the implementation of read, answer, discuss, explain

THE IMPLEMENTATION OF READ, ANSWER, DISCUSS, EXPLAIN,

AND CREATE (RADEC) LEARNING MODEL TO IMPROVE

STUDENTS’ READING ABILITY AT THE ELEVENTH GRADE OF SMA

PESANTREN PUTRI YATAMA MANDIRI

A THESIS

Submitted to the Faculty of Teacher Training and Education Muhammadiyah

University of Makassar in Partial Fulfilment of the Requirement for the Degree

of English Education Department

ANITA

105351109017

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2022

ix

MOTTO AND DEDICATION

“Do not expect to be the best, but always do the best.”

This thesis is dedicated to my beloved parents, the most precious person in

my life.

x

ABSTRACT

Anita. 2022. The Implementation of Read, Answer, Discuss, Explain, and Create

(RADEC) Learning Model to Improve Students' Reading Ability at the Eleventh

Grade of SMA Pesantren Putri Yatama Mandiri. Faculty of Teachers Training and

Education, Muhammadiyah University of Makassar (supervised by Ummi

Khaerati Syam and Sitti Maryam Hamid)

This research aims to find out whether or not Read, Answer, Discuss,

Explain, and Create (RADEC) learning Model is effective to improve students‟

reading ability in understanding a text at the eleventh grade of SMA Pesantren

Putri Yatama Mandiri. The instrument of this research was a reading test about an

explanation text consisted of 15 questions of multiple choice. This research used

pre-experimental research that consisted of pre-test, treatment, and post-test. The

population of this research was 177 students and the sample of this research was

class XI A Regular that consisted of 20 students. The sample was selected by

using a purposive sampling.

The result of this research showed that the score of pre-test was 43.55 and

post-test was 66.80. This research also showed the value of t-test was higher than

the value of t-table (T-test > T-table). The value of t-test was 8.906 and the value

of t-table was 2.093. It means that the null hypothesis (H0) was rejected and the

alternative hypothesis (H1) was accepted. Based on the research result, the

researcher concluded that the implementation of Read, Answer, Discuss, Explain,

and Create (RADEC) learning model was effective to improve students‟ reading

ability.

Key Words: RADEC Learning Model, Reading, and Pre-Experimental

xi

ABSTRAK

Anita. 2022. Pengimplementasian Model Pembelajaran Read, Answer, Discuss,

Explain, and Create (RADEC) untuk Meningkatkan Kemampuan Membaca Siswa

di SMA Pesantren Putri Yatama Mandiri. Fakultas Keguruan dan Ilmu

Pendidikan, Universitas Muhammadiyah Makassar. (Dibimbing oleh Ummi

Khaerati Syam dan Sitti Maryam Hamid).

Penelitian ini bertujuan untuk mengetahui apakah model pembelajaran

Read, Answer, Discuss, Explain, and Create (RADEC) efektif atau tidak untuk

meningkatkan kemampuan membaca siswa dalam memahami sebuah teks di SMA

Pesantren Putri Yatama Mandiri. Instrumen penelitian ini adalah sebuah teks

bacaan tentang teks explanasi yang terdiri dari 15 pertanyaan pilihan ganda.

Penelitian ini menggunakan penelitian pre-experimental yang terdiri dari pre-test,

treatment, dan post-test. Populasi dari penelitian ini adalah 177 siswa dan sampel

dari penelitian ini adalah kelas XI A Regular yang terdiri dari 20 siswa. Sampel

diambil dengan menggunakan purposive sampling.

Hasil dari penelitian ini menunjukkan bahwa skor dari pre-test adalah

43.55 dan post-test adalah 66.80. Penelitian ini juga menunjukkan nilai dari t-test

lebih tinggi dari pada nilai t-table (T-test > T-table). Nilai dari t-test adalah 8.906

dan nilai dari t-table adalah 2.093. Itu berarti bahwa null hypothesis (H0) ditolak

dan alternative hypothesis diterima. Berdasarkan hasil penelitian tersebut, peneliti

menyimpulkan bahwa pengimplementasian model pembelajaran Read, Answer,

Discuss, Explain, and Create (RADEC) efektif untuk meningkatkan kemampuan

membaca siswa.

Kata Kunci: Model Pembelajaran RADEC, Membaca, and Pre-

Experimental

xii

ACKNOWLEDGMENT

Alhamdulillahi Rabbil „Alamin. First of all, I would like to express a lot of

thanks to Allah SWT who has given me blessing and merciful to complete this

thesis entitle “The Implementation of Read, Answer, Discuss, Explain, and Create

(RADEC) Learning Model to Improve Students’ Reading Ability at the Eleventh

Grade of SMA Pesantren Putri Yatama Mandiri.” And also, I don't forget to send

great respect to our prophet Muhammad SAW (peace be upon him) who has

guided the human being from the bad condition to the better life.

In writing this thesis, the researcher found many difficulties so that this

thesis still has lots of mistakes and weakness. Therefore, the researcher needs

suggestion and correction to become perfect. Last but not least, the researcher

would like to say thanks to the people who gave pray, motivation, advice,

suggestion, and help during the process of writing this thesis.

1. Prof. Dr. H. Ambo Asse, M.Ag as the Rector of Muhammadiyah University of

Makassar for his advice during the researcher studied at the university.

2. Erwin Akib, S.Pd., M.Pd., Ph.D as the Dean of Teacher Training and

Education Faculty of Muhammadiyah University of Makassar.

3. Dr. Ummi Khaerati Syam, S.Pd., M.Pd as the Head of English Department of

Teacher Training and Education Faculty of Muhammadiyah University of

xiii

Makassar, and also as the first consultant who have given her valuable time

and suggestion in doing this thesis.

4. Sitti Maryam Hamid, S.Pd., M.Pd as the second consultant who has given her

precious time and suggestion to finish this thesis.

5. All of the lecturers in English Department who have taught sincerely and

given many meaningful experiences.

6. Dra. Hj. Nurmin Kasim, M.Pd as the head master of SMA Pesantren Putri

Yatama Mandiri, Amar Ma‟ruf, M.Hum., Ph.D as the English teacher, and all

students in class XI A Regular of SMA Pesantren Putri Yatama Mandiri and

all of the teachers in the school who have contributed in this research.

7. My beloved parents and all of my family for their support, love, care, and

always pray for my success.

8. Unforgettable thanks to all of my lovely friends in class C (Charming class)

English Department 2017 for their friendship, support, and togetherness.

9. Finally, for everyone who has given their support, suggestion, care, and advice

to finish this thesis. Hopefully, Allah SWT blesses all of us. Aamiinn

Makassar, January 2022

The researcher

Anita

xiv

TABLE OF CONTENTS

TITLE SHEET ...................................................................................................... i

LEMBAR PENGESAHAN ................................................................................. ii

APPROVAL SHEET ........................................................................................... iii

COUNSELLING SHEET ................................................................................... iv

SURAT PERNYATAAN .................................................................................... vii

SURAT PERJANJIAN ...................................................................................... viii

MOTTO AND DEDICATION ............................................................................ ix

ABSTRACT ........................................................................................................... x

ACKNOWLEDGMENT .................................................................................... xii

TABLE OF CONTENTS ................................................................................... xiv

LIST OF TABLES ............................................................................................. xvi

LIST OF CHARTS ........................................................................................... xvii

LIST OF APPENDICES ................................................................................. xviii

CHAPTER I INTRODUCTION .......................................................................... 1

A. Background .................................................................................................. 1

B. Problem Statement ....................................................................................... 5

C. Research Objectives ..................................................................................... 5

D. Significance of the Research ........................................................................ 5

E. Scope of the Research .................................................................................. 6

CHAPTER II REVIEW OF RELATED LITERATURE ................................. 7

xv

A. Previous Research Related Findings ............................................................ 7

B. Some Pertinent Ideas .................................................................................... 9

1. The Concept of Reading ........................................................................... 9

2. The Concept of Read, Answer, Discuss, Explain, and Create (RADEC)

Learning Model.............................................................................................. 17

C. Conceptual Framework .............................................................................. 30

D. Hypothesis .................................................................................................. 30

CHAPTER III RESEARCH METHODOLOGY ............................................ 32

A. Research Design ......................................................................................... 32

B. Indicator ..................................................................................................... 32

C. Population and Sample ............................................................................... 33

D. Research Instrument ................................................................................... 34

E. Technique of Data Collection .................................................................... 34

F. Technique of Data Analysis ....................................................................... 37

CHAPTER IV FINDINGS AND DISCUSSIONS ............................................ 39

A. Findings ...................................................................................................... 39

B. Discussions ................................................................................................. 45

CHAPTER V CONCLUSION AND SUGGESTION ...................................... 51

A. Conclusion ................................................................................................. 51

B. Suggestion .................................................................................................. 52

BIBLIOGRAPHY ............................................................................................... 52

APPENDICES ..................................................................................................... 58

CURRICULUM VITAE ................................................................................... 110

xvi

LIST OF TABLES

Table 2.1. The steps in the implementation of Read, Answer, Discuss, Explain,

and Create (RADEC) learning

model……………………......…….…24

Table 3.1. One group pre-test and post-test

design………………………………..32

Table 3.2. Population of the eleventh grade of SMA Pesantren Putri

Yatama

Mandiri…………………………..…………………………...33

Table 3.3. Classifying the score of the

students…………………………………...38

Table. 4.1. The students‟ mean score of interpretive comprehension in pre-test

and post-

test………………………..……………………..…...……..40

Table. 4.2. T-test

calculation/value……………………………………………….41

Table. 4.3. The t-test value of students‟ interpretive

comprehension……………..42

Table 4.4. The students‟ scores of pre-

test………………………………………..43

xvii

Table 4.5. The students‟ scores of post-

test……………………………………….44

LIST OF CHARTS

Chart 4.1. The students‟ mean score of interpretive comprehension in pre-test

and post-test………………………………………..…………..……..40

Chart 4.4. The students‟ scores of pre-test……………………………………….43

Chart 4.5. The students‟ scores of post-

test……………………………………….44

xviii

LIST OF APPENDICES

Appendix A: The list name of the

students………………………………………..58

Appendix B: Students classification in pre-test and post-

test……………………..59

Appendix C: Data analysis……………………………………………………….60

Appendix D: The distribution of t-

table…………………………………………..64

Appendix E: Rencana Pelaksanaan Pembelajaran

(RPP)…………………………65

Appendix F: Pre-test/post-test……………………………………………………73

Appendix G: Pre-teaching questions……………………………………………..80

xix

Appendix H: Answer key..……………………………………………………….84

Appendix I: Documentation……………………………………………………...89

Appendix J: Research

permit……………………………………………………..92

Appendix K: Surat keterangan selesai

meneliti………………………...………....94

Appendix L.: Research control

card…………………………………...……..…...95

Appendix M: Daftar hadir siswa………………………………………......……..97

Appendix N: Surat keterangan bebas plagiat…………….……………………....98

1

CHAPTER I

INTRODUCTION

A. Background

Reading is one of the most important aspects in language learning besides

writing, listening, and speaking. Reading is a process in which students can

get information from various sources and they can develop their knowledge.

