the effectiveness of pre-reading activities...
TRANSCRIPT
THE EFFECTIVENESS OF PRE-READING ACTIVITIES
(QUESTIONING AND VIEWING PICTURES)
IN STUDENTS’ COMPREHENSION
IN READING RECOUNT TEXT
(A Quasi Experimental Study at Senior High School in the First
Year Students of SMA Darussalam Ciputat in the Academic Year of
2013/2014)
LIA MARETNOWATI
NIM. 109014000204
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
ii
THE EFFECTIVENESS OF PRE-READING ACTIVITIES
(QUESTIONING AND VIEWING PICTURES) IN STUDENTS’
COMPREHENSION IN READING RECOUNT TEXT
(A Quasi Experimental Study at Senior High School in the First Year
Students of SMA Darussalam Ciputat in the Academic Year of
2013/2014)
“Skripsi”
Presented to the Faculty of Tarbiyah and Teachers‟ Training
In Partial Fulfillment of the Requirements
for the Degree of S.Pd (Bachelor of Arts) In English Language Education
Compiled by:
Lia Maretnowati
109014000204
Approved by:
Advisor I Advisor II
Nida Husna, M.Pd, MA TESOL Dadan Nugraha, M.Pd NIP. 19720705 200312 2 002
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF TARBIYAH AND TEACHERS’ TRAINING
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2014
iii
iv
SURAT PERNYATAAN KARYA ILMIAH
Yang bertanda tangan di bawah ini:
Nama : Lia Maretnowati
NIM : 109014000204
Jurusan : Pendidikan Bahasa Inggris
Alamat : Jalan Belimbing Rt. 03, Rw. 05, Kelurahan Procot, Kecamatan
Slawi, Kabupaten Tegal, Jawa Tengah, 52412.
MENYATAKAN DENGAN SESUNGGUHNYA
Bahwa skripsi yang berjudul The Effectiveness of Pre-Reading
Activities (Questioning and Viewing Pictures) in Students’ Comprehension in
Reading Recount Text adalah benar hasil karya sendiri di bawah bimbingan
dosen:
1. Nama Pembimbing I : Nida Husna, M.Pd, MA TESOL
NIP : 19720705 200312 2 002
Jurusan/Program Studi : Pendidikan Bahasa Inggris
2. Nama Pembimbing II : Dadan Nugraha, M.Pd
NIP : -
Jurusan/Program Studi : Pendidikan Bahasa Inggris
Demikian surat pernyataan ini saya buat dengan sesungguhnya dan saya siap
menerima segala konsekuensi apabila terbukti bahwa skripsi ini bukan hasil karya
sendiri.
Jakarta, 26 Juni 2014
Lia Maretnowati
109014000204
v
ACKNOWLEDGEMENT
In the name of Allah, the Beneficent and Merciful
All praises be to Allah, Lord of the world, for the health and the strength
that Allah has given to the writer in writing this „skripsi‟. Peace and salutation be
upon the prophet Muhammad, his family, his companions as well as his followers.
Firstly, the writer also would thank to her beloved parents, Tarisno and
Wasripah who always never stop teaching their precious meaning of life, giving
their knowledge, giving their time and who always pray her every time; her sister
and brother, Dian Retno Nurbaeti and Muhammad Rizki Nugroho, who always
give support and motivation to her.
Secondly, the writer would like to address her thank and great gratitude to
Nida Husna, M.Pd, MA TESOL and Dadan Nugraha, M.Pd as the writer‟s
advisors, who give consultation with full of patience, help and guidance as
valuable advice during developing this “Skripsi” and completing her work, may
Allah SWT respond to their kindness much better.
Thirdly, the writer thought that she would never finish this skripsi fluently
without their supports and their helps. Her gratitude also goes to:
1. All lecturers of English Education Department for teaching precious
knowledge, sharing philosophy of life and giving wonderful experiences.
2. Drs. Syauki, M.Pd, the Head of English Education Department.
3. Zaharil Anasy, M.Hum, as the Secretary of English Education Department.
4. Nurlena Rifa‟i, M.A., Ph. D, the Dean of Faculty of Tarbiyah and Teachers
Training.
5. Marul Wa‟id, S.Ag, the Headmaster of SMA Darussalam Ciputat for giving
permission to the writer to do observation and conduct the research.
6. Firman Hardiansyah, S.Pd as the English teacher at SMA Darussalam Ciputat,
for all sincere help, time, and guidance.
7. The students of first grade of SMA Darussalam especially X2 and X3, for being
participants in this research.
8. All of her best friends in English Education Department 2009 academic year
especially E class, she thanks them being her best friends.
vi
9. All of her friends in IMT (Ikatan Mahasiswa Tegal) Ciputat.
Finally, the writer admits that her writing is still far from being perfect.
Therefore she hopes some suggestions and criticism from the reader for this paper.
Hopefully this „skripsi‟ will have some values for her and the reader.
Tangerang, January 7th
2014
The Writer
vii
ABSTRACT
LIA MARETNOWATI, 2013, The Effectiveness of Pre-Reading Activities
(Questioning and Viewing Pictures) in Students’
Comprehension in Reading Recount Text, (A Quasi
Experimental Study at Senior High School in the First
Year Students of SMA Darussalam Ciputat. Skripsi of
English Education Department at Faculty of Tarbiyah
and Teachers‟ Training of Syarif Hidayatullah State
Islamic University.
Key words : Pre-Reading Activity, Reading Comprehension,
Recount Text
The students‟ problem in comprehending reading text is caused by lack of
knowledge of the text. It was because they do not have background knowledge
about the text. Thus, the teachers do not attract the students to read. To attract the
students‟ interest in reading, the writer applied pre-reading activities in teaching
reading skill. The purpose of this study is to know whether the use pre-reading
activities can enhance students‟ achievement in reading skill of recount text at the
first grade of SMA Darussalam Ciputat. The technique is intended for the English
teacher to create a better technique in teaching reading. By purposive sampling,
the writer took the samples. The sample of this study is 40 students taken from
first grade of SMA Darussalam Ciputat, which are 20 students as experimental
class and 20 students as controlled class. The method used in this study was a
quantitative method and the design used in this study was a quasi-experimental
design. In collecting the data, the writer conducted pre-test and post-test by
serving reading comprehension test which consists 20 multiple choice items for
each test. In analyzing the data, the writer used t-test. The result of this study
shows that there is significant difference on students‟ comprehension in recount
text with pre-reading activity. In the table of significance, it can be seen that on
the df = 38 and in the degree of significance 5% and 1% the value of degree of
significance is 2.02 and 2.71. By comparing the value to is bigger than tt, that is
2.02<5.05>2.71, the alternative hypothesis (Ha) is accepted and null hypothesis
(Ho) is rejected. Therefore, it can be interpreted that teaching reading through pre-
reading activity can enhance the students‟ comprehension. The conclusion of this
research is there is significant difference in students‟ comprehension in reading
recount text with pre-reading activity. It is proved that students who are given pre-
reading activity have higher score than the students who are not given pre-reading
activity treatment.
viii
ABSTRAK
LIA MARETNOWATI, 2013, The Effectiveness of Pre-Reading Activities
(Questioning and Viewing Pictures) in Students’
Comprehension in Reading Recount Text, (A Quasi
Experimental Study at Senior High School in the First
Year Students of SMA Darussalam Ciputat. Skripsi
Jurusan Pendidikan Bahasa Inggris di Fakultas Ilmu
Tarbiyah dan Keguruan Universitas Islam Negeri Syarif
Hidayatullah Jakarta.
Kata Kunci : Pre-Reading Activity, Reading Comprehension,
Recount Text
Permasalahan siswa dalam memahami teks bacaan adalah dikarenakan
kurangnya pengetahuan akan teks yang dibaca. Hal ini dikarenakan siswa tidak
mempunyai pengetahuan dasar akan teks yang dibaca. Terlebih lagi, guru tidak
menarik minta siswa untuk membaca. Untuk menarik minat siswa dalam
membaca, penulis mengaplikasikan aktivitas pre-reading dalam pengajaran
kompetensi membaca. Penelitian ini bertujuan untuk mengetahui apakah aktifitas
pre-reading efektif dalam pengajaran keterampilan membaca teks recount di kelas
satu SMA Darussalam Ciputat. Teknik ini ditujukan kepada guru bahasa inggris
supaya dapat mendesain teknik yang lebih baik dalam pengajaran membaca.
Sampel yang digunakan dari penelitian ini adalah 40 siswa yang diambil dari
kelas satu SMA Darussalam Ciputat, 20 siswa merupakan kelas eksperimen dan
20 siswa sebagai kelas control. Metode yang digunakan dalam penelitian ini
adalah kuantitatif dan desainnya menggunakan eksperimen semu (quasi-
eksperimental study). Dalam pengumpulan data penulis menggunakan post-test
dengan menyajikan tes kemampuan membaca berupa 20 soal pilihan ganda.
Dalam menganalisis data, penulis menggunakan t-test. Hasil dari penelitian ini
menunjukkan bahwa adanya perbedaan yang signifikan dalam pemahaman siswa
dalam membaca teks recount dengan menggunakan aktifitas pre-reading. Dalam
tabel signifikansi, dapat dilihat bahwa df= 38 dimana derajat signifikansi 5% dan
1% adalah 2.02 dan 2.71. Dengan membandingkan, nilai to lebih besar dari tt yaitu
2.02<5.05>2.71, hipotesis alternatif (Ha) diterima dan hipotesis nihil ditolak. Oleh
Karena itu, dapat disimpulkan bahwa mengajar membaca melalui aktifitas pre-
dapat meningkatkan pemahaman siswa akan teks yang dibaca. Kesimpulan dari
penelitian ini yaitu terdapat perbedaan yang signifikan dalam kemampuan siswa
dalam membaca teks recount dengan aktifitas pre-reading. Dapat diartikan bahwa
siswa yang diberikan aktititas pre-reading mempunyai skor lebih tinggi daripada
siswa yang tidak diberikan perlakuan aktifitas pre-reading.
ix
TABLE OF CONTENTS
Cover ........................................................................................................................ i
Approval .................................................................................................................. ii
Endorsement Sheet ................................................................................................. iii
Surat Pernyataan Karya Ilmiah .............................................................................. iv
Acknowledgement ................................................................................................. v
Abstract ................................................................................................................. vii
Table of Contents ................................................................................................... ix
List of Appendices ................................................................................................. xi
CHAPTER I INTRODUCTION
A. Background of the Study .............................................................................. 1
B. Problem Identification ................................................................................. 4
C. Limitation of the Study ................................................................................ 4
D. Formulation of the Study .............................................................................. 4
E. Objective of the Study ................................................................................. 4
F. Significance of the Study ............................................................................. 5
CHAPTER II THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading .............................................................................. 6
2. Reading Comprehension.......................................................................... 8
3. Types of Reading Text ........................................................................... 9
B. Recount Texts
1. The Definition of Recount Texts .......................................................... 11
2. Kinds of Recount Text ........................................................................... 12
3. Linguistic Features of Recount Text .................................................... 13
4. Schematic Structures of Recount Text .................................................. 14
5. Recount Text in KTSP ............................................................................ 15
C. Pre-Reading Activity
1. Definition of Pre-Reading Activity ......................................................... 16
x
2. Goals of Pre-Reading Activity ............................................................... 17
3. Kinds of Pre-Reading Activities ............................................................ 18
4. The Steps of Pre-Reading Activity ........................................................ 20
D. Previous Study ............................................................................................ 22
E. Conceptual Framework .............................................................................. 24
CHAPTER III RESEACRH METHODOLOGY
A. Place and Time of the Research ................................................................. 27
B. Subject of the Research .............................................................................. 27
C. Object of the Research .............................................................................. 27
D. Research Method and Design ..................................................................... 27
E. Population and Sample of the Research ..................................................... 28
F. The Implementation ................................................................................... 28
G. Instrument of the Research ......................................................................... 29
H. Technique in Collecting Data ..................................................................... 30
I. Technique on Analyzing Data .................................................................... 30
J. Statistic Hypothesis ................................................................................... 31
CHAPTER IV RESEARCH FINDINGS
A. Data Description ........................................................................................ 33
B. Data Analysis ............................................................................................. 35
C. Test of Hypothesis ...................................................................................... 39
D. Data Interpretation .................................................................................... 40
CHAPTER V CONCLUSION
A. Conclusion .................................................................................................. 43
B. Suggestion .......................................................................................................... 43
REFERENCES ..................................................................................................... 45
APPENDICES ...................................................................................................... 48
xi
LIST OF APPENDICES
Appendix 1. Syllabus ............................................................................................. 48
Appendix 2. Kisi-Kisi Soal .................................................................................... 49
Appendix 3. Pre-Test ............................................................................................. 50
Appendix 4. The Answer Key of Pre-Test ............................................................. 59
Appendix 5. Score of Pre-Test .............................................................................. 60
Appendix 6. The Anates Result .................................................................................... 63
Appendix 7. Validity Test ...................................................................................... 70
Appendix 8. Lesson Plan (Experimental Class) .................................................... 75
Appendix 9. Lesson Plan (Controlled Class) ......................................................... 87
Appendix 10. Post-Test .......................................................................................... 99
Appendix 11. The Answer Key of Post-Test ....................................................... 105
Appendix 12. The Pictures of Post-Test .............................................................. 108
Appendix 13. Surat Keterangan Pelaksanaan Penelitian. .................................... 110
1
CHAPTER I
INTRODUCTION
A. Background of the Study
In learning English students are expected to use the four basic English
skills, that are listening, speaking, reading, and writing. Listening and reading are
receptive skills while speaking and writing are productive skills.1 As one of
receptive skills, reading becomes important for students in order to comprehend
some kinds of texts which are learned at school.
Therefore, being able to read is important nowadays. Through reading we
get a lot of information, knowledge, enjoyment, even problem solution.2 The
ability to read the text in any form will give advantage in our life. For the
students, reading can be essential to develop their knowledge in studies.
