the effect of using read, cover, remember
TRANSCRIPT
THE EFFECT OF USING READ, COVER, REMEMBER, RETELL
(RCRR) STRATEGY ON READING COMPREHENSION OF THE
TENTH GRADE STUDENTS’ AT SENIOR HIGH SCHOOL 13
MERANGIN
THESIS
IKA FEBRIANTI MUANAS
TE.161736
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
2020
THE EFFECT OF USING READ, COVER, REMEMBER, RETELL
(RCRR) STRATEGY ON READING COMPREHENSION OF THE
TENTH GRADE STUDENTS’ AT SENIOR HIGH SCHOOL 13
MERANGIN
THESIS
Submitted as Partial Fulfilment of the Requirements for Getting Undergraduate
Degree of S.Pd (S.1) in English Education Program
IKA FEBRIANTI MUANAS
TE.161736
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SULTHAN THAHA SAIFUDDIN JAMBI
2020
iv
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT / FINAL TASK
Document
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Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
SulthanThaha Saifuddin Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Ika Febrianti Muanas
NIM : TE 161736
Department : English Education Program
Title : The Effect of Using Read, Cover, Remember, Retell
(RCRR) Strategy on Reading Comprehension of the Tenth
Grade Students‟ at Senior High School 13 Merangin
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final
examination.
Jambi, 13 November 2020
Advisor I
Dr. Hj. Dewi Hasanah, M.Ag
NIP. 197007111994032003
v
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
THESIS AGREEMENT / FINAL TASK
Document
code
Form code Date Valid Revision
Number
Revision
date
Page
In.08-PP-05-
01
In.08-FM-
PP-05-03
R-0 - 1-1
Case : Official Notes
Dean of Faculty of Education and Teacher Training
The State Islamic University of
SulthanThaha Saifuddin Jambi
Assalamu 'alaikum wr.wb.
After reading, giving guidance and making some necessary correction, we agree
that the thesis by:
Name : Ika Febrianti Muanas
NIM : TE 161736
Department : English Education Program
Title : The Effect of Using Read, Cover, Remember, Retell
(RCRR) Strategy on Reading Comprehension of the Tenth
Grade Students‟ at Senior High School 13 Merangin
Could be submitted to munaqasah exam (munaqasah) as one of the requirements
for the undergraduate degree (S1) in English Education Program Faculty of
Education and Teacher Training, The State Islamic University of Sulthan Thaha
Saifuddin Jambi. So, we submit it to the faculty for an immediate process of final
examination.
Jambi, 13 November 2020
Advisor II
Juliana Mesalina, M.Pd
NIP. 197607232007102002
vi
KEMENTERIAN AGAMA RI
UIN SULTHAN THAHA SAIFUDDIN JAMBI
FAKULTAS TARBIYAH DAN KEGURUAN
Jl. Jambi-Ma.Bulian Km.16 Simp.Sungai Duren Kab.Muaro Jambi 36363
ORIGINALITY THESIS STATEMENT
I who signed below stated that the thesis that I arrange as a requirement to
get undergraduate degree which is entitled “The Effect of Using Read, Cover,
Remember, Retell (RCRR) Strategy on Reading Comprehension of the Tenth
Grade Students’ at Senior High School 13 Merangin” is originally and truly
my own work.
As certain parts of the thesis which I quoted from the work of other
people, I have written the source clearly in accordance with the norms, rule, and
ethnics of scientific writing.
If later found that some parts of the thesis are not my own work or indicated any
plagiarism, I am willing to accept the concequences in accordance with rules and
regulation prevail. Therefore, in writing this statement, I am in good health and
mind.
Jambi, 25 November 2020
Ika Febrianti Muanas
TE 161736
vii
DEDICATION
In the name of Allah SWT for the blessing and the merciful, with deep
thanks and proud. Sholawat to the prophet Muhammad SAW his coming really
change the world.
Special Thanks to:
My Parents, My Beloved Father (Muanas S.Pd), My Beloved Mother
(Hendri Astuty) and My Beloved Grandma (Hj. Mariyam) who always give me
everlasting love, guidance, motivation and
always praying for me.
My Big Family, My Brother (M. Chadziq Awabi M.) , My Sisters (Widya
Septiana Muanas, Wafiq Azizah Muanas, Afiah Nur Khodijah
Muanas, Afifah Nur Laila Muanas) who always pray and give me
support and spirit as well as wish for my success.
My beloved supervisor (Dr. Hj. Dewi Hasanah, M.Ag and Juliana Mesalina,
M.Pd) who always listen to my problems and motivated me in making
this thesis and never be tired to help me finished this thesis.
My Best Friends ( Musonip Saputro, Hendra Dwi Santoso, Rostiana) who have
been always give me support, motivation and quality time
to share happiness and sadness with me and understand me.
Although, we are sometime different think
but you are make me know what the meaning
of true friendship.
My classmate whose name are not mentioned here one from English Education
Program especially Class B The State Islamic University Sulthan Thaha
Saifuddin Jambi there is no successful without your motivation to finishing this
thesis, I thank them all.
May Allah SWT Bless them all.
Aamiin.
viii
MOTTO
اقرأ باسم رب ك الذي خلق
Recite in the name of your Lord who created
(Q.S. Al-‘Alaq : 1)
اقرأ وربك الكرم
Recite, and your Lord is the most Generous
(Q.S. Al-‘Alaq : 3)
ix
ACKNOWLEDGEMENT
Alhamdulillahirobbil alamin, thanks to Allah SWT the Almighty , who
give me opportunities and happiness and for giving me blessing and guiding me,
therefore I can finish my thesis. Do not forget Sholawat to the prophet
Muhammad SAW who has brought us from darkness era to the lightness era. This
thesis is written as one of the requirement for S1 degree in English Education
Program of Education and Teacher Training Faculty of the State Islamic
University of SulthanThaha Saifuddin Jambi.
The researcher realizes that this thesis would have not been completed
without the help, advice and guidance from many people. Therefore, in this
opportunity the researcher would like to express thanks and gratitude to following
parties for their contribution:
1. Prof. Dr. H. Suaidi Asy‟ari, MA., Ph.D Rector of the State Islamic University
of Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj. Fadlilah, M. Pd. as Dean of Faculty of Education and Teacher Training
of The State Islamic University of Sulthan Thaha Saifuddin Jambi
3. Wahyuni Fitria., M.Pd as the chief of English Education Program.
4. Dr. Hj. Dewi Hasanah, M.Ag as my first advisor and Juliana Mesalina, M.Pd as
my second advisor.
5. All lecturers at the Faculty of Education and Teacher Training of The State
Islamic University of Sulthan Thaha Saifuddin Jambi.
6. All the teacher and students in Senior High School 13 Merangin who had
helped me to finisih this research
It is expected that this thesis will give contribution to the Students of English
Education Program that will be English teacher in the future. Then, the researcher
realized that this thesis is still far from being perfect. For that reason, the
researcher hope constructive critics and suggestion from readers for the perfection
of this thesis.
Jambi, 25 November 2020
Researcher
Ika Febrianti Muanas
TE 161736
x
ABSTRACT
Nama : Ika Febrianti Muanas
Program Studi : English Education Program
Judul : The Effect of Using Read, Cover, Remember, Retell
(RCRR) Strategy on Reading Comprehension of the
Tenth Grade Students’ at Senior High School 13
Merangin
This research aimed to find out the effect of using Read, Cover,
Remember, Retell Strategy on Reading Comprehension of the Tenth Grade
Students‟ at Senior High School 13 Merangin. This study used quasi-
experimental research. The population of this research was 80 students of the
Tenth Grade Senior High School 13 Merangin,. The sample was 40 students of
two classes chosen by using purposive random sampling. They were divided into
two groups, 20 students for experimental group and 20 students for control
group. The experimental group was taught by using Read, Cover, Remember,
Retell strategy, while the other group used Read Aloud Strategy. The instrument
for collecting data was 20 items of multiple choice tests. It has given in pre-test
and pos-test. After collecting the data, then the researcher analyzed the data by
using t-test formula. At the independent t-test, the finding shown t-count (t0) is
2,29, meanwhile, the t-table (tt) of df ( 40 ) in significant 5 % was 2,02. It means
t-count (t0) was higher than t-table (tt ), so the alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected. It is proven that there was a
significant difference effect of Read, Cover, Remember, Retell strategy towards
students‟ reading comprehension of narrative text. Then, the paired t-test, the
finding shown t-count (t0) is 14,06 meanwhile, the t-table (tt) was 2,02. It means
t-count (t0) was higher than t-table (tt ), so the alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected. It is shown that there was a
significant effect on students‟ reading comprehension before and after being
taught by using Read, Cover, Remember, Retell strategy.
Keywords: Read, Cover, Remember, Retell and Narrative Text
xi
ABSTRAK
Nama : Ika Febrianti Muanas
Program Studi : Tadris Bahasa Inggris
Judul : Pengaruh Strategy Membaca, Tutup, Mengingat,
Menceritakan Terhadap Prestasi Belajar Bahasa
Inggris Siswa di Kelas Sepuluh SMA 13 Merangin
Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan strategi
Read, Cover, Remember, Retell terhadap pemahaman membaca siswa di SMAN
13 Merangin. Penelitian ini dilakukan dengan menggunakan penelitian quasi-
eksperimental. Populasi pada penelitian ini adalah 80 siswa kelas 10 SMAN 13
Merangin. Sampel dalam penelitian ini adalah 40 siswa dari dua kelas yang
dipilih dengan menggunakan purposive random sampling. Mereka dibagi
menjadi dua kelompok, 20 siswa dalam kelompok eksperimen dan 20 siswa
dalam kelompok kontrol. Kelompok eksperimen diajarkan dengan menggunakan
strategi Read, Cover, Remember, Retell sedangkan kelompok kontrol diajarkan
dengan menggunakan metode Read Aloud Strategy. Instrumen untuk
mengumpulkan data adalah 20 item tes pilihan ganda, dan akan di ujikan dalam
pre-test dan post-test. Setelah mengumpulkan data, maka peneliti menganalisis
data dengan menggunakan rumus t-test. Pada Independent t-test,temuan yang
ditunjukkan t-count (tt)adalah 2,29 Sementara itu, t-tabel (tt) dari df (40) dalam
signifikan 5% adalah 2,02. Maka, t-count (tt) lebih tinggi dari t tabel (tt),
sehingga hipotesis alternatif (Ha) diterima dan hipotesis nol (Ho) ditolak. Ini
membuktikan bahwa ada pengaruh perbedaan yang signifikan dalam
menggunakan strategi Read, Cover, Remember, Retell pada pemahaman bacaan
siswa tentang teks narrative. Kemudian, pada Paire t-test, temuan yang
ditunjukkan t-count (tt) adalah 14,06, sementara itu, t-tabel (tt) adalah 2,02. Ini
membuktikan bahwa ada pengaruh yang signifikan pada pemahaman membaca
siswa sebelum dan sesudah menggunakan strategi Read, Cover, Remember,
Retell.
Kata kunci: strategi Read, Cover, Remember, Retell, Teks Narrative
xii
TABLE OF CONTENT
COVER PAGE ..................................................................................................i
PAGE TITLE ....................................................................................................ii
OFFICIAL NOTE ............................................................................................iii
OFFICIAL NOTE ............................................................................................iv
ORIGINALITY THESIS STATEMENT .......................................................v
DEDICATION ...................................................................................................vi
MOTTO .............................................................................................................vii
ACKNOWLEDGEMENT ................................................................................viii
THESIS APROVAL ........................................................................................ix
ABSTRACT .......................................................................................................x
ABSTRAK .........................................................................................................xi
TABLE OF CONTENTS ..................................................................................xii
LIST OF TABLE ..............................................................................................xiv
LIST OF APPENDICES .................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study .........................................................................1
B. Identification of the Problem ..................................................................4
C. Limitation of the Problem .......................................................................4
D. Formulation of the Problem ....................................................................4
E. The Objective of the Study .....................................................................5
F. The Significant of the Study ...................................................................5
CHAPTER II REVIEW OF RELATED LITERATURE
A. The Nature of Reading Comprehension ..................................................6
B. Narrative Text .........................................................................................7
C. Read, Cover, Remember, Retell (RCRR) Strategy .................................9
D. Review Related Studies...........................................................................11
E. Research Hypothesis ...............................................................................12
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research ..............................................................13
B. Research Design ......................................................................................13
C. Population and Sample of the Research ..................................................14
D. Variable of The Research ........................................................................15
E. The Technique of Data Collection ..........................................................16
xiii
F. The technique of Analysis of the data .....................................................17
G. Statistical Hypothesis ..............................................................................22
H. Schedule of the Research ........................................................................23
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Finding of the Research ..........................................................................24
B. Hypothesis Testing ..................................................................................32
C. Statistical Hypothesis ..............................................................................35
D. Interpretation ...........................................................................................37
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ..............................................................................................41
B. Suggestion ...............................................................................................41
REFERENCES
APPENDICES
CONSULTATION CARD
CURRICULUM VITAE
xiv
List of Table
3.1 The research design ......................................................................................13
3.2 The Population of the Research ....................................................................14
3.3 Total Population of the Research ..................................................................15
3.4 Reading Comprehension test specification ...................................................17
3.5 Criteria of Rubric Scoring Students‟ Reading Comprehension ....................17
3.6 Schedule of the research................................................................................23
4.1 The students‟ score of experimental class ....................................................25
4.2 Distribution of frequency pre-test an experimental class ..............................26
4.3 Score post-test in the experimental class ......................................................26
4.4 Distribution of frequency post-test an experimental class ............................27
4.5 Score pre-test in the control class..................................................................28
4.6 Distribution of frequency pre-test control class ...........................................29
4.7 Score post-test in the control class ................................................................30
4.8 Distribution of frequency post-test an control class ......................................31
4.9 The result of the experimental class normality test .......................................32
4.10 The result of the control class normality test ..............................................33
4.11 Homogeneous result pre-test experimental and control class .....................34
4.12 Homogeneous result post-test experimental and control class ...................34
xv
LIST OF APPENDICES
Appendix 1 : Students Score .......................................................................... 46
Appendix 2 : The Score of Pre-test and Post-test .......................................... 54
Appendix 3 : The calculating of frequency distribution ................................ 57
Appendix 4 : Normality test ........................................................................... 62
Appendix 5 : Homogeneity test ..................................................................... 79
Appendix 6 : Independent sample t-test ......................................................... 90
Appendix 7 : Paired sample t-test .................................................................. 93
Appendix 8 : The effect size .......................................................................... 96
Appendix 9 : Lesson plan in experimental Class ........................................... 97
Appendix 10 : Lesson plan in control Class .................................................. 107
Appendix 11 : Syllabus curriculum 2013 ...................................................... 116
Appendix 12 : Validasi of test ........................................................................ 122
Appendix 13 : Documentation ....................................................................... 148
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Reading is one of the receptive skills where students get information from
the text when they read. According to Sulistyo (2011:20), reading is a process of
communication between reader and writer, readers create their ideas from the
written text. By reading, students will get a positive effect such as increasing
their ability to read the text fluently especially in English by practicing,
pronunciation, spelling, writing, and also the meaning of the text. Thus, students
need knowledge, skill, and strategies resulting in incomprehension.
Reading comprehension is the primary purpose though this is something
overlooked when the students are asked to read an overly difficult text, raising
students' awareness of the main idea in a text is essential for good comprehension
(Putra 2019). Besides, Gilakjani and Sabouri (2016:181) stated that, reading
comprehension as an ability to get the meaning of what is read. Reading
comprehension sees reading skills different such as cognition, fluency, lexical
knowledge, and pre-existing knowledge to catch quickly, so the readers get
knowledge of the text. Based on the definition reading comprehension that has
been delivered above, it can be concluded that reading comprehension activities
as reading that seeks to understand the content of the readings or text thoroughly.
Unfortunately, many students of Senior High School have some difficulties
with reading comprehension. The students have some problems in English
especially to comprehend the English reading material. They believe English
reading is bored and not interesting to lear since they do not have enough
vocabulary and cannot find an interesting book (Sudarmanto 2018: 77). Even
though English has been studied by the students since they were in Elementary
school, they still had difficulties in comprehending the English text. According to
Mauli et.al (2014), there are some problems for reading comprehension are (1)
2
low interest in reading, (2) poorknowledge on vocabulary,(3) long sentences, (4)
poor reading strategy, (5) grammatical confusion, and (6) poor knowledge on a
paragraph.
In addition, comprehending the text is one of the Indonesian problems.
The result of global measurements for students shows that the average score of
Indonesian students is 371 in reading. The score is below the average of 79 PISA
participating countries, which is 487 for reading ability. From the PISA report, it
is known that the low quality of teachers and the disparity in the quality of
education in Indonesia are thought to be the main causes of poor student literacy
skills in general. The results of the (2018) PISA show that 70% of Indonesian
students are unable to reach level 2 of the PISA framework. Based on that, with a
low total yield of all regions of Indonesia, this shows that there are still many
reading problems in Indonesia.
Based on Curriculum K13, the students that study in the Second grade of
Senior High School are expected to be able to comprehend the social function,
the text structure, and sentence structure of written and spoken transactional
interaction text, in several types of English text, such as Recount text,
Descriptive text, Procedure text, Narrative text, etc. The students' comprehension
of the text can be seen by answering some student's comprehension of the text
can be seen by answering some questions after reading the text.
Based on the information that the researcher gained from one of the
English teachers of Senior High School 13 Merangin through an interview on
27th
December 2019, found some problems in students' reading comprehension.
The low ability students in understanding readings seen from students have
trouble finding main ideas, and difficult to answer a question from a text reading,
students are still confused to identify general information, find specific
information, and recognize textual meaning in reading text. According to Dwiarti
(2005) as quoted by Suparman (2014), states that there are four problems that the
students facing in finding the main idea of the text, they are: 1) lack of interest
toward reading, 2) lack of background knowledge, 3) lack of vocabulary, 4)
unaware on the parts of the paragraph.
3
Dealing with the problems above, the writer is interested to find ways on
how to overcome these problems. One of the strategies that appropriate by using
Read, Cover, Remember, Retell (RCRR) to improve students reading. Klvacek
(2015:15) stated the process supports both understandings of the text and
summarizing by stopping readers frequently to think about the meaning before
moving on to the next section of the text. Therefore, read, cover, remember, retell
strategy is also appropriate to apply when the teacher teaches narrative text.
When the comprehension problems are determining the importance of
information, sequence, details, elements of plot, locating information, one of the
recommended strategies is read, cover, remember retell strategy. So, it is clear
that read, cover, remember, retell is suitable for narrative text.
RCRR strategy is one of the most effective ways to solve the problem. The
significant difference between this strategy and the teacher strategy is the types
of reading. If the teacher‟s strategy used silent reading, RCRR used reading
aloud which made students more actively participated teaching and learning
process. According to Amira (2018), Read, Cover, Remember, Retell Strategy
has some advantages. The first advantage of making the students has an
opportunity for giving mutual support and stimulation. Second is, in addition,
students are making a connection, sequencing events, and considering causes of
action and the effects of this action and the last advantage is this strategy is a way
that provides understanding and memorizing in the learning process.
The previous research was conducted by Dahler et.al (2019) found that
using Read-Cover-Remember-Retell (RCRR) strategy can improve reading skills
on recount text. Other research related to this research was conducted by Daulay
& Simanjuntak (2018) found that Read-Cover-Remember-Retell (RCRR)
strategy improved the students‟ ability in reading narrative text.