As stated by Ailakliu and Unegbu (2017), reading is a thinking process in

order to obtain comprehension of a text. Moreover, Makhmudov (2021) stated

that reading is an activity that has motive, purpose, condition, and result that

can be differentiated clearly. The motive is communication delivered in

written words. The purpose is to get information about a problem that attract

attention of the reader. The condition of reading activity is mastery of

language graphic system and method of excavating information. The result of

the activity is comprehending and excavating information from the reading

process with various levels of accuracy and deepness.

Reading is essential in language learning especially for learners who use

English as a second or foreign language. According to Springer, at.al (2017),

reading is essential because it is a way for students to integrate their

interactive ability. The interactive ability allows the students to read and think

at the same time so that they can choose the appropriate information to act

wisely in every situation. On top of that, Putro and Lee (2017) declared that

people who love reading will get broad insight and knowledge so that they are

2

ready to face every future challenges. It means that reading is not only about

how to obtain knowledge as much as possible but also how to utilize the

knowledge in everyday life.

Despite the fact that reading is essential in language learning, it is

impossible to tell the students to read as much as possible especially in

reading English texts. According to Puspita (2017), there are many reasons

that make them are lazy to read and think in English. The first reason is

English is the second language in Indonesia so that most of students are not

accustomed to English. Secondly, students get troubles in finding main ideas.

The difficulties in finding main ideas break the bridge to comprehend the text

because the main ideas will lead a reader to comprehend other sentences.

Another reason is about vocabularies. The lack of vocabularies make the

students are difficult to understand the whole texts. In addition, Mazany, et.al

(2017) mentioned some reasons that make students are difficult to understand

the meaning of a text. The first reason is most of students are lack of

background knowledge and experiences. It is considered as factors that affect

students in reading because by utilizing previous reading experiences and

prior knowledge, they will be easy to make the right predictions about what

the texts is about and integrate every new understandings they obtained into

their further reading in building comprehension. Secondly, it is about

knowledge of text type. The knowledge of text type is about various kinds of

text such as fairy tales, newspaper articles, and business letters including the

structure of the text must be knew to understand what text is about.

3

Based on the above mentioned, it is not much different with the problems

that researcher found in Magang 1, 2, 3, and P2K. The students were not

interested in reading and they were difficult to understand what they read.

Moreover, they were too lazy to look for unfamiliar words in a dictionary

because they usually will be confused with lots of meanings provided. As a

result, language learning especially in reading was not effective.

Taylor (2019) pointed out several strategies and skills that good readers

must have so that the language learning will be effective. The strategies and

skills are finding information including regain literal information about

characters, settings, and honestly express feelings from a text or picture;

making connection and inference, namely read what is implicit in the text, find

hints, and construct meaning from information which is not explicitly

explained in the text; understanding vocabulary including recognize the

meaning of every words and phrases; using structure and organisation, namely

comprehend a text by understanding the point, organizing the events, finding

main ideas, and identifying principles, forms, and features of a text; and

appreciating the author's toolkit, namely make senses of how the author uses

language and punctuation to build effect, realize author's intent and express

evaluative opinions of a text. Furthermore, teachers have important roles to

help students in language learning especially in reading so that the learning

will be effective. In this case, teachers can provide various methods, strategies,

and models to help the students improving their reading ability. As stated by

Clark (2019), teachers innovation and creativity in using an appropriate

4

teaching media, learning strategy, and learning model will arouse students'

enthusiasm in learning so that the teaching and learning process will be

effective. Witt and Soet (2020) also stated that providing effective models will

reduce long-winded teacher attitude in teaching and the time provided will be

sufficient to explain each task.

One of the models that used to improve students‟ reading ability is Read,

Answer, Discuss, Explain, and Create (RADEC) learning model. It was

introduced by Sopandi (2017). Read, Answer, Discuss, Explain, and Create

(RADEC) learning model is a learning model that trains students to do various

activities in learning such as reading, discussing, explaining, exploring,

solving problems, and working together. Washington, et.al (2018) stated it

will make the students are responsible and active in learning process. The

learning model makes the process of understanding a text becomes more

meaningful and easier because the students will carry out several stages of

reading. This is supported by the opinion of Handayani, et.al (2019), learning

that apply the Read, Answer, Discuss, Explain, and Create (RADEC) model

has been proved to be able to increase students' mastery concepts.

Based on the facts above, the researcher was interested to do a pre-

experimental research about “The Implementation of Read, Answer, Discuss,

Explain, and Create (RADEC) Learning Model to Improve Students' Reading

Ability at the Eleventh Grade of SMA Pesantren Putri Yatama Mandiri.”

5

B. Problem Statement

Based on the background above, the researcher formulates problem

statement as follows: “How is Read, Answer, Discuss, Explain, and Create

(RADEC) learning model effective to improve students‟ reading ability in

understanding a text at the eleventh grade of SMA Pesantren Putri Yatama

Mandiri?”

C. Research Objectives

Based on the problem statement, the objective of this research is to find

out whether or not Read, Answer, Discuss, Explain, and Create (RADEC)

learning model is effective to improve students‟ reading ability in

understanding a text at the eleventh grade of SMA Pesantren Putri Yatama

Mandiri.

D. Significance of the Research

The results of this research are expected to provide some advantages for

English teaching and learning process. The significances of this research are:

1. Students

Students will be able to improve their reading ability in

understanding a text and they will get a new experience in reading learning

through Read, Answer, Discuss, Explain, and Create (RADEC) learning

model.

6

2. Teachers

The teachers can apply this learning model in teaching-learning

process to increase students' reading ability and motivate the students by

implementing various learning models.

3. Researcher

The researcher expects this research can give knowledge and

experience in teaching-learning process, especially in teaching reading by

using Read, Answer, Discuss, Explain, and Create (RADEC) learning

model.

4. Readers

This research can be used as a source or reference for the next

researcher who want to carry out further research.

E. Scope of the Research

The scope of this research is the implementation of Read, Answer,

Discuss, Explain, and Create (RADEC) Learning Model to improve students‟

reading ability. The researcher gave explanation texts at the eleventh grade of

SMA Pesantren Putri Yatama Mandiri. The research only focused on students'

understanding in reading the texts (interpretive comprehension).

7

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Related Findings

Many researchers have been conducting studies relate to this research,

there are as follows:

a. Handayani, et.al (2020) in their journal, with the title Implementation of

Read-Answer-Discuss-Explain-and Create Learning Model in Learning

Explanation Text in Elementary School, found that the Read, Answer,

Discuss, Explain, and Create (RADEC) learning model was effective in

increasing students' ability to master the explanation text concepts. It can

be seen from the results of pre-test was 36.9 and post-test was 78.5. In

addition, it could motivate students to be more active in learning process,

improve students' ability in explaining a material, train students to work

together, and increase students' reading habits.

b. Setiawan, et.al (2019) in their research, with the title The Effects of

Critical Multiliteracy Learning Models on Mastery of Explanatory Text

Concepts, found that students were able to understand an explanatory text.

It can be seen from the results of pre-test was 34.74 and post-test was

64.23. The students could improve their understanding in the explanatory

text rapidly because the critical multiliteracy model or it is usually known

as Read, Answer, Discuss, Explain, and Create (RADEC) learning model

can encourage them to get an exhaustive understanding through scientific

8

thinking activities. Furthermore, applying the multiliteracy learning model

not only made the students understood the text but also understood the

structures, characteristics, and language rules.

c. Sopandi (2017) in his journal, with the title The Quality Improvement of

Learning Processes and Achievements through the Read-Answer-Discuss-

Explain-and Create Learning Model Implementation, Found that the

implementation of Read, Answer, Discuss, Explain, and Create (RADEC)

learning model improved students' reading motivation, trained reading

comprehension, developed social characters, and increased students'

learning achievement. In addition, it would increase students' creativity in

constructing research ideas, problem solving, and other creative tasks. The


learning model also developed the habits of the teacher. The teacher would

try to master a subject that would be taught, had competence to do their

duties, and inspired students to create creative ideas.

The similarities of the three researches above and my title are using the

same learning model that is Read, Answer, Discuss, Explain, and Create

(RADEC) learning model and also the same skill that is reading. The

differences between the previous researches above with my title of my

research are the research design. The researches above used a library research,

namely a research that is conducted without go to the field directly but uses

library sources (e.g. books, journals, encyclopaedias, etc.) to get information

9

and analyse data. Moreover, the researches above used quasi-experimental

method, whereas in my research used a pre-experimental research.

B. Some Pertinent Ideas

1. The Concept of Reading

a. Definition of Reading

There are many definitions of reading stated by different experts as

follows:

Antonini, et.al (2019), reading is the series of physical and

cognitive activities where someone (reader) is directly involved with

meaningful linguistic expression (content) through physical or digital

equipment (support).

Schleicher (2018), reading is an activity where a reader not only

extracts information but also builds knowledge, thinks critically, and

creates well-founded evaluation. From this activity, students can

differentiate between facts and opinions when reading about an

unaccustomed topic because they have trained to think critically

through the reading activity.

Mazany, et.al (2017), reading is an active and complex process

consisting of comprehending written texts, expanding and translating

meanings, and utilizing appropriate meanings to the kinds of text,

purpose, and situation. It can be further explained as follows:

10

Comprehending written texts mean readers pay attention to ideas

and contents of a text by finding and looking back information and

by creation necessary conclusions for literal comprehension of a

text. In other words, the readers use their basic skills to understand

the code of printed words and utilize their vocabulary knowledge.

Expanding and translating meanings mean the readers integrate the

knowledge they gain from a text with their knowledge of other

texts and external experiences. To understand information implied

in the text, they use increasingly complex inferencing skills. If it is

appropriate, the readers revise the meaning of the text when they

find additional information.

Utilizing appropriate meanings to the kinds of text, purpose, and

situation mean the readers make use of the information they gained

from the text for particular purpose or situational necessary.

From the experts statements above the researcher can get a

conclusion that reading is an activity in order to understand a text and

obtain lots of information in which the information is expected to

become useful knowledge for life.

b. The Purposes of Reading

According to Sheeba and Ahmad (2018), the purposes of reading

as follows:

11

a) Reading to learn the language

The material of reading is language input. By providing a

variety of reading materials for students, they will get lots of

chances to understand vocabularies, grammar, sentence structures,

and discourse structures in various authentic contexts.

b) Reading for content information

In language classroom, reading for content information

trains students to understand the meaning of authentic reading

materials and authentic reading purposes. The authentic reading

means reading material which is valuable, relevant, and beneficial

for students.

c) Reading for cultural knowledge and awareness

Reading daily materials that are created for native speakers

will give students new knowledge about lifestyles and worldviews

of people who use the language.

c. The Strategies for Teaching Reading

Taylor (2019), declared that there are seven strategies in teaching

reading as follows:

a) Activate prior knowledge

Activating previous knowledge is an important practical

technique to be applied in classroom. In this case, teachers can

motivate students to develop their own mind maps in small groups

to make their previous knowledge is active. Dividing students into

12

small groups is important because people usually interact with

others to learn something so that they can present their previous

knowledge easily.

b) Predict

Predicting is useful for maintaining students engaged in a

text. In this case, teachers can ask students to make prediction

about what will happen in a story by looking at the front cover of a

book or the first few pages of a picture book.

c) Monitor Comprehension

Monitoring comprehension is used when students believe

that the text is reasonable for them. After students are proficient in

identifying and handling challenging words and concepts, they can

turn to solve problems in order to clarify meaning. To improve

students' vocabularies, teachers can form small groups to discuss

the meaning of words in text or show laminated cards. Moreover,

providing a vocabulary wall can help students to strengthen

learning and increase activities to build relationships between

words.

d) Ask questions

Asking questions allow students to get ideas about where

they will get answers for their questions of the text. It helps them

to make connection with the text by creating opinions about it. In

13

this case, students ask the teachers about their own comprehension.