In Senior High School, students learn several kinds of text, such as
procedural text, narrative text, descriptive text, report text etc. Recount text is one
of texts which are taught in Senior High school. While it is mentioned in
Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata
Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah, the
scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional
pendek dan monolog serta esei berbentuk procedure, descriptive, recount,
narrative, report, news item, analytical exposition, hortatory exposition, spoof,
explanation, discussion, review, public speaking.”3
Based on the description above and based on writer’s observation at the
first year students of Senior High School at SMA Darussalam Ciputat, She found
that the students still face some difficulties in answering and understanding the
texts especially recount texts.
1 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman
Publishing, 1991), p. 16. 2 Jo Mc. Donough and Chripstoper saw, Materials n Methods in ELT, United Kingdom:
Black Well, 1993), p. 102-103. 3 Depdiknas, Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 Tentang Standar Isi
Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas/ Madrasah Aliyah (Jakarta: 2006),
p. 308.
2
The students’ problem in reading is the feeling that they do not know
what the text is about. This problem happens in SMA Darussalam Ciputat which is
connected with vocabulary mastery. Most of students will surrender in trying
comprehending the text which is interrupted by lacking of vocabulary. So, it
becomes problem for them in understanding the whole passage and then they stop
reading.
From this observation, the problem connects with the student’s lack of
vocabulary. They think that they do not have enough vocabulary to comprehend
the text. In addition, they lack of interest and unattractive teaching method.
Therefore, the students need variation in learning English. By changing the
learning method, the students are expected to be more interested in reading
activity.
One of the techniques is pre-reading activity which it can engage students
in activity before reading. It will stimulate them in reading. These problems are
occurred in SMA Darussalam Ciputat. The students are not interested in reading
the text. Therefore it will be very good, if we can find the method which can
increase the students’ interest to learn reading.
Grellet stated that “Reading is an active skill.” 4 Therefore, applying pre-
reading activity will increase students’ attention in reading. The students have to
work with the materials actively. The conclusion is the teacher is expected to hold
an attractive activity to involve students to be active in the classroom.
Pre-reading activity could be a way to students to comprehend English
text easily. Therefore through pre-reading activities by brainstorming their mind
to related topic, they activate their background knowledge that it may take
advantage for them to comprehend the text better. As Hudson said that “Prior
knowledge may have some effects in students’ understanding because a reader
who already has an elaborate schema can more easily fit incoming textual
4 Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading
Comprehension Exercise, (Cambridge: Cambridge University Press, 1981), p. 8.
3
information into those schemata.”5 This assumption is related to how students
comprehend the text.
Based on explanation above, the writer hopes that students feel easy to
apply and to practice this technique in understanding reading text, especially in
recount text. Moreover, the influence of Pre-reading activity also helps students
improve their achievement in English reading skill.
In this research, the writer will conduct the research using pre-reading
activity in teaching recount text in SMA Darussalam. Hopefully by using pre-
reading activity, students can be helped to comprehend recount text easily.
Therefore, based on the explanation above, the writer will conduct the research
with the title: “The Effectiveness of Pre-Reading Activity in Students’
Comprehension in Reading Recount Text (A Quasi Experimental Study at Senior
High School in the First Year Students of SMA Darussalam Ciputat in the
Academic Year of 2013/2014.
B. Problem Identification
Identification of the problem:
1. The students do not involve actively in reading activity.
2. The teacher’s method may not attract students in teaching reading.
3. The students need to activate their background knowledge before reading.
4. The students are not interested in reading.
5. The students have low motivation in reading English text.
6. There is low achievement in student’s comprehension in reading recount
text.
C. Limitation of the Study
To avoid misunderstanding in interpreting the problem, it is necessary to
make the limitation of the study. The problem will be limited on the teaching
recount texts using pre-reading activity to affect the student’s reading skill that
5 Thom Hudson, Teaching Second Language Reading, (New York: Oxford University Press,
2007), p. 142.
4
applied in first year students SMA Darussalam Ciputat in academic year of
2013/2014.
D. Formulation of the study
The formulation of the study which is conducted “Do the Pre-Reading
Activities Enhance the Students’ Comprehension in Reading Recount Text at the
First Grade of SMA Darussalam Ciputat?”
E. Objective of the study
The objective of the study is to find empirical evidence whether or not the use
Pre-Reading Activities enhance student’ comprehension in reading recount text at
the first grade of SMA Darussalam Ciputat.
F. Significance of the study
The result of this research is expected to be useful for the writer, so it will
broaden her knowledge in teaching reading. The research also will give
information to the teacher the benefit of using pre-reading in teaching reading. In
addition, by using pre-reading activity, teacher can stimulate his/her students to
read recount text materials in order to improve students’ reading comprehension
in recount text. For the students, they will have better improvement in reading
habits and in their achievement on reading comprehension. Then, for the readers,
the research also informs them about the effectiveness of pre-reading activity in
students’ comprehension in reading recount text.
G. Hypothesis
a. Null Hypothesis (Ho)
There is no significant difference on student’s understanding in recount text
with and without pre-reading activity in reading comprehension test.
b. Alternative Hypothesis (Ha)
5
There is significant difference on students’ understanding in recount text with
and without pre-reading activity in reading comprehension.
For further information, the writer followed some assumptions as bellow:
1. If the result of calculation to (t observation) is higher than tt(t table), to>tt,
there is significance and the alternative hypothesis (Ha) are accepted and null
hypothesis (Ho) is rejected. It means that the experiment technique is
accepted.
2. If the result of calculation to (t observation) is lower than tt (t table), to<tt,
there is no significance difference and alternative hypothesis (Ha) is rejected
and the null hypothesis (Ho) is accepted. It means that the experiment
technique is rejected.
6
CHAPTER II
THEORETICAL FRAMEWORK
A. Reading
1. Definition of Reading
Reading is one of the four language components; it is an important
element that cannot be separated from each other in language learning process. As
a result, it becomes important for foreign language learners to learn and to master
on it.
Simply put, reading is making meaning from print and from visual
information.1 But reading is not a simple activity, reading is a complex activity
and need some process, as De Boer and Dallmann state that “Reading is a much
more complex process. Reading involves recall, reasoning, evaluation, imagining,
organizing, applying, and problem solving.”2 This statement explains that reading
requires a lot of skills to achieve the purposes of reading itself.
In addition, according to Bamman, “Reading is a many-sided, very
complex activity. It has been variously described as a process, a mode of thinking,
a kind of real experience, a type of vicarious experiencing, an aspect of
communication, and a tool subject.”3 It must be viewed from every angle to
complete the process of understanding. Therefore, in reading is needed full
attention to comprehend the content, because it involves brain to work.
Alderson stated that there are two aspects in reading: process and product.4
In the process of reading there happened many things. The reader thinks about
what he is reading, what the text means or what he expects from the text. This
statement proves that in reading, there is cognitive process in reader‟s mind.
1Judi Moreillon, Collaborative Strategies for Teaching Reading Comprehension: Maximizing
Your Impact (Chicago: American Library Association, 2007), p. 10. 2John J. De Boer & Martha Dallmann, The Teaching of Reading, (New York: Holt, Rinehart
and Winston, Inc, 1964), Revised Edition, p. 17. 3 Henry A. Bamman, Fundamentals of Basic Reading Instruction, (New York: David McKay
Company, 1963), 2nd Editon, p. 1. 4 J. Charles Alderson, Assessing Reading (New York: Cambridge University Press, 2000), p. 3.
7
Reading is an activity or process in getting information. Reading involves
the interaction because it is one of skills which are highly connected with
someone‟s language ability. When people read they construct and research for
meaning based on their own perception to the text brings to them.
Penny Ur stated, “Reading is understanding. If you read the words but you
do not know what they mean, that is not reading. A foreign language learner, who
says „I can read the words, but I don‟t know what they mean‟.”5 Someone cannot
be said reading if he does not understand what he read. Reading needs deeper
comprehension to understand the text. Therefore we need to analyze what we are
reading to know the content of the text.
Knowing the text involves the minds to work. It relates to cognitive
ability. As Alderson said “The number of different theories of reading is simply
overwhelming, how reading relates to other cognitive and perceptual abilities,
how it interfaces with memory.”6 This means that reading stage involves reader‟s
mind to work hard in interpreting the text.
Moreover Daiek and Anter said “Reading is an active process that depends
on both an author‟s ability to convey meaning using words and your ability to
create meaning from them.” 7 So, to read well, someone needs a skill in reading.
This skill must be built as frequently as people can, because reading skill needs
behavior to be better understanding. Therefore, we can get information about what
the author has written.
From these definitions, reading is not only to read the printed text into
spoken language, but also to decode the text and to make a connection between
the readers‟ knowledge and the text they read in order to understand the text based
on their purposes. In addition, reading also is a process which involves the
readers‟ previous knowledge and the text they read in order to comprehend the
text.
5 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge
University Press, 1996), p. 138. 6 Alderson, op. cit., p. 1. 7 Deborah Daiek & Nancy Anter, Critical Reading for College and Beyond, (New York:
McGraw-Hill, 2004), p. 5.
8
2. Reading Comprehension
Reading and comprehension are two things that cannot be separated.
Reading means understanding the text and it is the same things as comprehension.
Reading comprehension is understanding a written text which means
extracting the required information from it as efficiently as possible.8 It needs
deeper comprehension to know what the text means.
Bammann stated, “Basic to good comprehension is an understanding of
the manner in which words are fused into meaningful phrases, phrases into
sentences, and sentences into paragraphs”.9 To be a good reader, someone needs a
deeper comprehension to know what the meaning of the text is.
Gillet, Temple and Crawford give some characteristics in good
comprehension, “Good comprehenders summon up their prior knowledge about
the topic of reading, they ask question about the topic before and during the
reading, they make appropriate inferences when ideas are not explicitly stated,
they find main ideas, they summarize, and they make mental images from the
words in the text.”10
So, the readers need some skills to comprehend the text.
Based on RAND Reading Study Group, “Comprehension entails three elements:
a. The reader who is doing the comprehending
b. The text that is to be comprehended
c. The activity in which comprehension is a part.”11
Those elements are related to each other which decide the quality of reading
comprehension of the reader.
Based on De Boer and Dallman, there are causes of difficulties in comprehension:
a. Limited Intelligence
b. Undesirable physical Factors
c. Overemphasis on word recognition
d. Overemphasis on Oral Reading
e. Insufficient Background for Reading a Selection
8 Francoise Grellet, Developing Reading Skills: A Practical Guide to Reading Comprehension
Exercise, (Cambridge: Cambridge University Press, 1981), p. 3. 9 Bamman, op. cit., p. 224. 10 Jean Wallace Gillet, Charles A. Temple and Alan N. Crawford, Understanding Reading
Problems, (Boston: Pearson Education, Inc, 2012), p. 166. 11 RAND Reading Study Group, Reading for Understanding: Toward in R&D Program in
Reading Comprehension, (Santa Monica: RAND, 2002), p. 11.
9
f. Failure to Adjust reading techniques to reading purpose and type of
reading material
g. Lack of appropriate teacher guidance.12
It is stated that teacher‟s guidance also become a factor of failure of
comprehension. To solve the lack of reading comprehension, pre-reading
activities could be one of the teacher‟s activities which can be used to guide or
stimulate student‟s interest in text. As the sixth factor mentioned above, the
reading technique is needed in teaching reading.
From those definitions, it can be concluded that reading comprehension
refers to the understanding of what has been read. Comprehension is processing
skills that depends not only on the comprehension skills but also depends on the
readers‟ generalize knowledge and acquisition skills.
3. Types of Reading Text
Text can be divided into different text types. Each text types have their
own structure that can be recognized by users. Text types are used by speakers
and writers to communicate to others for certain purpose.
There are two main categories of text: literary and factual.13
Within these
are various text types. Each text types have a common structure.
“The main literary text types are: narrative, poems and dramas. These
types are used to tell us about human experiences, usually in an imaginative
way.”14
The purpose of this kind of text is to entertain the readers. It is usually
inserted by pictures, some expression to illustrate the story. When we want to
summarize those literary texts, the response text can be created.
Another text types is factual text. “Factual text types present information
or ideas. The purpose of these texts is to inform, instruct, educate, or persuade the
listener or reader.” It can be concluded that factual text is contained of facts,
12 Boer & Dallmann, op. cit. p. 132-134. 13 Mark Anderson and Kathy Anderson, Text Types in English 3, (South Yarra: MacMillan
Education, 1998), p. 2 14 Ibid.
10
information about our life, or recent news which is exist surrounding our
environment.
The main factual text types are:
a. Explanation
b. Information Report
c. Discussion
d. Recount
e. Factual Description
f. Procedure
g. Procedural Recount. 15
Hartono in his book divides genres of text into two kinds. Those are Story
Genres and Factual Genres.16
In story genres, he divides into Narrative, News
story, Exemplum, Anecdote, Recount, and Spoof, while factual genres is divided
into Procedure, Explanation, Report, Exposition, Discussion, Description,
Review, News Item, and Commentary.
The social function some kinds of text, based on Hartono:
Story
Genres
Social Function
Narrative To amuse, entertain and to deal with actual or various
experience in different ways.
News Story/
Items
Factual text which informs readers events of the day which
are considered newsworthy or important.
Exemplum To deal with incidents that are in some respects out of the
usual, point to some general value in the cultural context.
Anecdote To share with others an account of an unusual or amusing
incident
Recount To retell events for the purpose of informing or entertaining.
Spoof To retell an event with a humorous twist.
Factual
Genres
Social Function
Procedure To describe how something is accomplished through a
sequence of actions or steps.
Explanation To explain the processes involved in the formation or
workings natural or socio-cultural phenomena.
Report To describe the way things are, with reference to arrange or
natural, manmade, and social phenomena in our environment.
15 Ibid. 16 Rudi Hartono, S.S., M.Pd, Genres of Texts, (Semarang: UNNES, 2005), p. 5
11
Analytical
exposition
To persuade the reader or listener that something is the case.