While in this research, the researcher not only focused on students
reading improvement but the researcher also focused on students response after
being taught by RCRR (Read, Cover, Remember, Retell) as a strategy at Senior
High School 13 Merangin in reading comprehension. Related to reading
comprehension of English subject especially in understanding narrative texts.
4
Taking into consideration what the writer has described, the writer would
like to conduct a study entitled: “The Effect of Using Read, Cover, Remember,
Retell (RCRR) Strategy on Reading Comprehension of the Tenth Grade
Students’ at Senior High School 13 Merangin”
B. Identification of the Problem
Based on the observation and interviewed with the English teacher at
Senior High School 13 Merangin, the researcher found that most students‟ had
some difficulties in comprehending the English text. To solve those problems,
the researcher identifies the problems as follow :
1. The students thought that reading was a boring activity, because of
reading a longer text, and the teacher only gives the reading text and
asked the students to read aloud and answer the questions.
2. The students did not believe in their selves in doing the task.
3. The teacher gave the reading text and then asked the students to read
and translate the difficult words and answer the questions.
C. Limitation of the Problem
Based on the identification of the problem above, most of the students‟
get some difficult to comprehend the English text. There are many kinds of text
in English but the researcher only focus on narrative text. It is because according
to curriculum 2013 the students‟ who sit in the first year of senior high school
must comprehend the texts such as Narrative text.
D. Formulation of the Problem
Based on the explanation above, the writer formulates the research
questions as below :
1. Is there any significant effect in reading comprehension of the tenth-
grade students at Senior High School 13 Merangin taught by using the
RCRR strategy?
2. Is there any significant difference on students‟ reading comprehension
between students‟ taught by using RCRR Strategy and those who are
not taught?
5
E. The Objective of the Study
The Objectives of this study are :
1. To find out whether there is a significant effect in reading
comprehension of the tenth-grade students at Senior High School 13
Merangin taught by using RCRR strategy.
2. To find out whether there is a significant difference between the
student‟s who taught reading comprehension by using RCRR strategy
and those who are not.
F. The Significance of the Study
The results of this research expected to contribute to the teacher and the
tenth-grade students in Senior High School 13 Merangin are :
1. For the school, this research can add information about strategy in
teaching English.
2. For English teachers, this research can be used as an alternative
strategy to improve students‟ reading comprehension.
3. For students‟, the result of this research can be used to improve their
ability in comprehending text.
4. For the researcher, the result of this study is to add her knowledge in
reading comprehension and the researcher gets more experience on
how to teach, handle and organize the students by using RCRR
strategy in the classroom.
6
CHAPTER II
REVIEW OF RELATED LITERATURE
A. The Nature of Reading Comprehension
1. Definition of Reading Comprehension
Reading is one of the skills in English. Reading must comprehend the topic
of the text. According to Scanlon Et.al. (2010:276), Comprehension is an active,
constructive process in which the ultimate understanding of the text is
determined by a combination of what is stated directly in the text and the reader‟s
preexisting knowledge related to the topic of the text. It means that reading
comprehension is the reader's understanding before and after reading the
passage, because the readers have an opinion or understanding of his own
before reading the text, and then connect the reader with the results of reading
comprehension before reading the opinion that the conclusion of the text. Then,
Willis (2008:138) states that Comprehension is defined as intentional thinking
during which meaning is constructed through interactions between text and
reader. it means the mean comprehension is understanding awoke between
readers with text, through thoughts while reading text. the interaction between
text with the reader is in the process of building understanding text.
Comprehension is a process of understanding text done by the readers to
probe the information. Reading as the important skill English, the reader have to
know the topic and passage of the text, and reading comprehension is the process
to know the passage Comprehension as the process is during the reader reading
and understanding the passage. Before ready the text the reader should have their
own suggestion related to the topic then it used to understand and elaborate the
passage of the text. Therefore reading is also interaction activity between the text
and the reader.
Karen (2015:2) states that reading comprehension is the process of
constructing meaning by coordinating a number of complex processes that
include word reading, word and world knowledge, and fluency. It means that
7
reading comprehension is a process reader on reading activities builds
understanding of a text. According to Brown (2003:291), reading comprehension
is primarily a matter of developing appropriate, efficient comprehension
strategies. It means comprehension is ability to understand and getting
information something, in this case, the students are able to answer and
understand a narrative reading question forms. In teaching reading, teacher must
know specification of reading comprehension.
Based on the explanation above, it can be summarized that reading
comprehension is a process in which the reader tries to understand the content of
the text. Meanwhile, reading is getting information from a text. The readers read
the text to get information about main idea (topic), the essential information,
topics of paragraphs, main ideas, synonyms/vocabulary mastery (Brown
(2001,p.299)). Comprehension means skill to understanding the purpose and
meaning of the text of the text, that the Readers understand the content of the
readings.
2. The Purpose of Reading
According to Tarigan (2015:9), the main purpose of reading is to seek and
obtain information, including content, and understand the meaning of the
readings. Dalman (2014:11), reading aims to seek and obtain the messager or to
understand the meaning through the readings. Therefore, the purpose of reading
can be :
a) To understand in detail and through content readings.
b) To catch the main idea or the main idea quickly
c) To get information about something
d) Want to know the events all over the world and
e) To recognize the meaning of difficult words.
B. Narrative Text
1. Definition of Narrative Text
Narrative text is a type of text that tells story (Anderson, M & Anderson,
K,.2003). the purpose of this text is to present a view of the World that entertains
8
or informs the reader or listener. Even, the narrative text can be educating. This
means that there must be a lesson or a moral that the writer wants to convey from
the passage to the writer. In other words, the purpose of narrative text is for
entertaining, informing, and educating. The narrative text includes any type of
writing that relates to a series of events. There are some examples of narrative
text, such as legend, myth, fables, novels, short stories, poems, memoirs,
biographies, and news stories.
2. The Generic Structures of Narrative Text
Here are generic structures of narrative text (Barwick, 2006 as cited in
Suhartini, 2013) :
a. Orientation
This sets the scene, creating a visual picture of the setting,
atmosphere, and time of the story. Characters and some minor characters
are introduced with some detail about their personalities, attitudes, and
appearance. The clues are set in place for the coming complication. Thus,
orientation is about characters, such as personalities, attitudes, and
appearance.
b. Complication
This resolved around conflicts or problem that affects the setting,
time or characters. The hero is prevented from reaching his or her goal. A
problem or series of problem interrupt or complicate the lives of characters.
Thus, complication is problems happened in the story.
c. Series of event
The story continues through a series of expected and unexpected
events that create the contents of the story. The events can change
becoming sad, humor, joy, and many more emotional conditions. Thus, it is
about the events in the story, it can be expected and unexpected events.
d. Resolution
The resolution brings the series of events to a Close and resolves the
main problem, challenge, or situation. A solution is discovered to solve
9
problems or challenges. Thus, it is about giving a solution or how to solve
the problems.
e. Reorietation/Coda
Some narrative texts have a coda or orientation that returns the
reader to present and sums up the events. Thus, it is about the moral value
in the story.
C. Read, Cover, Remember, Retell (RCRR) Strategy
1. Definition of RCRR Strategy
RCRR strategy is a vehicle for increasing the knowledge and
understanding of the participant in a collaborative context. It means the students
can improve and get their comprehension through this strategy in comprehending
the text. RCRR strategy is one of strategy to learn in a cooperative learning
environment. Referring to Hoyt (2001:68), this strategy has assisted many
children in reading more carefully and taking responsibility for consciously
focusing on remembering information in a text. The students will study in pairs
or a small group. It motivates students to express their comprehension of the
reading text.
The general procedures of read, cover, remember, retell, strategy are:
a. Making partner.
b. Read material as much as their hand can cover.
c. Cover the words with their hand.
d. Remember what they just read.
e. Retell it to their partner in their own words.
2. Advantages of RCRR Strategy
The Advantages of RCRR strategy
a. Make students comfort in learning and enjoy the material because the
students must discussion about the material with other students and
can exchange their ideas and make it easy to find a solution and
understand.
10
b. Can reduce the opportunity that one participant is Simply a passive
recipient seem likely to be better for both motivation and learning
(gives stimulus to the students to become active learning).
c. Students will read with a different level of attention and concentration
knowing that they will have to say back what they learned without
reading it from the text.
d. Interaction with a peer making the students has an opportunity for
giving Mutual support and stimulation.
e. The students are also motivated to share the information or express
their stories to each other.
f. The students are also motivated to share the information or express
their stories to each other.
3. Procedures of RCRR Strategy in Teaching Reading
Amira (2018:24) demonstrated the implementing the RCRR strategy in
teaching narrative text to the students, the procedures of RCRR strategy can be
done in several steps below :
1. The students work in pairs.
2. After finding the partner, the teacher will be given the short segment of
text to the students
3. Reading aloud the segment, the students cover it up by their hand in a
paper and pause to think aloud what they have learned.
4. Asking the students to focus on remembering what they have read.
5. By using their own words, the students retold to their partner what they
have remembered.
6. To check the students‟ comprehension of the text, the teacher will be
given some questions related to the text.
7. The students answered the question without cheating on each other.
8. Collecting the students‟ answer and reviewing their summary paper
sheet to avoid plagiarism.
11
9. Concluding the material generally and clarifying students'
understanding.
D. Review Related Studies
A study was conducted by Dahler, Putra., Zaim & Fauzan (2019) entitled,
“Using Read Cover Remember Retell (RCRR) in Teaching Reading
Comprehension”. The method of this research was quasi-experimental research,
the population was the second-grade students of SMPN 16 Pekan Baru which
amounted to 240 students. The technique of collecting data was tested. The
technique used to analyze the test was T-test, U-Mann Whitney, and N-gain.
They found out that there was a positive effect and the RCRR strategy was
effective to improve students‟reading comprehension of recount text.
Daulay & Simanjuntak (2018) was conducted a study entitled, “Improving
Students‟Ability in Reading Narrative Text Through Read, Cover, Remember,
Retell (RCRR) Strategy at SMP Global Prima National Plus School Medan.” The
study was conducted by using Classroom Action Research (CAR), both
qualitative and quantitative were applied in this research. The quantitative data
were taken from the students' scores in reading narrative text and the qualitative
data obtained from the observation of the students‟ activity in the learning
process. They have proved that RCRR (Read, Cover, Remember, Retell) strategy
improved the students‟ ability in reading narrative text.
Amira (2018) was done a study entitled, “The Implementation of RCRR
(Read, Cover, Remember, Retell) Strategy to improve Students‟ Achievement in
Reading Comprehension. She used Classroom Action Research (CAR) in this
study. Descriptive qualitative and quantitative designs were applied. The
quantitative data were taken from the students‟ scores in reading comprehension,
while the qualitative was obtained from the observation of the students‟ activity
and teacher‟s performance in the learning process. Based on the result, the RCRR
strategy improved the students‟ achievement in reading comprehension.
Another study was conducted by Djunaidi, Noviati & Oktariani (2017)
entitled, “The application of RCRR (Read, Cover, Remember, Retell) Strategy in
Teaching Reading Descriptive Text to the Eighth Grade Students of State Junior
12
High School 50 Palembang. The research was a pre-experimental method with
one group pretest-posttest design. It was taken by using cluster random sampling
method. The data were collected using a written test. They have found that the
RCRR strategy was effective in teaching reading descriptive text and could
increase students‟ ability and students' scores in reading descriptive text.
E. Research Hypothesis
Referring to Creswell (2012:111), Hypotheses are statements in
quantitative research in which the investigator makes a prediction or a conjecture
about the outcome of a relationship among attributes characteristics. In this
study, four hypotheses are going to be tested.
Two null hypotheses (H0 ) and two alternative hypotheses (Ha)
Ha1 = RCRR strategy has an effect on students‟ reading comprehension.
H01 = RCRR strategy does not affect students‟ reading comprehension.
Ha2 = There is a significant difference between the students‟ taught by
RCRR strategy and those who are taught by the teacher‟s strategy.
H02 = There is no significant difference between students‟ taught by
RCRR strategy and those who are taught by the teacher‟s strategy.
13
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted at Senior High School 13 Merangin. This
School is located in Jln. Pendidikan No. 01 Sukorejo Sungai Sahut, Tabir Selatan
Merangin. The subject of this research is the Tenth-Grade students of Senior
High School 13 Merangin in the academic years of 2020.
B. Research Design
In order to conduct this research, the researcher uses quasi-experimental
research intended to find out the effect of RCRR strategy on students‟ reading
comprehension. The quasi-experimental design itself can be defined as a form of
experimental process in which individuals are not randomly assigned to groups
(Creswell, 2014). In this case, the students are grouped into an experimental and
controlled class. Then, the experimental class was given a treatment Read,
Cover, Remember, Retell Strategy. Contol class would be taught by using a
teacher strategy used by the tenth grade English teacher in the class. This
research was conducted to know whether there is an effect of using Read, Cover,
remember, Retell, Strategy on students‟ reading comprehension or not. The
researcher presented as follow :
Table 3.1
Research design
Group Pre-test Treatment Post-test
Experiment O1 X O2
Control O3 Y O4
(Source: Sugiyono, 2012,p.116)
O1: pre-test for experiment group
O2: post-test for experiment group
14
O3: pre-test for a control group class
O4: post-test for a control group class
X: treatment using RCRR strategy
Y: treatment using Teacher Strategy
In this research, there are 8 meetings for teaching and learning process, 2
meetings for pre-test, and post-test. The pre-test is given by the writer before the
treatment. Meanwhile, the post-test is given by the writer after all the treatments.
After conducting pre-test and post-test for both classes, the writer compares
pre-test and post-test scores of each class to know which class that gives
improvement for their score.
C. Population and Sample of the Research
1. Population
According to Sugiyono (2011:119), the population is a generalization
region consisting of objects or subjects that have certain characteristics and the
quality of their set by investigators to be learned and then drawn conclusions.
The population of this study is students of Senior High School 13
Merangin in the tenth grade academic year 2020/2021. Totaling of 80 students
that are divided into four classes namely X IPA1, X IPA2, X IPS1, and X IPS2.
Table 3.2.
The population of the Research
No Class Number of Students
1. X IPA1 20
2. X IPA2 20
3. X IPS1 20
4. X IPS2 20
Total 80
(Source: Senior High School 13 Merangin)
15
2. Sample
According to Creswell sample is a subgroup of the target population that
the researcher plans to study for the purpose of making generalization about the
target population (Creswell, 2012:142). There were 4 classes as the total
population in this research. Because the total population was big, the researcher
took the sample by purposive sampling. Purposive sampling (also known
as judgment, selective or subjective sampling) is a sampling technique in which
researcher relies on his or her own judgment when choosing members of
population to participate in the study. Based on the design of the research, the
researcher took two classes as the sample of this research. Here, the writer took
class X IPA 1 and X IPA 2 as a sample. Both classes were selected by a teacher.
Class X IPA 1 on experimental class and X IPA 2 on control class. The sample of
this research can be seen as follow:
Table 3.3.
Total Population of the Research
No Class Number of Students
1. X IPA1 (Experiment) 20
2. X IPA2 (Control) 20
Total 40
D. Variable of The Research
According to Cresswell (2012:112), the variable is a characteristic or
attribute of an individual or an organization that a researcher can measure or
observe and varies among individuals or organization studied. Latief (2015:1140)
States that in experimental design, there are two kinds of the variable used:
Independent Variable and Dependent Variable. There are two variables of this
experimental research those variables are :
1. Independent Variable (X)
An Independent variable is an attribute or characteristic that influences or
affects an outcome or dependent variable (Creswell.2012:116). The
16
independent variable of this research is Read, Cover, Remember, Retell
strategy.
2. Dependent Variable (Y)
According to Creswell (2012:115), the dependent variable is an attribute or
characteristic that is dependent or influenced by the independent variable
of this research is student‟s reading comprehension.
E. The Technique of Data Collection
The technique of collecting the data in this research was by using a test.
Therefore the test is divided into two kinds, pre-test, and post-test. According to
Creswell (2012:297), the Pre-test provides a measure on some attributes or
characteristics that you assess for a participant in an experiment before they
receive a treatment, while Post-test is a measure of some attribute or
characteristic that is assessed for participants in an experiment after a treatment.
The data will be collected through pre-test and post-test. The researcher
gave a pre-test for students in the first meeting in order to know the capacity of
students‟ competence between the experimental class and controlled class. The
treatment of the RCRR strategy was given by the researcher in the experimental
class and for controlled class, the researcher did not. After that researcher gave a
post-test for students to seen the result after using the RCRR strategy and did not.
The researcher taught for eight meetings in each class. The kind of test given in
this research was multiple-choice which consists of 20 questions and 7 passages
(Narrative text). There were five choices A, B, C, D, and E. The reaearcher not
giving try out before pre-test because the test was ready-made adapted from
national examination (UN) in academic year 2012,2010,2009, and 2007.
readability level was on grade level 3 to 8, it could be easily understood by 9 to
14 years old. Referring to Brown (2004:194),Multiple-choice is the most popular
method of testing a reading knowledge of vocabulary and grammar. It is because
multiple-choice test easy to conduct and easy to score.
17
Table 3.4
Reading comprehension test specification
No Aspects of Reading
Comprehension Item numbers
1 Identifying the main idea and topic 6, 15, 16, 18 ,19
2 Identifying references 17
3 Vocabulary 20
4 Identifying for supporting details
in the text and stated fact
1, 3, 4, 7, 8, 10, 11, 12, 13, 14
5 Moral Value 2, 5, 9
Tabel 3.5
Criteria of Rubric Scoring Students’ Reading Comprehension
No. Score Symbol Category
1. 90-100 A Very good
2. 80-89 B Good
3. 70-79 C Poor
4. <70 D Very Poor
(Source: Senior High School 13 Merangin)
F. The technique of Analysis of the data
In analyzing the data, before the writer calculated the value of the test to
look at the hypothesis, the writer has to analyze the normality and homogeneity
of the data. The examination of normality is needed to know whether the data has
been normally distributed or not. Then, after getting the normality, the text step
was calculating the homogeneity of data. It aims to look at whether the data is
homogeneous or heterogeneous.
18
1. Normality test
Normality test calculated to see whether the data were normally or nor,
according to Sudjana (2005, p. 466-467), the ways to look for normality test as
follows :
a. Sort the sample of data from the small to large data (X1, X2, X3, Xn)
b. Calculated the average of sample score by using a single average
c. Calculated the standard deviation
d. Determine the Z value of each data by the formula :
e. Determine the Z table based on the Z value
f. Determine the F (Zi) based on the Z table
If negative (-), so 0,5 –
If positive (+), so 0,5 +
g. Determine the S(Zi) by the formula: ( )
h. Calculate the by te formula : F(ZI) – F(Zi)
i. If L hitung , so the sample of the data is normally distributed.
2. Homogeneity test
The purpose of the homogeneity test was to see whether the data or sample
in both classes were homogenous or heterogeneous. The test of homogeneity
used homogeneity variance. According to Ridwan (2013, p.120), the formula
used inhomogeneity test can be seen as follows :
Systematic calculation :
a. Conduct an assessment of the student of the students‟ test
result
b. Determining of variance X (Sx2)
c. Determine for variance Y (Sy2)
d. Calculate the largest variance and smallest variance
19
e. Compare the F table with F
and
f. Criteria of test with the significance
If F count ≤ F table then the data homogeneous
If F count ≤ F table then the data, not homogeneous
3. T-test
In this part, the writer calculated the data by using a two-sample t-test.