Then they can practice to their friends.

e) Infer

Inference is an important way to develop a coherent

comprehending of a text and help students to assess character'

motivation, sense, and emotion. When student use this way, they

will exceed the literal meaning of the text by linking the hints in

the text with their own knowledge about the outside world.

Inferring allows students to make choices about meanings

through accurate text examination, not just guessing. When

discussing students' opinions about the meaning of the text,

teachers need to recognize that students can make more than one

conclusion. To manage and record every words they found in the

text, teachers can provide graphic organizer. For instance, students

note hints in the text and combine them with their prior knowledge

about the topic to help them understanding the meaning of

inferences in personal level.

f) Determine importance

The capability to distinguish between main ideas and

unimportant information in a text is a crucial skill, especially when

looking for information quickly. In this case, teachers ask students

to summarize the text either orally or writing. For example, when

explaining text messages to other people. Determining importance

14

is also suitable for non-fiction texts. Teachers ask students to look

for prominent features in the text. Students can also spotlight the

main features and crucial words.

g) Visualize

In comprehension level, a visual display helps students to

comprehend, manage, and remember some words. In this case,

teachers can ask students to imagine or draw the words they read

from a text.

d. The Levels of Reading Comprehension

According to Linde and Frederickson (2021), reading

comprehension is comprised of several levels:

a) Literal comprehension

Literal comprehension refers to an understanding of the

straightforward meaning of a text, such as facts, vocabularies,

times, dates, and locations. Questions of literal comprehension can

be answered directly and explicitly from the text. The teachers

often check on the literal comprehension first to make sure that

their students have understood the basic or surface meaning of the

text.

At this basic level, students can answered basic, fact-related

questions, such as who the characters or the setting of the story. In

nonfiction, the students may be able to understand concepts such as

sequence. This level of comprehension relies on student's ability to

15

recall facts and figures from what is read and is a low-level

thinking skill.

b) Interpretive comprehension

At the interpretive level, students are able to read beyond

the literal words on the page and find understanding. They use an

important skill called inferring. When students infer, they think

beyond the text to find meaning. The information they understand

is not found in the text which requires them to imagine what a

character is feeling or what the author means by the words or

actions. Skills used in interpretive level, namely identifying the

main idea, understanding the author‟s purpose, determining point

of view, and predicting or summarizing events.

c) Critical comprehension

At the critical level, students are moving further beyond the

text and making valuation as they read. Students at this level make

decisions, such as whether the text or author is accurate and

reliable, or discern if a statement is a fact or an opinion. For

example, when students read a material about climate change, they

may take part in the discussions and use skills on the critical level.

They will need to be able to determine if the facts given are true

and accurate or read information and decide if it is based on a data

or opinion of the authors. It requires high-level thinking skills, such

as the ability to analyze or evaluate.

16

d) Creative comprehension

Creative comprehension means students use their own

valuation or perspective based upon the author's writing or coming

up with opinions or solutions based on the material read.

e. The concept of Explanation Text

According to Kemendikbud (2020), an explanation text is a text

that explains about how something occurs and why something occurs

in the world. In general, it describes phenomena such as natural

phenomena (e.g. earthquakes, floods, and eruptions), social

phenomena (e.g. garbage, unemployment, and poverty), and culture

(e.g. regional arts and cultural developments).

Based on the explanation above, the researcher can conclude that

an explanation text is a non-fiction text that explains about the process

of how something happens and the reason of why something happens.

The generic structures of an explanation text as follows:

General statement

It is a general explanation about phenomena that will be

discussed. In this section, a topic must be introduced and

explained.

Sequenced explanation

17

It is a part where the topic is described and elaborated in

some reasons. Furthermore, the answers of the questions how and

why something happens are explained. This part can contain more

than one paragraph.

Concluding statement

It is a closing or conclusion of the topic. In point of fact,

this part is not listed in the generic structure of an explanation text

but lots of people think that the last paragraph of the explanation

text is concluding statement. The truth is it is the part of sequenced

explanation which contains the last steps that described in the

sequenced explanation section.

The linguistic features of an explanation text are using passive

voice, simple present tense, action verbs, linking words, and technical

terms and language that related to the topic.

2. The Concept of Read, Answer, Discuss, Explain, and Create (RADEC)

Learning Model

a. Definition of Read, Answer, Discuss, Explain, and Create (RADEC)

Learning Model

Read, Answer, Discuss, Explain, and Create (RADEC) learning

model is a new alternative learning model that was introduced by

Sopandi in 2017 to increase the quality of learning process and

achievement, especially in Indonesia. According to Sopandi (2017),

18

Read, Answer, Discuss, Explain, and Create (RADEC) learning model

is a student centered learning in which the students need to do several

processes to understand a concept, collaborate, solve problems, and

create an idea or creation. This model is suitable for fulfilment skills

in the 21st century where students are obligated to have four abilities

that called as 4C, namely critical thinking, communication,

collaboration, and creativity.

Based on the explanation above, the researcher can conclude that


is a learning model where the students actively get involved in doing a

series of learning process, namely understanding a material, answering

questions, talking about the topic, describing the topic, and make an

idea or work based on the material that had been learnt.

b. The Characteristics of Read, Answer, Discuss, Explain, and Create

(RADEC) Learning Model

According to Handayani, et.al (2019), the characteristics of Read,

Answer, Discuss, Explain, and Create (RADEC) learning model as

follows:

a) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model will always encourage students to get involved actively in

learning process.

b) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model will encourage students to learn independently.

19

c) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model will always connect what students know with materials

being studied

d) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model correlates materials studied with real life and contemporary

issues.

e) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model always provides opportunities for students to actively ask

questions, discuss a topic, proposes research plans, and conclude

the materials that had been learnt.

f) Read, Answer, Discuss, Explain, and Create (RADEC) learning

model gives chances for students to learn the materials in depth

through pre-learning assignments.

c. The Syntax of Read, Answer, Discuss, Explain, and Create (RADEC)

Learning Model

According to Pratama (2019), the syntax of Read, Answer,

Discuss, Explain, and Create (RADEC) learning model as follows:

a) Read

This is the first step in which the students get information from

several sources, such as print media (books, newspapers,

magazines, etc.) and electronic media (internet). There are pre-

teaching questions prepared by teachers to help the students

apprehending the information. The pre-teaching questions are

20

questions connected to the material that will be taught. In the pre-

teaching questions, Low Order Thinking Skill (LOTS) and High

Order Thinking Skill (HOTS) must be included. The answers of

the questions are essential cognitive aspects that need to be known

by the students at the end of the learning process.

The pre-teaching questions should be given to the students

before teachers teaching the materials in learning process. Before

students answer the questions, they need to do reading activity. The

reading activity is carried out freely by students outside the

classroom. This idea refers to an opinion that several information

can be obtained by students if they do it by themselves without

assistance from other people. If there are teaching materials that

can be understood by the students, they can ask their friends who

have understood the materials or ask the teachers to explain it in

learning process. The teachers just need to explain the materials if

the students are difficult to understand it. This activity is intended

to increase students‟ social characters. Therefore, students'

interaction with their teachers and friends are essential in

increasing the social aspects.

b) Answer

After carrying out the reading activity, students should answer

the pre-teaching questions based on what they have read at the first

step. The pre-teaching questions are made in the form of

21

worksheets. The students answer the questions outside of the class

hours and classroom freely before they take lessons in class. In this

activity, they can know which parts of the materials are difficult to

understand. Furthermore, they will realize whether they are

studious or lazy to read, easy or hard to understand materials, like

or dislike reading books, etc. By examining students' tasks from

pre-questions answers, teachers will find out how far the students

understand materials that will be learnt. It will show that students'

needs are different for each student. Therefore, teachers can

provide suitable help for each student.

c) Discuss

In this step, students discuss their answers of pre-teaching

questions with their friends in a group. Teachers encourage

students who have understood the answers to help their friends

who do not understand. Teachers also encourage students who do

not understand the answers to question their friends who have

understood. These activities necessitate students to discuss with

their friends from each group. During the discussion activities,

teachers must ascertain that the students remain communicate with

each other. By observing the activities of the whole groups,

teachers can identify whether the groups have understood the

materials that will be learnt or not. In addition, teachers can find

out which group have already got creative ideas as a proof that they

22

can apply the concepts they have understand. At the end of the

observation, teachers will know which students can be a leader in

the next step. This step ends when the students are difficult to do

their tasks and they cannot continue to do it.

d) Explain

In this step, students will conduct a presentation. The materials

that will be presented must include all the learning indicators of

cognitive aspects that have been made in lesson plan. The steps in

carrying out the presentation must refer to the steps in the lesson

plan. Students who have understood the learning indicators can be

representatives to explain the materials in front of the classroom.

When students present their materials, teachers must assure that

they explain it correctly and other students can apprehend the

explanation. The teachers can also motivate other students to ask a

question, proffer a protest, and add an opinion of what have been

explained by their friends from other groups. Moreover, this step

can be used by teachers to explain the materials that have not been

understood by students based on observation at the discussion step.

In explaining, the teachers can use a video, power point, and other

things that are considered to surmount students' difficulties.

e) Create

This is the last step where the students try to apply the

knowledge that they have already learnt to produce creative ideas.

23

In applying the knowledge, teachers should encourage and

facilitate the students so that they do not get significant problems.

Creative ideas can be stated with productive questions,

identification of problems, conclusions, or imagination about what

creative work will be the next. As previously mentioned, the

assignments of producing creative ideas have been finished in the

pre-teaching questions and it was discussed by students in step D

(Discuss). Therefore, this step is only used by students to discuss it

classically. If teachers see students get troubles in producing

creative ideas, the teachers must inspire the students. There are

several form of inspiration than can be provided by teachers, such

as research examples, problem solving, or other useful things that

have been created by people. Then students discuss other creative

ideas that can be arranged and brought into reality.