Hortatory
Exposition
To persuade the reader or listener that somehting should or
should not be the case.
Discussion To present (at least) two points of view about an issue.
Description To describe a particular person, place or thing.
Review To criticize an art work or event for a public audience.
Commentary To explain the processes involved in the formation
(evolution) of a socio-cultural phenomenon, as though a
natural phenomenon.17
In conclusion, the text types represent the most common ways in which
language is structured to achieve a certain purpose. Writers and speakers use these
structures in order to help the reader or listener understand the text.
B. Recount Texts
1. The Definition of Recount Texts
In communication, sometimes we want to inform others about the past
activities, such holiday event, weekend activity, seminar event etc. In written text,
those information can be arranged in recount text.
Anderson and Anderson stated,”A recount is a piece of text that retells past
events, usually in the order in which they occurred. ”18
Recount text simply can be
defined as a text type to inform the past activity.
In addition, Based on Priyana, ”A recount text is a text that tells us about a
part of experience.”19
Recount texts tell a series of events that can be an
experience of someone in his life.
Recount text is used to reconstruct and to describe something that has
already happened. It is used to retell someone‟s experience. It also includes the
author‟s or other people‟s feeling and responses to these experiences.
The social function of recount text is to retell events for the purpose of
informing or entertaining.
17 Hartono, op. cit., p. 6. 18 Anderson & Anderson, Text Types in English 3, op. cit., p. 24. 19 Joko Priyana et. al., Interlanguage: English for Senior High School X, (Jakarta: Pusat
Perbukuan Departemen Pendidikan Nasional, 2008), p. 18.
12
The purpose of a recount text is to give the audience a description of what
occurred and when it occurred.20
It gives us the information about the text which
is needed in a recount text.
The strategy to read recount text is:
Bacalah judul dan paragraf pertama untuk mendapatkan orientasi umum
tentang peristiwa. Tetapkan tujuan membaca berikutnya: menelaah keseluruhan
peristiwa secara lebih detail, atau mencari informasi tertentu. Bacalah
kelanjutan teks itu dengan lebih cermat untuk tujuan pertama, atau lakukan
scanning untuk mencapai tujuan kedua.21
Djiwandono, explained that “The strategy to read recount text is first read
the title and first paragraph to get the general orientation about the situation.
Establish the purpose of reading whether to get the whole incident more detail or
to get the certain information. Then read the text more detailed for the first
purpose or do the scanning technique to get the second purpose”.22
Based on those descriptions about recount text, it can be concluded that
recount text is a text which tells a sequence of events which happened in the past
time. It serves the reader about what occurred and when it occurred.
2. Kinds of Recount Text
Mukarto et. al., stated that there are three kinds of recount text, those are:
a. Personal Recount
A personal recount text usually retells an experience in which the
writer was personally involved. It lists and describes past event
experiences by retelling events. It presents the events chronologically (in
order in which they happened). The purpose of personal recount text is to
inform or to entertain the reader.
b. Procedural Recount
A procedural recount records events such as a science experiment or a
cooking experience. The purpose of procedural recount texts is to inform
listeners or readers.
c. Biographical Recount
20 Emi Emilia, Teaching Writing: Developing Critical Learners, (Bandung: Rizqi, 2010), p.
106. 21 P. Istiarto Djiwandono, Strategi Membaca Bahasa Inggris, (Jakarta: Gramedia Pustaka
Utama, 2000), p. 70. 22 Ibid.
13
The purpose of biographical recount is to inform the reader by
retelling past events and achievements in a person‟s life. A biographical
recount uses specific names of the people involved in the biography. 23
In addition, based on Anderson and Anderson, “A procedural recount
details, in sequential order, the steps that have been taken to achieve a goal. It is
written after the procedure has been completed.” Example of procedural recount
text include, writing up a science experiment, show something was made, show
something was fixed, show how one moved from A to B. 24
Examples of recount texts also includes eyewitness accounts, newspaper
reports, letters, conversations, television interviews, speeches.25
In conclusion, there are several kinds of recount text. Recount text not
only tells about someone past experinces, but also it could be about someone‟s
biography, or procedure to make something. Those kinds of text also influence the
function of the text.
3. Linguistic Features of Recount Text
Anderson and Anderson mention, “The language features found in a
recount text are:
a. Proper nouns to identify those involved in the text
b. Descriptive words to give details about who, what, when, where and how.
c. The use of past tense to retell the events
d. Words that show the order of events (for example, first, second, next, then,
finally, et cetera).” 26
Moreover Emi Emilia stated that,
A recount also has several linguistic features, among others:
a. Use specific participants: a younger brother, sister, mother,
father, or the writer him/herself: I, my brother, my mother (I
have an older sister. Her name is Ani…);
23 Mukarto, et.al, English on Sky 2, (Jakarta: Erlangga, 2007), p. 62-175. 24 Anderson and Anderson , Text Types in English 3, op. cit., p. 30-31 25 Anderson and Anderson. loc. cit. 26Mark Anderson and Kathy Anderson, Text Types in English 1, (South Yarra: MacMillan
Education, 1998), p. 50.
14
b. Use of the past tense: (Last holiday I decided to spend my
vacation)
c. Use of temporal and additive conjunction: to connect the
messages of clauses (Martin, 2009: 156) and help make the text
cohesive: After, when, then, before, during, or conjunctions such
as “first, next, then”;
d. Personal comments (except for factual Recount) (The holiday
was cool…: I was happy because I had a great vacation in
Italy).27
In conclusion, in recount text there must be some linguistic features to
support the content of the text. As on the other kinds of text, there are similarities
each other. They are using participants, using past tense as time signals, using
conjunction and showing the details to support the content of the story.
4. Schematic Structures of Recount Text
Even though there are several kinds of recount text, basically they have the
same characteristics in the schematic structures. Emilia stated that a recount text
consists of three parts, those are:
a. Orientation
In orientation, it is mentioned some events which is also stated the
participants, place, or time information in that story.
b. Events
This part introduces series of events which is happened in the story.
c. Reorientation
It is the part how the story goes back to the beginning point and sometimes
the author also gives the comments or his opinions about the events happened.28
Reorientation is optional and closure of events.29
It is the last part of the
text. It consists of the summarizing of events and also the ending of the story.
27 Emilia, op. cit., p. 107. 28 Emilia, op. cit., p. 107. 29 Utami Widiati et al., Contextual Teaching and Learning: Bahasa Inggris Sekolah Menengah
Pertama, Kelas VII, (Jakarta: Pusat Perbukuan, Departemen Pendidikan Nasional, 2008), 4th
Edition, p. 29.
15
Some recounts text may not have the conclusion paragraph, because it is
optional. In this part, it usually consists of comments of the author, but it may be
added or not. As Emi Emilia said that “Some recounts have evaluative comments
or a conclusion which may constitute the writer‟s comment on events described
previously, but this is just optional. The conclusion is written in the last
paragraph, and because this part is optional, some recounts may not have this
conclusion paragraph.” 30
Therefore, someone can add comment or just ignore it.
Pardiyono stated that, “to make recount text, first the teacher should know
rhetorical structure of recount text: (1) make orientation, that is text element
which contains topic or something that will be infomed to the readers, then (2)
record of events, and the last is (3) re-orientation.”31
In conclusion, schematic structure means how the paragraph is structured in
order the purpose of the writer can reach the reader effectively. This part also
includes what information put into each of the unit of the paragraph.
5. Recount Text in KTSP (Kurikulum Tingkat Satuan
Pendidikan)
Recount text is taught in Senior High school, while it is mentioned in
Peraturan Menteri Pendidikan Nasional, No. 22 tentang Ruang Lingkup Mata
Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas / Madrasah Aliyah. The
scope is, “Kemampuan memahami dan menciptakan berbagai teks fungsional
pendek dan monolog serta esei berbentuk procedure, descriptive, recount,
narrative, report, news item, analytical exposition, hortatory exposition, spoof,
explanation, discussion, review, public speaking.”32
Therefore, recount text is
included into the curriculum and recount text is one of the texts that is learned at
the first grade of Senior High School.
30 Utami Widiati et al., loc. cit. 31 Pardiyono, M.Pd, Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing
Berbasis Genre Secara Efektif, ( Yogyakarta: CV. Andi Offset, 2007), p. 63. 32 Depdiknas, op. cit., p. 308.
16
Therefore in Senior High School, students are attempted to comprehend and
compose short functional text and monologue in several kinds of text, and recount
text is one of those texts.
C. Pre-Reading Activity
1. Definition of Pre-Reading Activity
In the contemporary practice, a reading lesson is usually divided into three
parts, the pre-reading, while-reading, and post-reading stages, each of which has
its own particular aims and procedure.33
“The pre-reading stage can be interpreted as the phase before students are
given the reading texts.”34
This phase usually brainstorms or arouses student‟s
prediction about text. In the pre-reading stage, the teacher will encourage the
students to activate their background knowledge with the topic they learn.
Lewin divides reading activities into four steps; they are Prepare, First
Dare, Repair and Share. Pre-reading activities are defined as Prepare activities
which is “It is prerequisite for constructing meaning in any subject on any topic.”
35 So, pre-reading is a stage before reading is started which students are asked to
make anticipation about the reading text topic.
Moreover, Silberstein states pre-reading activities are activities created
which occurs before the students read the whole passages or text.36
Before
students read any text, teachers can direct their attention to how a text is
organized. It could be a way to help students comprehend the text easily.
33 Marianne Celce-Murcia, Teaching English as a Second or Foreign Language, (Boston:
Heinle and Heinle Publishers, 1991), 2nd Edition , p. 202. 34 Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟
Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta,
Jakarta, 2007, p. 3, not published. 35 Larry Lewin, Paving The Way in Reading and Writing: Strategies & Activity to Support
Struggling Students in Grade 6-12.( San Fransisco: Jossey-Bass, 2003), p. 18. 36 Sandra Silberstein, Techniques and Resources in Teaching Reading, (New York: Oxford
University Press, 1994), p. 44.
17
Pre-reading strategies allow students to think about what they already
know about a given topic and predict what they will read or hear.37
Therefore, by
understanding what the students want to read, it will help them to comprehend the
text better. It will affect on student‟s reading comprehension test achievement.
Reading educators such as Betts and Stauffer “They recommended a
lesson structure that provides not only for comprehension-oriented activities
during reading but for pre- and post- reading discussions to integrate children‟s
prior knowledge and to help them evaluate what they have learned.”38
From this
statement, pre-reading can give benefit in recalling student‟s knowledge. This
activity could help students in comprehending the text by facilitating them in pre-
reading activity. Because they have background knowledge about the text, before
they face the text.
In conclusion, pre-reading activity is an activity which is held before main
reading activity. This activity usually is held in order to brainstorm students‟
knowledge which is connected with the text. This activity has function as the
media before the main reading process happens to help students comprehend the
text easily.
2. Goals of Pre-Reading Activity
The pre-reading activity is established to help students make schemata or
prior knowledge about the text that they want to face. This activity makes students
have background knowledge about the text.
Wilson and Chase states “The goals of pre-reading stage are to activate or
build, if necessary) the students‟ knowledge of the subject, to provide any
language preparation that might be needed for coping with the passage, and,
finally, to motivate the learners want to read the text.”39
The motivation of reading
37 Richard Nordquist, http://grammar.about.com/od/pq/g/Prereading.htm, taken on January,
2013 at 03.20. 38 Jean Osborn, Paul T Wilson, Richard C Anderson (ed), Reading Education: Foundations for
a Literate As: Lexington Books, 1985), p. 326. 39 Ibid.
18
is built before they read. The aims are to attract students‟ interest in reading text.
When they are attracted to the text, the students will comprehend the text easily.
Based on Willis, “The goals of pre-reading is to give students an overview
of the topic, book, or story to be read so they can develop mental templates upon
which to pattern the new information.”40
Therefore, pre-reading activity is needed
in reading class. Giving the students such a predicting cues to warm up their
brains will give many benefits. This activities purpose is to shape background
knowledge to make a base to new information.
In conclusion, pre-reading activities have beneficial goals in giving
students‟ preparation before reading. There are some strategies that can be used to
make connection in the readers‟ thought. The most important one is to set reading
purposes before someone begins to read.
3. Kinds of Pre-Reading Activities
In pre-reading, there are kinds of pre-reading. Pre-reading allows teacher
to create some activities in order to attract students to read. From this activity,
students are expected to comprehend the text easily.
Silberstein said that, “Pre-reading activity can be these following activities
which are designed to do before the students read:
a. Class discussion anticipating content
b. Previewing: Students complete the following activities in pairs, working
back and forth between the text and paired discussion.”41
Those activities involve students to cooperate each other in anticipating
the text. It will give advantages to low achievement students. They will be helped
by conditioning them in pair or in groups. From this explanation, it will give us
information that pre-reading could be a way for students to comprehend the text.
In addition, Moreillon stated that:
40 Judy Willis, M. D., Teaching the Brain to Read: Strategies for Improving Fluency,
Vocabulary, and Comprehension, (Virginia: Association for Supervision and Curriculum
Development, 2008), p. 131. 41 Silberstein, op. cit., p. 44-45.
19
Cues and questions help students‟ minds begin to focus and prepare for the
literacy event to come. This information is used to shape the listening or
reading experience. These introductions often help students to remember
and connect with what they already know about a topic, theme, author, or
illustrator. These cues and questions, then, are linked to the background
knowledge strategy.42
Pre-reading activities helps the students to prepare their minds to be ready
in reading the text. The students are invited to recall their previous knowledge
related to the text.
Additional Pre-Reading Strategies:
1. Overviews: The activities in overviews are class discussions, printed
previews, photograph, outlines or films.
2. Vocabulary Previews: Giving the students some vocabulary related to
the reading topic before reading activities.
3. Structural Organizers: Previewing the structural organization of the
text before reading, to improve student‟s comprehension related to the
form of the text that they will be faced.
4. A Purpose for Reading: Setting the purpose of reading to guess what
the text is which the question could be come from teacher.