They have paired sample t-test and independent sample t-test, paired sample t-
test is used to see whether or not there is a significant effect of student‟s reading
comprehension before and after treatment. The independent sample t-test is used
the compare the means of one variable for two groups of cases (Taniredja, 2014
p.38).
a. Paired sample t-test
According to Sugiyono (2013, p.197), the formula of paired sample T-test
is express as follows:
Which :
MD = mean of the different arithmetic average second of different or the
different between the score of variable 1 and II
SEMD = standard error of mean the different
With the calculation steps as bellow:
1. Looking D (different = different) between the score of variables I and
score variable II with the formula :
2. Find the mean of the difference with the formula :
∑
3. Looking at the standard deviation of the difference with the formula :
√∑
(
∑
)
20
4. Looking at the standard deviation of the difference with the formula :
√
5. Looking with the formula :
6. Looking interpretation
a. Looking df or db with the formula : df atau db = N – 1
b. Based on the magnitude of the df or db, we search for criticism “t”
listed in the table “t” at the significance level of 5% and 1 % as
follow :
c. Conduct the comparing between and as bellow :
Criteria Hypothesis Decision
Rejected
Accepted
Accepted
Rejected
b. Independent sample T-test
According to Sudjiono (2000, p.297) in Diktat statistic pendidikan (2016,
p.55), the formula of independen tsample T-test is express as follow :
Where :
to : „t‟ test
M1: mean of experimental class
M2: mean of the control class
SEM1-M2 : standard error
The formula above is the main formula. Before using the formula, the
writer also used some calculation procedure such as below :
1. The determining mean of variable X, with the formula : ∑
2. The determining mean of variable Y, with the formula : ∑
21
3. Determining the standard of deviation score of variable X, with the
formula √∑
4. Determining the standard of deviation score of variable Y, with the
formula √∑
5. Determining standard error mean of variable X, with the formula
√
6. Determining standard error mean of variable Y, with the formula
√
7. Determining standard error of the different mean of variable X of
variable Y, with the formula √
8. Determining (t-test), with the formula :
9. Give the interpretation to t-test ( ) to several processes as follow :
a. Formulating the hypothesis of the research and statistic
hypothesis
b. Test significance of by comparing the amount of with
by the setting of degrees of freedom (df) or (db), by the formula
of df/db = N-1
c. Determining criticism of „t‟ in the table value of „t‟ by adhering
to the df or db have been obtained, both of significance of 5%
d. Conduct the comparing between and as bellow :
Criteria Hypothesis Decision
Rejected
Accepted
Accepted
Rejected
22
G. Statistical Hypothesis
The hypothesis is the statement in quantitative research in which the
investigator makes research. The hypothesis is a prediction of the possible
outcomes of the research. According to Sugiyono (2013:64). statistical
hypothesis exit when research works with samples, if the research does not work
by using a sample, so there is not a statistical hypothesis. According to Sugiyono
(2013: 69) the formula of hypothesis in this research can be seen as :
Where :
Ha1 : There is a significant effect on students‟ reading
comprehension before and after being taught by Read, Cover,
Remember, Retell Strategy.
Ho1 : There is no significant effect on students‟ reading
comprehension before and after being taught by using Read,
Cover, Remember, Retell Strategy.
Ha2 : There is a significant difference between the score of the
student who is taught by using Read, Cover, Remember, Retell
Strategy and who is not taught by using Read, Cover,
Remember, Retell Strategy.
Ho2 : There is no significant difference between the score of the
student who is taught by using Read, Cover, Remember, Retell
Strategy and who are not taught by using Read, Cover,
Remember, Retell Strategy.
23
H. Schedule of the Research
This research be held from May until November, where the researcher
arrangement proposal until the researcher is taking a thesis examination. The
Schedule of the research can be seen below:
Table 3.6
Schedule of the research
No
Activities
Month
May June July Agustus September October November
1 2 3 4 1 2 1 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 Proposal Arrageme
nt
√
2 Consultation
proposal
√ √
√
√
√ √
3 Proposal seminar
√
4 Collecting
data √
5
Research
Improvem
ent
√ √ √ √ √ √ √
6 Writing
the thesis √ √
7
Thesis
examinatio
n
√
24
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Finding of the research
This research was conducted at the tenth graders students‟ senior high
school 13 Merangin. It was done on 02 September - 19 Oktober 2020. The data of
this research were students score from pre-test and post-test in both of experiment
class and control class. The score of pre-test were ready given before treatment
and post-test given after treatment. Two classes as the sample of this research. X
MIPPA 1 as experimental class consist of 22 students and X MIPA 2 as control
class consist of 22 students. After the research got the data, the researcher
analyzed the data by using t-test in used analysis of quantitative data. The finding
include 1. Descriptive analysis of the students‟ reading comprehension test, 2.
Statistical analysis of the students reading comprehension.
1. Descriptive analysis of the Data
The data of students‟ reading comprehension who were taught by using
RCRR strategy was obtained from X IPA 1 as experimental class and the data of
students‟ reading comprehension who were not taught by using RCRR strategy
was obtained from X IPA 2 as experimental class.Each class consists of 22
students‟.Therefore there were 44 students‟ of population in this research.
a) Experimental class
1. The result of pre-test of experimental class: after being given the test
result are as follows : Score pre-test in the experiment class senior high
school 13 Merangin
25
Table 4.1
The students’ score of experimental class
No Name of students Score
1 A 40
2 B 40
3 C 40
4 D 45
5 E 45
6 F 45
7 G 50
8 H 50
9 I 50
10 J 55
11 K 55
12 L 55
13 M 60
14 N 60
15 O 60
16 P 60
17 Q 60
18 R 65
19 S 65
20 T 70
21 U 70
22 V 75
Looking for the maximum and minimum
Maximum score : 75
Minimum score : 40
Distribution of frequency
26
Table 4.2
Distribution of frequency pre-test an experimental class
X F FX
40 3 120
45 3 135
50 3 150
55 3 165
60 5 300
65 2 130
70 2 140
75 1 75
Total 22 1.215
The formula of mean :
X =
=
= 55,23
2. The Result of post-test of experimental class: after being given the test
results are as follows:
Table 4.3
Score post-test in the experimental class
No Name of students Score
1 A 55
2 B 60
3 C 60
4 D 65
5 E 70
6 f 70
27
7 G 70
8 H 70
9 I 75
10 J 75
11 K 80
12 L 80
13 M 80
14 N 80
15 O 85
16 P 85
17 Q 90
18 R 90
19 S 90
20 T 90
21 U 95
22 V 95
Looking for the maximum and minimum
Maximum score : 95
Minimum score : 55
Distribution of frequency
Table 4.4
Distribution of frequency post-test an experimental class
X F FX
55 1 55
60 2 120
65 1 65
70 4 280
75 2 150
80 4 320
85 2 172
28
90 4 360
95 2 190
Total 22 1.710
The formula of mean :
X =
=
= 77,72
From the table 4.1,it was found that the total number of each class was 22
students. The minimum score of pre test in experimental class was 40 and the
maximum score was 75, while from the table 4.3 in post test the minimum score
was 55 and maximum was 95.
b) Control class
1. The result of pre-test of control class: after being given the test results
are as follows :
Table 4.5
Score pre-test in the control class
No Name of students Score
1 Aa 30
2 Bb 35
3 Cc 35
4 Dd 40
5 Ee 40
6 ff 40
7 Gg 45
8 Hh 45
9 Ii 45
10 Jj 50
11 Kk 50
12 Ll 55
29
13 Mm 55
14 Nn 55
15 Oo 60
16 Pp 60
17 Qq 60
18 Rr 65
19 Ss 65
20 Tt 70
21 Uu 75
22 Vv 80
Looking for the maximum and minimum
Maximum score : 80
Minimum score : 30
Distribution of frequency
Table 4.6
Distribution of frequency pre-test control class
X F FX
30 1 30
35 2 70
40 3 120
45 3 135
50 2 100
55 3 165
60 3 180
65 2 130
70 1 70
75 1 75
80 1 80
Total 22 1.115
30
The formula of mean :
X =
=
= 52,5
2. The Result of post-test of control class: after being given the test results
are as follows:
Table 4.7
Score post-test in the control class
No Name of students Score
1 Aa 50
2 Bb 50
3 Cc 50
4 Dd 55
5 Ee 55
6 Ff 55
7 Gg 60
8 Hh 60
9 Ii 65
10 Jj 65
11 Kk 65
12 Ll 70
13 Mm 70
14 Nn 75
15 Oo 80
16 Pp 80
17 Qq 80
18 Rr 80
19 Ss 80
20 Tt 85
21 Uu 90
31
22 Vv 95
Looking for the maximum and minimum
Maximum score : 95
Minimum score : 50
Distribution of frequency
Table 4.8
Distribution of frequency post-test an control class
X F FX
50 3 150
55 3 165
60 2 120
65 3 195
70 2 140
75 1 75
80 5 400
85 1 85
90 1 90
95 1 95
Total 22 1.515
The formula of mean :
X =
=
= 68,86
From the table 4.5,it was found that the total number of each class was 22
students. The minimum score of pre test in control class was 30 and the maximum
score was 80, while from the table 4.7 in post test the minimum score was 50 and
maximum was 95.
32
B. Hypothesis Testing
Test the hypothesis in this research aims to answer the formulation problem
have been proposed, used the formula t-test. Before testing the hypothesis. Then
the prerequisites that need to be tested normality and homogeneity test data first.
2. Statistical Analysis of the Data
1) Normality Test
a. Experimental Class
Normality test result data pre-test and post-test in the experimental class
can be seen in the table 4.7
Table 4.9
The results of the experimental class normality test
No Statistic pre-test post-test
1 N 22 22
2 X 55,23 77,72
3 SD 10,21 11,72
4 Lo count 0,0872 0,0431
5 Lo table 0,1900 0,1900
6 conclusion Lo count < Lo table
means both the table
is Normal
Based table 4.7 shows that the result Lo count experiment class pre-test
and post-test was (0,873 – 0,0431) while the results are Lo count with n = 22
and the level of significance ɑ = 0,05 = 0,1900 of second Lo count smaller than
Lo table then the value Lo count both pre-test and post-test samples showed a
smaller number than the Lo count . Based on predetermined criteria, if the value
Lo count < Lo table than the sample can be said to be normality test can be seen
in appendix 4.
33
b. Control class
Normality test result data pre-test and post-test in the control class can
be seen in the table 4.8
Table 4.10
The results of the control class normality test
No Statistic pre-test post-test
1 N 22 22
2 X 52,5 68,86
3 SD 13,58 13,24
4 Lo count 0,0288 0,1195
5 Lo table 0,1900 0,1900
6 conclusion Lo count < Lo table
Means both the table
is Normal
Based table 4.8 shows that the result Lo count experiment class pre-test
and post-test was (0,0288 – 0,1195) while the results are Lo count with n = 22
and the level of significance ɑ = 0,05 = 0,1900 of second Lo count smaller than
Lo table then the value Lo count both pre-test and post-test samples showed a
smaller number than the Lo count . Based on predetermined criteria, if the value
Lo count < Lo table than the sample can be said to be normality test can be seen
in appendix 4.
2) Homogeneity Test
a. pre-test Experimental and control Class
Results of homogeneity test pre-test experimental control class can be
see in the table 4.9
34
Table 4.11
Homogeneous results pre-test experiment and control class
No Statistic pre-test
1 S2 pre-test 104,36
2 S2 pre-test 182,74
3 F count 1,45
4 F table 2,05
5 Conclusion F count < F table
Means both the sample is homogeneous
Description
S2 = Variance of data pre-test and post-test
F count = Value count
F table = Value the table based on the calculated value
Based on the table 4.11 can be concluded that the result of the two
group of samples that class have homogeneous variance. From the results
homogeneous test calculations obtained F count 1,45. Based on testing criteria
has been determined that Fcount < F table then the second sample can be said
to be homogeneous. Homogeneous test calculation process can be seen in
appendix 5.
b. post-test experimental and control Class
Results of homogeneity test post-test experimental and control class can
be see in the table 4.10
Table 4.12
Homogeneous results post-test experimental and control class
No Statistic post-test
1 S2 post-test 137,44
2 S2 post-test 175,34
3 F count 1,27
4 F table 2,05
5 Conclusion F count < F table
Means both the sample is homogeneous
35
Description
S2 = Variance of data pre-test and post-test
F count = Value count
F table = Value the table based on the calculated value
Based on the table 4.12 can be concluded that the result of the two
group of samples that class have homogeneous variance. From the results
homogeneous test calculations obtained F count 1,27. Based on testing criteria
has been determined that Fcount < Ftable then the second sample can be said to
be homogeneous. Homogeneous test calculation process can be seen in
appendix 5.
C. Statistical Hypothesis
a. Paired Sample T-test
The writer used paired sample T-test to test the hypothesis that whether
there was any significant effect of students‟ reading comprehension before and
after being taught by using Read, Cover, Remember, Retell strategy. The writer
used the criteria below to analyze the test hypothesis:
1.If t-test (t0) ≥ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is rejected
2.If t-test (t0) ≤ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is accepted
Where : 1. Ha1 : There is any significant effect of using Read, Cover, Remember,
Retell strategy on students‟ reading comprehension achievement after
conducting a treatment.
2. Ho1 : There is no any significant effect of using Read, Cover,
Remember, Retell strategyon students‟ reading comprehension
achievement after conducted treatment.
Based on the writer‟s calculation, the result of paired sample t-test showed
that H0 was rejected because the t-test (t0) was higher than t-table (tt) or 14,06 ≥
36
2,02. So, it means that there was a significant effect on students‟ reading
comprehension before and after being taught by using using Read, Cover,
Remember, Retell strategy. For the calculating of paired sample t-test, it can seen
in appendix 7.
b. Independent Sample t-test
The researcher used independent sample T-test to test the hypothesis that
whether there was a significant differences of students‟ reading comprehension
before and after being taught by using Read, Cover, Remember, Retell strategy.
The null hypothesis announces that there is no significant difference
between the mean of experimental and control group‟s scores. Moreover, the
alternative hypothesis reveals the means of score between the two groups that are
significantly different.
The researcher used the criteria below to analyze the test hypothesis:
1. If t-test (t0) ≥ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is rejected
2. If t-test (t0) ≤ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is accepted
Where :
1. Ha2 : There is differences the score of the student who are taught by
using Read, Cover, Remember, Retell strategy and who are not
taught by using Read, Cover, Remember, Retell strategy
2. Ho2 : There is no differences the score of the student who are taught
by using Read, Cover, Remember, Retell strategy and who are not
taught by using Read, Cover, Remember, Retell strategy
Based on the researcher calculation, the result of independent sample t-
test showed that H0 was rejected because the t-test (t0) was higher than t-table (tt)
or 2,29 ≥ 2.02. So, it means that there was a significant differences of Read,
Cover, Remember, Retell strategy on students‟ reading comprehension
achievement after conducted treatment. For the calculating of independent sample
t-test, it can seen in appendix 6.
37
c. Conclusion
Effect size
Based on the data, it can be known :
22
So, the formula of cohen‟s :
√
√
√
√
= 0,7
Based on the calculating above, the result of d is 0,7, so it show that the
high effect size because d ≥ 0 and d ≥ 1,0 with the percentage 84%. It means
that the effect of using Read, Cover, Remember, Retell strategy give high effect
to use the class on students‟ reading comprehension.
D. Interpretation
The research finding above showed that the data was taken from 22 students
in experimental class and 22 students in control class.Therefore there were 44
students that participated in this research.The data description showed that before
the researcher gave the treatment to the students (pre test),there were many
students got minimum score in reading of narrative text.After the researcher
38
applied the treatment of RCRR strategy,the students‟ perfomed better than before
in pre test.The students‟ score in experimental class is also improved than the
students‟ in control class who were not giving a treatment.This interpretation is
based on the comparison between experimental and controlled class students‟
average score,median,and mode.
It was showed from the mean of pre test score of experimental class was
55,23 with the lower score 40 and the highest score was 75. Meanwhile the mean
score of pre test in controlled class was 52,5 with the lower score was 30 and the
highest score was 80.
Based on the analysis, there was significant effect of class who are taught by
using Read, Cover, Remember, Retell strategy and those who are not. This can be
seen from the pre-test and post-test result in both of class. The mean score of pre-
test in experimental class was 55,23 and the mean score of post-test was 77,72.
Meanwhile, the mean score of pre-test in control class that t value (2,29) ≥ t table
(2.02). was 52,5 and the mean score of post-test was 68,86. Both of class from
pre-test and post-test score got a normality and homogeneity data which the value
(p) ≤ significant (ơ = 0.05). The gained of hypothesis of test using t-test with
significant 0.05 showed It can be concluded that there was a significant effect of
using Read, Cover, Remember, Retell strategy as a treatment in the experimental
class on students‟ reading comprehension.
Moreover from the the independent t-test, the finding shown t-count (t0) is
2,29, meanwhile, the t-table (tt) of df ( 40 ) in significant 5 % was 2,02. It means
t-count (t0) was higher than t-table (tt ), so the alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected. It is proven that there was a
significant difference effect of Read, Cover, Remember, Retell strategy towards
students‟ reading comprehension of narrative text. Then, the paired t-test, the
finding shown t-count (t0) is 14,06 meanwhile, the t-table (tt) was 2,02. It means t-
count (t0) was higher than t-table (tt ), so the alternative hypothesis (Ha) was
accepted and the null hypothesis (Ho) was rejected. It is shown that there was a
39
significant effect on students‟ reading comprehension before and after being
taught by using Read, Cover, Remember, Retell strategy.
The previous study conducted by Anita (2013) she focused on “ The Effect
of Using Read, Cover, Remember, Retell Strategy Toward Reading
Comprehension of Second Year Students at Senior High School Sukaramai
Tapung Hulu Kampar Regency”. She found that the mean score of experimental
group which was taught by using RCRR strategy was 71,89 while mean score of
control class which was not taught by using RCRR was 60,86. T-test was 3,911.
The t-table showed at significant level 5% (2,00) and at the significant level 1%
(2,65). It mean that null hypothesis (Ho) was rejected, and alternative hypothesis
was accepted. In conclusion, there was significant effect of using RCRR strategy
to enhance students‟ reading comprehension.
According to Brummer and Macceca (2008) that Read, Cover,
Remember, Retell strategy is an effective approach to help readers who are good
in reading is reading quickly and as a result, they do not understand what they
have read. It is modeled for students during a whole-class instruction period and
then is conducted with students who work as partners to read the same text. The
students have an opportunity for giving mutual support and stimulation and
students are also motivated to share their information or express their each other
stories. It means reading with this strategy will be able to read quickly followed
by good results from the understanding of what they have read.
The recruitment of brief responses stretches students‟ thinking and is fun,
when students were taught narrative text by any teaching strategy or method they
got the improvement although the improvement for experiment group was higher
than the control group. It can be predicted that the improvement may be bigger
than in the experiment group if the students in experimental group pay more
attention in the class room during the teaching and learning process. It should be
noted that during in conducting this research, the students in experimental group
were noisier than control group.
40
In other word, the students can comprehend a text clearly because they can
describe the important by using the Read, Cover, Remember, Retell Strategy.