Another inspiration that can be given by teachers is when

students do not have any idea, teachers themselves will provide

creative ideas so that the students can do the ideas from their

teachers. The ideas can be realized independently or in groups

based on what characters will be expanded. These activities

encourage students because they work on their ideas. In addition,

the ideas can be realized although they are unsuccessful. In

realizing the ideas, it can be carried out inside or outside of

classroom in a short or long time. This step teaches students how to

24

think creatively, work together, and communicate with other

people. On top of that, students can learn to obtain creative ideas,

identify which ideas will be realized, make a plan, apply the plan,

make a report, and show the results in variety of forms.

d. The Implementation of Read, Answer, Discuss, Explain, and Create

(RADEC) Learning Model

According to Sopandi (2017), the steps in the implementation of


as following table:

Table 2.1. The steps in the implementation of Read, Answer, Discuss,

Explain, and Create (RADEC) learning model

Learning

Steps

Explanation

Activities

Teacher Student

Read

In this step,

teachers

instruct

students to read

various

information

related to the

materials that

will be learnt. It

Asking the

students to read

various

information

related to the

materials that

will be learnt

inside or

outside the

Reading various

information related

to the materials

that will be learnt.

25

can be gained

from printed

media such as

books and

electronic

media such as

the internet.

classroom.

In this step,

teachers provide

pre-teaching

questions for

students (e.g.

materials about

an explanation

text)

Providing pre-

teaching

questions from

Low Order

Thinking Skills

(LOTS) to High

Order Thinking

Skills (HOTS).

For example:

Have you

heard about

an

explanation

text?

What do

Answering the pre-

teaching questions

in the form of

worksheet.

26

Answer

you know

about an

explanation

text?

What are

the

structures of

an

explanation

text?

What are

the

grammatical

rules of an

explanation

text?

What is the

difference

between an

explanation

text and a

descriptive

text?

27

Discuss

In this step,

students discuss

the answer of

pre-teaching

questions.

Moreover,

Teachers can

select the

representative

of each groups

to present their

materials in the

next step

(Explain).

Instructing

the students

to form

discussion

groups.

Teachers

encourage

students who

have already

understood

the materials

that will be

learnt to

help their

friends who

have not

understood

the

materials.

Teachers can

also

encourage

Discussing with

friends.

28

students who

have not

understood

the materials

to ask their

friends who

have already

understood

the

materials.

Explain

In this step,

teachers ask

students to

present the

results of their

discussion.

Other groups

can give

comments,

suggestions,

and objections.

In addition,

Instructing

students to

present their

tasks. If there

are concepts

that cannot be

understood by

students,

teachers can

help students.

Present their

tasks

Other students

can give

response,

criticism, and

suggestion.

29

teachers can

explain

important

aspects that can

be understood

by students.

Create

If students have

presented their

materials,

teachers give

them a chance

to develop the

concepts that

they have

known in the

form of creative

ideas such as

products, etc.

Motivating

students to

produce

creative ideas

and offering

inspiration

about

something that

they want to

produce, such

products

Producing creative

ideas

30

C. Conceptual Framework

The conceptual framework above describes teaching and learning process.

In this case, the researcher used Read, Answer, Discuss, Explain, and Create

(RADEC) learning model to improve students' reading ability. The researcher

used pre-experimental research by giving pre-test and post-test to assess

students' understanding in explanation texts. At the end of the research, the

researcher knew whether or not Read, Answer, Discuss, Explain, and Create

(RADEC) learning model was effective to improve students‟ reading ability in

understanding the texts (interpretive comprehension).

D. Hypothesis

Reading Ability

RADEC Learning Model

Explanation Texts

The Effectiveness of RADEC

Learning Model in Improving

Students‟ Reading Ability

Interpretive

Comprehension

31

The hypotheses of this research were:

Null hypothesis (H0): Read, Answer, Discuss, Explain, and Create (RADEC)

learning model is not effective to improve students‟ reading ability.

Alternative hypothesis (H1): Read, Answer, Discuss, Explain, and Create

(RADEC) learning model is effective to improve students‟ reading ability.

32

CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

In this research, the researcher used quantitative research (pre-

experimental). It means that the researcher investigated the students‟ reading

improvement in understanding a text by using Read, Answer, Discuss,

Explain, and Create (RADEC) learning model. The design of this study used

one class or one group pre-test and post-test. The purpose of this research was

to find out whether or not Read, Answer, Discuss, Explain, and Create

(RADEC) learning model was effective to improve students‟ reading ability in

understanding the text after they were given a treatment.

The research design can be described as follows:

Table 3.1. One group pre-test and post-test design

Pre-test Treatment Post-test

O1 X O2

(Gay et al, 2012)

B. Indicator

The indicator of this research was students‟ understanding in reading

explanation texts (interpretive comprehension).

33

C. Population and Sample

1. Population

The population of this research was students of SMA Pesantren

Putri Yatama Mandiri which consisted of six classes and 177 students.

Obviously, it can be seen in the following table:

Table 3.2. Population of the eleventh grade of SMA Pesantren Putri

Yatama Mandiri

S

o

u

r

c

e

:

UPT SMA Pesantren Putri Yatama Mandiri

2. Sample

In this research, the researcher used a purposive sampling to select

the sample. According to Gay, et.al (2012), purposive sampling is a way to

No Class Number of Students

1 X A 31 students

2 X B 31 students

3 XI A 20 students

4 XI B 34 students

5 XII A 30 students

6 XII B 31 students

Total 177 students

34

select a sample where a researcher select the sample based on his

knowledge or experience that was believed to be representative of a

population.

The researcher selected class XI A Regular that consisted of 20

students as the sample of this research because it was suggested by the

English teacher. In addition, based on the researcher's experience in P2K,

the students were not interested in reading and difficult to understand an

English text so that their learning was not effective and needed to be

improved.

D. Research Instrument

The instrument of this research was a reading test about an explanation

text. The instrument was intended to know the score of the students. The

instrument consisted of 15 questions of multiple choice. The tests were given

to the students twice in pre-test and post-test. Pre-test was used to know

students' ability in understanding a text before giving treatment and post-test

was used to know students‟ ability in understanding a text after giving

treatment.

E. Technique of Data Collection

In collecting the data, the researcher used the following procedures:

1. Pre-test

35

The researcher introduced herself and explained what they have to do.

Then the researcher gave the pre-test to the students to measure their

understanding in reading before the Read, Answer, Discuss, Explain, and

Create (RADEC) learning model was implemented. The pre-test was a

reading test about an explanation text. The students were provided 30

minutes to read and answer the questions of the text.

2. Treatment

After giving a pre-test to the students, the researcher gave treatment

using Read, Answer, Discuss, Explain, and Create (RADEC) learning

model for four meetings and each meeting spent 120 minutes. The

treatment procedure as follow:

a. Pre-activity

The researcher prepared learning process by praying, checking the

attendance list, and providing textbooks.

The researcher encouraged the students by doing ice breaking.

The researcher explained the learning objectives and activities that

would be done by students to achieve the goals.

b. Main Activity

a) Read

The researcher asked the students to read various information

related to the material, including books or the internet outside

the classroom.

36

b) Answer

The students answered the pre-teaching questions based on the

information they got in reading through work sheets that had

been provided by the researcher.

c) Discuss

The researcher divided students into a small group

The students discussed the pre-teaching questions for 15

minutes

d) Explain

Each group chose their members to present the topic that had

been discussed

The researcher asked the other groups to make a question, add,

or protest.

The researcher gave an explanation text to be discussed

together

e) Create

The students made a conclusion about the topic that been

discussed

c. Post-activity

The researcher closed the learning process by giving a conclusion

3. Post-test

The last step, the researcher gave post-test after giving treatment.

The post-test was a reading test about an explanation text. The researcher

37

used the same test with the test which was in pre-test. The students were

provided 30 minutes to read and answer the questions of the text. The

result of pre-test would be compared with the result of post-test.

F. Technique of Data Analysis

After the data collected, the researcher analyzed the data into several steps.

These steps were as follows:

1. Scoring the students' correct answer pre-test and post-test

(Gay, 2012)

2. To get the mean score, the researcher used formula as follows:

∑

Where:

= Mean Score

∑ = The sum of all scores

= The total number of samples

(Gay, 2012)

3. Finding students‟ improvement with the formula as follows:

38

Where:

% = the students‟ improving

X1 = the mean score pre -test

X2 = the mean score post-test

(Gay,

2012)

4. Classifying the score of the students using the following scale:

Table 3.3. Classifying the score of the students

No Score Classification

1 96 - 100 Excellent

2 86 - 95 Very good

3 76 - 85 Good

4 66 -75 Fairly good

5 56 - 65 Fair

39

6 36 - 55 Poor

7 0 -35 Very poor

(Depdikbud, 2006)

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter consists of findings and discussions. The findings show the

data of students' reading ability obtained from the reading test in pre-test and post-

test. The discussions contain an explanation and description of findings that show

the result analysis of the data.

A. Findings

The findings of this research are based on the results of the data analysis.

The reading test consisted of pre-test and post-test. The pre-test was given to

find out students‟ reading ability in understanding a text before Read, Answer,

40

Discuss, Explain, and Create (RADEC) learning model is implemented. The

post-test was given to find out whether or not Read, Answer, Discuss, Explain,

and Create (RADEC) learning model is effective to improve students‟ reading

ability in understanding the text after giving the treatment.

The result of data findings found that teaching reading ability through

Read, Answer, Discuss, Explain, and Create (RADEC) learning model was

effective to improve students‟ reading ability in terms of interpretive

comprehension at the eleventh grade of SMA Pesantren Putri Yatama Mandiri.

The findings were described as follows:

1. The Students‟ Mean Score in Pre-Test and Post-Test

Table. 4.1. The students‟ mean score of interpretive comprehension in pre-

test and post-test

Number of

Students Goal

The Students’ Mean

Score Improvement

20 Interpretive

comprehension

Pre-Test Post-Test

53.39%

43.55

66.80

Table 4.1. shows the mean score of the students in interpretive

comprehension. The students mean scores in pre-test were 43.55 and the

students mean scores in post-test were 66.80. The improvement of pre-test

and post-test was 53.39%. It can be seen in the chart below.

41

Chart. 4.1. The students‟ mean score of interpretive comprehension in pre-

test and post-test

2. Hypothesis Testing (T-Test of Significance)

To determine the level of significance between two variables (pre-

test and post-test), the researcher used t-test analysis on the level of

significance (p) = 0,05 with defree of freedom (df) = N-1, where N =

number of students (20 students) and the value of t-table is 2.093. The

researcher used SPSS 28.0 to analyze the t-test.

In this research, the null hypothesis (H0) states that Read, Answer,

Discuss, Explain, and Create (RADEC) learning model is not effective to

improve students‟ reading ability. While the alternative hypothesis (H1)

states that Read, Answer, Discuss, Explain, and Create (RADEC) learning

model is effective to improve students‟ reading ability. Hypothesis test can

be done after the normality and correlation test were done.

43.55

[VALUE]0

0

10

20

30

40

50

60

70

80

Pre-test Post-test

42

Table. 4.2. T-test calculation/value

Paired Samples Test

Paired Differences

Mean Std.