5. Author Consideration: This strategy is considering what the author
tries to convey in his work through understanding his field on his
certain work.
6. KWL: This strategy involves three metacognitive steps in reading
expository text. That is: What do I Know? What do I Want to learn?
What did I Learn? 43
In conclusion, there are several kinds of pre-reading. Pre-reading involves
teachers‟ preparation in holding the activities before the reading class. The use of
kinds of pre-reading activities is based on the purposes of reading. It also adjusted
to the students‟ needs and also teachers‟ ability to conduct pre-reading activity.
42 Moreillon, op. cit., p. 60. 43 Karla Porter, M. Ed, Reading: Pre-Reading Strategies , 2013,
http://departments.weber.edu/teachall/reading/prereading.html date taken on October, 8 2013,
08.51 am.
20
4. The Steps of Pre-Reading Activity
Hadfield stated about simple reading activity was designing reading
activities; they are Lead in, Read and Respond and Follow up.44
While Lead In,
introduces the learners to the topic and focuses their attention. This activity is as
the activity before reading. It can be mentioned as pre-reading activity.
“The aim of the Lead In is to get the learners to start thinking about the
topic of the reading text before someone can actually show them the text itself,
and perhaps introduce or familiarize them with a few vocabulary items from the
text.” 45
The teacher can use a variety of techniques to stimulate the learners‟
interest, question and answer, pictures, or a short discussion.
Students are more attractive about something visually. Because by seeing
some pictures about the events about the text, it will help them to comprehend the
text easily. As Sandra Silberstein stated that, “Pictures are a great source of
inspiration. Storytellers work in pictures, so putting a story together based on
pictures or paintings or photographs is a good way of thinking visually. Pictures
are snapshots of events; they capture what is going on for one second of that
story.”46
In steps of pre-reading, the teacher usually brainstorms or arouses
student‟s prediction about the text. Based on Ajideh, “Brainstorming has many
advantages as a classroom procedure. First, it requires little teacher preparation;
second, it allows learners considerable freedom to bring their own prior
knowledge and opinion to bear on particular issues; and third, it can involve the
whole class.”47
Therefore, pre-reading activity involves many participants, such as
the teacher, students as the object of the technique itself. The teacher should
attract students to recall students‟ prior knowledge and their interest about the
44 Jill Hadfield and Charles Hadfield, Simple Reading Activities, (New York: Oxford
University Press, 2000), p. 2. 45 Ibid. 46 Alison Davies, Storytelling in the Classroom: Enhancing Traditional Oral Skills for
Teachers Pupils, (London: Paul Chapman Publishing, 2007), 1st Edition, p. 15. 47 Parviz Ajideh, Schema–Theory Based Considerations on Pre-reading Activities in ESP
Textbooks, The Asian EFL Journal. Teaching Articles,16, 2006, p. 7.
21
text. This activity also gives a chance to the teacher and students even a whole
class to interact each other.
RAND Reading Study Group stated that, “In the pre-reading micro period,
the reader arrives with a host of characteristics, including cognitive, motivational,
language, and non-linguistic capabilities, along with a particular level of
fluency.”48
The pre-reading also determines how reader involves with the text,
what they interrelate the text with their skill in reading, etc.
In addition of pre-reading steps, Lewin mentioned that there are menus of
Reading Prepare Strategies:
a. Survey the piece by reading the title.
b. Think about the title by converting it into a question.
c. Think about the title by making a prediction about what will happen.
d. Look over the text structure: notice columns, paragraphs, font size
changes, use of italics and boldface type.
e. Skim the piece on the look-out for proper names, places, dialogue,
illustrations.
f. Look at the length of the piece and estimate how long it will take to
read it.
g. Read the author‟s name.
h. Think about the author by recognizing (or not recognizing) the name.
i. Think about by recalling other pieces written by the same person.
j. Think about the author by reading the short bio, if provide.
k. Sample the piece by reading one or two opening paragraphs and a
middle paragraph.
l. Understand the teacher‟s reason for assigning this piece, or set your
own purpose for reading it.
m. Take in all this preview data and recall any prior knowledge that is
applicable. Ask, “What do I already know that will help me understand
this story or topic?” 49
From those explanations, the writer concludes that steps in pre-reading
enclose the things that someone does before reading. The activities are done
before someone starts reading in order to increase his capacity to understand the
material. From their better understanding, the students could increase reading
comprehension.
48 RAND Reading Study Group, op. cit., p. 12. 49 Lewin, op. cit., p. 19.
22
In this research, the writer will use two kinds of pre-reading activities,
those are: background knowledge strategy by brainstorming and showing pictures.
Brainstorming about the related text will help the students to be introduced in
some knowledge which they have already known. Then showing them pictures
related the text will make them easier to predict the text. It can be base to better
understanding.
In this research the writer will conduct treatment to experimental class
using brainstorming (questioning) and pictures, while the writer will not conduct
treatment to controlled class. Before reading activity is started, the writer will
show them the pictures and brainstorm their knowledge about the text by
questioning about the text. The writer will ask them some questions related the
topic. Then, the writer will read aloud the text to the students and showing them
some pictures. When the writer finishes her reading aloud, she will ask one of the
students to read aloud in front of the class while. She also corrects their
pronunciation. The wrong pronunciation of words will be written on the
whiteboard and the writer will give them the right one.
After pre-reading activity is completed, the writer let them to read
individually. Then, the writer gives the students reading comprehension test
related to the text.
D. Previous Study
Several studies were conducted by some researcher about pre-reading
activities. Thus, in this section some research findings of the effectiveness of pre-
reading activities in teaching reading comprehension. Those will be elaborated
briefly to give support to this study.
Sari on her study with the title “The Effectiveness of Pre-Reading
Activities to Improve Students‟ Reading Comprehension: A Case Study at the
second Grade of Budi Mulia Senor High School in Ciledug 2006/2007)”. The
population of this research is second year students of SMA Budi Mulia. There
were 7 classes while the writer took randomly 2 classes as the experiment class
and controlled class. There are 30 students in each class. The research was
23
conducted in four meetings. The writer used reading comprehension tests as the
instrument of the research, which is 20 multiple choices. There were 5 items for
each meeting with one theme. In pre-reading stage, the students in experiment
class are taught using pre-reading activities by asking them some questions related
to the theme and by showing the pictures to students. After pre-reading stage, the
teacher asked few students to read aloud the text and correct mispronunciation.
Then the teacher asked the students about the difficult word or she gave a clue.
Then, the teacher gave the students about reading comprehension test. The writer
used t-test in analyzing the data with df or db= (Nx+Ny)-2. The result is there is
significance difference between the result of teaching using pre-reading activity
and without pre-reading activity. The mean score of the students who are taught
using pre-reading activity is 74,3 and the mean of the students who are taught
without pre-reading activity is 63,2.50
Secondly, A research, “The Effectiveness of Teaching Reading
Comprehension Through Pre-Reading Activities by Using Semantic Mapping: A
Case Study at Third Grade Students of Junior High School MTs. Al-Kautsar,
Depok by Eka Kartiwi. The research was conducted to the third year students of
Junior High School which is held about three weeks. The population of the
research is four classes and the writer took one class as experiment class consists
of 30 students. There were six meetings in this research including pre-test and
post-test. In each meetings, there are pre test and post test which for each test
consist of 5 multiple choices items. So, there were 10 multiple choices items in
every meeting. Therefore, the total number of test is 30 multiple choices items of
pre test and 30 multiple choices of post test. The writer held the pre-reading
activity by using semantic mapping. T-test is using to find the difference between
two mean differences. The result is there is a significant difference on students‟
reading achievement after they were taught using semantic mapping technique.
50 Sara Puspita Sari, “The Effectiveness of Pre-Reading Activities to Improve Students‟
Reading Comprehension,“ Skripsi of Syarif Hidayatullah Islamic State University Jakarta,
Jakarta, 2007, not published.
24
The result of “t” test (to) = 13.4 is bigger than the result of the “t” table viewed
from both significance level; of 5% and 1%.51
Another research is “Effects of Pre-Reading Strategies on EFL/ESL
Reading Comprehension” by Kei Mihara (2011). This study focuses on two pre-
reading strategies: vocabulary pre-teaching and comprehension question
presentation. Researchers have claimed that a vocabulary strategy is less effective
than any other pre-reading strategy. There were two purposes in this research. The
first goal is to examine the effects of the two pre-reading strategies; the second is
to discuss the relationships between students‟ English proficiency and their
reading comprehension. The participants in the present study were asked to
perform a pre-reading strategy, read a passage, and then answer comprehension
questions. They read four passages altogether. Three weeks after they read the
fourth passage, they were asked to answer a questionnaire. The study involved 78
Japanese first-year university students. The present study suggests that for
Japanese university students, vocabulary pre-teaching is less effective than pre-
questioning. Even when one of the pre-intermediate classes performed the pre-
questioning strategy and the upper-intermediate class learned the key vocabulary
first, the upper-intermediate class did better on the reading comprehension test.
The present study indicates that although vocabulary pre-teaching is less effective
as a pre-reading strategy, this method is likely to be preferred to EFL/ESL
students. This result would suggest that it might be worth investigating whether a
vocabulary strategy works well as a post-reading strategy. This research showed
that pre-reading activity is effective to build student‟s prior knowledge about text,
and it can be a technique to help students in reading text.52
51 Eka Kartiwi “The Effectiveness of Teaching Reading Comprehension Through Pre-Reading
Activities by Using Semantic Mapping”, Skripsi of Syarif Hidayatullah Islamic State University
Jakarta, Jakarta, 2005, not published. 52 Kei Mihara, Effects of Pre-Reading Strategies on EFL/ESL Reading Comprehension, Tesl
Canada Journal/Revue Tesl du Canada 51 vol. 28, no 2, 2011.
25
E. Conceptual Framework
Reading is an activity or process in getting information. When someone is
reading a text but he or she does not understand what he or she is reading, that is
not reading.
In Indonesia, actually, English has become compulsory subject taught
from Secondary School (SMP) up to Senior High School (SMA). In senior high
school, students learn several kinds of texts. One of those texts is recount text.
Recount text is a text which tells past activity. A recount text contains some
events.
Based on the description above and based on writer‟s observation at the
first year students of Senior High School at SMA Darussalam Ciputat, She found
that the students still face some difficulties in answering and understanding the
texts especially recount texts.
When the teacher gave the students reading text, the students usually are
not very interested in the text, because maybe the teachers do not give an
interesting activity to attract students‟ attention in reading text.
To solve this problem, the writer thinks that pre-reading activity can be a
good strategy to help students in reading a text especially recount text.
Pre-reading activity is an activity or a phase before the students read the
text. This activity could be a way, to stimulate the students to read the text. When
they are attracted to read the text, they will pay attention to the reading text and
they will comprehend the text easily.
The sample of the research will be given to first grade of senior high
school students. The writer will give the treatment of pre-reading activities before
they read the text. The writer will give sequences of the pictures about the text.
Then, the students are given the reading comprehension test related to the text.
26
CHAPTER III
RESEARCH METHODOLOGY
A. Place and Time of the Research
This research was conducted in SMA Darussalam located at Jl. Otista Raya
No. 36, Ciputat, Kota Tangerang Selatan. It took place for about two weeks.
B. Subject of the Research
Subject of the research was first grade of SMA Darussalam Ciputat which
each class consists of 20 students. The writer used two variables X and Y. Each of
these represents score of the class. Variable X as the score of experiment class
(X3) and Y as the score of controlled class (X2). The experiment class is taught
using pre-reading activity and controlled class is taught without pre-reading
activity.
C. Object of the Research
The object of the research is Recount Text, which is realized in reading
comprehension text. The writer wants to know the effectiveness of pre-reading
activities in teaching recount text.
D. Research Method and Design
This research was conducted to know the effectiveness of variables. Thus,
the quantitative method was required in this research and a quasi-experimental
research was decided as a research design.
The procedure of conducting this design was dividing the participants into
two groups; in this case, the students were grouped into controlled class and
experimental group. The students in the experimental group got treatment. They
were given the material in the learning process by conducting pre-reading
activities, while students in controlled class was not given the treatment.
At the first meeting, pre-test was given to both groups to make sure the
students of two groups have relatively the same comprehension on reading
27
recount text and to analyze the items of questions. The post-test was taken in each
meeting which is served by five items of question. At the end of the meeting of
treatment, the amount of the score will be summed up to gain the mean of the post
test score.
E. Population and Sample of the Research
The population of this research was about three classes of the first grade
which consist of 113 students. Because the number of populations was too big, the
writer considered to take sample for collecting data. The sample of this research
was which consist of 20 students as experimental group and 20 students as
controlled group.
Sample was taken from purposive sampling. Purposive sampling is a
technique to choose the member from the population based on certain purposes.
Students of class X-2 and X-3 were chosen as the sample because of some
purposes. Those are the students of these two classes basically have the same
characteristic and intelligence. It was seen by the information gotten from the
English teacher in that school and by giving the students pre-test. Pre-test was
given to groups, experimental class and controlled class. Then, other purposes
were the consideration of limited time, fund, and practicality in deciding taking X-
2 and X-3.
F. The Implementation
The writer would apply two kinds of pre-reading activities. In this
research, the writer is as the teacher who designs the pre-reading activity. The
writer gave treatment to experiment class using brainstorming and pictures, while
in controlled class the writer did not give any treatment. The procedures in
teaching recount text by applying pre-reading activities are:
Firstly, the teacher will review the material about recount text such as
kinds of recount text. The teacher gives short explanation about recount text. This
activity has a function to recall their memory about recount text.
28
After giving them short explanation, secondly the students will receive the
text about recount text. The teacher brainstorms the students’ brain by asking the
students about title, asking some questions about the text and predicting what will
happen. These activities are called as pre-reading activities which is called
brainstorming. This is the first kind of pre-reading activity.