Read, Cover, Remember, Retell strategy the researcher also concluded that Read,
Cover, Remember, Retell strategy help both teacher and the tenth grade senior
Hight School 13 Merangin in increasing reading comprehension. From the
researcher experienced in teaching and learning process which has conducted in
experiment class six meetings every students have their own role of questioning,
clarifying, and predicting, the teacher gave the students a text, and they have to
analyze the text well, the writer observed the students‟ performance all of the
students followed the process well, it means, they were responsible in mastery
their material and they were capable of sharing and explaining their materials to
the students in their group while, in order to avoid the students‟ mistake in
interpreted the meaning of the text that was given by the teacher, a teacher
demanded to be a critical partner in learning and providing correcting feedback.
The result of the test showed that students‟ score who were not taught by
using Read, Cover, Remember, Retell strategy in control class improved, but the
result of post-test in control class are lower than the result of post-test in
experiment class. The students in both of class, most of them get better score than
their own test in pre-test. Some students scored better, although they still had
some incorrect in making prediction, getting explicit message, and getting main
idea in the test.
It can be concluded, from the description above mean score of post-test in
experimental class which given treatment by using Read, Cover, Remember,
Retell strategy had higher score compared with control class was using
conventional strategy or tradition method while reading comprehension process.
So, there was significant effect of using Read, Cover, Remember, Retell strategy
on students reading comprehension.
41
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The result of the study indicated that using Read, Cover, Remember, Retell
strategy in teaching reading comprehension has a significant effect and significant
differences in reading achievement. Based on the results of hypothesis test, which
had been done, the conclusion could be concluded as follow:
1. The result of independent sample t-test with significant 0,05 showed
that tvalue(2,23) ≥ ttable (2,02). It can be concluded that there was any
significant effect of Read, Cover, Remember, Retell strategy on students‟
reading comprehension achievement after conducting a treatment.
2. Then the result of paired sample t-test with significant 0,05 showed that
tvalue(14,06) ≥ ttable (2,02). It can be concluded that there was any
differences between the score of the student who are taught by using Read,
Cover, Remember, Retell strategy and who are not taught by using Read,
Cover, Remember, Retell strategy.
B. Suggestion
Based on the conclusion of the research above, it is known that using Read,
Cover, Remember, Retell strategy in teaching students‟ reading comprehension.
So that, Read, Cover, Remember, Retell strategy is one of choices by English
teacher in order to increase students‟ reading comprehension. After concluding a
research at Senior High School 13 Merangin, the writer would like to propose
some suggestion to make teaching and learning procces at this school get better
and before. This suggestion is the teacher should use any strategy in teaching
English especially in teaching reading. Teacher may use the other strategy in
teaching English for example Read, Cover, Remember, Retell strategy because it
can make students active in sharing their thinking of the text to others and it can
improve students‟ reading comprehension.
42
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46
APPENDIX 1
ITEM PRE-TEST AND POST-TEST OF READING COMPREHENSION
Name :
Class :
Read this text and answer the questions by crossing A, B, C, D, or E!
Text 1
The following text is for question 1 and 2
Once a cap seller was passing through the jungle. He was dead tired and
needed to rest. Then, he stopped and spread a cloth under a tree. He placed his
bag full of caps near him and lay down with his cap on his head.
The cap seller had a sound sleep for one hour. When he got up, the first
thing he did was to look into his bag. He was startled when he found all his caps
were not there. He was wondering where they could have gone. Indeed, he was
greatly puzzled.
When he looked up the sky, he was very surprised to see monkeys sitting
on the branches of a tree, each wearing a cap on his head. They had done it to
imitate him.
He decided to get his caps back by making a humble request to the
monkeys. In return, the monkeys only made faces of him. When he began to make
gestures, even when he raised his fist towards them to threaten them, they also
imitated them.
At last, he hit upon a clever idea. “Monkeys are a great imitator,” he thought.
So he took off his cap and threw it down on the ground. As he had expected, all
the monkeys took off the caps and threw them down on the ground. Quickly he
stood up and collected the caps, but for them back into his bag and went away.
(Source: UN 2012)
1. Why was each monkey wearing a cap on their head?
A. They liked them
B. They liked wearing caps
C. They were imitating the cap seller
D. They were teasing the cap seller
E. They had stolen the caps
47
2. What is the moral value of the text?
A. Monkeys are clever animal
B. Put your belongings in a safe place
C. Kindness must be possessed by everyone
D. Foolishness is a source of faulty
E. You have to know who you are talking to
Text 2
The following text is for questions 3-6
Once there was a farmer from Laos. Every morning and evening, he
plowed hid field with his buffalo.
One day, a tiger, a mouse deer, and a cockerel were walking together to
meet a snail. On their way, they saw a farmer and a buffalo working in the field.
The tiger said to the mouse deer and the cockerel, “I wonder how stupid the
buffalo is. He lets himself be ruled by the small animal,” “You are right. The big
animal must be a heartless one. I think you‟d better ask the big animal, Tiger,”
said the mouse deer.
After the man went home, the tiger spoke to the buffalo, “You are so big
and strong. Why do you do everything the man tells you ?” The buffalo answered,
“Oh the man is very intelligent.” The tiger asked,” Can you tell me how intelligent
he is ?” “No, I can‟t tell you,” said the buffalo, “but you can ask him.”
So the next day asked the man; “Can I see your intelligence ?” But the man
answered, “I live it at home.” “Can you go and get it.” asked the tiger. “Yes,” said
the man; “But I‟m afraid you will kill my buffalo when I‟m gone. Can I tie you to
a tree ?” After the man tied the tiger to the tree, he didn‟t go home to get hid
intelligence. He took hid plow and hit the tiger. Then he said, “Now you know
about my intelligence though you haven‟t seen it.”
(Source: UN 2010)
3. The tiger became more curious because of …
A. The snail‟s advice
B. The cockerel‟s story
C. The man‟s intelligence
D. The mouse deer request
E. The big buffalo‟s suggestion
4. Which of the following was first surprised to see the buffalo and the farmer
working on the field?
A. The lion
B. The tiger
48
C. The snail
D. The cockerel
E. The mouse deer
5. What lesson can we learn from the story?
A. Don‟t leave your intelligence at home
B. Intelligent can‟t be judged from the appearance
C. Don‟t compare man‟s intelligence to an animal‟s
D. The bigger a person, the more intelligent he is
E. The smaller a person, the more intelligent he is.
6. The main idea of paragraph two is …
A. The buffalo is very useful for the farmer
B. The mouse deer didn‟t believe the cockerel‟s story
C. The cockerel supported the tiger‟s idea to ask the buffalo
D. The tiger was surprised to hear the cockerel‟s story about his family
E. The mouse deer told the tiger to ask buffalo to get the answer to their
surprise
Text 3
The following text is for questions 7-9
BANDUNG BONDOWOSO AND RARA JONGGRANG
(The Legend of Prambanan Temple)
Once, there was a beautiful Javanese princess whose name was Rara
Jonggrang. Rara Jonggrang whose beauty was very famous in the land was the
daughter of Prabu Baka, an evil king.
One day, a handsome young man with supernatural power named
Bandung Bondowoso defeated and killed Prabu Baka. On seeing Princess Rara
Jonggrang‟s beauty, Bandung Bondowoso fell in love with her and wanted to
marry her.
Meanwhile, Princess Rara Jonggrang felt sad due to her father‟s death. She
did not want to marry Bandung because he had killed her father. But she was also
afraid of Bandung. So she refused politely by giving him a requirement which was
impossible to fulfill. She said, “I will marry you but you have to build one
thousand temples in one night as a wedding gift,” requested Rara Jonggrang.
Bandung agreed with the condition.
Helped by the spirits of the demons, Bandung Bondowoso started building
the temples. Approaching midnight, the work would nearly be done. Rara
Jonggrang knew this and thought, “What shall I do? Bandung is smarter than I. I
would lose against Bandung.”
49
Suddenly she got an idea. She woke up all the women in the place and
ordered them to make noisy sounds of grinding rice so that the roosters thought it
had already been dawn.
Bandung Bondowoso got frustrated because he failed to complete a thousand
temples.
“The Princess has deceived me!” Following his anger, he cursed Rara
Jonggrang, “You have cheated me. Now, the thousandth temple will be you !“
At once, the princess turned into a statue. Knowing this, Bandung
Bondowoso regretted and went away. Now you can see the statue of Princess Rara
Jong-grang in Prambanan temple.
(Source: UN 2009)
7. Who helped Bandung building the temples?
A. The spirits of demons.
B. The spirits of giants.
C. His fellow workers.
D. The evil kings.
E. His followers.
8. Who owned a supernatural power?
A. Prabu Baka.
B. An evil king.
C. Rara Jonggrang.
D. Bandung Bondowoso.
E. The spirits of demons.
9. What moral do you learn from the story?
A. Cheating is needed.
B. You must be honest.
C. We must keep our promise.
D. Crime will not bring happiness.
E. Love is gained by working hard.
50
Text 4
The following text is for questions 10-11
The Four Brothers and The Lost Camel
Four brothers, who were all good at tracking, met an Arab who asked them
if they had seen his missing camel.
The four brothers asked the Arab whether the camel had lost its tail and
wanted to know if it is was wearing a sack of grain on one said and a jar of honey
on the other.
To his surprise, all the questions were true about his camel. And this made
the Arabs convinced that they were the thieves. So he brought them before a
judge.
But the explanation was simple.
The first brother began, “The camel had only gazed on the grass on one
side of the path, so it must be blind in the other eye. One of its was less marked
than the others, and that means it must be lame in one foot.”
“As for me,” said the second brother, “some wheat grains had fallen on the
path and the ants were carrying them away. On the other side of the path, the flies
were sucking at the drops of the honey.”
Thereupon the judge freed the four brothers and took them into his services.
(Source: UN 2009)
10. One of the brothers thought that the camel was lame because of …
A. The grass on one side of the path
B. Hoof prints of the camel
C. The ants and flies
D. The camel‟s eye
E. The camel‟s tail
11. The second brother observed that the camel …
A. Was lame
B. Had no tail
C. Had no eyes
D. Brought wheat grains
E. A sucked drop of honey
51
Text 5
The following text is for questions 12-14
THE LION AND THE MOUSE
Mr. Lion was lying asleep when he was suddenly awaked by a mouse
running over his face. The little mouse was being chased by a wild cat. " How
dare you!" he roared and raised his paw to kill the mouse. " Please, Sir," begged
Miss Mouse, " let me go, and one day I may do something for you in return. " You
help me! Ha....ha....," laughed Mr. Lion, but he let her go.
One day, Mr. Lion was caught in a net spread by hunters. " I can't get out!"
he roared angrily. "But I can help you," said a tiny voice. The Miss Mouse nibbled
and gnawed the ropes until the lion was free. " There", she said proudly, "if you
had not let me go, I would not have found a way to help you. "Yes, you should
thank her, Mr. Lion. She has saved your life", said a monkey who was sitting on a
branch of a tree.
(Source: UN 2008)
12. Who was caught in a net?
A. A cat.
B. A lion.
C. A mouse.
D. A hunter.
E. A monkey
13. According to the text, which of the following is TRUE?
A. Mr. Lion was not lying asleep.
B. The mouse cannot help Mr. Lion.
C. Miss Mouse was awakened by Mr. Lion.
D. Miss Mouse was caught in a net spread by hunters.
E. Mr. Lion was awake because a mouse running over his face.
14.Why did the mouse run over the lion's face? Because...
A. She was chased by a wild cat.
B. She was not afraid of the lion.
C. She wanted to wake up the lion.
D. She hoped the lion would help her.
E. She expected the lion would kill the cat.
52
Text 6
The following text is for questions 15-17
A fox fell into a well and couldn‟t get out. By and by a thirsty goat came
along. Seeing the fox in the well it asked if the water was good. “ Good”, said the
fox “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself.”
The goat was thirsty so he got into the well. When he had drunk enough,
he looked around but there was no way to get out. Then the fox said, “ I have a
good idea. You stand on your hind legs and put your fore-legs against the side of
the well. Then I‟ll climb on your back, from there. I‟ll step on your horns, and I
can get out. And when I‟m out, I‟ll help you out of the well.”
The goat did as he was asked and the fox got on his back and climbed out
of the well.
Then he coolly walked away. The goat called out loudly after him and
reminded him of his promise to help him out. The fox merely turned to him and
said; “If you only had thought carefully about getting out, you wouldn‟t have
jumped into the well.”
The goat felt very sad. He called out loudly. An old man walking nearby
heard him and put a plank into the well. The goat got out and thanked the old
man.
(Source: UN 2007)
15. The text tells the story of...
A. A fox.
B. A goat.
C. A fox and a goat.
D. An old man and the fox
E. The goat and an old man.
16. Paragraph two mainly tells...
A. How the fox helped the goat
B. Why the fox got into the well
C. How the fox got out of the well
D. The fox‟s idea how to get out of the well
E. How both the goat and the fox got out of the well.
17. “The goat did as he was asked ....” (Paragraph 3)
What does the above sentence mean?
A. The goat drank enough and looked around.
B. The goat came down to the well and drank.
C. The goat called out loudly after the fox got out.
53
D. The goat waited for someone who might help him.
E. The goat stood on his hind legs and put his forelegs against the side of the
well.
Text 7
The following text is for questions 18-20
Once upon a time, a rabbit wanted to cross a river but he could not swim.
He had an idea He saw a boss of crocodile swimming in the river. The rabbit
asked the boss of the crocodile. “How many crocodiles are there in the river?”
“Where are they? the rabbit asked for the second time.
“All of you are good, nice, gentle, and kind. so I want to make a line in
order. Later I will know how kind you are,” said the rabbit. Then, the boss of the
crocodile called all his friends and asked them to make a line in order from one
side to the other side of the river. Just then. the rabbit started to count while
jumping from one crocodile to another one. one......two.......there.....four.....until
twenty, and finally, he thanked all crocodile because he had crossed the river.
(Source : UN 2007 )
18. The story mainly tells us about...
A. Twenty crocodiles.
B. The boss of the crocodiles.
C. A rabbit and twenty crocodiles.
D. A rabbit and the boss of a crocodile.
E. The boss of the crocodile and all his friends.
19. We know from the first paragraph that the rabbit wanted...
A. To cross the river.
B. To swim across the river.
C. To meet the boss of a crocodile.
D. To know where the crocodiles are.
E. to know the number of crocodiles there.
20. “All of you are good, nice, gentle, and kind ..” (Paragraph 2)
The underlined words are synonymous with...
A. Wild
B. Diligent
C. Cheerful
D. Easy going
E. Honorable
54
APPENDIX 2
The Score of Pre-test and Post-test
(Experimental class)
No Students Pre-test
(X1)
Post –
test
(X2)
Gained
score
(X)
1 AZZ 45 60 15
2 AA 40 70 30
3 AS 45 85 40
4 AP 60 75 15
5 AI 60 90 30
6 BDW 45 75 30
7 COH 50 70 20
8 DR 55 90 35
9 EK 55 80 25
10 EKT 60 80 20
11 HH 60 90 30
12 HM 70 90 20
13 IA 50 65 15
14 MA 60 70 10
15 MEK 65 85 20
16 N 40 60 20
17 NKZ 65 80 15
18 RA 70 95 25
19 S 75 95 20
20 SN 50 70 20
21 UN 40 55 15
22 W 55 80 25
Total 1.215 1.710 495
55
Max 75 95 40
Min 40 55 10
Mean score 55,23 77,72
The score of Pre-test and Post-test
(Control class)
No Students Pre-test
(X1)
Post – test
(X2)
Gained score
(X)
1 D 35 55 20
2 DMC 45 60 15
3 DP 40 55 15
4 DK 60 80 20
5 FH 65 85 20
6 IP 30 50 20
7 IRP 70 75 5
8 IJ 75 80 5
9 IS 40 50 10
10 JD 45 65 20
11 KK 55 80 25
12 LA 50 65 15
13 MAA 60 65 5
14 MS 35 50 15
15 MA 40 55 15
16 OF 45 60 15
17 PA 50 70 20
18 RPM 55 80 25
19 RHZ 65 80 15
20 S 60 90 30
56
21 TW 55 70 15
22 UL 80 95 15
Jumlah 1.155 1.515 360
Max 80 95 25
Min 30 50 5
Mean score 52,5 68,86
57
APPENDIX 3
A. The calculation of frequency distribution ( Pre-test Experiment class)
1. Sample total : 22
2. Distribution of score
40, 40, 40, 45, 45, 45, 50, 50, 50, 55, 55, 55,
60, 60, 60, 60, 60, 65, 65, 70,70, 75.
3. Maximal score : 75
Minimal score : 40
4. Range ( R )
R =
R = 75 – 40
= 35
5. Number of class
K = 1 + 3.33 log (n)
K = 1 + 3.33 log (22)
K = 1 + 3.33. 1.342
K = 5,46886 = 5
6. Length of interval class (p)
P =
=
= 7
Table 1.1 Frequency distribution (pre-test Experiment class)
No Interval Lower
class
Upper
class
1 40 – 47 6 44 264 6 39,5 46,5
2 48 – 55 6 52 312 12 47,5 54,5
58
3 56 – 62 5 60 300 17 55,5 61,5
4 63 – 68 2 66,5 133 19 62,5 67,5
5 69 – 75 3 72 216 22 68,5 74,5
Total 22 1.215
B. The calculation of frequency distribution ( Pre-test Control class)
1. Sample total : 22
2. Distribution of score
30, 35, 35, 40, 40, 40, 45, 45, 45, 50, 50,
55, 55, 55, 60, 60, 60, 65, 65, 70, 75, 80.
3. Maximal score : 80
Minimal score : 30
4. Range ( R )
R =
R = 80 – 30
= 50
5. Number of class
K = 1 + 3.33 log (n)
K = 1 + 3.33 log (22)
K = 1 + 3.33. 1.342
K = 5,46886 = 5
6. Length of interval class (p)
P =
=
= 10
59
Table 1.2 Frequency distribution (pre-test Control class)
No Interval Lower
class
Upper
class
1 30 – 39 3 34,5 103,5 3 29,5 38,5
2 40 – 49 6 44,5 267 9 39,5 48,5
3 50 – 59 5 54,5 272,5 14 49,5 58,5
4 60 – 70 6 65 390 20 59,5 69,5
5 71 – 80 2 75,5 151 22 70,5 79,5
Total 22 1.184
C. The calculation of frequency distribution ( Post-test Experiment class)
1. Sample total : 22
2. Distribution of score
55, 60, 60, 65, 70, 70, 70, 70, 75, 75,
80, 80, 80, 80, 85, 85, 90, 90, 90, 90, , 95, 95.
3. Maximal score : 95
Minimal score : 55
4. Range ( R )
R =
R = 95 – 55
= 40
5. Number of class
K = 1 + 3.33 log (n)
K = 1 + 3.33 log (22)
K = 1 + 3.33. 1.342
K = 5.46886 = 5
60
6. Length of interval class (p)
P =
=
= 7
Table 1.3 Frequency distribution (post-test Experiment class)
No Interval Lower
class
Upper
class
1 55 – 61 3 58 174 3 54,5 60,5
2 62 – 68 1 65 65 4 61,5 67,5
3 69 – 75 6 72 432 10 68,5 74,5
4 76 – 82 4 79 316 14 75,5 81,5
5 83 – 88 2 85,5 171 16 82,5 87,5
6 89 – 95 6 92 552 22 88,5 94,5
Total 22 1.710
D. The calculation of frequency distribution ( Post-test Control class)
1. Sample total : 22
2. Distribution of score
50, 50, 50, 55, 55, 55, 60, 60, 65, 65, 65,
70, 70, 75, 80, 80, 80, 80, 80, 85, 90, 95.