Deviation

Std. Error

Mean

95%

Confidence

Interval of

the

Difference

Lower

Pair

1

Pre Test - Post

Test

-

23.250

11.675

2.611

-

28.714

Paired Samples Test

Paired

Differences

t df Significance

95%

Confidence

Interval of

the

Difference

One-

Sided p

Two-

Sided p

Upper

Pair

1

Pre Test -

Post Test

-

17.786

-

8.906

19

<.001

<.001

The results of T-test for students‟ reading ability focus on

interpretive comprehension as follows.

Table. 4.3. The t-test value of students‟ interpretive comprehension

43

Variable T-Test T-Table Comprehension Classification

Interpretive

comprehension

8.906 2.093 T-test > T-table Significantly

differrent

Table. 4.3. Shows that t-test value for students‟ reading ability

focused on interpretive comprehension with the t-test value was 8.906 >

2.093. It proved that the results of the t-test value in all variables and

indicators were higher than t-table value. It means that there was a

significant difference between the results of the pre-test and post-test in

interpretive comprehension. Therefore, the alternative hypothesis (H1) was

accepted and the null hypothesis (H0) was rejected.

3. The Classification of Students Pre-Test and Post-Test Scores

This section described the result of the students‟ reading ability in

terms of interpretive comprehension. The students‟ scores of pre-test and

post-test was classified into some criteria and percentage as follows:

a. Pre-Test Scores

Table 4.4. The students‟ scores of pre-test

No Score Classification Frequency Percentage

1 96-100 Excellent 0 0%

2 86-95 Very Good 0 0%

3 76-85 Good 0 0%

4 66-75 Fairly Good 2 10%

5 56-65 Fair 2 10%

6 36-55 Poor 7 45%

7 0-35 Very Poor 9 35%

44

Total 20 100%

Chart 4.4. The students‟ scores of pre-test

Based on the table 4.4, it shows the students‟ scores in pre-test.

There were 2 (10%) the students who got fairly good, 2 (10%) the

students who got fair, 7 (45%) the students who got poor, and 9 (35%)

the students who got very poor.

From the table above, it can be concluded that the students‟ reading

ability were less.

b. Post-Test Scores

Table 4.5. The students‟ scores of post-test

No Score Classification Frequency Percentage

1 96-100 Excellent 0 0%

2 86-95 Very Good 1 5%

3 76-85 Good 4 20%

4 66-75 Fairly Good 5 25%

5 56-65 Fair 10 50%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Excellent Very Good Good Fairly Good Fair Poor Very Poor

Pre-Test

45

6 36-55 Poor 0 0%

7 0-35 Very Poor 0 0%

Total 20 100%

Chart 4.5. The students‟ scores of post-test

Based on the table 4.5, it shows the students‟ scores in post-test.

There were 1 (5%) the students who got very good, 4 (20%) the

students who got good, 5 (25%) the students who got fairly good, and

10 (50%) the students who got fair.

From the table above, it can be concluded that the students‟ post-

test scores were higher than the students‟ pre-test scores.

Based on the results, it can be concluded that Read, Answer, Discuss,

Explain, and Create (RADEC) learning model was effective to improve

students‟ reading ability in terms of interpretive comprehension.

B. Discussions

0%

10%

20%

30%

40%

50%

60%

Excellent Very Good Good Fairly Good Fair Poor Very Poor

Post-Test

46

From the results of this research, in implementation of Read, Answer,

Discuss, Explain, and Create (RADEC) learning model had improved

students' reading ability based on the presentation of pre-test and post-test for

the eleventh grade of SMA Pesantren Putri Yatama Mandiri.

From the teaching and learning process, where the researcher gave a post-

test to know the effectiveness of Read, Answer, Discuss, Explain, and Create

(RADEC) learning model to improve students' reading ability, the researcher

found that the students understood the texts in terms of interpretive

comprehension more better than before they were given the treatment. It

means that Read, Answer, Discuss, Explain, and Create (RADEC) learning

model was effective to improve students‟ reading ability. Furthermore, the

researcher found that most of students were active in learning process. This is

because there were several stages of learning process that must be followed by

the students in groups and independently.

These findings were supported by some previous researches that used

Read, Answer, Discuss, Explain, and Create (RADEC) learning model in

teaching reading. In previous research, Setiawan, et.al (2019) stated that the

critical multiliteracy model or it is usually known as Read, Answer, Discuss,

Explain, and Create (RADEC) learning model was effective in improving

mastery of the concept of explanation texts. Moreover, this learning model

could motivate students to be more active in learning process, motivate

students to obtain deep understanding, expand students' critical thinking skills,

and increase students‟ literacy. Susanti (2019) also found that Read, Answer,

47

Discuss, Explain, and Create (RADEC) learning model could improve

students' conceptual mastery and reading comprehension at the seventh grade

of SMP Cirebon Selatan. It can be seen from the results of the mean score of

pre-test was 55.42 and post-test was 81.67.

On top of that, Ramadini, et.al (2021) found that Read, Answer, Discuss,

Explain, and Create (RADEC) learning model was effective to increase

students' understanding of explanatory texts and students' ability in writing

explanatory texts at the fifth grade of SDN 06 Payung. It can be seen from the

results of the mean score of pre-test was 47.39 and post-test was 79.78.

Furthermore, Zulfa, et.al (2020) stated that Read, Answer, Discuss, Explain,

and Create (RADEC) learning model was evident to be more effective in

improving students' comprehension of a reading text and material about

dynamic fluid in distance learning than using conventional learning models. It

can be seen from the results of control group pre-test was 58.12 and post-test

was 78.13. While the experimental group pre-test was 76.72 and post-test was

87.19

From other previous research, Fadhil (2018) said that there was an

influence of the application of Read, Answer, Discuss, Explain, and Create

(RADEC) learning model on students' reading comprehension at the fifth

grade of SDN Ballewe. It can be seen from the results of the mean score of

pre-test was 62.5 and post-test was 83.74. It showed that students‟ reading

comprehension was improved after given a treatment by using Read, Answer,

Discuss, Explain, and Create (RADEC) learning model. Moreover students

48

became more active and confident to express their feelings and opinions after

discussing with their friends. Sukmawati, et.al (2020) also stated that Read,

Answer, Discuss, Explain, and Create (RADEC) learning model could

increase students' understanding in reading a material at the fifth grade of SD

Sukaraja. It can be seen from the results of preliminary data that around 40%

students achieved completion and it improved to 90% in the last observation.

Furthermore, this learning model could build students' ability in collaboration.

Rohmawatiningsih, et.al (2021) also stated that there was an improvement

of students' understanding of a reading text and material about electrical

phenomenon through the application of Read, Answer, Discuss, Explain, and

Create (RADEC) learning model. The learning model also made the students

were active in constructing their knowledge. It can be seen from the results of

the mean score of pre-test was 45.54 and post-test was 68.57. In addition,

Hartati, et.al (2021) found that students‟ ability in understanding concepts and

writing explanatory texts had improved after being given a learning through

Read, Answer, Discuss, Explain, and Create (RADEC) learning model.

In another research, Sopandi, et.al (2019) from their socialization,

workshop, and experiment for some teachers in primary and secondary

schools found that Read, Answer, Discuss, Explain, and Create (RADEC)

learning model could develop characters, ability to think critically , solve

problems, collaborate, communicate, and think creatively. Characters that

would be developed based on the implementation of the model, namely

innovative, responsible, honest, discipline, independent, curiosity, studious,

49

self confidence, careful, and brave. The ability to think critically would be

obtained from the first step that is reading activity and looking for information

about materials that will be learnt. In the Read (R) step, students will acquire

lots of knowledge that will be a requirement to build critical thinking. The

ability to solve problems would be gained from the second step, namely

Answer (A) where students will solve problems without help from teachers by

answering pre-teaching questions. The ability to collaborate would be got

from the third step, namely Discuss (D) where students talk about their

answers of pre-teaching questions with their friends in a small group. The

ability to communicate would be obtained from the forth step, namely Explain

(E) where students present the results of their discussion. The ability to think

creatively would be gained from the fifth step, namely Create (C) where

students can make a work based on what they have learnt. Moreover, Pohan,

et.al (2020) stated that Read, Answer, Discuss, Explain, and Create (RADEC)

learning model could help students in understanding a text because they would

be accustomed to read information from various sources related to the

materials before starting the lesson. In addition, the learning model contains

various aspects of 21st century skills, namely train students‟ critical thinking

skills, solving problems, creativity, communication, and collaboration.

Based on the teaching and learning process by using Read, Answer,

Discuss, Explain, and Create (RADEC) learning model, the researcher found

some similarities from all of the researches above. Firstly, the researcher

found that Read, Answer, Discuss, Explain, and Create (RADEC) learning

50

model could improve students‟ understanding in reading a text and materials.

Secondly, it could train the students to develop their characters, namely

responsible and independent. In addition, the students could train to develop

their abilities in critical thinking, problem solving, collaboration, and

communication. However, there were some cases that were not found in this

research. In this research, the researcher did not find that the students were

creative, innovative, honest, confident, and careful. This is because it needs to

be provided another kind of observation to know that the characters and the

abilities were developed. Moreover, this research only focused on the


learning model to know its effectiveness in improving students‟ reading

ability.

From the discussion above, it can be concluded that the implementation of

Read, Answer, Discuss, Explain, and Create (RADEC) learning model was

effective to improve students' reading ability at the eleventh grade of SMA

Pesantren Putri Yatama Mandiri.

51

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

Based on the results of this research at the eleventh grade of SMA

Pesantren Putri Yatama Mandiri, it can be concluded that Read, Answer,

Discuss, Explain, and Create (RADEC) learning model was effective to

improve students‟ reading ability in terms of interpretive comprehension. It

was proved by the mean score of pre-test was 43.55 and post-test was 66.80. It

showed that the results of post-test was higher than the pre-test. In addition,

the t-test value was higher (8.906) than t-table (2.093). It means that there was

a significant difference between the students' reading ability before and after

52

using Read, Answer, Discuss, Explain, and Create (RADEC) learning model.

Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis

(H1) was accepted.

B. Suggestion

Based on the conclusion above, the researcher proposes the following

suggestions:

1. The English teachers should use Read, Answer, Discuss, Explain, and

Create (RADEC) learning model as one of model in teaching and

learning process, especially in teaching reading.

2. The next researcher can conduct similar research to get the better

results or different discussion as an additional reference.

BIBLIOGRAPHY

Aida, S. N., & Widiyati, E. (2020). Extensive Reading to Improve students‟

Writing of Explanation Text. Journal of English Education, Literature,

and Culture, 5(1), 109-117.

Alex-Nmecha, J. C., & Horsfall, M. N. (2019). Reading Culture, Benefits, and the

Role of Libraries in the 21st Century. Library Philosophy and Practice, 1-

11.

Antonini, A., Vignale, F., Gravier, G., & Vial, B. O. (2019). The Model of

Reading: Modelling Principles, Definitions, Schema, Alignments. Open

Research Online, 3-45.

53

Ariyanti, P. (2017). Students' Difficulties in Comphering English Reading Text at

Second Grade Students of SMAN 2 Metro. University of Lampung.

Cresswell, J. W. (2012). Educational Research (4th ed.). United States of

America: Pearson Education.

