual clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a week. I also love listening to classical music and I must admit that I spend a lot of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likeable people who live here.
16. I play tennis at least …. Times a week. a. Two c. Three b. Four d. One 17. I enjoy my job because… a. I didn’t get many friends b. I can’t meet with many people c. I can meet and help so many different people d. I love my job 18. My hobby also… a. Listening to the radio b. Listening to the classical music c. Listening to the jazzy music d. Listening to the modern music 19. The purpose of descriptive text is… a. To describe and reveal a particular person, things and place. b. To report a particular person, things and place. c. To discuss a particular person, things and place. d. To explain a particular person, things and place. 20. The descriptive text is a text which tells us… a. A person b. A things c. A place d. A person, things and place
APPENDIX X THE ANSWER KEY OF PRE-TEST AND POST-TEST
1. C 2. D 3. A 4. B 5. A 6. A 7. D 8. C 9. D 10. A 11. B 12. B 13. C 14. C 15. D 16. C 17. C 18. B 19. A 20. D
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APPENDIX XI KISI-KISI PENULISAN SOAL Jenis Sekolah
: SMP Sunan Bonang
Mata Pelajaran
: bahasa Inggris
Bentuk Soal
: Pilihan Ganda
Kelas
: VII
No 1
Standar Kompetensi
Kompetensi Dasar
Uraian Materi
Memahami makna dalam teks tulis fungsional pendek sangat sederhana yang berkaitan dengan lingkungan terdekat
Merespon makna yang terdapat dalam teks tulis fungsional pendek sangat sederhana secara akurat, lancar dan berterima yang berkaitan dengan lingkungan terdekat
The text for question number 1-5 One of the greatest waterfalls in the whole world lies on the Zimbezi river, which forms the border between Zambia and Zimbabwe. Some people think it is one of the most beautiful sights in the world! Upstream, the river flows through a wide valley. You could probably see Victoria Falls from 25 to 40 miles away, and see its spray rising 1000 feet into the air from seven miles away. Long before you even see the waterfalls you can hear the roaring of 77
Indikator
Nomor soal
78
the water. The native people call it “mosi-oa-tuanya” which means “smoke that thunders” the falls were formed by a deep rift in the roch that lies directly across the path of the Zimbezi river. The rift was caused by movement of the earth about 150 million years ago. At the broadest point, the falls are 5,545 feet across. The height of the falls varies from 256 feet to about 354 feet in the center. Victoria falls was discovered by David Livingstone in 1855. The falls were named in honor of Queen Victoria. There is no wonder Victoria Falls is a wonder of The Natural Word! Victoria Falls lies on… a. Zambia river b. Zimbabwe river c. Zimbezi river d. America river The height of the falls varies from…feet to about…feet in the center. a. 256, 345 c. 265, 354 b. 625, 354 d. 256, 354 “mosi-oa-tuanya” the bold typed sentence means… a. Smoke that thunders b. Wonder of the Natural World
Mengidentifikasi informasi rinci (information detail)
1
2
Menentukan arti kalimat yang sesuai dengan kalimat yang dicetak tebal
3
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2
Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
c. The great water fall d. The great river The text tells us about… Menentukan main idea denngan tepat a. The Zimbezi river b. The Victoria falls c. The Zimbabwe falls d. The Victoria river The Victoria Falls was discovered by… Mengidentifikasi informasi rinci a. David Livingstone in 1855 (information detail) Merespon makna b. David Livingstone in 1835 yang terdapat dalam c. David Livingstone in 1845 teks tulis fungsional d. David Livingstone in 1825 pendek sangat sederhana secara The text for questions number 6-9 The Scotch terrier was as a kitten as akurat, lancar dan berterima yang it sat in the kennel. I was so surprised berkaitan dengan that no one wanted to take it home. It lingkungan terdekat had a green bow and floopy ears. I asked my mom if I could have that dog, but she said no because I wouldn’t be able to take care of it. I asked the man that owned the kennel if I could hold the puppy. He said “sure”. When I opened the cage the cuddly puppy ran up to me, jumped on me and licked me! I let my mom hold the pup and she just couldn’t resist getting the dog because it was so soft and cuddly! I was so happy that I
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4