3. Maximal score : 95
Minimal score : 50
4. Range ( R )
R =
R = 95 – 50
= 45
61
5. Number of class
K = 1 + 3.33 log (n)
K = 1 + 3.33 log (22)
K = 1 + 3.33. 1.342
K = 5,46886 = 5
6. Length of interval class (p)
P =
=
= 9
Table 1.4 Frequency distribution (post-test Control class)
No Interval Lower
class
Upper
class
1 50 – 58 6 54 324 6 49,5 57,5
2 59 – 67 5 63 315 11 58,5 66,5
3 68 – 76 3 72 216 14 67,5 75,5
4 77 – 86 6 81,5 489 20 76,5 85,5
5 87 – 95 2 91 182 22 68,5 94,5
Total 22 1.526
62
APPENDIX 4
Normality Test
A. Normality test of Pre-test Experiment class
1. Sort the sample data from small to large data , , ,
Sample Score
1 40
2 40
3 40
4 45
5 45
6 45
7 50
8 50
9 50
10 55
11 55
12 55
13 60
14 60
15 60
16 60
17 60
18 65
19 65
20 70
21 70
22 74
63
2. Calculate the avarege of the sample score by using a single average
X F FX
40 3 120
45 3 135
50 3 150
55 3 165
60 5 300
65 2 130
70 2 140
75 1 75
Total 22 1.215
The formula of mean :
X =
=
= 55,23
2. Calculate the standard deviation
No X F FX X X2
FX2
1 40 3 120 -15.2 231.04 693.12
2 45 3 135 -10.2 104.04 312.12
3 50 3 150 -5.2 27.04 81.12
4 55 3 165 -0.2 0.04 0.12
5 60 5 300 4.7 22.09 110.45
6 65 2 130 9.7 94.09 188.18
7 70 2 140 14.7 216.09 432.18
8 75 1 75 19.7 374.3 374.3
Total 22 2191.59
64
The formula standard of standard deviation
√∑
√
√
√ = 10.21
3. Determine the Z value of each data by the formula Z1 =
Z1 =
=
= -1,49
The calculate Z2 and so on, follow the method of calculating Z1
4. Determine the Z table based on the Z value
Z1 = round it into two number behind the comma become –1,49, then the
minus value is released to be positive then in the table the critical value of
the normal distribution is obtained by the value of Z1 is 0,4319.
To find the Z table from Z2 and so on can follow the method above.
5. Determine the F(Z1 ) based on the Z table
If Z1 negative (-) so 0,5 – Z table
If Z1 positive (+) so 0,5 + Z table
Z1 = -1,49 because the value of Z1 = is negative, so calculate the F(Z1)
As follow :
Fi (Z1) = 0,5 – 0,4319
To find the (Z2) and so on can follow the method above.
6. Determine the S(Z1) by the formula : ( )
65
7. Calculate the L count by the formula :F (Z1) – S (Z1)
L1 = [F(Z1) – S (Z1)] = 0,0681 – 0,04 = 0,0281
So that the table as follow is found
No Xi Zi Ztable F(Zi) F(kum) s(zi) (fzi-szi)
1 40 -1,49 0,4319 0,0681 1 0,04 0,0281
2 40 -1,49 0,4319 0,0681 2 0,09 -0,0219
3 40 -1,49 0,4319 0,0681 3 0,13 -0,0619
4 45 -1.00 0,0398 0,4602 4 0,18 0,0802
5 45 -1,00 0,0398 0,4602 5 0,22 0,0402
6 45 -1,00 0,0398 0,4602 6 0,27 0,0802
7 50 -0,51 0,1950 0,3050 7 0,31 -0,0050
8 50 -0,51 0,1950 0,3050 8 0,36 -0,0550
9 50 -0,51 0,1950 0,3050 9 0,40 -0,0950
10 55 -0,23 0,1293 0,3707 10 0,45 -0,0793
11 55 -0,23 0,1293 0,3707 11 0,50 -0,1293
12 55 -0,23 0,1293 0,3707 12 0,54 -0,1693
13 60 0,46 0,1772 0,6772 13 0,59 0,0872
14 60 0,46 0,1772 0,6772 14 0,63 0,0472
15 60 0,46 0,1772 0,6772 15 0,68 -0,0028
16 60 0,46 0,1772 0,6772 16 0,72 -0,0428
17 60 0,46 0,1772 0,6772 17 0,77 -0,0928
18 65 0,95 0,3289 0,8289 18 0,81 0,0189
19 65 0,95 0,3289 0,8289 19 0,86 -0,0311
20 70 1,44 0,4251 0,9251 20 0,90 0,0251
21 70 1,44 0,4251 0,9251 21 0,95 -0,0249
22 75 1,93 0,4732 0,9732 22 1 -0,0749
8. The value of L table with significance ɑ = 0,05 and n = 221 then found the
L table of the critical value for the Liliefors test is 0,1900.
66
Based on the table, L count is 0,0872. Therefore, Ho is accepted because the
result shows that L count is lower than L table or, 0,0872 < 0,1900 it means
that the data in pre-test experiment class in normally distributed.
B. Normality test of Pre-test control class
1. Sort the sample data from small to large data , , ,
Sample Score
1 30
2 35
3 35
4 40
5 40
6 40
7 45
8 45
9 45
10 50
11 50
12 55
13 55
14 55
15 60
16 60
17 60
18 65
19 65
20 70
21 75
22 80
67
2. Calculate the average of the sample score by using a single average
X F FX
30 1 30
35 2 70
40 3 120
45 3 135
50 2 100
55 3 165
60 3 180
65 2 130
70 1 70
75 1 75
80 1 80
Total 22 1.155
The formula of mean :
X =
=
= 52,5
3. Calculate the standard deviation
No X F FX X X2
FX2
1 30 1 30 -22,5 506,25 506,25
2 35 2 70 -17,5 306,25 512,5
3 40 3 120 -12,5 156,25 468,75
4 45 3 135 -7,5 56,25 168,75
5 50 2 100 -2,5 6,25 12,5
6 55 3 165 2,5 6,25 18,75
7 60 3 180 7,5 56,25 168,75
8 65 2 130 12,5 156,25 312,5
9 70 1 70 17,5 306,25 306,25
10 75 1 75 22,5 506,25 506,25
68
11 80 1 80 27,5 756,25 756,25
Total 22 3.875,5
The formula standard of standard deviation
√∑
√
√
√ = 1,58
4. Determine the Z value of each data by the formula Z1 =
Z1 =
=
= -1,66
The calculate Z2 and so on, follow the method of calculating Z1
5. Determine the Z table based on the Z value
Z1 = round it into two number behind the comma become – 1,66, then the
minus value is released to be positive then in the table the critical value of
the normal distribution is obtained by the value of Z1 is 0,4515
To find the Z table from Z2 and so on can follow the method above.
6. Determine the F(Z1 ) based on the Z table
If Z1 negative (-) so 0,5 – Z table
If Z1 positive (+) so 0,5 + Z table
Z1 = -1,66 because the value of Z1 = is negative, so calculate the F(Z1)
As follow :
Fi (Z1) = 0,5 – 0,4515
To find the (Z2) and so on can follow the method above.
69
7. Determine the S(Z1) by the formula : ( )
8. Calculate the L count by the formula :F (Z1) – S (Z1)
L1 = [F(Z1) – S (Z1)] = 0,0485 – 0,04 = 0,0085
So that the table as follow is found
No Xi Zi Ztable F(Zi) F(kum) s(zi) (fzi-szi)
1 30 -1,29 0,4515 0,0485 1 0,04 0,0085
2 35 -1,29 0,4015 0,0985 2 0,09 0,0085
3 35 -1,29 0,4015 0,0985 3 0,13 -0,0315
4 40 -0,92 0,3212 0,1788 4 0,18 -0,0012
5 40 -0,92 0,3212 0,1788 5 0,22 -0,0412
6 40 -0,92 0,3212 0,1788 6 0,27 -0,0912
7 45 -0,55 0,2088 0,2912 7 0,31 -0,0181
8 45 -0,55 0,2088 0,2912 8 0,36 -0,0688
9 45 -0,55 0,2088 0,2912 9 0,40 -0,1088
10 50 -0,18 0,0714 0,4286 10 0,45 -0,0214
11 50 -0,18 0,0714 0,4286 11 0,5 -0,0714
12 55 0,18 0,0714 0,5714 12 0,54 -0,0314
13 55 0,18 0,0714 0,5714 13 0,59 -0,0586
14 55 0,18 0,0714 0,5714 14 0,63 0,0288
15 60 0,55 0,2088 0,7088 15 0,68 -0,0112
16 60 0,55 0,2088 0,7088 16 0,72 -0,0612
17 60 0,55 0,2088 0,7088 17 0,77 0,0112
18 65 0,92 0,3212 0,8212 18 0,81 -0,0388
19 65 0,92 0,3212 0,8212 19 0,86 0,0014
20 70 1,29 0,4015 0,9015 20 0,90 0,0015
21 75 1,66 0,4515 0,9515 21 0.95 -0,0351
22 80 2,02 0.4783 0,9783 22 1 -0,0215
70
9. The value of Ltable with significance ɑ = 0,05 and n = 22 then found the
Ltable of the critical value for the Liliefors test is 0,0199.
Based on the table, Lcount is 0,0288. Therefore, Ho is accepted because the
result shows that Lcount is lower than Ltable or, 0,0288 < 0,1900 it means
that the data in pre-test control class in normally distributed.
C. Normality test of Post-test experimental class
1. Sort the sample data from small to large data , , ,
Sample Score
1 55
2 60
3 60
4 65
5 70
6 70
7 70
8 70
9 75
10 75
11 80
12 80
13 80
14 80
15 85
16 85
17 90
18 90
19 90
20 90
21 95
22 95
71
2. Calculate the average of the sample score by using a single average
X F FX
55 1 55
60 2 120
65 1 65
70 4 280
75 2 150
80 4 320
85 2 170
90 4 360
95 2 190
Total 22 1.710
The formula of mean :
X =
=
= 77,72
3. Calculate the standard deviation
No X F FX X X2
FX2
1 55 1 55 -22,72 516,198 516,198
2 60 2 120 -17,72 313,998 627,996
3 65 1 65 -12,72 161,798 161,798
4 70 4 280 -7,72 59,598 238,392
5 75 2 150 -2,72 7,398 14,796
6 80 4 320 2,28 5,198 20,792
7 85 2 170 7,28 52,998 105,996
8 90 4 360 12,28 150,798 603,192
9 95 2 190 17,28 298,598 597,1986
Total 22 1710 2.886,36
72
The formula standard of standard deviation
√∑
√
√
√ = 11,72
4. Determine the Z value of each data by the formula Z1 =
Z1 =
=
= -1,94
The calculate Z2 and so on, follow the method of calculating Z1
5. Determine the Ztable based on the Zvalue
Z1 = round it into two number behind the comma become - 1,94, then the
minus value is released to be positive then in the table the critical value of
the normal distribution is obtained by the value of Z1 is 0,4738
To find the Ztable from Z2 and so on can follow the method above.
6. Determine the F(Z1 ) based on the Ztable
If Z1 negative (-) so 0,5 – Ztable
If Z1 positive (+) so 0,5 + Ztable
Z1 = - 2,31because the value of Z1 = is negative, so calculate the F(Z1)
As follow :
Fi (Z1) = 0,5 – 0,4738
To find the (Z2) and so on can follow the method above.
7. Determine the S(Z1) by the formula : ( )
73
8. Calculate the Lcount by the formula :F (Z1) – S (Z1)
L1 = [F(Z1) – S (Z1)] = 0,0262 – 0,04 = - 0,0138
So that the table as follow is found
No Xi Zi Ztable F(Zi) F(kum) s(zi) (fzi-szi)
1 55 -1,94 0,4738 0,0262 1 0.04 -0,0138
2 60 -1,51 0,4345 0,0655 2 0,09 -0,0245
3 60 -1,51 0,4345 0,0655 3 0,13 -0,0645
4 65 -1,08 0,3599 0,1401 4 0,18 -0,0390
5 70 -0,65 0,2422 0,2578 5 0,22 0,0378
6 70 -0,65 0,2422 0,2578 6 0,27 -0,0122
7 70 -0,65 0,2422 0,2578 7 0,31 -0,0522
8 70 -0,65 0,2422 0,2578 8 0,36 -0,1022
9 75 -0,23 0,0910 0,4090 9 0,40 0,0090
10 75 -0,23 0,0910 0,4090 10 0,45 -0,0410
11 80 0,19 0,0753 0,5753 11 0,50 0,0753
12 80 0,19 0,0753 0,5753 12 0,54 0,0353
13 80 0,19 0,0753 0,5753 13 0,59 -0,0147
14 80 0,19 0,0753 0,5753 14 0,63 -0,0547
15 85 0,62 0,2324 0,7324 15 0,68 0,0524
16 85 0,62 0,2324 0,7324 16 0,72 0,0124
17 90 1,05 0,3531 0,8531 17 0,77 0,0831
18 90 1,05 0,3531 0,8531 18 0,81 0,0431
19 90 1,05 0,3531 0,8531 19 0,86 -0,0069
20 90 1,05 0,3531 0,8531 20 0,90 -0,0469
21 95 1,47 0,4292 0,9292 21 0,98 -0,0208
22 95 1,47 0,4292 0,9292 22 1 -0,0708
74
9. The value of Ltable with significance ɑ = 0,05 and n = 21 then found the
Ltable of the critical value for the Liliefors test is 0,1900.
Based on the table, Lcount is 0,0831. Therefore, Ho is accepted because the
result shows that Lcount is lower than Ltable or, 0,0831 < 0,1900 it means
that the data in post-test experiment class in normally distributed.
D. Normality test of Post-test control class
1. Sort the sample data from small to large data , , ,
Sample Score
1 50
2 50
3 50
4 55
5 55
6 55
7 60
8 60
9 65
10 65
11 65
12 70
13 70
14 75
15 80
16 80
17 80
18 80
19 80
20 85
21 90
22 95
75
2. Calculate the average of the sample score by using a single average
X F FX
50 3 150
55 3 165
60 2 120
65 3 195
70 2 140
75 1 75
80 5 400
85 1 85
90 1 90
95 1 75
Total 212 1.515
The formula of mean :
X =
=
= 68,86
3. Calculate the standard deviation
No X F FX X X2
FX2
1 50 3 150 -16,86 284,26 852,78
2 55 3 165 -13,86 192,09 576,27
3 60 2 120 -8,86 78,50 157
4 65 3 195 -3,86 14,90 44,7
5 70 2 140 1,14 1,30 2,6
6 75 1 75 6,14 37,70 37,70
7 80 5 400 11,14 124,10 620,5
8 85 1 85 16,14 260,50 260,50
9 90 1 90 21,14 446,90 446,90
10 95 1 95 26,14 683,30 683,30
Total 22 3.682,25
76
The formula standard of standard deviation
√∑
√
√
√ = 13,24
4. Determine the Z value of each data by the formula Z1 =
Z1 =
=
= -1,42
The calculate Z2 and so on, follow the method of calculating Z1
5. Determine the Z table based on the Z value
Z1 = round it into two number behind the comma become – 1,42, then the
minus value is released to be positive then in the table the critical value of
the normal distribution is obtained by the value of Z1 is 0,4222
To find the Z table from Z2 and so on can follow the method above.
6. Determine the F(Z1 ) based on the Z table
If Z1 negative (-) so 0,5 – Z table
If Z1 positive (+) so 0,5 + Z table
Z1 = - 1,74 because the value of Z1 = is negative, so calculate the F(Z1)
As follow :
Fi (Z1) = 0,5 – 0,4222
To find the (Z2) and so on can follow the method above.
7. Determine the S(Z1) by the formula : ( )
77
8. Calculate the Lcount by the formula :F (Z1) – S (Z1)
L1 = [F(Z1) – S (Z1)] = 0,0778 – 0,04 = -0,0378
So that the table as follow is found
No Xi Zi Ztable F(Zi) F(kum) s(zi) (fzi-szi)
1 50 -1,42 0,4222 0,0778 1 0,04 0,0378
2 50 -1,42 0,4222 0,0778 2 0,09 -0,0122
3 50 -1,42 0,4222 0,0778 3 0,13 -0,0522
4 55 -1,05 0,3531 0,1469 4 0,18 -0,0331
5 55 -1,05 0,3531 0,1469 5 0,22 -0,0731
6 55 -1,05 0,3531 0,1469 6 0,27 -0,1231
7 60 -0,67 0,2486 0,2514 7 0,31 -0,0586
8 60 -0,67 0,2486 0,2514 8 0,36 -0,1086
9 65 -0,29 0,1141 0,3859 9 0,40 -0,0141
10 65 -0,29 0,1141 0,3859 10 0,45 -0,0641
11 65 -0,29 0,1141 0,3859 11 0,5 -0,1141
12 70 -0,09 0,0359 0,5359 12 0,54 -0,0041
13 70 -0,09 0,0359 0,5359 13 0,59 -0,0541
14 75 0,46 0,1772 0,6772 14 0,63 -0,0472
15 80 0,84 0,2995 0,7995 15 0,68 0,1195
16 80 0,84 0,2995 0,7995 16 0,72 0,0795
17 80 0,84 0,2995 0,7995 17 0,77 0,0295
18 80 0,84 0,2995 0,7995 18 0,81 -0,0105
19 80 0,84 0,2995 0,7995 19 0,86 -0,0605
20 85 1,22 0,3888 0,8888 20 0,90 -0,0112
21 90 1,60 0,4452 0,9452 21 0,95 -0,0048
22 95 1,97 0,4756 9756 22 1 -0,0244
78
9. Th95e value of Ltable with significance ɑ = 0,05 and n = 21 then found the
Ltable of the critical value for the Liliefors test is 0,1900.
Based on the table, Lcount is 0,1195. Therefore, Ho is accepted because the
result shows that Lcount is lower than Ltable or 0,1195< 0,1900 it means
that the data in post-test control class in normally distributed.