Dewi, R. S., Fahrurrozi, Hasanah, U., & Wahyudi, A. (2020). Reading Interest

And Reading Comprehension. Talent Development & Excellence, 12(1),

241-250.

Fadhil, K. (2018). Pengaruh Model RADEC Terhadap Membaca Pemahaman

pada Mata Pelajaran Bahasa Indonesia Siswa Kelas IV SD Negeri

Ballewe Kecamatan Balusu Kabupaten Barru. Makassar: Unismuh

Makassar.

Gay, L. R., Mills, G. E., & Airasian, P. (2012). Educational Research. United

States of America: Pearson Education.

Handayani, H., Setiawan, D., & Sopandi, W. (2020). Implementation of Read-

Answer-Disscuss-Explain-and Create Learning Model in Learning

Explanation Text in Elementary School. The 2nd International Conference

on Elementary Education, 2(1), 1612-1619.

Hartati, T., Setiawan, D., & Sopandi, W. (2019). Kemampuan Menulis Teks

Eksplanasi dan Penguasaan Konsep Siswa Sekolah Dasar Melalui

Implementasi Model Pembelajaran RADEC. Premiere Educandum:

Jurnal Pendidikan Dasar dan Pembelajaran, 9(2), 130-140.

54

Hilmawati, S. U. (2021). An Analysis of Students' Writing Ability in Explanation

Text at Senior High School 2 Tambang. Universitas Islam Negeri Sultan

Syarif Kasim Riau.

Ismil, H., Syahruzah, J. K., & Basuki. (2017). Improving the Students‟ Reading

Skill through Translation Method. Journal of English Education, 2, 124-

131.

Kementerian Pendidikan dan Kebudayaan. (2020). Bahasa Inggris Kelas XI.

Jakarta: Kemdikbud Republik Indonesia.

Makhmudov, K. (2021). Effective Methods of Teaching Reading in English

Language Lessons. Scientific Journal Impact Factor, 2(3), 1188-1191.

Maulidya, R. A., Atasyah, N. F., Husna, N., Hidayat, D. N., & Hamid, F. (2021).

The Implementation of Communicative Media for Teaching English as a

Foreign Language (EFL) during Pandemic of Covid-19 in Indonesian

Senior High Schools. Jurnal Ilmiah Kependidikan, 8(1), 79-92.

Mazany, T., Davy, L. E., Bushaw, W., & Stooksberry, L. (2021). Reading

Framework for the 2017 National Assessment of Educational Progress.

Washington: National Assessment Governing Board.

Mustafa, B., Soepandi, P. W., Riyana, C., Irham, M. E., Pratama, Y. A., Setiawan,

D., & Suhendra, I. (2020). Model Pembelajaran Radec Berbasis

Multeliterasi. Bandung: Indonesian Approach Education.

Pohan, A. A., Abidin, Y., & Sastromiharjo, A. (2020). Model Pembelajaran

RADEC dalam Pembelajaran Membaca Pemahaman Siswa. 251-257.

55

Ramadini, R., Murniviyanti, L., & Fakhrudin, A. (2021). Efektivitas Model

Pembelajaran RADEC Terhadap Kemampuan Menulis Teks Eksplanasi

Siswa di SD Negeri 06 Payung. Edumaspul - Jurnal Pendidikan, 5(2), 99-

104.

Rohmawatiningsih, W., Rachman, I., & Yayoi, K. (2021). The Implementation of

RADEC Learning Model in Thematic Learning to Increase the Concept

Understanding of Electrical Phenomenon. Momentum, 5(2), 121-131.

Schleicher, A. (2018). PISA 2018: Insights and Interpretations. Turkey:

Education GPS.

Setiawan, D., Hartati, T., Rahman, & Cahyani, I. (2019). The Effects of Critical

Multiliteracy Learning Models on Mastery of Explanatory Text Concepts.

International Journal of Science and Applied Science, 3, 33-40.

Sheeba, & Ahmad, M. H. (2018). Teaching Reading : Goals and Techniques.

Research Gate, 1-13.

Sopandi, W. (2017). The Quality Improvement of Learning Processes and

Achievements through the Read-Answer-Discuss-Explain-and Create

Learning Model Implementation. ResearchGate, 1-8.

Sopandi, W., Pratama, Y. A., & Handayani, H. (2019). Sosialisasi dan Workshop

Implementasi Model Pembelajaran RADEC Bagi Guru-Guru Pendidikan

Dasar dan Menengah [Dissemination and Implementation Workshop of

RADEC Learning Models for Primary and Secondary Education

Teachers]. Pedagogia: Jurnal Pendidikan, 8(1), 19-34.

56

Sukmawati, D., Sopandi, W., & Sujana, A. (2020). The Application of Read-

Answer-Discuss-Explain-and Create (Radec) Models to Improve Student

Learning Outcomes in Class V Elementary School on Human Respiratory

System. The 2nd International Conference on Elementary Education, 2(1),

1734-1742.

Susanti, N. P. (2019). Penguasaan Konsep dan Keterampilan Membaca

Pemahaman Siswa Melalui Model Pembelajaran Read-Answer-Discuss-

Explain-and-Create (RADEC) Pada Materi Pemanasan Global. The

Education University: Repository, 2-11.

Taylor, S. (2019). Reading for Meaning. Australia and New Zealand: Oxford

University Press.

Wicaksono, H. A., & Pristiwati, R. (2020). Analysis of Learning Implementation

Plan (LIP) of Explanation Text In Class XI Senior High School For

Curriculum 2013. International Journal of Active Learning, 5(1), 37-45.

Witt, D., & Soet, M. (2020, July 13). 5 Effective Modeling Strategies for English

Learners. Retrieved from Edutopia: www.edutopia.org

Zulfa, S. I., Widyaswari, M., & Fitriya, U. A. (2020). The Effectiveness of

RADEC as a Distance Learning. Procedia of Social Sciences and

Humanities, 223-228.

58

APPENDICES

APPENDIX A

THE LIST NAME OF THE STUDENTS

No Name Code

1 Student 1 S-1

2 Student 2 S-2

3 Student 3 S-3

4 Student 4 S-4

5 Student 5 S-5

6 Student 6 S-6

7 Student 7 S-7

8 Student 8 S-8

9 Student 9 S-9

59

10 Student 10 S-10

11 Student 11 S-11

12 Student 12 S-12

13 Student 13 S-13

14 Student 14 S-14

15 Student 15 S-15

16 Student 16 S-16

17 Student 17 S-17

18 Student 18 S-18

19 Student 19 S-19

20 Student 20 S-20

APPENDIX B

STUDENTS' CLASSIFICATION IN PRE-TEST AND POST-TEST

No Students' Code

Pre-

test Classification

Post-

test Classification

1 S-1 46 Poor 80 Good

2 S-2 73 Fairly Good 80 Good

3 S-3 46 Poor 80 Good

4 S-4 26 Very Poor 60 Fair

5 S-5 60 Fair 66 Fairly Good

6 S-6 33 Very Poor 66 Fairly Good


60

8 S-8 46 Poor 60 Fair

9 S-9 33 Very Poor 66 Fairly Good


11 S-11 46 Poor 66 Fairly Good

12 S-12 66 Fairly Good 86 Very Good

13 S-13 46 Poor 60 Fair


15 S-15 53 Fair 60 Fair

16 S-16 40 Poor 80 Good

17 S-17 46 Poor 60 Fair

18 S-18 60 Fair 66 Fairly Good


20 S-20 40 Poor 60 Fair

APPENDIX C

DATA ANALYSIS

Students’ Score in interpretive comprehension in pre-test

Statistics

Pre Test

N Valid 20

Missin

g

0

Mean 43.55

Std. Deviation 13.820

61

Frequency and rate percentage of the students’ interpretive comprehension

in pre-test

Pre Test

Frequenc

y

Percent Valid

Percent

Cumulative

Percent

Valid 26 4 20.0 20.0 20.0

33 3 15.0 15.0 35.0

40 2 10.0 10.0 45.0

46 6 30.0 30.0 75.0

53 1 5.0 5.0 80.0

60 2 10.0 10.0 90.0

66 1 5.0 5.0 95.0

73 1 5.0 5.0 100.0

Total 20 100.0 100.0

Students’ Score in interpretive comprehension in post-test

Statistics

Post Test

N Valid 20

Missin

g

0

Mean 66.80

Std. Deviation 8.977

Variance 80.589

Range 26

Minimum 60

Maximum 86

Variance 190.997

Range 47

Minimum 26

Maximum 73

62

Frequency and rate percentage of the students’ interpretive comprehension

in post - test

T-Test Analysis

Paired Samples Statistics

Mean N Std.

Deviation

Std. Error

Mean

Pair

1

Pre Test

Post

Test

43.55

66.80

20

20

13.820

8.977

3.090

2.007

Paired Samples Correlations

N Correlatio

n

Significance

One-Sided

p

Two-Sided

p

Pair

1

Pre Test & Post

Test

20 .545 .006 .013

Paired Samples Test

Paired Differences

Mean Std.

Deviation

Std. Error

Mean

95%

Confidence

Interval of the

Difference

Post Test

Frequenc

y

Percent Valid

Percent

Cumulative

Percent

Valid 60 10 50.0 50.0 50.0

66 5 25.0 25.0 75.0

80 4 20.0 20.0 95.0

86 1 5.0 5.0 100.0

Total 20 100.0 100.0

63

Lower

Pair

1

Pre Test - Post

Test

-23.250 11.675 2.611 -28.714

Paired Samples Test

Paired

Differences

t df Significance

95%

Confidence

Interval of

the

Difference

One-

Sided p

Two-

Sided p

Upper

Pair

1

Pre Test - Post

Test

-17.786 -8.906 19 <.001 <.001

The Improvement of Students in Interpretive Comprehension

64

APPENDIX D

THE DISTRIBUTION OF T-TABLE

Level of Significant = 0.05

Defree of Freedom (20-1) = 19

T-Table = 2.09302

65

Df

Level of Significance for Two-Tailed Test

0.5 0.2 0.1 0.05 0.02 0.01

Level of Significance for One-Tailed Test

0.25 0.1 0 0.025 0.01 0.005

1 1 3.07768 6.31375 12.7062 31.8205 63.6567

2 0.8165 1.88562 2.91999 4.30265 6.96456 9.92484

3 0.76489 1.63774 2.35336 3.18245 4.5407 5.84091

4 0.7407 1.53321 2.13185 2.77645 3.74695 4.60409

5 0.72669 1.47588 2.01505 2.57058 3.36493 4.03214

6 0.71756 1.43976 1.94318 2.44691 3.14267 3.70743

7 0.71114 1.41492 1.89458 2.36462 2.99795 3.49948

8 0.70639 1.39682 1.85955 2.306 2.89646 3.35539

9 0.70272 1.38303 1.83311 2.26216 2.82144 3.24984

10 0.69981 1.37218 1.81246 2.22814 2.76377 3.16927

11 0.69745 1.36343 1.79588 2.20099 2.71808 3.10581

12 0.69548 1.35622 1.78229 2.17881 2.681 3.05454

13 0.69383 1.35017 1.77093 2.16037 2.65031 3.01228

14 0.69242 1.34503 1.76131 2.14479 2.62449 2.97684

15 0.6912 1.34061 1.75305 2.13145 2.60248 2.94671

16 0.69013 1.33676 1.74588 2.11991 2.58349 2.92078

17 0.6892 1.33338 1.73961 2.10982 2.56693 2.89823

18 0.68836 1.33039 1.73406 2.10092 2.55238 2.87844

19 0.68762 1.32773 1.72913 2.09302 2.53948 2.86093

20 0.68695 1.32534 1.72472 2.08596 2.52798 2.84534

21 0.68635 1.32319 1.72074 2.07961 2.51765 2.83136

22 0.68581 1.32124 1.71714 2.07387 2.50832 2.81876

23 0.68531 1.31946 1.71387 2.06866 2.49987 2.80734

24 0.68485 1.31784 1.71088 2.0639 2.49216 2.79694

APPENDIX E

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Sekolah : SMA Pesantren Putri Yatama Mandiri

Mata Pelajaran : Bahasa Inggris

66

Kelas/Semester : XI/Genap

Materi Pokok : Explanation Text

Alokasi Waktu : 4 x 120 menit

A. Kompetensi Inti

1. Menghayati dan mengamalkan ajaran agama yang dianutnya.

2. Menghayati dan mengamalkan perilaku jujur, disiplin, santun, peduli,

(gotong royong, kerjasama, toleran, damai), bertanggung jawab, responsif,

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.