By giving them pre-reading activities like brainstorming, students are
expected to comprehend text easily. Thirdly, the teacher gives them pictures
related the text by showing pictures presentation on PowerPoint. The teacher read
aloud the text for students. The students notice on the pictures. This activity is the
second pre-reading activity used.
After giving them pictures, fourthly the teacher asks one students to come
forward in front of the class to read the text. It is purposed to give a pause for
students while they also review the content of whole text. The teacher also
corrects their pronunciation. The wrong pronunciation of words will be written on
the whiteboard and the writer will give them the right one.
At the last, after pre-reading activity is completed; the writer let the students
read individually. Then, the students answer reading comprehension test about
recount text related to the text.
G. Instrument of the Research
In this research, the writer used reading comprehension test which is
compiled by the writer herself to find out the effectiveness of pre-reading activity.
There are 20 multiple choices. For each test, it consists of 5 items for one meeting,
for each theme. The content material of pre-reading activity was taught based on
the theme. The experiment was conducted in four meetings.
H. Technique in Collecting Data
The data of the research was taken from instrument of the research that
was reading comprehension test. The test was given to all the groups. The test was
given at the first meeting as pre-test and the test was given in each of the
29
treatment as the post-test score. The students were given the reading
comprehension test and they were given 15 minutes to complete it.
Pre-test was carried out to give the information about the characteristics of
these two groups. The result of pre-test gave meaning of checking whether the
two groups were similar before being researched. Afterwards, the experimental
class was given four treatments by giving pre-reading activities in teaching
reading and the controlled class was taught reading using conventional technique.
The post-tests were held in each treatment, which is realized in reading
comprehension test.
I. Technique on Analyzing Data
To analyze the data, the writer used statistic calculation of the t-test to
determine the final calculation of to (T observation) that is done to measure the
last score of the experiment class and controlled class by using statistic calculation
of the t-test with significance degree 0.05 and 0.01.
After the data were gathered, mean score from post. By using t-test
formula, the value showed whether the use of Pre-Reading activities influence
students’ comprehension in reading recount text. The final result of between
experimental class and controlled class was calculated by the t-test formula as
follows: 1
But before accounting using T-test, the procedure of calculation is:
1. Determining Mean Variable X (Mx), with formula:
2. Determining Mean Variable Y (My), with formula:
1 Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo Persada,
2005), p. 314-316
30
3. Determining Standard Deviation X (SDx), with formula:
√
4. Determining Standard Deviation Y (SDy), with formula:
√
5. Determining Standard Errors Mean Variable X (SEmx), with formula:
√
6. Determining Standard Errors Mean Variable X (SEmx), with formula:
√
7. Determining the difficulties of Mean Variable X and Mean Variable Y,
with formula:
After all of the data are calculated, the last procedure is determining df (degree of
freedom) with formula:
df or db = (N1+N2) -2
Where
M : The Average of Student Score
SD : Standard Deviation
SE : Standard Errors
X : Experiment Class
Y : Controlled Class
N : Total of the Students
df : degree of freedom
J. Statistic Hypothesis
a. Null Hypothesis (Ho)
There is no significant difference on student’s understanding in Recount Text
with and without Pre-Reading Activity in reading comprehension test
31
b. Alternative Hypothesis (Ha)
There is significant difference on students’ understanding in Recount Text
with and without Pre-Reading Activity in reading comprehension
For further information, the writer followed some assumptions as bellow:
1. If the result of calculation to (t observation) is higher than tt(t table), to>tt,
there is significance difference and the alternative hypothesis (Ha) are
accepted and null hypothesis (Ho) is rejected. It means that the experiment
technique is accepted.
2. If the result of calculation to (t observation) is lower than tt (t table), to<tt,
there is no significance difference and alternative hypothesis (Ha) is rejected
and the null hypothesis (Ho) is accepted. It means that the experiment
technique is rejected.
32
CHAPTER IV
RESEARCH FINDINGS
A. Data Description
After conducting the research, the writer obtained the data. There was
post-test score for each class. The experimental class and the controlled class were
taught with different technique in teaching reading. The experimental class was
taught using the pre-reading activity, whereas the controlled class used
conventional technique.
In the experimental class, the writer applied pre-reading activity. The
students were brainstormed by questioning and viewing the pictures related to the
text. The score of reading comprehension test of each group can be seen in the
tables for data analysis as follow:
1. Experimental Class
In the experimental class the writer gave the test. The result of the test as follow:
Table 4.1
The Test Score of Experimental Class (X)
Student Pre-Test Post-Test Gain Score
Student 1 60 80 20
Student 2 60 85 25
Student 3 65 80 15
Student 4 50 65 15
Student 5 45 70 25
Student 6 70 70 0
Student 7 60 80 20
Student 8 60 70 10
Student 9 65 85 20
Student 10 55 70 15
Student 11 60 80 20
Student 12 75 75 0
Student 13 80 85 5
Student 14 60 80 20
Student 15 65 65 0
Student 16 55 55 0
Student 17 55 65 10
Student 18 75 85 10
33
Student 19 50 60 10
Student 20 55 55 0
∑=1220 ∑=1460 ∑=240
To describe the significant of the result, the writer includes chart of the test
result between pre-test and post-test in experimental class, as follow:
Chart 4.1.1
The Score Pre-Test and Post-Test of Experimental Class
Based on the table 4.1, the highest score for the experimental class was 85;
there are four students who got the highest score. The lowest score for
experimental class is 55; there are two students who have the lowest score. The
differences score obtained the highest score which showed the improving of score,
that is 25, 20, 5, 10. There is no difference score obtained which showed for the
lowest score. It can be concluded that there was significant differences in teaching
recount text using pre-reading activity.
0
10
20
30
40
50
60
70
80
90
Pre-Test
Post-Test
34
2. Controlled Class
The data from the score of controlled class have been obtained as follow:
Table 4.2
The Test Score of Controlled Class
Student Pre-Test Post-Test Gain Score
Student 1 30 55 25
Student 2 55 50 -5
Student 3 70 65 -5
Student 4 75 50 -25
Student 5 80 60 -20
Student 6 65 70 5
Student 7 75 65 -10
Student 8 50 65 15
Student 9 65 50 -15
Student 10 75 65 -10
Student 11 70 45 -25
Student 12 75 65 -10
Student 13 45 55 10
Student 14 75 50 -25
Student 15 70 50 -20
Student 16 75 60 -15
Student 17 65 55 -10
Student 18 75 50 -25
Student 19 65 85 20
Student 20 80 50 -30
∑= 1335 ∑= 1160 ∑= -175
To describe the significant of the result, the writer includes chart of the test
result between pre-test and post-test in controlled class, as follow:
35
Chart 4.2.1
The Score Pre-Test and Post-Test of Controlled Class
The highest score for the controlled class is 85; there is one student who
got the highest score. The lowest score for controlled class is 45; there is one
student who has the lowest score. The total of controlled class is 1160.
From the differences between table 4.1 and 4.2 above, it showed that the
experimental class is higher than the controlled class in the posttest result, which
the total experimental class score 1460 is higher than the total of controlled class,
1160. It can be concluded that there was a positive influence of using pre-reading
activities toward students’ reading skill.
B. Data Analysis
Before calculating the t value of the observation, the writer would like to
compare the result between two classes.
To know the result of the test, the writer makes table of students score for
each class, both experiment class and controlled class.
0
10
20
30
40
50
60
70
80
90
Pre-Test
Post-Test
36
Table 4.3
The Calculation of Comparison of the Experimental Class and Controlled
Class Test
Student
Experimental
Class (X)
Controlled
Class (Y)
x
(X-MX)
y
(Y-MY) X2
Y2
Student 1 20 25 8 33.75 64 1139.0625
Student 2 25 -5 13 3.75 169 14.0625
Student 3 15 -5 3 3.75 9 14.0625
Student 4 15 -25 3 -16.25 9 264.0625
Student 5 25 -20 13 -11.25 169 126.5625
Student 6 0 5 -12 13.75 144 189.0625
Student 7 20 -10 8 -1.25 64 1.5625
Student 8 10 15 -2 23.75 4 564.0625
Student 9 20 -15 8 -6.25 64 39.0625
Student 10 15 -10 3 -1.25 9 1.5625
Student 11 20 -25 8 -16.25 64 264.0625
Student 12 0 -10 -12 -1.25 144 1.5625
Student 13 5 10 -7 18.75 49 351.5625
Student 14 20 -25 8 -16.25 64 264.0625
Student 15 0 -20 -12 -11.25 144 126.5625
Student 16 0 -15 -12 -6.25 144 39.0625
Student 17 10 -10 -2 -1.25 4 1.5625
Student 18 10 -25 -2 -16.25 4 264.0625
Student 19 10 20 -2 28.75 4 826.5625
Student 20 0 -30 -12 -21.25 144 451.5625
∑X= 240 ∑Y= -175 ∑x=0 ∑y= 0
∑x 2=
1470
∑y 2 =
4943.75
After making the table, the writer wants to calculate the t observation to be
compared with t table. Below are the steps:
Based on data in the table 3, it has been calculated the result of ∑X= 240
and ∑Y= -175. Then the writer tries to find out the mean variable X & variable Y
withformula:
= 240
20
=12
= -175
20
= -8.75
37
Those mean result showed that there is differentiation between the mean of
experiment class score and mean of controlled class. The mean gain score of
experiment class is 12 and the mean gain score of controlled class is -8.75. It
means that the mean of experiment class score is higher than the mean of
controlled class. This score indicates that pre-reading activity is effective in
teaching reading recount text.
Based on the table, it has been known the result of ∑x2
= 1470 and ∑y2=
4943.75 which is the sum of each x2
and the sum of y2. After we know that, the
values of deviation standard are calculated by using this formula:
√
= √
= 8.57
√
=√
= 15.72
Standard deviation describes how variable the data itself, it represents the
deviation of data from mean. If the standard deviation has higher value, it means
that the research data has higher variability and lower homogeneity. In contrary, if
the standard deviation has lower value, it means that the research data tend to be
very close to homogeneity.1 It can be interpreted that the sample of research is
good for representing the population, because the research data is homogenous.
Therefore, the homogeneity test is connected with the value of
Standard Deviation of two classes. Then, the writer conducted the homogeneity
test (See the appendix 7). The result of homogeneity test showed, the F
observation is 1.06. Based on df in significance degree of 5% is 2.12, it concludes
that Fo< Ftable (1.06 < 2.12). From this explanation, it can be concluded that the
variance between experiment class and controlled class is homogeneous.
1Prof. Dr. Anas Sudijono, Pengantar Statistik Pendidikan, (Jakarta: PT Raja Grafindo
Persada, 2005), p. 170
38
After the value of standard deviation from two classes has been taken, the
next procedure of calculation is determining Standard Error Mean variable X and
variable Y, with this formula:
√
=
√
=
√
=1.97
√
=
√
=
√
= 3.61
The variability of mean sample is caused by sampling error.2 It means that
there is variability of mean data when the sample was taken. The value of
sampling error can be known by calculating Standard Error of the Mean (SEM).
The standard error mean of experiment class is 1.97 and standard error mean of
controlled class is 3.61. It means that the value of sampling error from
experimental class is lower than the value of sampling error from controlled class.
After the values of Standard Error Mean of variable X and variable Y have
been taken, the writer will use those values to calculate the Standard Error of the
Mean Difference between experiment class (X) and controlled class (Y) with the
formula:
= √
= √
= 4.11
The calculation of Standard Error of the Mean Difference of variable X
and variable Y showed 4.11. This value will be used to calculate to.
After conducting Standard Error Mean of variable X and variable Y, the
last calculation of this research in determining the value of to (t observation) with
formula:
2 Sudijono, op. cit,. p. 281
39
= 12 – (-8.75)
4.11
= 20.75
4.11
= 5.05
At the last calculation, finally to (t observation) was obtained that is 5.05.
This result of to will be compared with t-table. The interpretation of to will be
explained in the test of hypothesis.
C. Test of Hypothesis
The writer assumes there is significance between the result of teaching
reading using pre-reading activity and without pre-reading activity. But before
that the writer wants to explain the procedure to the interpretation of to (t
observation).
1. Formulating the null hypothesis (Ho): there are no significance differences
between variable X and variable Y.
2. Formulating the alternative hypothesis (Ha): there are significance differences
between variable X and variable Y.
For further information, the writer followed some assumption as follow:
1. If the result of calculation to (t observation) is higher than tt (t table), to > tt, the
null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It
means that the experiment technique is accepted.
2. If the result of calculation to (t observation) is lower than tt (t table), to < tt, the
null hypothesis (Ho) is accepted and alternative hypothesis (Ha) is rejected. It
means that the experiment technique is rejected.
According to the statistic calculation, it is obtained the value of to is 5.05
and the degree of freedom (df) is 38 obtaining from:
df = N1 + N2 – 2
40
= 20 + 20 – 2
= 38
Because the value of 38 is not mentioned in table, the writer used the closest
to 38 which is 40 as degree of freedom. The writer gained ttable:
Degree of significant 5% is 2.02
Degree of significant 1% is 2.71
In the table significance, it can be seen that on the df = 38 and in the
degree of significance 5% and 1% the value of degree of significance is 2.02 and
2.71. By comparing the value to is bigger than tt, that is 2.02<5.05>2.71, so the
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It
means that there is significance between the results after teaching reading through
pre-reading activity at the first grade students of SMA Darussalam Ciputat.
D. Data Interpretation
The mean of pre-test score of experiment class is lower than the mean
pre-test of controlled class. Mean of experiment class is 61and mean of controlled
class is 66.75. Comparing with the post-test score, the mean of experiment class is
73 and the mean of controlled class is 58. The writer compares the pre-test score
with post-test score. It showed that the experiment class has more improvement
than controlled class, which is 12 points. While in controlled class, the score
decreased up to 8.75 points. It means that pre-reading activity is effective in
enhancing students’ comprehension in reading.
In this research, there were 20 students in experimental group and also
20 students in control group. Therefore, the degree of freedom (df) is (20+20) – 2
= 38 and the critical value with the df 38 on the degree of significance 1% is 2.71
and 5% is 2.02.