79
APPENDIX 5
Homogeneity Test
In order to know the homogeneity of the, the writer did the homogeneity, to do the
homogeneity test, he tested the score of pre – test and post – test in both
experiment and control class using fisher test,
Hypothesis :
HO : The experiment class is homogenous to the control class
Ha : The experiment class is not homogenous to the control class
The criteria of the test :
ɑ : 0,05
Ho : F count ≤ F table
Ha :F count > F table
The formula used in homogeneity test can be see as follow :
F count
With : ∑( )
A. Homogeneity test of experiment and control class pre-test
1. Score of experiment class pre – test
No Students Score
1 A 45
2 B 40
3 C 45
4 D 60
5 E 60
6 F 45
80
7 G 50
8 H 55
9 I 55
10 J 60
11 K 60
12 L 70
13 M 50
14 N 60
15 O 65
16 P 40
17 Q 65
18 R 70
18 S 75
20 T 50
21 U 40
22 V 55
Total 1215
From the data can be obtained :
No Students Score X – Xbar (X-X)2
1 A 45 -10,2 104,04
2 B 40 -15,2 231,04
3 C 45 -10,2 104,04
4 D 60 4,7 22,09
5 E 60 4,7 22,09
6 F 45 -10,2 104,04
7 G 50 -5,2 27,04
8 H 55 -0,2 0,04
9 I 55 -0,2 0,04
10 J 60 4,7 22,09
81
11 K 60 4,7 22,09
12 L 70 14,7 216,9
13 M 50 -5,2 27,04
14 N 60 4,7 22,09
15 O 65 9,7 216,09
16 P 40 -15,2 231,04
17 Q 65 9,7 94,09
18 R 70 14,7 216,09
18 S 75 19,7 374,3
20 T 50 -5,2 27,04
21 U 40 -15,2 231,04
22 V 55 -0,2 0,04
Total 1.215 2.191,59
2. Score of control class
No Students Score
1 Aa 35
2 Bb 45
3 Cc 40
4 Dd 60
5 Ee 65
6 Ff 30
7 Gg 70
8 Hh 75
9 Ii 40
10 Jj 45
11 Kk 55
12 Ll 50
13 Mm 60
14 Nn 35
82
15 Oo 40
16 Pp 45
17 Qq 50
18 Rr 55
18 Ss 65
20 Tt 60
21 Uu 55
22 Vv 80
Total 1155
From the data can be obtained :
No Students Score X-Xbar (X-X)2
1 Aa 35 -17,5 306,25
2 Bb 45 -7,5 56,25
3 Cc 40 -12,5 156,25
4 Dd 60 7,5 56,25
5 Ee 65 12,5 156,25
6 Ff 30 -22,5 506,25
7 Gg 70 17,5 306,25
8 Hh 75 22,5 506,25
9 Ii 40 -12,5 156,25
10 Jj 45 -7,5 56,25
11 Kk 55 2,5 6,25
12 Ll 50 -2,5 6,25
13 Mm 60 7,5 56,25
14 Nn 35 -17,5 306,25
15 Oo 40 -12,5 156,25
16 Pp 45 -7,5 56,25
17 Qq 50 -2,5 6,25
83
18 Rr 55 2,5 6,25
18 Ss 65 12,5 156,25
20 Tt 60 7,5 56,25
21 Uu 55 2,5 6,25
22 Vv 80 27,5 756,25
Total 1.155 3.837,5
3. Process of homogeneity test
No Score (X-X)2
Score (X-X)2
1 45 104,04 35 306,25
2 40 231,04 45 56,25
3 45 104,04 40 156,25
4 60 22,09 60 56,25
5 60 22,09 65 156,25
6 45 104,04 30 506,25
7 50 27,04 70 306,25
8 55 0,04 75 506,25
9 55 0,04 40 156,25
10 60 22,09 45 56,25
11 60 22,09 55 6,25
12 70 216,9 50 6,25
13 50 27,04 60 56,25
14 60 22,09 35 306,25
15 65 216,09 40 156,25
16 40 231,04 45 56,25
17 65 94,09 50 6,25
18 70 216,09 55 6,25
19 75 374,3 65 156,25
20 50 27,04 60 56,25
21 40 231,04 55 6,25
84
22 55 0,04 80 756,25
Total
2.191,59 Total 3.837,5
S2 =
∑( )
=
=
= 104,36
S2 =
∑( )
=
=
= 182,74
L count
=
= 1, 45
4. Compare L count with Ltable
With the formula as follow
db denomitor = n – 1 = 22 – 1 = 21
db denomitor = n – 1 = 22 – 1 = 21
Ftable with the significant ɑ : 0,05 is = 2,05
According to calculation above, the data of experiment and control class
pre-test is homogenous. It can be seen from Fcount < Ftable or 1,45 < 2,05
B. Homogeneity test of experiment and control class post-test
1. Score of experiment class post – test
No Students Score
1 A 60
2 B 70
3 C 85
4 D 75
5 E 90
6 F 75
7 G 70
8 H 90
9 I 80
85
10 J 80
11 K 90
12 L 90
13 M 65
14 N 70
15 O 85
16 P 60
17 Q 80
18 R 95
18 S 95
20 T 70
21 U 55
22 V 80
Total 1.710
From the data can be obtained :
No Students Score X – Xbar (X-X)2
1 A 60 -17,72 313,998
2 B 70 -7,72 59,598
3 C 85 7,28 52,998
4 D 75 -2,72 7,398
5 E 90 12,28 150,798
6 F 75 -2,72 7,398
7 G 70 -7,72 59,598
8 H 90 12,28 150,798
9 I 80 2,28 5,198
10 J 80 2,28 5,198
11 K 90 12,28 150,798
12 L 90 12,28 150,798
13 M 65 -12,72 161,798
86
14 N 70 -7,72 59,598
15 O 85 7,28 52,998
16 P 60 -17,72 313,998
17 Q 80 2,28 5,198
18 R 95 17,28 298,598
18 S 95 17,28 298,598
20 T 70 -7,72 59,598
21 U 55 -22,72 516,198
22 V 80 2,28 5,198
Total 1.710 2.886,36
5. Score of control class
No Students Score
1 Aa 55
2 Bb 60
3 Cc 55
4 Dd 80
5 Ee 85
6 Ff 50
7 Gg 75
8 Hh 80
9 Ii 50
10 Jj 65
11 Kk 80
12 Ll 65
13 Mm 65
14 Nn 50
15 Oo 55
16 Pp 60
17 Qq 70
87
18 Rr 80
18 Ss 80
20 Tt 90
21 Uu 70
22 Vv 95
Total 1.515
From the data can be obtained :
No Students Score X-Xbar (X-X)2
1 Aa 55 -13,86 284,26
2 Bb 60 -8,86 78,50
3 Cc 55 -13,86 192,09
4 Dd 80 11,14 124,10
5 Ee 85 16,14 260,50
6 Ff 50 -16,86 284,26
7 Gg 75 6,14 37,70
8 Hh 80 11,14 124,10
9 Ii 50 -16,86 284,26
10 Jj 65 -3,86 14,90
11 Kk 80 11,14 124,10
12 Ll 65 -3,86 14,90
13 Mm 65 -3,86 14,90
14 Nn 50 -16,86 284,26
15 Oo 55 -13,86 192,09
16 Pp 60 8,86 78,50
17 Qq 70 1,14 1,30
18 Rr 80 11,14 124,10
18 Ss 80 11,14 124,10
20 Tt 90 21,14 446,90
88
21 Uu 70 1,14 1,30
22 Vv 95 26,14 683,30
Total 1.515 3.682,25
6. Process of homogeneity test
No Score (X-X)2
Score (X-X)2
1 60 313,998 55 284,26
2 70 59,598 60 78,50
3 85 52,998 55 192,09
4 75 7,398 80 124,10
5 90 150,798 85 260,50
6 75 7,398 50 284,26
7 70 59,598 75 37,70
8 90 150,798 80 124,10
9 80 5,198 50 284,26
10 80 5,198 65 14,90
11 90 150,798 80 124,10
12 90 150,798 65 14,90
13 65 161,798 65 14,90
14 70 59,598 50 284,26
15 85 52,998 55 192,09
16 60 313,998 60 78,50
17 80 5,198 70 1,30
18 95 298,598 80 124,10
19 95 298,598 80 124,10
20 70 59,598 90 446,90
21 55 516,198 70 1,30
22 80 5,198 95 683,30
Total 2.886,36 Total 3.682,25
89
S2 =
∑( )
=
=
= 137,44
S2 =
∑( )
=
=
= 175,34
L count
=
= 1,27
7. Compare L count with Ltable
With the formula as follow
db denomitor = n – 1 = 22 – 1 = 21
db denomitor = n – 1 = 22 – 1 = 21
Ftable with the significant ɑ : 0,05 is = 2,05
According to calculation above, the data of experiment and control class
post-test is homogenous. It can be seen from Fcount < Ftable or 1,27 <
2,05
90
APPENDIX 6
Independent Sample T-test
The formula of independent sample T-test is as follow
The format above is the main formula, before using the formula the writer also
used calculation procedure such as bellow :
1. Determining mean of variable X2 (post-test experiment class )
M1 =
2. Determining mean of variable X2 (post-test control class )
M1 =
3. Determining standard of deviation score of variable X2
√∑
= √
= √
= √ = 11,723724420 = 11,72
4. Determining standard of deviation score of variable Y2
√∑
= √
= √
= √ = 13.241798899 = 13,24
91
5. Determining standard error mean of variable X, with the formula
√ =
√ =
√ =
= 2,57
6. Determining standard error mean of variable Y, with the formula
√
√ =
√ =
√ =
= 2,89
7. Determining standard error of different mean of variable X2 of variable Y2,
with the formula :
√
= √
= √
= √ = 3.8674280859 = 3,87
8. Determining to (t.test) the formula
:
=
=
= 2,29
9. Determining degree of freedom
df or db = n1 + n2 -2 = 22 +22 – 2 = 42
Because df 40 is on the table, where in the table there is df 2,02
10. The testing of hypothesis
The statistical hypothesis of the research is
1. Ha1 : There is any significant effect of Read, Cover, Remember,
Retell strategy on students‟ reading comprehension achievement
after conducting a treatment.
2. Ho1 : There is no any significant effect of Read, Cover, Remember,
Retell strategy on students‟ reading comprehension achievement
after conducted treatment.
The criteria used to analyzed the test hypothesis is such bellow :
92
1. If t-test (t0) ≥ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is rejected
2. If t-test (t0) ≤ t-table (t1) in the significance degree of 0.05, H0 (null
hypothesis) is accepted
Based on the calculating above. Ho is rejected because the result shows
that the t-test (to) is hignest than t-table or 2,29 > 2,02 it means that there is a
significant effect of Read, Cover, Remember, Retell strategy on students‟
reading comprehension achievement after conducted treatment.
93
APPENDIX 7
Paired Sample T-test
The writer used paired sample T-test to test the hypothesis that whether
there was any difference between the score of the student who are taught by using
Read, Cover, Remember, Retell strategy and who are not taught by using Read,
Cover, Remember, Retell strategy.
Process calculation for hypothesis test Experimental class
No Pre-test Post-test D (X.Y) D2 (X.Y)
1 45 60 15 225
2 40 70 30 900
3 45 85 40 1.600
4 60 75 15 225
5 60 90 30 900
6 45 75 30 900
7 50 70 20 400
8 55 90 35 1.225
9 55 80 25 625
10 60 80 20 400
11 60 90 30 900
12 70 90 20 400
13 50 65 15 225
14 60 70 10 100
15 65 85 20 400
16 40 60 20 400
17 65 80 15 225
18 70 95 25 625
19 75 95 20 400
20 50 70 20 400
21 40 55 15 225
94
22 55 80 25 625
N
22
495 12.325
1. Mean from difference
∑
=
= 22,5
2. Standard deviation
√∑
(
∑
)
= √
(
)
= √ ( )
= √ = 7.3464277033 = 7,35
3. Standard error
√ =
√ =
√ =
= 1,60
4. Search To
=
= 14,06
5. The testing of hypothesis
The statistical hypothesis of the research is
Ha2 = There is any difference between the score of the student who are
taught by using Read, Cover, Remember, Retell strategy and who
are not taught by using Read, Cover, Remember, Retell strategy.
Ho2 = There is no any difference between the score of the student who are
taught by using Read, Cover, Remember, Retell strategy and who
are not taught by using Read, Cover, Remember, Retell strategy.
95
The criteria used to analyzed the test hypothesis is such bellow :
1. If t-test (t0) ≥ t-table (t1) in the significance degree of 0,05, H0 (Null
Hypothesis) is rejected
2. If t-test (t0) ≤ t-table (t1) in the significance degree of 0,05, H0 (Null
Hypothesis) is accepted
Based on the calculating above. Ho is rejected because the result shows
that the t-test (to) is hignest than t-table or 14,06 > 2,02 it means that there
is a any difference between the score of the student who are taught by
using Read, Cover, Remember, Retell strategy and who are not taught by
using Read, Cover, Remember, Retell strategy.
96
APPENDIX 8
The Effect Size
Based on the daqta, it can be known :
22
So, the formula of cohen‟s:
√
√
√
√
= 0,7
Based on the calculating above, the result of d is 0,7, so it show that the high
effect size because d ≥ 0 and d ≥ 1,0 with the percentage 84%.It means that the
effect of using Read, Cover, Remember, Retell strategy give high effect to use the
class on students‟ reading comprehension.
97
APPENDIX 9
LESSON PLAN IN EXPERIMENTAL CLASS
Sekolah : SMA N 13 Merangin
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Materi : Text Narrative
Alokasi Waktu : 2 x 30 Menit
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama toleran, damai), bertanggung jawab,
responsive, dan pro-aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan
regional, dan kawasan internasional.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, procedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan procedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari disekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
KD 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks naratif lisan dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya.
98
KD 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana
terkait legenda rakyat.
C. Indikator Pencapaian Kompetensi
3.8.1 Mengidentifikasi struktur teks dan unsur bahasa dalam teks naratif lisan
dan tulisan.
3.8.2 Menjelaskan fungsi sosial dalam teks naratif lisan dan tertulis.
4.8.1 Menceritakan teks naratif.
4.8.2 Menulis teks naratif singkat disertai ilustrasi.
D. Tujuan Pembelajaran
Di akhir pembelajaran, siswa dapat:
1. Mengidentifikasi struktur teks dan unsur bahasa dalam teks narrative lisan
dan tulisan secara tepat.
2. Menjelaskan fungsi sosial dalam teks naratif dan diucapkan dengan benar.
3. Menceritakan teks naratif dengan tepat.
4. Menulis teks naratif singkat disertai ilustrasi dengan tepat.
E. Materi Pembelajaran
1. Fungsi Sosial
Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil
teladan
2. Struktur Teks
Dapat mencakup:
Orientasi
Komplikasi
Resolusi
Orientasi Ulang
3. Unsur Kebahasaan
Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
Kosa kata: terkait karakter, watak, dan setting dalam legenda
Adverbia penghubung dan penujuk waktu
Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
4. Topik
Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI
99
F. Metode / Strategi Pembelajaran
1. Metode : Ceramah, Diskusi dan Penugasan
2. Strategi : RCRR (Read Cover Remember Retell)
H. Proses Pembelajaran
1. Pertemuan 1
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “Sura and Baya” untuk dibaca dan
siswa membaca cerpen bersama pasanganya
secara bergantian dengan pengawasan guru
(Menerapkan Strategi RCRR).
3) Setelah selesai membaca, siswa diminta untuk
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
memberikan pendapat/tanggapan
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
100
hasil diskusi mereka.
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
2. Pertemuan 2
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “Sangkuriang” untuk dibaca dan
siswa membaca cerpen bersama pasanganya
secara bergantian dengan pengawasan guru
(Menerapkan Strategi RCRR).
3) Setelah selesai membaca, siswa diminta untuk
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
memberikan pendapat/tanggapan.
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
101
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
hasil diskusi mereka.
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
3. Pertemuan 3
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “Aji Saka” untuk dibaca dan siswa
membaca cerpen bersama pasanganya secara
bergantian dengan pengawasan guru
(Menerapkan Strategi RCRR).
3) Setelah selesai membaca, siswa diminta untuk
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
102
memberikan pendapat/tanggapan.
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
hasil diskusi mereka.
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
4. Pertemuan 4
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “The Ant and the Dove” untuk
dibaca dan siswa membaca cerpen bersama
pasanganya secara bergantian dengan pengawasan
guru (Menerapkan Strategi RCRR).
3) Setelah selesai membaca, siswa diminta untuk
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
103
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
memberikan pendapat/tanggapan.
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
hasil diskusi mereka.
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
5. Pertemuan 5
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “Snow White” untuk dibaca dan
siswa membaca cerpen bersama pasanganya
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
104
secara bergantian dengan pengawasan guru
(Menerapkan Strategi RCRR).
3) Setelah selesai membaca, siswa diminta untuk
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
memberikan pendapat/tanggapan.
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
hasil diskusi mereka.
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
6. Pertemuan 6
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru menjelaskan mengenai strategi RCRR dan
memberikan contoh hasil strategi RCRR didepan
kelas dan menjelaskan langkah-langkah untuk
menggunakannya.
b. Elaborasi
1) Guru membagi siswa secara berpasangan.
Kritis
Berpikir cepat
Kerja sama
105
2) Guru memberikan bacaan cerpen kepada siswa
yang berjudul “The Fox and Grapes” untuk
dibaca dan siswa membaca cerpen bersama
pasanganya secara bergantian dengan pengawasan
guru (Menerapkan Strategi RCRR)
3) Setelah selesai membaca, siswa diminta untuk
menentukan unsur dan point-point yang ada
didalam cerpen dan menceritakan kembali kepada
pasangannya. Dalam tahap ini siswa diminta
memberikan pendapat/tanggapan.
c. Konfirmasi
1) Kemudian, hasil diskusi kelompok dipresentasikan
di depan kelas.
2) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan sesuai dengan
hasil diskusi mereka.
Konsentrasi
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
H. Sumber Belajar
1. Buku Paket kelas X Kementrian Pendidikan dan Kebudayaan RI: Edisi
Revisi 2017: Jakarta
2. Short Story
3. Kamus bahasa inggris
I. Alat/Media Pembelajaran
1. Media
Worksheet atau lembar kerja (siswa)
Lembar penilaian
2. Alat/Bahan
Spidol, papan tulis
J. Penilaian
1. Penilaian pengetahuan
106
Teknik : Tes tulis
Bentuk : Pilihan Ganda
2. Penilaian keterampilan
Teknik : Membaca
Instrument : Tugas
a. Membaca cerpen
b. Praktik memahami isi teks dan menemukan membuat dan menjawab
pertanyaan.
K. Pedoman penskoran
1) Jawaban benar = 10
2) Nilai minimal = 1 x 10 = 100
3) Nilai maksimal = 10 x 10 = 100
4) System penilaian = X 100 = x 100 = 100
a. Rubric
1) Rubrik penilaian sikap siswa
No. Nama
Siswa Respon Kejujuran
Kesopanan
dalam
berkomunikasi
Percaya
diri Disiplin Nilai
1.
2.
3.
Catatan : Setiap aspek menggunakan skala 1 sampai 5
1 = Sangat Kurang 3 = Cukup 5 = Sangat Baik
2 = Kurang 4 = Baik
Margo, September 2020
Mengetahui,
Guru Bahasa Inggris Mahasiswa
Puji Sri Lestari, S.Pd. Ika Febrianti Muanas
TE.161736
107
APPENDIX 10
LESSON PLAN IN CONTROL CLASS
Sekolah : SMA N 13 Merangin
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/Ganjil
Materi : Text Narrative
Alokasi Waktu : 2 x 30 Menit
A. Kompetensi Inti
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama toleran, damai), bertanggung jawab,
responsive, dan pro-aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan
regional, dan kawasan internasional.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, procedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan procedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari disekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan.
B. Kompetensi Dasar
KD 3.8 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan
beberapa teks naratif lisan dan tulis dengan memberi dan meminta
informasi terkait legenda rakyat, sederhana, sesuai dengan konteks
penggunaannya.
108
KD 4.8 Menangkap makna secara kontekstual terkait fungsi sosial, struktur
teks, dan unsur kebahasaan teks naratif, lisan dan tulis sederhana
terkait legenda rakyat.
C. Indikator Pencapaian Kompetensi
3.8.1 Mengidentifikasi struktur teks dan unsur bahasa dalam teks naratif lisan
dan tulisan.
3.8.2 Menjelaskan fungsi sosial dalam teks naratif lisan dan tertulis.
4.8.1 Menceritakan teks naratif.
4.8.2 Menulis teks naratif singkat disertai ilustrasi.
D. Tujuan Pembelajaran
Di akhir pembelajaran, siswa dapat:
2. Mengidentifikasi struktur teks dan unsur bahasa dalam teks narrative lisan
dan tulisan secara tepat.