3. Memahami, menerapkan, dan menganalisis pengetahuan faktual,

konseptual, prosedural, 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

prosedural pada bidang kajian yang spesifik sesuai dengan bakat dan

minatnya untuk memecahkan masalah.

4. Mengolah, menalar, dan menyaji dalam ranah konkret dan ranah abstrak

terkait dengan pengembangan dari yang dipelajarinya di sekolah secara

mandiri, bertindak secara efektif dan kreatif, serta mampu menggunakan

metode sesuai kaidah keilmuan.

67

B. Kompetensi Dasar dan Indikator Pencapaian Kompetensi

Kompetensi Dasar Indikator

3.8 Membedakan fungsi sosial,

struktur teks, dan unsur kebahasaan

beberapa teks explanation lisan dan

tulis dengan memberi dan meminta

informasi terkait gejala alam atau

sosial tercakup dalam mata pelajaran

lain di kelas XI, sesuai dengan

konteks penggunaannya.

3.8.1 Mengindentifikasi persamaan

dan perbedaan fungsi sosial, struktur

teks dan unsur kebahasaan teks

explanation

3.8.2 Mengidentifikasi bagian-bagian

struktur teks explanation

3.8.3 Memahami struktur teks

explanation dalam memberi dan

meminta informasi terkait gejala alam

atau sosial yang tercakup dalam mata

pelajaran lain di kelas XI

3.8.4 Memahami unsur kebahasaan

dari teks explanation dalam memberi

dan meminta informasi terkait gejala

alam atau sosial yang tercakup dalam

mata pelajaran lain di kelas XI

4.8 Menangkap makna secara

kontekstual terkait fungsi sosial,

struktur teks, dan unsur kebahasaan

teks explanation lisan dan tulis,

4.8.1 Membuat teks-teks tentang

fenomena alam pendek dan sederhana

4.8.2 Membuat teks-teks tentang

fenomena sosial pendek dan

68

terkait gejala alam atau sosial yang

tercakup dalam mata pelajaran lain di

kelas XI.

sederhana

4.8.3 Menampilkan dan

mempresentasikan teksnya kepada

teman yang datang membaca

C. Tujuan Pembelajaran

1. Siswa dapat memahami isi bacaan teks explanation pendek dan sederhana.

2. Siswa dapat menjawab pertanyaan tentang teks explanation pendek dan

sederhana.

D. Materi Pembelajaran

1. Fungsi Sosial

- Menjelaskan dan memberi gambaran terjadinya suatu fenomena

2. Struktur teks

- Orientation: Pernyataan umum tentang sebuah topic

- Explanation sequence: Penjabaran dan penjelasan topic

- Concluding statement: Penutup dan penambahan beberapa informasi

yang berkaitan

3. Unsur Kebahasaan

- Penggunaan simple present tense dan passive voice

- Conjunctions of time (first, then, following, etc) and cause (since,

so, if, etc)

- Noun groups and complex ssentences

E. Metode dan Model Pembelajaran

69

1. Metode : Scientific learning method

2. Model : Read, Answer, Discuss, Explain, and Create (RADEC)

Learning Model

F. Media, Alat/Bahan, dan Sumber Belajar

1. Media : Worksheet/lembar kerja siswa dan teks

explanation

2. Alat/bahan : Spidol dan papan tulis.

3. Sumber belajar : Buku Bahasa Inggris Kelas XI Kurikulum 2013

dan sumber lain yang relevan

G. Kegiatan Pembelajaran

Pertemuan 1

Pre-Activity (15 menit)

- Guru menyiapkan siswa untuk mengikuti proses pembelajaran,

seperti berdoa, absensi, dan menyiapkan buku mata pelajaran.

- Guru memotivasi siswa dengan cara melakukan Ice Breaking untuk

menyemangati kelas.

- Guru menjelaskan tujuan pembelajaran dan kegiatan yang akan

siswa lakukan untuk mencapai tujuan tersebut.

Main Activity (90 menit)

1. Read

- Siswa membaca explanation text tentang tsunami dari berbagai

sumber secara mandiri di rumah atau di luar jam pelajaran.

70

2. Answer

- Siswa menjawab pertanyaan pra-pembelajaran pada worksheet.

3. Discuss

- Guru membagi siswa ke dalam beberapa kelompok kecil.

- Siswa mendiskusikan pertanyaan pra-pembelaran dengan teman

kelompoknya masing-masing selama 15 menit.

4. Explain

- Setiap kelompok memilih salah satu anggota kelompoknya untuk

mempresentasikan topik yang telah didiskusikan.

- Guru meminta siswa dari kelompok lain untuk mengajukan

pertanyaan, dan memberikan saran atau pendapat.

- Guru memberikan penjelasan tentang materi yang telah

didiskusikan.

5. Create

- Siswa membuat kesimpulan tentang topik yang telah

didiskusikan.

Post-Activity (15 menit)

- Guru menutup pembelajaran dengan menyimpulkan materi

pembelajaran

Pertemuan 2

Pre-Activity (15 menit)

- Guru menyiapkan siswa untuk mengikuti proses pembelajaran,

71

seperti berdoa, absensi, dan menyiapkan buku mata pelajaran.

- Guru memotivasi siswa dengan cara melakukan Ice Breaking untuk

menyemangati kelas.

- Guru menjelaskan tujuan pembelajaran dan kegiatan yang akan

siswa lakukan untuk mencapai tujuan tersebut.

Main Activity (90 menit)

1. Read

- Siswa membaca explanation text tentang hujan dari berbagai

sumber secara mandiri di rumah atau di luar jam pelajaran.

2. Answer

- Siswa menjawab pertanyaan pra-pembelajaran pada worksheet.

3. Discuss

- Guru membagi siswa ke dalam beberapa kelompok kecil.

- Siswa mendiskusikan pertanyaan pra-pembelaran dengan teman

kelompoknya masing-masing selama 15 menit.

4. Explain

- Setiap kelompok memilih salah satu anggota kelompoknya untuk

mempresentasikan topik yang telah didiskusikan.

- Guru meminta siswa dari kelompok lain untuk mengajukan

pertanyaan, dan memberikan saran atau pendapat.

- Guru memberikan penjelasan tentang materi yang telah

didiskusikan.

5. Create

72

- Siswa membuat kesimpulan tentang topik yang telah

didiskusikan.

Post-Activity (15 menit)

- Guru menutup pembelajaran dengan menyimpulkan materi

pembelajaran

H. Penilaian

1. Teknik : Pre-test dan post-test

2. Bentuk : Worksheet

3. Instrumen : Pilihan Ganda

4. Pedoman penilaian : Scoring the students' correct answer pre-test and

post-test

Students‟ score =

x 100

73

Pallangga, Januari 2022

Peneliti

Anita

APPENDIX F

PRE-TEST/POST-TEST

Name :

Class :

Number :

74

Read the following text carefully and answer questions 1 to 3!

Tsunami

Tsunami occurs when major fault under the ocean floor suddenly slips.

The displaced rock pushes water above it like a giant paddle, producing powerful

water waves at the ocean surface. The ocean waves spread out from the vicinity of

the earthquake source and move across the ocean until they reach the coastline,

where their height increases as they reach the continental shelf, the part of the

earth crust that slopes, or rises, from the ocean floor up to the land.

Tsunami washes ashore with often disastrous effects such as severe

flooding, loss of lives do to drowning and damage to property. Tsunami is a very

large sea wave that is generated by a disturbance along the ocean floor. This

disturbance can be an earthquake, a landslide, or a volcanic eruption. Tsunami is

undetectable far out in the ocean, but once it reaches shallow water, this fast

travelling wave grows very large.

1. What is the text about?

a. The kinds of tsunami

b. The causes of tsunami

c. The advantages of tsunami

d. The signs of tsunami

2. From the text above, the impacts of tsunami, EXCEPT...

a. Damage to property

b. Severe flooding

75

c. Cause serious injuries

d. Loss of lives

3. Tsunami happens because...

a. Major fault under the ocean floor suddenly slips

b. Severe flooding produces powerful water waves

c. People litter in the sea

d. The part of the earth crust explodes


How Does Rain Happen

We all know that rain is primary source of fresh water for most areas of

the world, providing suitable condition for diverse ecosystems. Rain is water that

descends from the sky through several processes until the rain occurs. Do you

know how does rain happen?

The phenomenon of rain is actually a water circle. The concept of water

circle includes the sun heating the earths' water surface and causing the water

surface to evaporate. Earth's water includes water from lake, river, and ocean.

Then the water vapor experiences condensation and becomes condensed vapor.

Condensed vapor is formed from droplets so that when the air temperature is

higher, it makes the droplets gather, condensed and formed into clouds. The

presence of winds helps clouds move and gather in other places that have lower

temperatures. At that time, the droplets become heavier and unstoppable and

cause the droplets to fall so that there is rain.

76

If the droplets drop in an area with very cold temperatures, the droplets

will drop as snow. However, not all rain reaches the surface. Some evaporates

while falling through dry air. This is called Virga, a phenomenon which is often

seen in hot, dry desert regions.

4. What does the text mostly talk about?

a. Types of rain

b. The process of rain

c. The origin of Virga

d. The water vapor

5. The concept of water circle is...

a. The sun is heating the earths‟ water surface – the water is evaporating –

condensation –cloud – condensed vapor – rain

b. The sun is heating the earths‟ water surface – the water is evaporating –

condensation – condensed vapor – cloud – rain

c. The sun is heating the earths‟ water surface – condensation – the water is

evaporating –condensed vapor – cloud – rain

d. The sun is heating the earths‟ water surface – the water is evaporating –

condensed vapor – condensation – cloud – rain

6. When rain does not reach the surface, it is called..

a. Snow

b. Droplet

c. Aurora

d. Virga

77

7. “Condensed vapor is formed from droplets...” What is the synonym of the

underlined word?

a. Water vapor

b. Sunny

c. Dew

d. Sprinkle


Butterfly

To grow into an adult, butterflies go through 4 stages: egg, larva, pupa,

and adult. Depending on the type of butterfly, the life cycle of a butterfly may take

anywhere from one month to a while year.