The result of the statistic calculation indicated that the value of to= 5.05
and the value of df (degree of freedom) was 38 on degree of significance of 5%
and 1% is 2.02 and 2.71. Comparing to=5.05 with each values of the degree of
significance, the writer finds that to=5.05 is higher than the degree of significance
41
5%= 2.02 and 1%= 2.71. Therefore, to is higher than t-table which the null
hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted.
Since to score in the table is higher that t-table score obtained from the result
of calculating, so the alternative hypothesis (Ha) is accepted and the null
hypothesis (Ho) is rejected. It is concluded that there was significant difference
between teaching recount text using pre-reading activity and without using pre-
reading activity. It means that pre-reading activity gives positive influence on
students’ reading comprehension in reading recount text at the first grade (X3) of
SMA Darussalam Ciputat Tangerang Selatan in the academic year of 2013/2014.
Based on the analysis of the result above, it can be interpreted that
teaching reading through pre-reading activity can enhance the students’
comprehension in reading recount text. According to Willis, the goals of pre-
reading are to give students an overview of the topic, book, or story to be read so
they can develop mental templates upon which to pattern the new information.
Moreover, Wilson and Richard report that the goals of pre-reading stage are to
activate or build the students’ knowledge of the subject, to provide any language
preparation that might be needed for coping with the passage, and, finally, to
motivate the learners want to read the text. The writer found that the students in
experimental class more interesting to read the text, because they had already had
background knowledge of the text. They are not only given reading
comprehension test, but also they are involved the interested phases before
answering the comprehension test. The students were eager in answering the
reading comprehension test. As the pre-reading activities have advantages to
increase the students’ interest in reading the text, therefore they comprehend the
text easily. Pre-reading activities increase their achievement in their reading skill.
42
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The students’ problem in comprehending reading text is caused by lack of
knowledge of the text. It was because they do not have background knowledge
about the text. Thus, the teachers do not attract the students’ interest to read. To
attract the students’ interest in reading, the writer applied pre-reading activities in
teaching reading skill. The pre-reading activities gave many chances to the
students to prepare themselves before reading the text.
Based on the research carried out in first grade at SMA Darussalam
academic year 2013/2014, it concluded that pre-reading activity is effective to
enhance the learners’ reading skill. Using pre-reading activity has a great and
positive influence in teaching reading. The students who are taught using the pre-
reading activities have higher score than the students taught without pre-reading
activity.
Pre-reading activity can improve students’ reading comprehension in SMA
Darussalam Ciputat. Based on the experiment, it was known that there is
significance difference between the score of the students who are taught using
pre-reading activity. It was proved by the research findings. The result of statistic
calculation indicated that the value of to= 5.05 and the value of df (degree of
freedom) was 38 on degree of significance of 5% and 1% is 2.02 and 2.71.
Comparing the to with each values of the degrees of significance, the writer finds
that 2.02<5.05>2.71. Therefore, to is higher that t-table., it can be concluded that the
alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected.
Therefore it could be said that the pre-reading activities is effective in
teaching recount text. It can be seen from the research findings that the students
show their improvement in reading.
B. Suggestion
The writer would like to give some suggestion that might be useful for
teachers and students, as follow:
43
1. It is suggested for teacher to use the pre-reading activity before the reading
process in teaching reading. Hopefully pre-reading activity could be a way for
students to enhance students’ achievement in reading skill.
2. The teacher should build the students’ interest in reading through pre-reading
stage. This happened because the pre-reading stage builds the students
background knowledge and experience, which is needed for reading activity.
3. Teacher should be creative to decide kind of pre-reading activities that can be
used such as picture or activating students’ background knowledge.
4. The teacher is not only as the information giver, but also as facilitator. A
good teacher has to give students guidance and direction how to comprehend
a text.
5. The teachers are suggested to use various techniques to teach the students
44
REFERENCES
Ajideh, Parviz. Schema–theory Based Considerations on Pre-reading Activities in
ESP Textbooks, The Asian EFL Journal. Teaching Articles. 16, 2006.
Alderson, J. Charles. Assessing Reading. New York: Cambridge University
Press, 2000.
Anderson, Mark and Kathy Anderson. Text Types in English 1. South Yarra:
MacMillan Education, 1998a.
-------. Text Types in English 3. South Yarra: MacMillan Education, 1998b.
Bamman, Henry A. Fundamentals of Basic Reading Instruction. New York:
David McKay Company, 1963.
Daiek, Deborah., & Anter, Nancy. Critical Reading for College and Beyond. New
York: McGraw-Hill, 2004.
Davies, Alison. Storytelling in the classroom: Enhancing Traditional Oral Skills
for Teachers Pupils. First Edition. London: Paul Chapman Publishing,
2007.
De Boer, John J., & Dallmann, Martha. The Teaching of Reading. New York:
Holt, Rinehart and Winston, Inc, 1964.
Depdiknas. Peraturan Menteri Pendidikan Nasional, No. 22 Th. 2006 Tentang
Standar Isi Mata Pelajaran Bahasa Inggris untuk Sekolah Menengah Atas/
Madrasah Aliyah, Jakarta: Depdiknas, 2006.
Djiwandono, P. Istiarto. Strategi Membaca Bahasa Inggris, Jakarta: Gramedia
Pustaka Utama, 2000.
Donough, Jo Mc and Christoper Saw. Materials and Methods in ELT, London:
Black Well, 1993.
Emilia, Emi. Teaching Writing: Developing Critical Learners. Bandung: Rizqi,
2010.
Gillet, Jean Wallace., Temple, Charles A., and Crawford, Alan N. Understanding
Reading Problems. Boston: Pearson Education, Inc, 2012.
Grellet, Francoise. Developing Reading Skills: A Practical Guide to Reading
Comprehension Exercise. Cambridge: Cambridge University Press, 1981.
45
Hadfield, Jill & Hadfield, Charles. Simple Reading Activities. New York: Oxford
University Press, 2000.
Harmer, Jeremy. The Practice of English Language Teaching. New York:
Longman Publishing, 1991.
Hartono, Rudi. Genres of Texts. Semarang: UNNES, 2005.
Hudson, Thom. Teaching Second Language Reading. New York: Oxford
University Press, 2007.
Kartiwi, Eka. “The Effectiveness of Teaching Reading Comprehension Through
Pre-Reading Activities by Using Semantic Mapping”, Skripsi of Syarif
Hidayatullah Islamic State University Jakarta, Jakarta: 2005. not
published.
Lewin, Larry. Paving the Way in Reading and Writing: Strategies & Activity to
Support Struggling Students in Grade 6-12. San Fransisco: Jossey-Bass,
2003.
Mihara, Kei. Effects of Pre-Reading Strategies on EFL/ESL Reading
Comprehension. Tesl Canada Journal/Revue Tesl du Canada 51 vol. 28,
no 2, 2011.
Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension:
Maximizing Your Impact. Chicago: American Library Association, 2007.
Mukarto, et al., English on Sky 2, Jakarta: Erlangga, 2007.
Pardiyono. Pasti Bisa! Teaching Genre-Based Writing: Metode Mengajar Writing
Berbasis Genre Secara Efektif. Yogyakarta: CV. Andi Offset, 2007.
Priyana, Joko., et al., Interlanguage: English for Senior High School X. Jakarta:
Pusat Perbukuan Deartemen Pendidikan Nasional, 2008.
Sari, Sara Puspita. “The Effectiveness of Pre-Reading Activities to Improve
Students’ Reading Comprehension“, Skripsi of Syarif Hidayatullah Islamic
State University Jakarta: 2007. not published.
Silberstein, Sandra. Techniques and Resources in Teaching Reading. New York:
Oxford University Press, 1994.
Sudijono, Anas. Pengantar Statistik Pendidikan. Jakarta: PT Raja Grafindo
Persada, 2005.
46
RAND Reading Study Group. Reading for understanding: toward in R&D
Program in Reading Comprehension. Santa Monica: RAND, 2002.
Widiati, Utami et al., Contextual Teaching and Learning: Bahasa Inggris Sekolah
Menengah Pertama, Kelas VII. Jakarta: Pusat Perbukuan, Departemen
Pendidikan Nasional, 2008.
Willis, Judy. Teaching the Brain to Read: Strategies for Improving Fluency,
Vocabulary, and Comprehension. Virginia: Association for Supervision
and Curriculum Development, 2008.
Wilson, Paul T and Richard C Anderson, “Reading Comprehension and School
Learning”, in Jean Osborn, Paul T Wilson & Richard C Anderson (ed),
Reading Education: Foundations for a Literate America. Massachusetts:
Lexington Books, 1985.
Ur, Penny. A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press, 1996.
Nordquist, Richard. “Pre-Reading”,
http://grammar.about.com/od/pq/g/Prereading.htm, December 20th
2013.
Porter, Karla. “Reading: Pre-Reading Strategies”,
http://departments.weber.edu/teachall/reading/prereading.html October 8
2013.
47
APPENDCES
Nama Sekolah : SMA Darussalam APPENDIX 1 48
Mata Pelajaran : Bahasa Inggris Syllabus
Kelas/Semester : X/ 1 (Ganjil)
Standar Kompetensi Kompetensi Dasar Materi
Pembelajaran Kegiatan Pembelajaran Indikator Penilaian
Alokasi Waktu (Menit)
Sumber/ Bahan/
Alat
Membaca
5. Memahami makna teks tulis fungsional pendek esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
Menulis
6. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan sehari-hari
5.1 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure
Teks tulis berbentuk recount Past Tense
Jim Carrey had a trip to Bunaken.
Who went to Bunaken?
He went to Bunaken yesterday. Yesterday, he went to Bunaken. To Bunaken, he went yesterday.
Teks tulis berbentuk Narrative Teks tulis berbentuk Procedure
Membaca nyaring bermakna teks narrative secara individu
Mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks, secara berkelompok.
Berlatih menggunakan kalimat past tense untuk menyatakan peristiwa dan kalimat imperative untuk menyatakan petunjuk.
Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing.
Melakukan koreksi teman sejawat untuk menyempurnakan draft.
Menyempurnakan draft berdasarkan koreksi teman.
Mengidentifikasi main idea dari sebuah paragraph.
Mengidentifikasi makna kalimat dalam teks yang dibaca
Mengidentifikasi tokoh dari cerita yang dibaca
Mengidentifikasi kejadian dalam teks yang dibaca
Mengidentifikasi tujuan komunikasi teks dibaca
Menggunakan kalimat past tense dalam menyampaikan sebuah peristiwa
Menggunakan kalimat imperative dalam membuat sebuah resep atau petunjuk
Menggunakan kalimat langsung dan tak langsung dalam menulis sebuah narasi
Menghasilkan teks berbentuk recount
Menghasilkan teks berbentuk narrative
Menghasilkan teks berbentuk procedure
Kuis Ulangan tertulis Tugas Tugas Performans
(14 x 45)
2 x 45
2 x 45
2 x 45
2 x 45
2 x 45
2 x 45
ESOL ONLINE English online English K-6 modules Jakarta Post
APPENDIX 2 49
KISI-KISI SOAL Sekolah : SMA Darussalam
Kelas/ Semester : IX/ 1
Bentuk Soal : Piihan Ganda
Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan
Kompetensi Dasar` : 2. Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-
hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
Skill Materi Indikator Soal Tema Soal
Reading - Recount Text
- Kosakata terkait
tema dan jenis teks.
Mengidentifikasi kejadian
dalam teks yang dibaca
- Vacation
- Experience
- Biography
1, 2, 3, 4
10, 11, 15, 22, 23
20
Mengidentifikasi tujuan
komunikasi teks dibaca
- Vacation
- Experience
- Biography
5,
12
16
Mengidentifikasi main idea
dari sebuah paragraph.
- Experience
- Biography
9, 14
19
Mengidentifikasi makna
kalimat dalam teks yang
dibaca
Mengidentifikasi tokoh
dari cerita yang dibaca
- Experience
- Experience
- Biography
8, 13, 21, 24, 25
6, 7,
17, 18
50
APPENDIX 3
Pre-Test
PRE-TEST
Recount Texts
My Vacation in Bali
I spent the last vacation in Bali with my father, mother, and sister. We left Semarang at
12.45.
At 7 in the evening, we arrived at Ngurah Rai and directly went to the hotel. The hotel is
amazing. Inna Grand Bali Hotel is a big hotel. It’s about 2 hectares and located next to Sanur
Beach. It only takes three minutes walking from the hotel to reach the beach. My sister and I
went to the beach every morning.
We spent the first day in Bali enjoying our stay in the hotel. We did some exercise in a
gym and swam in hotel’s swimming pool.
On the second day, we were picked by minibus and went to Tanjung Benoa Harbour.
Then, we took a boat to Nusa Penida Island. We had a great tour at Nusa Penida. First we
visited Toyapakeh village. We were amazed by this unique Balinese village. After that, we
snorkeled in the sea. The fish and coral were stunning. Late in the evening, we went back to
our hotel in Denpasar.
The following day, we went shopping at Sukowati. My mom bought a lot of Balinese
clothing. I bought a small painting for my bedroom. My sister decided to buy some necklaces
made of shells. She said she wanted to give them as souvenirs for her friends. Finally, we flew
back to Semarang in the afternoon. It was one of the nicest vacations I’ve ever taken.
(Adapted from “Mandiri, Practice Your English Competence” by Nurzaida, Penerbit:
Erlangga)
1. What did the writer’s family do in Bali?
a. Visiting their relatives
b. Doing some jobs
c. Having a vacation
d. Spending lots of money
51
e. Going to do a test
2. What did they do in Nusa Penida Island?
a. Enjoying a unique village, snorkeling, and shopping
b. Enjoying a unique village and snorkeling.
c. Snorkeling and shopping
d. Visiting a hotel and shopping
e. Buying coral
3. Where did they buy souvenirs?
a. At Inna Grand Bali Hotel
b. At Tanjung Benoa
c. At Nusa Penida
d. At Sukowati
e. At Toyapakeh
4. How long did they enjoy their vacation in Bali?
a. Three days
b. Two days
c. One day
d. Half of the day
e. One week
5. What is the purpose of writing the text?
a. To tell the beauty of Bali
b. To persuade the readers to visit Bali
c. To tell about the writer’s vacation in Bali
d. To describe several places of interest in Bali
e. To explain where is Bali
52
Firecrackers
When I was a kid, I had a friend who liked to play with firecrackers. His name was
Bono.