2. Menjelaskan fungsi sosial dalam teks naratif dan diucapkan dengan benar.
3. Menceritakan teks naratif dengan tepat.
4. Menulis teks naratif singkat disertai ilustrasi dengan tepat.
E. Materi Pembelajaran
5. Fungsi Sosial
Mendapat hiburan, menghibur, mengajarkan nilai-nilai luhur, mengambil
teladan
6. Struktur Teks
Dapat mencakup:
Orientasi
Komplikasi
Resolusi
Orientasi Ulang
7. Unsur Kebahasaan
Kalimat-kalimat dalam simple past tense, past continuous, dan lainnya
yang relevan
Kosa kata: terkait karakter, watak, dan setting dalam legenda
Adverbia penghubung dan penujuk waktu
Ucapan, tekanan kata, intonasi, ejaan, tanda baca, dan tulisan tangan
8. Topik
Cerita legenda yang dapat menumbuhkan perilaku yang termuat di KI
F. Metode Pembelajaran
1. Metode : Ceramah, Diskusi dan Penugasan
109
G. Proses Pembelajaran
1. Pertemuan 1
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
a. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “Sura and Baya” kepada siswa.
b. Elaborasi
1) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
2. Pertemuan 2
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
Rasa ingin tahu
110
serta memotivasi siswa.
Kegiatan Inti (24 menit)
b. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “Sangkuriang” kepada siswa.
b. Elaborasi
2) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
3. Pertemuan 3
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
c. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “Aji Saka” kepada siswa.
b. Elaborasi
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
111
3) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
4. Pertemuan 4
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
d. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “The Ant and the Dove” kepada siswa.
b. Elaborasi
4) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
112
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
5. Pertemuan 5
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
e. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “Snow White” kepada siswa.
b. Elaborasi
5) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
113
6. Pertemuan 6
KEGIATAN PEMBELAJARAN KARAKTER
Kegiatan Awal (3 menit)
Apersepsi
1) Guru memeriksa keadaan kelas dan memastikan
bahwa siswa siap untuk menerima mata pelajaran.
2) Guru menjelaskan tujuan pembelajaran, manfaat
pembelajaran dan kompetensi dasar pembelajaran
serta memotivasi siswa.
Rasa ingin tahu
Kegiatan Inti (24 menit)
f. Eksplorasi
1) Guru menjelaskan materi membaca cerpen dan
unsur-unsur cerpen, antara lain; tokoh, karakter
tokoh, latar, konflik, dan amanat.
2) Guru memberikan media berupa cerpen yang
berjudul “The Fox and Grapes” kepada siswa.
b. Elaborasi
6) Siswa melakukan kegiatan membaca, memahami
bacaan cerpen dan menganalisis unsur dan point-
point yang ada didalam cerpen terkait pokok
pokok cerita.
c. Konfirmasi
1) Siswa secara individu menjawab pertanyaan
pilihan ganda yang telah disediakan.
Kritis
Berpikir cepat
Kerja sama
Konsentrasi
Menghargai teman
Penutup (3 menit)
1) Guru mengadakan check and recheck dari hasil
pekerjaan siswa.
2) Guru dan siswa menyimpulkan materi
pembelajaran.
3) Guru dan siswa melakukan evaluasi
Tanggung jawab
H. Sumber Belajar
1. Buku Paket kelas X Kementrian Pendidikan dan Kebudayaan RI: Edisi
Revisi 2017: Jakarta
2. Short Story
3. Kamus bahasa inggris
114
I. Alat/Media Pembelajaran
1. Media
Worksheet atau lembar kerja (siswa)
Lembar penilaian
2. Alat/Bahan
Spidol, papan tulis
J. Penilaian
1. Penilaian pengetahuan
Teknik : Tes tulis
Bentuk : Pilihan Ganda
2. Penilaian keterampilan
Teknik : Membaca
Instrument : Tugas
a. Membaca cerpen
b. Praktik memahami isi teks dan menemukan membuat dan menjawab
pertanyaan.
K. Pedoman penskoran
1. Jawaban benar = 10
2. Nilai minimal = 1 x 10 = 100
3. Nilai maksimal = 10 x 10 = 100
4. System penilaian = X 100 = x 100 = 100
b. Rubric
2) Rubrik penilaian sikap siswa
No. Nama
Siswa Respon Kejujuran
Kesopanan
dalam
berkomunikasi
Percaya
diri Disiplin Nilai
1.
2.
3.
115
Catatan : Setiap aspek menggunakan skala 1 sampai 5
1 = Sangat Kurang 3 = Cukup 5 = Sangat Baik
2 = Kurang 4 = Baik
Margo, September 2020
Mengetahui,
Guru Bahasa Inggris Mahasiswa
Puji Sri Lestari, S.Pd. Ika Febrianti Muanas
TE.161736
116
APPENDIX 11
SYLLABUS CURICULUM 2013
Satuan Pendidikan : SMA
Mata Pelajaran : Bahasa Inggris
Kelas : X (Sepuluh)
KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2 : Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli
(gotong royong, kerjasama toleran, damai), bertanggung jawab,
responsive, dan pro-aktif dalam berinteraksi secara efektif sesuai
dengan perkembangan anak di lingkungan, keluarga, sekolah,
masyarakat dan lingkungan alam sekitar, bangsa, Negara, kawasan
regional, dan kawasan internasional.
KI 3 : Memahami, menerapkan, dan menganalisis pengetahuan faktual,
konseptual, procedural, dan metakognitif berdasarkan rasa ingin
tahunya tentang ilmu pengetahuan, teknologi, seni, budaya, dan
humaniora dengan wawasan kemanusiaan, kebangsaan, kenegaraan
dan peradaban terkait penyebab fenomena dan kejadian, serta
menerapkan pengetahuan procedural pada bidang kajian yang spesifik
sesuai dengan bakat dan minatnya untuk memecahkan masalah.
KI 4 : Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan dari yang dipelajari disekolah
secara mandiri, bertindak secara efektif dan kreatif, serta mampu
menggunakan metode sesuai kaidah keilmuan.
Kompetens
i Dasar
Materi
Pembelajar
an
Kegiatan
Pembelajaran
Penilaia
n
Wa
ktu
Su
mb
er
Bel
ajar
3.8
Membe
dakan
fungsi
sosial,
struktur
teks,
dan
unsur
kebahas
Fungsi
Sosial
Mendapat
hiburan,
menghibur,
mengajarka
n nilai-nilai
luhur,
mengambil
- Menyimak guru
membacakan
legenda, sambil
dilibatkan dalam
tanya jawab
tentang isinya
- Didiktekan guru
menuliskan
legenda tersebut
dalam buku
Tingkat
pemaha
man
fungsi
sosial
teks teks
naratif
berbentu
k
13
JP
Buk
u
Tek
s
waji
b
Ket
elad
ana
117
aan
beberap
a teks
naratif
lisan
dan
tulis
dengan
member
i dan
memint
a
informa
si
terkait
legenda
rakyat,
sederha
na,
sesuai
dengan
konteks
penggu
naanny
a
4.8
Menang
kap
makna
secara
konteks
tual
terkait
fungsi
sosial,
struktur
teks,
dan
unsur
teladan
Struktur
Teks
Dapat
mencakup:
- Orientas
i
- Komplik
asi
- Resolusi
- Orientas
i ulang
Unsur
Kebahasaa
n
- Kalimat-
kalimat
dalam
simple
past
tense,
past
continuou
s, dan
lainnya
yang
relevan
- Kosa
kata:
terkait
karakter,
watak,
dan
setting
dalam
legenda
- Adverbia
penghubu
ng dan
catatan masing-
masing, sambil
bertanya jawab
terkait fungsi
sosial, struktur
teks, dan unsur
kebahasaan yang
ada
- Dalam kelompok
masing-masing
berlatih
membacakan
legenda tsb
dengan intonasi,
ucapan dan
tekanan kata
yang benar,
dengan saling
mengoreksi
- Membaca satu
legenda lain,
bertanya jawab
tentang isinya,
dan kemudian
mengidentifikasi
kalimat-kalimat
yang memuat
bagian-bagian
legenda yang
ditanyakan
- Melakukan
refleksi tentang
proses dan hasil
belajar.
legenda
rakyat,
pendek
dan
sederhan
a.
Tingkat
kelengk
apan dan
keruntut
an
pemaha
man isi
pesan
legenda
rakyat.
Tingkat
ketepata
n unsur
kebahas
aan: tata
bahasa,
kosa
kata,
ucapan,
tekanan
kata,
intonasi,
ejaan,
tanda
baca,
kerapiha
n tulisan
tangan.
Sikap
tanggun
g jawab,
kerjasa
ma,
n
uca
pan
dan
tind
aka
n
gur
u
men
ggu
nak
an
seti
ap
tind
aka
n
kom
unik
asi
inte
rper
son
al/
tran
saks
iona
l
den
gan
ben
ar
dan
akur
at
Con
toh
teks
dari
118
kebahas
aan teks
naratif,
lisan
dan
tulis
sederha
na
terkait
legenda
rakyat
penujuk
waktu
- Ucapan,
tekanan
kata,
intonasi,
ejaan,
tanda
baca, dan
tulisan
tangan
Topik
Cerita
legenda
yang dapat
menumbuh
kan
perilaku
yang
termuat di
KI
cinta
damai,
dan
percaya
diri yang
menyert
ai
tindakan
memaha
mi isi
pesan
legenda
rakyat.
Sikap:
Observ
asi
Observ
asi
terhada
p
tindaka
n siswa
berusah
a
memah
ami dan
mengan
alisis
isi
pesan
legenda
rakyat
pendek
dan
sederha
na.
Observ
asi
sum
ber
oten
tik
119
terhada
p
kesung
guhan,
tanggu
ng
jawab,
dan
kerja
sama
siswa
dalam
proses
pembel
ajaran
di
setiap
tahapan
.
Penilai
an diri:
Pernyata
an siswa
secara
tertulis
dalam
jurnal
belajar
sederhan
a
berbahas
a
Indonesi
a tentang
pengala
man
belajar
mengana
lisi
legenda
120
rakyat,
termasuk
kemudah
an dan
kesulitan
nya.
Tes
tertulis
- Mem
baca
teks
yang
menu
ntut
pema
hama
n
tentan
g
legen
da
rakya
t
- Meng
analis
is isi
pesan
legen
da
sesuai
fungs
i
sosial
nya.
KETERA
MPILAN
Unjuk
kerja
121
Memba
cakan
legenda
rakyat
sederha
na
secara
lancar
dengan
ucapan,
tekanan
kata,
intonasi
yang
benar
Portofo
lio
a. Kumpu
lan
hasil
analisis
tentang
bebera
pa
fabel
yang
telah
dibuat.
b. Lemba
r soal
dan
hasil
tes
122
APPENDIX 12
VALIDASI OF TEST
Reading Comprehension Test Specification
Rated
Aspect
Indica
tor
Items
Number
Total
Number
Identifying Main Idea and topic 6, 15, 16, 18 5
,19 Identifying references 17 1
Narrative
Text
Vocabulary 20 1
Identifying for supporting details in the text 1, 3, 4, 7, 8,
and stated fact 10, 11, 12, 10 13, 14
Moral Value 2, 5, 9 3
Total 20
No. Score Symbol Category
1. 90-100 A Very good
2. 80-89 B Good
3. 70-79 C Poor
4. <70 D Very Poor
(Source: Senior High School 13 Merangin)
Petunjuk :
Berikan komentar dan saran ibu/bapak tentang tingkatan kesesuaian dan
tingkatan kesulitan masing – masing bacaan dan soal dari 20 butir soal bacaan
dengan cara mengisi sebuah pertanyaan. Untuk menunjukkan tingkatan
kesesuaian (the level of approriatment) dan 1,2,3,4, dan 5 untuk menunjukkan
tingkat kesulitan (the level of difficulty)
Keterangan
A : Sangat sesuai 1: Sangat sulit
B : Sesuai 2: Sulit
C : Sedang 3: Sedang
D : Tidak sesuai 4: Mudah
E : Sangat tidak sesuai 5. Sangat mudah
123
SURAT KETERANGAN VALIDITAS
Yang bertanda tangan di bawah ini
Nama : Faiqah Mahmudah, SS, M.Pd
NIP 198704172015032003
Jabatan Fungsional : Dosen
Tadris Bahasa Inggris Unit kerja
: UIN STS
Jambi
Menyatakan dengan sesungguhnya telah melakukan validitas instrumen test
mahasiswa program sarjana pendidikan.
Nama : Ika Febrianti Muanas
NIM : TE.161736
Dengan judul :“The Effect of Using Read, Cover, Remember, Retell
(RCRR) Strategy Toward Reading Comprehension at
Tenth Grade Senior High School 13 Merangin”
Keputusan hasil validitas adalah : Sangat baik / Baik / Cukup baik
Demikianlah validitas ini dibuat sesuai dengan kaidah akademik dan keilmuan
serta dapat dipertanggung jawabkan. Selanjutnya dapat dipergunakan
sebagaimana perlunya.
Jambi, 05 September 2020
Validator
Faiqah Mahmudah, SS, M.Pd
NIP. 198704172015032003
Keterangan : Beri tanda ( √ ) pada
kotak yang sesuai
Coret yang tidak perl
124
No
Text / Soal
Tingkat kesesuaian
Tingkat Kesulitan
A B C D E 1 2 3 4 5
Read the text to answer question 1-2 Once a cap seller was passing through the jungle. He was dead tired and needed
to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of caps
near him and lay down with his cap on his head.
The cap seller had a sound sleep for one hour. When he got up, the first thing he
did was to look into his bag. He was startled when he found all his caps were not there.
He was wondering where they could have gone. Indeed, he was greatly puzzled.
When he looked up the sky,he was very surprise to see monkeys sitting on the
branches of a tree, each wearing a cap on his head. They had evidently done it to imitate
him.
He decided to get his caps back by making a humble request to the monkeys. In
return, the monkeys only made faces of him. When he began to make gestures, even
when he raised his fist towards them to threaten them, they also imitated them.
At last he hit upon a clever idea. “Monkeys are a great imitator,” he thought. So he
took off his own cap and threw it down on the ground. As he had expected, all the
monkeys took off the caps and threw them down on ground. Quickly he stood up and
collected the caps, but them back into his bag and went away.
(Source : UN 2012)
1 Why was each monkey wearing a cap on their head? A. They liked them
B. They liked wearing caps
C. They were imitating the cap seller
D. They were teasing the cap seller E. They had stolen the caps
V V
125
The Following Text is for Question 3-6 Once there was a farmer from Laos. Every morning and evening, he
ploughed hid field with his buffalo.
One day, a tiger, a mouse deer, and a cockerel were walking together to meet a
snail. On their way, they saw a farmer and a buffalo working in the field. The tiger said
to the mouse deer and the cockerel, “I wonder how stupid the buffalo is. He lets him self
being ruled by the small animal,” “You are right. The big animal must be heartless one. I
think you‟d better ask the big animal, Tiger,” said the mouse deer.
After the man went home, the tiger spoke to the buffalo, “You are so big and
strong. Why do you do everything the man tells you? he tiger asked, ”Can you tell me
how intelligent he is ?” “No,I can‟t tell you” said the buffalo, “but you can ask him.”
So the next day asked the man; “Can I see your intelligence ?” But the man answered
“I live it at home.” “Can you go and get it.” asked the tiger. “Yes” said the man; “But
I‟m afraid you will kill my buffalo when I‟m gone. Can I tie you to a tree ?” After the
man tied the tiger to the tree, he didn‟t go home to get hid intelligence. He took hid
plough and hit the tiger. Then he said “Now you know about my intelligence though you
haven‟t see it.” (Source : UN 2010)
2 What is the moral value of the text ? A. Monkeys are clever animal
B. Put your belongings in a safe place
C. Kindness must be possessed by everyone
D. Foolishness is a source of faulty E. You have to know who you are talking to
V V
126
3 The tiger became more curious because of … A. the snail‟s advice
B. the cockerel‟s story
C. the man‟s intelligence
D. the mouse deer request E. the big buffalo‟s suggestion
v V
4 Which of the following was first surprised to see the buffalo and the farmer working
on the field ?
A. The lion
B. The tiger
C. The snail
D. The cockerel E. The mouse deer
v V
5 What lesson can we learn from the story ?
A. Don‟t leave your intelligence at home
B. Intelligent can‟t be judged from appearance
C. Don‟t compare man‟s intelligence to animal‟s
D. The bigger a person, the more intelligent he is
E. The smaller a person, the more intelligent he is.
V v
127
6 The main idea of paragraph two is …
A. The buffalo is very useful for the farmer
B. The mouse deer didn‟t believe the cockerel‟s story
C. The cockerel supported the tiger‟s idea to ask the buffalo
D. The tiger was surprised to hear the cockerel‟s story about his family
E. The mouse deer told the tiger to ask buffalo to get the answer to their surprise
v v
The Following Text is for Question 7-9
Once, there was a beautiful Javanese Princess whose name was Rara Jonggrang. Rara
Jonggrang whose beauty was very famous in the land was the daughter of Prabu
Baka, an evil king.
One day, a handsome young man with supernatural power named Bandung
Bondowoso defeated and killed Prabu Baka. On seeing Princess Rara Jonggrang‟s
beauty, Bandung Bondowoso fell in love with her and wanted to marry her.
Meanwhile, Princess Rara Jonggrang felt sad due to her father‟s death. She did not
want to marry Bandung because he had killed her father. But she was also afraid of
Bandung. So she refused politely by giving him a requirement which was impossible
to fulfill. She said, “I will marry you but you have to build one thousand temples in
one night as a wedding gift,” requested Rara Jonggrang. Bandung agreed with the
condition.
Helped by the spirits of the demons, Bandung Bondowoso started building the
temples. Approaching midnight , the work would nearly be done. Rara Jonggrang
knew this and thought, “What shall I do? Bandung is smarter than I. I would lose
against
Bandung.”
Suddenly she got an idea. She woke up all the women in the place and ordered them
to make noisy sounds of grinding rice so that the roosters thought it had already been
128
dawn.
Bandung Bondowoso got frustrated because he failed completing the thousand
temples. “The Princess has deceived me!” Following his anger, he cursed Rara
Jonggrang,
“You have cheated me. Now, the thousandth temple will be you !“
At once, the princess turned into a statue. Knowing this, Bandung Bondowoso
regretted and went away. Now you can see the statue of Princess Rara Jong-grang in
Prambanan temple.(Source : UN 2009)
7. Who helped Bandung building the temples?
A. The spirits of demons.
B. The spirits of giants.
C. His fellow workers.
D. The evil kings.
E. His followers.
v V
8. Who owned a supernatural power?
A. Prabu Baka.
B. An evil king.
C. Rara Jonggrang.
D. Bandung Bondowoso.
E. The spirits of demons.
V v
129
9 What moral do you learn from the story?
A. Cheating is needed.
B. You must be honest.
C. We must keep our promise.
D. Crime will not bring happiness.
E. Love is gained by working hard.
v V
Read the text to answer question 10-11 Four brothers, who were all good at tracking, met an Arab who asked them if
they had seen his missing camel.
The four brothers asked the Arab whether the camel had lost its tail and wanted
to know if it is was wearing a sack of grain on one said and a jar of honey on the other.
To his surprise all the questions were true about his camel. And this made the
Arab convinced that they were the thieves. So he brought them before a judge.
But the expalanation was simple.
The first brother began, “The camel had only gazed on the grass on one side of
the path, so it must be blind in the other eye. One of its hoofprints was less marked than
the others, and that means it must be lame in one foot.”