A butterfly starts life as a very small, round, oval, or cylindrical egg. The

egg hatches and the young one called larvae or caterpillar comes out of the egg.

The caterpillar first feeds on the egg shell from which it is born. It then starts

feeding on the leaves and starts to grow. Its exoskeleton (skin) does not stretch or

grow, so it grows by “molting” (shedding the outgrown skin) several times while

it grows. As soon as a caterpillar is done growing and it has reached its full

length/weight, it forms itself into a pupa, also known as a chrysalis. The pupa

remains motionless in the chrysalis. In the chrysalis, the pupa undergoes a series

of changes. After about 15 days, a beautiful adult butterfly emerges out of the

chrysalis. When the butterfly comes out, its wings are small and wet, then the

78

butterfly pumps fluids into them to make them strong and to expand. After a few

hours, the wings become strong enough and the butterfly is able to fly.

8. What is the text about?

a. The metamorphosis of butterfly

b. The shapes of butterfly

c. The habitat of butterfly

d. The beauty of butterfly

9. The stages of butterfly to be an adult is...

a. Egg, pupa, larva, and adult

b. Egg, caterpillar, chrysalis, and adult

c. Egg chrysalis, pupa, and adult

d. Egg, larva, caterpillar, and adult

10. How long a pupa becomes a butterfly?

a. After one month

b. After a few hours

c. After 15 weeks

d. After 15 days

11. Why butterflies pumps fluids into their wings?

a. To become small and wet

b. To become strong and health

c. To become wet and strong

d. To become strong and to expand


79

Photosynthesis

What is photosynthesis? Photosynthesis is a food-making process that

occurs in plants. It is the chief function of leaves. The word photosynthesis means

putting together with light. Green plants use energy from light to combine carbon

dioxide and water to make sugar and other chemical compounds. How is the light

used in photosynthesis?

The light used in photosynthesis is absorbed by a green pigment called

chlorophyll. Each food-making cell in a plant leaf contains chlorophyll in small

bodies called chloroplasts. In chloroplast, light energy causes water drawn from

the soil to split into hydrogen and oxygen.

What are steps of photosynthesis process? Let me tell you the process of

photosynthesis, in a series of complicated steps, the hydrogen combines with

carbon dioxide from the air, forming a simple sugar. Oxygen from the water

molecules is given off in the process. From sugar together with nitrogen, sulphur,

and phosphorus from the soil-green plants can make starch, fat, protein, vitamins,

and other complex compounds essential for life. Photosynthesis provides the

chemical energy that is needed to produce these compounds.

12. What is the meaning of photosynthesis?

a. Photosynthesis is a food-making process in stems

b. Photosynthesis is a food-making process in leaves

c. Photosynthesis is a food-making process in roots

d. Photosynthesis is a food-making process in fruits

80

13. What step after the hydrogen combines with carbon dioxide from the air?

a. Photosynthesis provides the chemical energy that is needed to produce

these compounds

b. Water drown from the soil to split into hydrogen and oxygen

c. Food-making process that occurs in green plants

d. Oxygen from the water molecules is given off in the process

14. What are photosynthesis need?

a. Water, light, oxygen, worm

b. Soil, chlorophyll, sun, human

c. Light, carbon dioxide, humus

d. Bug, air, oxygen, food

15. What are the product of photosynthesis?

a. Sugar and food

b. Food and Oxygen

c. Root and sugar

d. Food and carbon dioxide

APPENDIX G

PRE-TEACHING QUESTIONS

Name :

Class :

Topic : Tsunami (1st Meeting)

1. What do you know about tsunami?

81

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

2. Based on Richter scale, at what scale does tsunami occur?

…………………………………………………………………………………..

…………………………………………………………………………………..

3. Mention some impacts of tsunami!

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

4. How does tsunami occur?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

5. What is your opinion about the picture below?

…………………………………………………………………………………

…………………………………………………………………………………


Name :

Class :

Topic : Rain (2nd

Meeting)

1. What do you know about rain?

82

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

2. Explain why rain can happen!

…………………………………………………………………………………..

…………………………………………………………………………………..

3. How does rain happen?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

4. What is the difference between virga and snow?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

5. What is your opinion about rain after looking at the picture below?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..


Name :

Class :

Topic : Butterfly (3rd

Meeting)

83

1. What do you know about the metamorphosis of butterfly?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

2. Why are butterflies considered to do metamorphosis?

…………………………………………………………………………………..

…………………………………………………………………………………..

3. Explain the stages of butterfly metamorphosis briefly!

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

4. Why butterflies pump fluids into their wings?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

5. Look at the following picture! Give a name to each number listed in the

picture!

…………………………………………………………………………………..

…………………………………………………………………………………..


Name :

Class :

84

Topic : Photosynthesis (4th

Meeting)

1. What do you know about photosynthesis?

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

2. Explain why plants do photosynthesis!

…………………………………………………………………………………..

…………………………………………………………………………………..

3. What are photosynthesis need?

…………………………………………………………………………………..

…………………………………………………………………………………..

4. Explain the process of photosynthesis!

…………………………………………………………………………………..

…………………………………………………………………………………..

…………………………………………………………………………………..

5. Look at the picture below! Give a name to each number listed in the picture

based on the name provided!

…………………………………………………………………………………..

…………………………………………………………………………………..

APPENDIX H

WATER

SUNLIGHT

CARBON DIOXIDE

OXYGEN

85

ANSWER KEY

PRE-TEST/POST-TEST

1. B

2. C

3. A

4. B

5. B

6. D

7. C

8. A

9. B

10. D

11. D

12. B

13. D

14. C

15. B


1st Meeting

1. Students' opinion about tsunami.

2. Tsunami usually happens if the size of the earthquake exceed until 7

on Richter scale.

86

3. Some impacts of tsunami, namely: Many casualties are hit by sluggish

water flow and material that carried away by the tsunami, severe

flooding, loss of lives, damage to properties, buildings, and herbs,; and

pollution to agricultural land and water.

4. Tsunami occurs when major fault under the ocean floor suddenly slips.

The displaced rock pushes water above it like a giant paddle,

producing powerful water waves at the ocean surface. The ocean

waves spread out from the vicinity of the earthquake source and move

across the ocean until they reach the coastline, where their height

increases as they reach the continental shelf, the part of the earth crust

that slopes, or rises, from the ocean floor up to the land.

5. Students‟ opinion about the picture provided.

2nd

Meeting

1. Students' opinion about rain.

2. Rain happens because it is the nature phenomenon that form cycle

rotation of the water on earth.

3. Rain happens when the heat of the sun which makes the water surface

from the sea, river, and lake evaporate to the air. The high temperature

because of the sun heat caused the water vapor having a condensation

and turns into liquid droplets. The liquid droplets getting heavy by the

high temperature and it changed into clouds. With the help from the

wind, the clouds can move to other places. The wind makes the size of

the cloud increase and every cloud will overlap. Then it will reach the

87

atmosphere which has a lower temperature. In this temperature, the

particles of water is formed. Finally, when the wind cannot resist the

weight of the cloud, the cloud which is filled with water will through a

process called precipitation. In this last process, rain falls down to the

earth.

4. The difference between virga and snow, namely virga is a phenomenon

where rain does not reach the earth surface, but it evaporates while

falling through dry air. It is often seen in hot or dry desert regions.

Whereas snow will happen if the rain drops in an area with very cold

temperatures.


3rd

Meeting

1. Students‟ opinion about butterfly.

2. Butterflies are considered to do metamorphosis because butterflies

undergo a developmental process that involves changes of appearance

and structure after birth or hatching.

3. The stages of butterfly metamorphosis:

a. Butterflies starting from an egg.

b. The egg hatches in 3-5 days and the young one called larvae or

caterpillar comes out of the egg.

c. As soon as a caterpillar is done growing and it has reached its full

length/weight, it forms itself into a pupa, also known as a chrysalis.

88

d. After about 15 days, a beautiful adult butterfly emerges out of the

chrysalis.

4. Butterflies pump fluids into their wings because their wings are still

weak and wet after them out of the pupa. The fluids will make them

strong and to expand.


4th

Meeting

1. Students‟ opinion about photosynthesis.

2. Plants do photosynthesis to produce food as an energy source.

3. Light, carbon dioxide, humus, and water.

4. The process of photosynthesis, namely: The hydrogen combines with

carbon dioxide from the air, forming a simple sugar. Oxygen from the

water molecules is given off in the process. From sugar together with

nitrogen, sulphur, and phosphorus from the soil-green plants can make

starch, fat, protein, vitamins, and other complex compounds essential

for life. Water and carbon dioxide which have absorbed will do the

photosynthesis in the leaf. During the photosynthesis, they are helped

by sun light which find in the green pigment. Then the sun light will

break water molecule into oxygen and hydrogen. In one side the

oxygen will release to the external air and at the other side the oxygen

is used by plant to breath. Whereas the hydrogen mix with the carbon

dioxide and form glucose which distributed by vascular phloem into

the all body of plant.

89


APPENDIX I

DOCUMENTATION

90

A. Pre-Test

The researcher gave pre-test in class

B. Treatment

The students discussed with their groups

91

The students presented their results of their discussion

C. Post-Test

The researcher gave post-test in class

92

D. Students of Class XI.A Regular

The researcher and the students took a picture together

APPENDIX J

93

RESEARCH PERMIT (LP3M UNISMUH MAKASSAR)

RESEARCH PERMIT (UPT P2T BKPMD PROV SUL-SEL)

94

APPENDIX K

95

SURAT KETERANGAN SELESAI MENELITI

APPENDIX L

96

RESEARCH CONTROL CARD

98

APPENDIX M

DAFTAR HADIR SISWA

99

APPENDIX N

SURAT KETERANGAN BEBAS PLAGIAT

110

CURRICULUM VITAE

ANITA was born in Hulo, Bone Regency, South Sulawesi,

October 30th

, 1999. She is the fourth child of Nahi and the late

Indo Ufe. She started her education in Elementary School at

SD Inpres 6/75 Hulo in 2006 and graduated in 2011. After

finishing her study in Elementary School, she continued her

study in Junior High School at SMP Negeri 1 Kahu in 2011 and graduated in

2014. Then she continued her study in SMA Negeri 1 Kahu in 2014 and graduated

in 2017. In the same year, she continued her study at English Education

Department in Muhammadiyah University of Makassar.

At the end of her study, she could finish her thesis entitle “The Implementation

of Read, Answer, Discuss, Explain, and Create (RADEC) Learning Model to

Improve Students’ Reading Ability at the Eleventh Grade of SMA Pesantren

Putri Yatama Mandiri”

the implementation of read, answer, discuss, explain

Documents