One day, Bono and his friends were playing in the field. One of Bono’s friends brought
an empty biscuit can. He then covered the firecrackers with the can and when the firecrackers
exploded, the can bounced up in the air. Bono’s friends were all impressed and Bono got very
excited. He wanted to impress his friends too.
Not far from there, Bono saw a big piece of cow manure. He put a firecracker on it,
which made the manure look like a birthday cake. When the firecracker exploded, the cow
manure was splattered all around. When he turned around, his friends laughed at him so hard
that he cried: the cow manure was all over his face!
(Adapted from: C’nS Vol. 13 No. 17, 2003, by Fanny Warih)
(Adapted from “Mandiri, Practice Your English Competence” by Nurzaida, Penerbit:
Erlangga)
6. Who liked to play firecrackers?
a. Bono
b. The writer
c. The writer’s friends
d. Bono and the writer
e. Bono’s brother
7. Who had the idea of covering the firecracker with an empty biscuit can?
a. Bono
b. The writer
c. Bono’s friend
d. The villagers
e. Bono’s parents
53
8. .” … was splattered all around (the third paragraph)
What is the meaning of the underlined word?
a. Hit something
b. Moved without stopping
c. Landed in the sea
d. Fell onto a surface
e. Go to someplace
9. What is the main idea of the last paragraph?
a. The activity of making crackers
b. The story of Bono’s daily activity
c. The story of Bono and his friends
d. How Bono make a foolish action
e. The activity of Bono’s friend
10. Why did Bono put a firecracker on cow manure?
a. To cheat his friends
b. To impress his friends
c. To make his friends happy
d. To put his friends in troubles
e. To entertain his friends
Early one morning, Umar was walking to the bus stop to catch a bus to school. A loud
screeching noise suddenly pierced the air. Umar realized that there had been an accident. A
small boy was lying unconscious on the road, and the car had already run away.
Umar was confused and frightened. “Is the boy dead?” Umar asked himself. However,
the boy was still breathing. Umar could see that the boy had bruises all over his face and
arms.
54
Umar did not know what to do. Few cars passed along this road at this time of the day.
The nearest house which he could go to for help was his own, but it would take ten minutes to
walk there. Umar finally decided to stay with the boy until somebody came.
Time was passed slowly. The boy was still unconscious, but Umar prayed the boy to
regain consciousness.
Umar had a lot of story to tell to his friends. All his friends thought that Umar was a
very brave boy. “It was an unforgettable incident, wasn’t it?” They asked him. “Yes it was,
“Umar replied. “It was a terrifying experience” he thought.
http://kumpulan-soal-dan-jawaban.blogspot.com/2013/05/soal-latihan-semester-1-bahasa-inggris.html
11. Where did the accident happen?
a. At the school
b. At the police station
c. Near Umar’s house
d. On the way to the bus stop
e. Near Umar’s school
12. The purpose of the text is to ….
a. Tell a past event
b. Report a phenomena
c. Entertain readers
d. Describe Umar’s activity
e. Discuss something
13. Umar and the helpful driver went to the police station after they ….
a. Stopped the approaching car
b. Had seen the injured the boy on the road
c. Reported the accident they saw
d. Had carried the injured boy to the hospital
e. Brought the boy to the nearest house
55
14. What is the main idea of paragraph 3?
a. Umar waited for the boy
b. Umar left for the boy
c. The boy was conscious
d. The police came to the accident’s place
e. The ambulance came to help
15. What do Umar’s friends think about him ….
a. He is an honest boy
b. He is a kind boy
c. He is a coward boy
d. He is an easy going boy
e. He is a very brave boy
Picasso
Picasso was one of the most outstanding and important artists of the 1990’s. He is the
known for his paintings. Almost every style in modern art is represented in Picasso’s works.
Picasso was born in 1881 in Malaga, Spain as the son of an art teacher. He studied
painting with his father and also in Madrid.
From about 1895 to 1901 he painted realistic work in a traditional style. Then he entered
what was called the blue period. During this time he only used shades of blue in his paintings to
show poverty he saw in Barcelona.
After 1907, he entered to the style of cubism. Among his well known cubist paintings
are “The Three Musicians” and “The man with a guitar” which depict the destruction of a
Spanish town. Picasso died in France in 1973.
(Adapted from: Golden Home encyclopedia. p. 4751)
16. What is the genre of the text?
a. Narrative d. Procedure
b. Descriptive e. Report
c. Recount
56
17. Who was Picasso?
a. A man who painted realistic works in a traditional style
b. One of the most outstanding and important artist
c. A man who is best known of his paintings
d. A man who called as the blue period
e. A man with a guitar
18. Who is Picasso’s father?
a. He is a worker
b. He is an art teacher
c. He is traditional artist
d. He is guitarist
e. He is Musician
19. What is the main idea of the last paragraph?
a. He produced Spanish paintings
b. He made a guitar
c. Picasso started to make cubist paintings
d. He started to be a musician
e. He sold his cubist paintings
20. Why did Picasso call it as a blue period?
a. to show poverty he saw in Barcelona
b. to celebrate Picasso’s success
c. to memorialize his father’s death
d. to show his paintings in blue color
e. to explain that Picasso in sad condition
The Football Match
57
My brother and I went to a football match yesterday. Our school team was playing against
another High School team. Our team wore red and white shirts, white shorts, and red stockings.
The other team wore orange and black shirts, orange shorts, and black stockings. “They look like
bees“, my brother said, and we laughed.
They played like bees too. They ran very fast, attacked very hard, and passed the ball to
each other very fast. Soon they scored their first goal. My brother and I shouted and shouted,
“Come on, Valley School! Come on, the Valleys!” Our headmaster was near us and he was
shouting too. He seemed very enthusiastic. However, the high school scored another goal. We
were very sad.
Then, one of the “bees” stopped the ball with one of his hands, so our team got the free
kick. Our captain took it and scored a goal. We shouted, “Hooray!” The score was now 2:1. That
was better.
Now our team began to play better—or the “bees” were getting tired. Our team scored
another goal before half-time. In the second half of the match, both teams tried very hard, but
neither scored, so at the end the score was still two all.
Adapted from: L.A. Hill, 1963
( Joko Priyana, Interlanguage: English for Senior High School Students X
p. 91-92)
21. The text tells about …
a. joining a football match
b. winning a football match
c. attending a football match
d. the school football team
e. playing football
22. What did the writer and his brother do after the rival team scored the first goal?
a. They shouted to support their school team.
b. They shouted to the headmaster.
c. They laughed at their school team.
d. They ran very fast.
58
e. They played like bees.
23. Which statement is true according to the text?
a. The writer and his brother will watch a football match.
b. The writer’s school team wore orange and black shirts.
c. The writer called his school team the “bees”.
d. The writer’s school team scored the first goal.
e. The opponent scored the first goal.
24. A word in the text which has the same meaning as “leader” is …
a. brother
b. goal
c. captain
d. team
e. score
25. “He seemed very enthusiastic.” The antonym of the underlined word is …
a. energized
b. excited
c. eager
d. apathetic
e. impatient
59
APPENDIX 4
Answer Key of Pre-Test
ANSWER KEY
1.C
2.B
3.D
4.A
5.C
6.A
7.C
8.D
9.D
10.B
11.D
12.A
13.D
14.A
15.E
16.C
17.B
18.B
19.C
20.A
21.C
22.A
23.E
24.C
25.D
60
APPENDIX 5
Score of Pre-Test
The Pre-Test Score of X2
(Controlled Class)
Number Student Pre-Test
1 Student 1 30
2 Student 2 55
3 Student 3 70
4 Student 4 75
5 Student 5 80
6 Student 6 65
7 Student 7 75
8 Student 8 50
9 Student 9 65
10 Student 10 75
11 Student 11 70
12 Student 12 75
13 Student 13 45
14 Student 14 75
15 Student 15 70
16 Student 16 75
17 Student 17 65
18 Student 18 75
19 Student 19 65
20 Student 20 80
Sum ∑ 1335
Average 66.75
61
The Pre-Test
Score of X3
(Experimental Class)
Number Student Pre-Test
1 Student 1 60
2 Student 2 60
3 Student 3 65
4 Student 4 50
5 Student 5 45
6 Student 6 70
7 Student 7 60
8 Student 8 60
9 Student 9 65
10 Student 10 55
11 Student 11 60
12 Student 12 75
13 Student 13 80
14 Student 14 60
15 Student 15 65
16 Student 16 55
17 Student 17 55
18 Student 18 75
19 Student 19 50
20 Student 20 55
∑ 1220
62
From the table above, it can be seen that the mean score between X2 and X3 is not too
far. In X2, the highest score was 80 and the lowest score was 30. In X3, the highest score was 80
and the lowest score was 45. The mean score of X2 is 66.75 and the mean score of X3 is 61.
From the pre-test above, the writer decided X2 as controlled class and X3 as the experiment
class. The pre-test was held just to know that between two classes above had the same
intelligence. It is proved that their ability in reading is not too far. It can be seen from the mean
score of pre-test.
63
APPENDIX 6 THE Anates Result SKOR DATA DIBOBOT ================= Jumlah Subyek = 32 Butir soal = 25 Bobot utk jwban benar = 1 Bobot utk jwban salah = 0 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Urt No Subyek Kode/Nama Benar Salah Kosong Skr Asli Skr Bobot 1 1 Abdul ... 15 10 0 15 15 2 2 Alda M... 16 9 0 16 16 3 3 Amri B... 15 10 0 15 15 4 4 Anis S... 20 5 0 20 20 5 5 Arif S... 15 10 0 15 15 6 6 Dana A... 19 6 0 19 19 7 7 Desta ... 11 14 0 11 11 8 8 Eka Se... 13 12 0 13 13 9 9 Eli Yulia 10 15 0 10 10 10 10 Fitriy... 18 7 0 18 18 11 11 Ismail... 17 8 0 17 17 12 12 Jihan ... 16 9 0 16 16 13 13 Juanda 10 15 0 10 10 14 14 Lulu R... 14 11 0 14 14 15 15 Lusi L... 17 8 0 17 17 16 16 Miftah... 12 13 0 12 12 17 17 Millat... 14 11 0 14 14 18 18 Nani K... 13 12 0 13 13 19 19 Prams ... 16 9 0 16 16 20 20 Putri ... 17 8 0 17 17 21 21 Putri ... 22 3 0 22 22 22 22 Reza H... 15 10 0 15 15 23 23 Risnawati 14 11 0 14 14 24 24 Rizki ... 14 11 0 14 14 25 25 Septya... 22 3 0 22 22 26 26 Sonia ... 19 6 0 19 19 27 27 Sumaya... 7 18 0 7 7 28 28 Yasara... 20 5 0 20 20 29 29 Yola S... 13 12 0 13 13 30 30 Yori A... 15 10 0 15 15 31 31 Zahra ... 13 12 0 13 13 32 32 Zul Ar... 10 15 0 10 10 RELIABILITAS TES ================ Rata2= 15.06 Simpang Baku= 3.54 KorelasiXY= 0.44 Reliabilitas Tes= 0.61 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No.Urut No. Subyek Kode/Nama Subyek Skor Ganjil Skor Genap Skor Total 1 1 Abdul Azis 8 7 15 2 2 Alda Maharani 6 10 16 3 3 Amri Bashary 8 7 15 4 4 Anis Safitri 10 10 20 5 5 Arif Santoso 8 7 15 6 6 Dana Aditia P... 9 10 19