“As for me,” said the second brother, “some wheat grains had fallen on the path
and the ants were carrying them away. On the other side of the path, the flies were
sucking at the drops of the honey.”
There upon the judge freed the four brothers, and took them into his own
services. (Source : UN 2009)
130
10 One of brothers thought that the camel was lame because of … A. the grass on one side of the path
B. the hoofprints of the camel
C. the ants and flies
D. the camel‟s eye E. the camel‟s tail
v V
11 The second brother observed that the camel … A. was lame
B. had no tail
C. had no eyes
D. brought wheat grains
E. sucked drop of honey
v V
Read the text to answer question 12-14
Mr. Lion was lying asleep when he was suddenly awaked by a mouse
running over his face. The little mouse was being chased by a wild cat. " How dare you!"
he roared, and raised his paw to kill the mouse. " Please, Sir," begged Miss Mouse, " let
me go, and one day I may do something for you in return. " You help me! Ha....ha ,"
laughed Mr. Lion, but he let her go.
One day, Mr. Lion was caught in a net spread by hunters. " I can't get out!" he
roared angrily. "But I can help you," said a tiny voice. The Miss Mouse nibbled and
gnawed the ropes until the lion was free. " There", she said proudly, "if you had not let
me go, I would not have found a way to help you. "Yes, you should thank her, Mr. Lion.
She has saved your life", said a monkey who was sitting on a branch of a tree.
(Source : UN 2008)
131
12 Who was caught in a net ?
A. A cat.
B. A lion.
C. A mouse.
D. A hunter.
E. A monkey
v V
13 According to the text, which of the following is TRUE ?
A. Mr. Lion was not lying asleep.
B. The mouse cannot help Mr. Lion.
C. Miss Mouse was awakened by Mr. Lion.
D. Miss Mouse was caught in a net spread by hunters.
E. Mr. Lion was awake because a mouse running over his face.
V V
14 Why did the mouse run over the lion's face? Because ....
A. she was chased by a wild cat.
B. she was not afraid of the lion.
C. she wanted to wake up the lion.
D. she hoped the lion would help her.
E. she expected the lion would kill the cat.
v v
Read the text to answer question 15-17 A fox fell into a well and couldn‟t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good. “ Good”, said the fox “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself.” The goat was thirsty so he got into the well. When he had drunk enough, he looked around but there was no way to get out. Then the fox said, “ I have a good idea. You
132
stand on your hind legs and put your fore-legs against the side of the well. Then I‟ll climb on your back, from there. I‟ll step on your horns, and I can get out. And when I‟m out, I‟ll help you out of the well.” The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; “If you only had thought carefully about getting out, you wouldn‟t have jumped into the well.” The goat felt very sad. He called out loudly. An old man walking nearby heard him and put a plank into the well. The goat got out and thanked the old man. (Source : UN 2007)
15 The text tells the story of ....
A. a fox.
B. a goat.
C. a fox and a goat.
D. an old man and the fox
E. the goat and an old man.
v V
16 Paragraph two mainly tells ....
A. how the fox helped the goat
B. why the fox got into the well
C. how the fox got out of the well
D. the fox‟s idea how to get out of the well
E. how both the goat and the fox got out of the well.
v v
17 “The goat did as he was asked ” (Paragraph 3) What does the above sentence mean?
A. The goat drank enough and looked around.
B. The goat came down to the well and drank.
v V
133
C. The goat called out loudly after the fox got out.
D. The goat waited someone who might help him.
E. The goat stood on his hind legs and put his forelegs against the side of the
well.
Read the text to answer question 18-20 Once upon a time a rabbit wanted to cross a river but he cold not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodiles are there in the river?” “Where are they? the rabbit asked for the second time. “All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kind you are,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then. the rabbit started to count while jumping from one crocodile to another one. one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he had crossed the river. (Source : UNAS 2007 )
18 The story mainly tells us about....
A. twenty crocodiles.
B. the boss of the crocodiles.
C. a rabbit and twenty crocodiles.
D. a rabbit and the boss of crocodile.
E. the boss of the crocodile and all his friends.
v V
134
19
We know from the first paragraph that the rabbit actually wanted ....
A. to cross the river.
B. to swim across the river.
C. to meet the boss of crocodile.
D. to know where the crocodiles are .
E. to know the number of crocodiles there.
v
V
20
“All of you are good, nice, gentle, and kind ..” (Paragraph
2) The underline words is synonymous with....
A. wild
B. dilligent
C. cheerful
D. easy going
E. honourable
v
V
Answer keys
1. C
2. A
3. E
4. B
5. B
6. E
7. A
8. D
9. B
10. B 11. B 12. B
13. E
14. A
15. C
16. D
17. E
18. C
19. A
20. D
135
Reading Comprehension Test Specification
Rated
Aspect
Indic
ator
Items
Number
Total
Number
Identifying Main Idea and topic 6, 15, 16, 18 5 ,19
Identifying references 17 1
Narrative
Text
Vocabulary 20 1 Identifying for supporting details in the text
1, 3, 4, 7, 8,
and stated fact 10, 11, 12, 10 13, 14
Moral Value 2, 5, 9 3
Total 20
No. Score Symbol Category
1. 90-100 A Very good
2. 80-89 B Good
3. 70-79 C Poor
4. <70 D Very Poor
(Source: Senior High School 13 Merangin)
Petunjuk :
Berikan komentar dan saran ibu/bapak tentang tingkatan kesesuaian dan
tingkatan kesulitan masing – masing bacaan dan soal dari 20 butir soal bacaan
dengan cara mengisi sebuah pertanyaan. Untuk menunjukkan tingkatan
kesesuaian (the level of approriatment) dan 1,2,3,4, dan 5 untuk menunjukkan
tingkat kesulitan (the level of difficulty)
Keterangan :
A : Sangat sesuai
B : Sesuai
C : Sedang
D : Tidak sesuai
E : Sangat tidak sesuai
1: Sangat sulit
2: Sulit
3: Sedang
4: Mudah
5. Sangat mudah
137
No
Text / Soal
Tingkat kesesuaian
Tingkat kesulitan
A B C D E 1 2 3 4 5
Read the text to answer question 1-2 Once a cap seller was passing through the jungle. He was dead tired and needed
to rest. Then, he stopped and spread a cloth under a tree. He placed his bag full of caps
near him and lay down with his cap on his head.
The cap seller had a sound sleep for one hour. When he got up, the first thing he
did was to look into his bag. He was startled when he found all his caps were not there.
He was wondering where they could have gone. Indeed, he was greatly puzzled.
When he looked up the sky,he was very surprise to see monkeys sitting on the
branches of a tree, each wearing a cap on his head. They had evidently done it to imitate
him.
He decided to get his caps back by making a humble request to the monkeys. In
return, the monkeys only made faces of him. When he began to make gestures, even
when he raised his fist towards them to threaten them, they also imitated them.
At last he hit upon a clever idea. “Monkeys are a great imitator,” he thought. So he
took off his own cap and threw it down on the ground. As he had expected, all the
monkeys took off the caps and threw them down on ground. Quickly he stood up and
collected the caps, but them back into his bag and went away.
(Source : UN 2012)
1 Why was each monkey wearing a cap on their head? A. They liked them
B. They liked wearing caps
C. They were imitating the cap seller
D. They were teasing the cap seller E. They had stolen the caps
V V
138
2 What is the moral value of the text ? A. Monkeys are clever animal
B. Put your belongings in a safe place
C. Kindness must be possessed by everyone
D. Foolishness is a source of faulty E. You have to know who you are talking to
V V
The Following Text is for Question 3-6 Once there was a farmer from Laos. Every morning and evening, he
ploughed hid field with his buffalo.
One day, a tiger, a mouse deer, and a cockerel were walking together to meet a
snail. On their way, they saw a farmer and a buffalo working in the field. The tiger said
to the mouse deer and the cockerel, “I wonder how stupid the buffalo is. He lets him self
being ruled by the small animal,” “You are right. The big animal must be heartless one. I
think you‟d better ask the big animal, Tiger,” said the mouse deer.
After the man went home, the tiger spoke to the buffalo, “You are so big and
strong. Why do you do everything the man tells you? he tiger asked, ”Can you tell me
how intelligent he is ?” “No,I can‟t tell you” said the buffalo, “but you can ask him.”
So the next day asked the man; “Can I see your intelligence ?” But the man answered
“I live it at home.” “Can you go and get it.” asked the tiger. “Yes” said the man; “But I‟m
afraid you will kill my buffalo when I‟m gone. Can I tie you to a tree ?” After the man
tied the tiger to the tree, he didn‟t go home to get hid intelligence. He took hid plough
and hit the tiger. Then he said “Now you know about my intelligence though you haven‟t see it.” (Source : UNAS 2010)
139
3 The tiger became more curious because of … A. the snail‟s advice
B. the cockerel‟s story
C. the man‟s intelligence
D. the mouse deer request E. the big buffalo‟s suggestion
V V
4 Which of the following was first surprised to see the buffalo and the farmer working
on the field ?
A. The lion
B. The tiger
C. The snail
D. The cockerel E. The mouse deer
V V
5 What lesson can we learn from the story ? A. Don‟t leave your intelligence at home
B. Intelligent can‟t be judged from appearance
C. Don‟t compare man‟s intelligence to animal‟s
D. The bigger a person, the more intelligent he is
E. The smaller a person, the more intelligent he is.
V V
6 The main idea of paragraph two is …
A. The buffalo is very useful for the farmer
B. The mouse deer didn‟t believe the cockerel‟s story
C. The cockerel supported the tiger‟s idea to ask the buffalo
D. The tiger was surprised to hear the cockerel‟s story about his family
E. The mouse deer told the tiger to ask buffalo to get the answer to their surprise
V V
140
The Following Text is for Question 7-9
Once, there was a beautiful Javanese Princess whose name was Rara
Jonggrang. Rara Jonggrang whose beauty was very famous in the land was the daughter
of Prabu Baka, an evil king.
One day, a handsome young man with supernatural power named Bandung
Bondowoso defeated and killed Prabu Baka. On seeing Princess Rara Jonggrang‟s
beauty, Bandung Bondowoso fell in love with her and wanted to marry her.
Meanwhile, Princess Rara Jonggrang felt sad due to her father‟s death. She did
not want to marry Bandung because he had killed her father. But she was also afraid of
Bandung. So she refused politely by giving him a requirement which was impossible to
fulfill. She said, “I will marry you but you have to build one thousand temples in one
night as a wedding gift,” requested Rara Jonggrang. Bandung agreed with the condition.
Helped by the spirits of the demons, Bandung Bondowoso started building the
temples. Approaching midnight , the work would nearly be done. Rara Jonggrang knew
this and thought, “What shall I do? Bandung is smarter than I. I would lose against
Bandung.”
Suddenly she got an idea. She woke up all the women in the place and ordered
them to make noisy sounds of grinding rice so that the roosters thought it had already
been dawn.
Bandung Bondowoso got frustrated because he failed completing the thousand temples.
“The Princess has deceived me!” Following his anger, he cursed Rara Jonggrang,
“You have cheated me. Now, the thousandth temple will be you !“
At once, the princess turned into a statue. Knowing this, Bandung Bondowoso
regretted and went away. Now you can see the statue of Princess Rara Jong-grang in
Prambanan temple. (Source : UN 2009)
141
7 Who helped Bandung building the temples?
A. The spirits of demons.
B. The spirits of giants.
C. His fellow workers.
D. The evil kings.
E. His followers.
v V
8 Who owned a supernatural power?
A. Prabu Baka.
B. An evil king.
C. Rara Jonggrang.
D. Bandung Bondowoso.
E. The spirits of demons.
V V
9 What moral do you learn from the story?
A. Cheating is needed.
B. You must be honest.
C. We must keep our promise.
D. Crime will not bring happiness.
E. Love is gained by working hard.
v V
142
Read the text to answer question 10-11 Four brothers, who were all good at tracking, met an Arab who asked them if they
had seen his missing camel.
The four brothers asked the Arab whether the camel had lost its tail and wanted to
know if it is was wearing a sack of grain on one said and a jar of honey on the other.
To his surprise all the questions were true about his camel. And this made the
Arab convinced that they were the thieves. So he brought them before a judge.
But the expalanation was simple.
The first brother began, “The camel had only gazed on the grass on one side of
the path, so it must be blind in the other eye. One of its hoofprints was less marked than
the others, and that means it must be lame in one foot.”
“As for me,” said the second brother, “some wheat grains had fallen on the path
and the ants were carrying them away. On the other side of the path, the flies were
sucking at the drops of the honey.”
There upon the judge freed the four brothers, and took them into his own services.
(Source : UN 2009)
10 One of brothers thought that the camel was lame because of … A. the grass on one side of the path
B. the hoofprints of the camel
C. the ants and flies
D. the camel‟s eye E. the camel‟s tail
v V
143
11 The second brother observed that the camel … A. was lame
B. had no tail
C. had no eyes
D. brought wheat grains
E. sucked drop of honey
v V
Read the text to answer question 12-14
Mr. Lion was lying asleep when he was suddenly awaked by a mouse
running over his face. The little mouse was being chased by a wild cat. " How dare you!"
he roared, and raised his paw to kill the mouse. " Please, Sir," begged Miss Mouse, " let
me go, and one day I may do something for you in return. " You help me! Ha....ha ,"
laughed Mr. Lion, but he let her go.
One day, Mr. Lion was caught in a net spread by hunters. " I can't get out!" he
roared angrily. "But I can help you," said a tiny voice. The Miss Mouse nibbled and
gnawed the ropes until the lion was free. " There", she said proudly, "if you had not let
me go, I would not have found a way to help you. "Yes, you should thank her, Mr. Lion.
She has saved your life", said a monkey who was sitting on a branch of a tree. (Source : UNAS 2008)
12 Who was caught in a net ?
A. A cat.
B. A lion.
C. A mouse.
D. A hunter.
E. A monkey
v V
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13 According to the text, which of the following is TRUE ?
A. Mr. Lion was not lying asleep.
B. The mouse cannot help Mr. Lion.
C. Miss Mouse was awakened by Mr. Lion.
D. Miss Mouse was caught in a net spread by hunters.
E. Mr. Lion was awake because a mouse running over his face.
V V
14 Why did the mouse run over the lion's face? Because ....
A. she was chased by a wild cat.
B. she was not afraid of the lion.
C. she wanted to wake up the lion.
D. she hoped the lion would help her.
E. she expected the lion would kill the cat.
V V
Read the text to answer question 15-17 A fox fell into a well and couldn‟t get out. By and by a thirsty goat came along. Seeing the fox in the well it asked if the water was good. “ Good”, said the fox “It‟s the best water I‟ve tasted in all my life. Come down and try it yourself.” The goat was thirsty so he got into the well. When he had drunk enough, he looked around but there was no way to get out. Then the fox said, “ I have a good idea. You stand on your hind legs and put your fore-legs against the side of the well. Then I‟ll climb on your back, from there. I‟ll step on your horns, and I can get out. And when I‟m out, I‟ll help you out of the well.” The goat did as he was asked and the fox got on his back and climbed out of the well. Then he coolly walked away. The goat called out loudly after him and reminded him of his promise to help him out. The fox merely turned to him and said; “If you only had thought carefully about getting out, you wouldn‟t have jumped into the well.” The goat felt very sad. He called out loudly. An old man walking nearby heard him
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and put a plank into the well. The goat got out and thanked the old man. (Source : UNAS 2007)
15 The text tells the story of ....
A. a fox.
B. a goat.
C. a fox and a goat.
D. an old man and the fox
E. the goat and an old man.
v V
16 Paragraph two mainly tells ....
A. how the fox helped the goat
B. why the fox got into the well
C. how the fox got out of the well
D. the fox‟s idea how to get out of the well
E. how both the goat and the fox got out of the well.
v V
17 “The goat did as he was asked ” (Paragraph 3) What does the above sentence mean?
A. The goat drank enough and looked around.
B. The goat came down to the well and drank.
C. The goat called out loudly after the fox got out.
D. The goat waited someone who might help him.
E. The goat stood on his hind legs and put his forelegs against the side of the well.
v V
Read the text to answer question 18-20 Once upon a time a rabbit wanted to cross a river but he cold not swim. He had an idea He saw a boss of crocodile swimming in the river. The rabbit asked the boss of crocodile. “How many crocodiles are there in the river?” “Where are they? the rabbit
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asked for the second time. “All of you are good, nice, gentle and kind. so I want to make a line in order. Later I will know how kind you are,” said the rabbit. Then, the boss of the crocodile called all his friends and asked them to make a line in order from one side to the other side of the river. Just then. the rabbit started to count while jumping from one crocodile to another one. one......two.......there.....four.....until twenty, and finally, he thanked all crocodile because he had crossed the river. (Source : UNAS 2007 )
18 The story mainly tells us about....
A. twenty crocodiles.
B. the boss of the crocodiles.
C. a rabbit and twenty crocodiles.
D. a rabbit and the boss of crocodile.
E. the boss of the crocodile and all his friends.
v V
19
We know from the first paragraph that the rabbit actually wanted ....
A. to cross the river.
B. to swim across the river.
C. to meet the boss of crocodile.
D. to know where the crocodiles are .
E. to know the number of crocodiles there.
V
V
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20
“All of you are good, nice, gentle, and kind ..” (Paragraph 2)
The underline words is synonymous with....
A. wild
B. dilligent
C. cheerful
D. easy going
E. honourable
V
V
Answer keys
1. C
2. A
3. E
4. B
5. B
6. E
7. A
8. D
9. B
10. B
11. B
12. B
13. E
14. A
15. C
16. D
17. E
18. C
19. A
20. D
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Name : Ika Febrianti Muanas
Student ID : TE.161736
Advisior I : Dr. Hj. Dewi Hasanah, M.Ag
Title : The Effect of Using Read, Cover, Remember, Retell (RCRR)
Strategy Toward Reading Comprehension at Tenth Grade Senior
High School 13 Merangin
Faculty : Education Program and Teacher Training
NO Day/Date Consultation Material Signature
1 Friday
April 3rd
2020
Revise Chapter 1
2 Saturday
April 4th
2020
Revise Chapter 3
3 Wednesday
April 8th
2020
Revise Chapter 3
4 Friday
April 10th
2020
Revise Chapter 3
5 Saturday
July 11th
2020
ACC Seminar
6 Agustus,
Wednesday 12 th
2020
Proposal Seminar
7 September,
Saturday 5 th
2020
ACC research permit
8
November
Thursday, 13 th
2020
Revise Chapter I
Revise Chapter IV
Revise Chapter V
9 November
Thursday, 13 th
2020
Revise Cover
Advisor I
Dr. Hj. DewiHasanah. M.Ag
NIP.197007111994032003
152
CURRICULUM VITAE
Name : Ika Febrianti Muanas
Date of Birth : Jambi, February 20th
, 1998
Gender : Female
Addres : Talang Batu RT. 04 RW.02 KM 18 Desa Muara
Pijoan, Muara Jambi Kode Pos:36363
Email : [email protected]
Contact Person : 0822-6924-5418
Educational Background
No Level of Education Adress Graduated
Year
1. The Elementary School
267/VI Sungai Sahut
Merangin
Sungai Sahut Merangin 2010
2. SMP 14 Merangin Sungai Sahut Merangin 2013
3. Islamic Boarding School
Raudhatul Mujawwidin
Rimbo Bujang, Tebo 2016
4. UIN STS JAMBI Sei. Duren, Kec.Jaluko, Kab.
Muaro Jambi
2020