5
80
got my own puppy to love! I also gave him a name and it was Christmas because I got him two days before Christmas. I have kept the green bow he had on, to remind me of the day I got him. The Scotch terrier is… a. A kind of dog b. A kind of kitten c. A kind of cat d. A kind of rabbit The writer mention that Scotch terrier is a kitten because… a. It looks like a cat b. It is small and has many similarities as a kitten c. Because it has heavy fur and short ears d. None of the above option The writer’s mom at first didn’t allow her to take care of it because… a. She thought that she wouldn’t like it b. She thought that it wouldn’t much time to spend to it c. She thought that she would not be able to take care of it d. She thought that it was expensive
Mengidentifikasi informasi rinci (information detail)
6
Mengidentifikasi informasi rinci (information detail)
7
8
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3
to buy The writers call her scotch with… Memilih kosa kata dengan tepat a. Puppy c. Cuddly b. Scotch d. Christmas Text for questions number 10-15 Watson and the Shark is a painting by John Singleton Copely. In the foreground of the painting, one naked man is being attacked by a huge gray Shark in the cold choppy sweater. One small overloaded rowboat is near the naked man and the frightening shark. There are nine horrified men in this rowboat. They are trying to rescue the naked man. One young man takes a long spear and wants to kill the shark. Some people are reaching for his hand, and some are throwing a rope for him to catch. In the background of the painting, under the dark and cloudy sky, there are many ships stopping in the stormy harbor. Te whole painting makes people feels tension and fear. Watson and the Shark are kind of… Mengidentifikasi informasi a. Painting c. Picture (information detail) b. Drawing d. Calendar …. Is a painter of the painting
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9
10
11
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a. Watson and Shark b. John Singleton Copely c. Watson d. Shark The water in the painting like… a. Aquarium water c. Pond water b. River water d. Seawater The setting of the painting takes place at… a. Ship c. Harbor b. Building d. sky The people look …. seeing the painting a. Surprised c. Fear b. Happy d. Interest There are … horrified man in the rowboat. a. Ninety c. Nineteen b. Nineteenth d. Nine 4
Memahami makna teks tulis fungsional dan esei pendek sangat sederhana berbentuk descriptive dan procedure yang berkaitan dengan lingkungan terdekat
Merespon makna dan langkah retorika secara akurat, lancar dan berterima dalam esei sangat sederhana yang berkaitan dengan lingkungan terdekat
Text for questions number 16-17 I am forty years old, rather tall and I have blue ayes and short black hair. I wear casual clothes as I teach students in a relaxed atmosphere. I enjoy my job because I get to meet and help so many different people from all over the world. During my spare time, I like playing tennis which I play at least three times a
12
13
14
15
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dalam berbentuk descriptive procedure
teks week. I also love listening to classical music and I must admit that I spend a lot dan of money on buying new CDs! I live in a pretty seaside town on the Italian coast. I enjoy eating great Italian food and laughing with the likeable people who live here. Mengidentifikasi informasi rinci I play tennis at least …. Times a week. (information detail) a. Two c. Three b. Four d. One I enjoy my job because… a. I didn’t get many friends b. I can’t meet with many people c. I can meet and help so many different people d. I love my job My hobby also… a. Listening to the radio b. Listening to the classical music c. Listening to the jazzy music d. Listening to the modern music The purpose of descriptive text is… Memilih tujuan dari deskriptif teks a. To describe and reveal a particular dengan benar person, things and place. b. To report a particular person, things and place. c. To discuss a particular person,
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16
17
18
19
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things and place. d. To explain a particular person, things and place. The descriptive text is a text which tells Mengidentifikasi pengertian tentang us… deskriptif teks dengan benar a. A person b. A things c. A place d. A person, things and place
Tangerang,
2011 Peneliti
Umiyati
20