64
7 7 Desta Padmita... 5 6 11 8 8 Eka Setiawati 5 8 13 9 9 Eli Yulia 5 5 10 10 10 Fitriyani Ris... 9 9 18 11 11 Ismail Adi Pr... 6 11 17 12 12 Jihan Nifah 8 8 16 13 13 Juanda 4 6 10 14 14 Lulu Rahmawat... 7 7 14 15 15 Lusi Lestiana... 7 10 17 16 16 Miftahul Janah 7 5 12 17 17 Millatul Alwa... 6 8 14 18 18 Nani Komalasari 6 7 13 19 19 Prams Trinofa... 8 8 16 20 20 Putri Adeayu ... 9 8 17 21 21 Putri Amalia 13 9 22 22 22 Reza Harris S... 9 6 15 23 23 Risnawati 5 9 14 24 24 Rizki Mulya 6 8 14 25 25 Septya Handayani 11 11 22 26 26 Sonia Chris M... 9 10 19 27 27 Sumayah Muham... 5 2 7 28 28 Yasarah Fauzi... 10 10 20 29 29 Yola Septiani 7 6 13 30 30 Yori Aliffa D... 8 7 15 31 31 Zahra Nur Fau... 6 7 13 32 32 Zul Arifin 7 3 10 KELOMPOK UNGGUL & ASOR ====================== Kelompok Unggul Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 21 Putri Amalia 22 1 1 1 1 1 1 1 2 25 Septya Handayani 22 1 1 1 1 1 1 1 3 4 Anis Safitri 20 1 1 1 1 1 1 1 4 28 Yasarah Fauzi... 20 1 1 1 1 1 1 1 5 6 Dana Aditia P... 19 1 1 1 1 1 1 1 6 26 Sonia Chris M... 19 1 1 1 1 1 1 1 7 10 Fitriyani Ris... 18 1 1 1 1 1 1 1 8 11 Ismail Adi Pr... 17 1 1 1 1 1 1 1 9 15 Lusi Lestiana... 17 1 1 1 1 1 1 1 Jml Jwb Benar 9 9 9 9 9 9 9 8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 21 Putri Amalia 22 - 1 1 1 - 1 1 2 25 Septya Handayani 22 - 1 1 - 1 1 1 3 4 Anis Safitri 20 1 1 1 - - - 1 4 28 Yasarah Fauzi... 20 1 - - - 1 1 1 5 6 Dana Aditia P... 19 - 1 1 - 1 1 1 6 26 Sonia Chris M... 19 1 1 - - 1 - 1 7 10 Fitriyani Ris... 18 1 - 1 1 - - - 8 11 Ismail Adi Pr... 17 1 1 1 - 1 - 1 9 15 Lusi Lestiana... 17 1 - - - 1 - 1 Jml Jwb Benar 6 6 6 2 6 4 8 15 16 17 18 19 20 21
65
No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 21 Putri Amalia 22 1 - 1 1 1 1 1 2 25 Septya Handayani 22 1 1 1 1 1 1 1 3 4 Anis Safitri 20 1 - 1 1 1 1 1 4 28 Yasarah Fauzi... 20 1 1 1 1 1 1 1 5 6 Dana Aditia P... 19 1 1 1 1 - 1 - 6 26 Sonia Chris M... 19 1 - 1 1 1 1 - 7 10 Fitriyani Ris... 18 1 1 1 1 - 1 1 8 11 Ismail Adi Pr... 17 - 1 1 1 - 1 - 9 15 Lusi Lestiana... 17 1 - 1 1 - 1 - Jml Jwb Benar 8 5 9 9 5 9 5 22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 21 Putri Amalia 22 1 1 1 1 2 25 Septya Handayani 22 1 - 1 1 3 4 Anis Safitri 20 1 - 1 1 4 28 Yasarah Fauzi... 20 1 - - 1 5 6 Dana Aditia P... 19 - - 1 1 6 26 Sonia Chris M... 19 1 - 1 1 7 10 Fitriyani Ris... 18 - - 1 1 8 11 Ismail Adi Pr... 17 - - 1 - 9 15 Lusi Lestiana... 17 1 - 1 1 Jml Jwb Benar 6 1 8 8 Kelompok Asor Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA 1 2 3 4 5 6 7 No.Urut No Subyek Kode/Nama Subyek Skor 1 2 3 4 5 6 7 1 18 Nani Komalasari 13 1 1 1 1 - 1 1 2 29 Yola Septiani 13 1 - 1 1 1 - 1 3 31 Zahra Nur Fau... 13 - - 1 - 1 1 1 4 16 Miftahul Janah 12 1 1 1 1 1 - 1 5 7 Desta Padmita... 11 1 1 1 - - 1 1 6 9 Eli Yulia 10 1 - 1 1 1 - - 7 13 Juanda 10 - - - - 1 1 1 8 32 Zul Arifin 10 1 - 1 1 1 - - 9 27 Sumayah Muham... 7 - - 1 - 1 - - Jml Jwb Benar 6 3 8 5 7 4 6 8 9 10 11 12 13 14 No.Urut No Subyek Kode/Nama Subyek Skor 8 9 10 11 12 13 14 1 18 Nani Komalasari 13 - - - - - - - 2 29 Yola Septiani 13 - - 1 - - - 1 3 31 Zahra Nur Fau... 13 1 1 1 - - - - 4 16 Miftahul Janah 12 - 1 - - - - - 5 7 Desta Padmita... 11 - - 1 - - 1 1 6 9 Eli Yulia 10 - - 1 - - - - 7 13 Juanda 10 - - 1 - - - - 8 32 Zul Arifin 10 - 1 - - - 1 - 9 27 Sumayah Muham... 7 - - - - - - 1 Jml Jwb Benar 1 3 5 0 0 2 3 15 16 17 18 19 20 21 No.Urut No Subyek Kode/Nama Subyek Skor 15 16 17 18 19 20 21 1 18 Nani Komalasari 13 1 1 1 1 1 1 - 2 29 Yola Septiani 13 1 - - 1 1 - - 3 31 Zahra Nur Fau... 13 1 - - 1 - 1 -
66
4 16 Miftahul Janah 12 - - - 1 1 1 - 5 7 Desta Padmita... 11 - - - - 1 1 - 6 9 Eli Yulia 10 - - - 1 1 1 - 7 13 Juanda 10 - 1 1 1 - 1 - 8 32 Zul Arifin 10 - 1 1 - 1 1 - 9 27 Sumayah Muham... 7 1 - 1 - 1 - - Jml Jwb Benar 4 3 4 6 7 7 0 22 23 24 25 No.Urut No Subyek Kode/Nama Subyek Skor 22 23 24 25 1 18 Nani Komalasari 13 - - 1 - 2 29 Yola Septiani 13 1 - 1 1 3 31 Zahra Nur Fau... 13 1 - 1 1 4 16 Miftahul Janah 12 - - 1 1 5 7 Desta Padmita... 11 - - 1 - 6 9 Eli Yulia 10 - - 1 1 7 13 Juanda 10 - - 1 1 8 32 Zul Arifin 10 - - - - 9 27 Sumayah Muham... 7 - - 1 - Jml Jwb Benar 2 0 8 5 DAYA PEMBEDA ============ Jumlah Subyek= 32 Klp atas/bawah(n)= 9 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru No Butir Asli Kel. Atas Kel. Bawah Beda Indeks DP (%) 1 1 9 6 3 33.33 2 2 9 3 6 66.67 3 3 9 8 1 11.11 4 4 9 5 4 44.44 5 5 9 7 2 22.22 6 6 9 4 5 55.56 7 7 9 6 3 33.33 8 8 6 1 5 55.56 9 9 6 3 3 33.33 10 10 6 5 1 11.11 11 11 2 0 2 22.22 12 12 6 0 6 66.67 13 13 4 2 2 22.22 14 14 8 3 5 55.56 15 15 8 4 4 44.44 16 16 5 3 2 22.22 17 17 9 4 5 55.56 18 18 9 6 3 33.33 19 19 5 7 -2 -22.22 20 20 9 7 2 22.22 21 21 5 0 5 55.56 22 22 6 2 4 44.44 23 23 1 0 1 11.11 24 24 8 8 0 0.00 25 25 8 5 3 33.33 TINGKAT KESUKARAN =================
67
Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru No Butir Asli Jml Betul Tkt. Kesukaran(%) Tafsiran 1 1 28 87.50 Sangat Mudah 2 2 21 65.63 Sedang 3 3 30 93.75 Sangat Mudah 4 4 27 84.38 Mudah 5 5 29 90.63 Sangat Mudah 6 6 25 78.13 Mudah 7 7 29 90.63 Sangat Mudah 8 8 14 43.75 Sedang 9 9 10 31.25 Sedang 10 10 21 65.63 Sedang 11 11 2 6.25 Sangat Sukar 12 12 6 18.75 Sukar 13 13 7 21.88 Sukar 14 14 19 59.38 Sedang 15 15 23 71.88 Mudah 16 16 14 43.75 Sedang 17 17 22 68.75 Sedang 18 18 26 81.25 Mudah 19 19 20 62.50 Sedang 20 20 29 90.63 Sangat Mudah 21 21 10 31.25 Sedang 22 22 14 43.75 Sedang 23 23 3 9.38 Sangat Sukar 24 24 29 90.63 Sangat Mudah 25 25 24 75.00 Mudah KORELASI SKOR BUTIR DG SKOR TOTAL ================================= Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru No Butir Asli Korelasi Signifikansi 1 1 0.441 Signifikan 2 2 0.523 Sangat Signifikan 3 3 0.227 - 4 4 0.502 Sangat Signifikan 5 5 0.221 - 6 6 0.444 Signifikan 7 7 0.560 Sangat Signifikan 8 8 0.346 - 9 9 0.356 - 10 10 0.145 - 11 11 0.366 - 12 12 0.543 Sangat Signifikan 13 13 0.294 - 14 14 0.417 Signifikan 15 15 0.430 Signifikan 16 16 0.129 - 17 17 0.380 - 18 18 0.400 Signifikan 19 19 0.014 - 20 20 0.345 - 21 21 0.491 Signifikan 22 22 0.455 Signifikan 23 23 0.241 -
68
24 24 0.006 - 25 25 0.425 Signifikan Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 0,576 0,708 60 0,250 0,325 15 0,482 0,606 70 0,233 0,302 20 0,423 0,549 80 0,217 0,283 25 0,381 0,496 90 0,205 0,267 30 0,349 0,449 100 0,195 0,254 40 0,304 0,393 125 0,174 0,228 50 0,273 0,354 >150 0,159 0,208 Bila koefisien = 0,000 berarti tidak dapat dihitung. KUALITAS PENGECOH ================= Jumlah Subyek= 32 Butir Soal= 25 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA No Butir Baru No Butir Asli a b c d e * 1 1 0-- 3--- 28** 1++ 0-- 0 2 2 9--- 21** 1- 1- 0-- 0 3 3 0-- 1-- 1-- 30** 0-- 0 4 4 27** 3--- 2- 0-- 0-- 0 5 5 0-- 0-- 29** 1+ 2--- 0 6 6 25** 0-- 3- 1+ 3- 0 7 7 2--- 1+ 29** 0-- 0-- 0 8 8 7- 2- 5++ 14** 4++ 0 9 9 11-- 0-- 9- 10** 2- 0 10 10 1- 21** 6--- 3++ 1- 0 11 11 24--- 0-- 0-- 2** 6++ 0 12 12 6** 12-- 1-- 13-- 0-- 0 13 13 9+ 4+ 2- 7** 10- 0 14 14 19** 5- 2+ 2+ 4++ 0 15 15 5--- 4-- 0-- 0-- 23** 0 16 16 5++ 10--- 14** 1-- 2- 0 17 17 6--- 22** 3++ 0-- 1- 0 18 18 2+ 26** 4--- 0-- 0-- 0 19 19 4+ 0-- 20** 4+ 4+ 0 20 20 29** 0-- 0-- 2--- 1+ 0 21 21 9- 4+ 10** 5++ 4+ 0 22 22 14** 2- 5++ 5++ 6+ 0 23 23 9++ 1-- 5+ 14-- 3** 0 24 24 1+ 0-- 29** 1+ 1+ 0 25 25 5--- 1- 0-- 24** 2++ 0 Keterangan: ** : Kunci Jawaban ++ : Sangat Baik + : Baik - : Kurang Baik -- : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR
69
===================== Rata2= 15.06 Simpang Baku= 3.54 KorelasiXY= 0.44 Reliabilitas Tes= 0.61 Butir Soal= 25 Jumlah Subyek= 32 Nama berkas: D:\SKRIPSWEET\ANATESV4\VALIDITASMARET.ANA Btr Baru Btr Asli D.Pembeda(%) T. Kesukaran Korelasi Sign. Korelasi 1 1 33.33 Sangat Mudah 0.441 Signifikan 2 2 66.67 Sedang 0.523 Sangat Signifikan 3 3 11.11 Sangat Mudah 0.227 - 4 4 44.44 Mudah 0.502 Sangat Signifikan 5 5 22.22 Sangat Mudah 0.221 - 6 6 55.56 Mudah 0.444 Signifikan 7 7 33.33 Sangat Mudah 0.560 Sangat Signifikan 8 8 55.56 Sedang 0.346 - 9 9 33.33 Sedang 0.356 - 10 10 11.11 Sedang 0.145 - 11 11 22.22 Sangat Sukar 0.366 - 12 12 66.67 Sukar 0.543 Sangat Signifikan 13 13 22.22 Sukar 0.294 - 14 14 55.56 Sedang 0.417 Signifikan 15 15 44.44 Mudah 0.430 Signifikan 16 16 22.22 Sedang 0.129 - 17 17 55.56 Sedang 0.380 - 18 18 33.33 Mudah 0.400 Signifikan 19 19 -22.22 Sedang 0.014 - 20 20 22.22 Sangat Mudah 0.345 - 21 21 55.56 Sedang 0.491 Signifikan 22 22 44.44 Sedang 0.455 Signifikan 23 23 11.11 Sangat Sukar 0.241 - 24 24 0.00 Sangat Mudah 0.006 - 25 25 33.33 Mudah 0.425 Signifikan
70
APPENDIX 7
Validity Test
Before conducting test to the sample, the writer should try out the items of
test to another group of students. It was intended to check the eligibility of test
items. The category of good items is interpreted from the value of validity,
reliability, index difficulty power, and discriminating power that has been
calculated by the formula as follows:
1. Validity Test
∑
√ ∑ ∑
r : coefficient correlation
∑ : total of X and Y data
After conducting try out, it was found that there were thirteen is adequate,
eight items is significant, and four items is very significant. The result of item
analysis is described as follows:
Item Validity of Multiple Choice
Table 3.2
Categor
y / No.
Very
Significan
t
Significant Adequate
(Need to be
analyzed)
Insignifica
nt
2,4,7,12 1,6,14,15,18,21,22,
25
3,5,8,9,10,11,
13,16,17,19,20,23,
24
-
Total 4 8 13 -
Source: ANATES V4
Based on the table above, the adequate items, they need to be checked in
depth to know whether the stem or the optional was bad. Then, the errors should
be corrected before they are going to be used as pre-test and post-test item.
71
2. Reliability
(
∑
)
r : coefficient reliability (0< r <1)
n : number of question
p : number of true answer
q : number of wrong answer
: Variant
Category of Reliability1
Table 3.4
Value Remark
0, 00 – 0,20 Unreliable
0,21 – 0,40 Less reliable
0,41 – 0,60 Sufficient
0,61 – 0,80 Reliable
0, 81 – 1,00 Very Reliable
Try out was conducted to 32 students who were not the sample of this
research. This try out was proposed to know the quality of test. After conducting
try out, it showed the value of test reliability of multiple choice test is 0,61. It
means that this test was reliable and good to be used.
3. Difficulty Level
Difficulty level is used to know whether the items are easy or difficult for
students. Good test item is the item that can be answered by the upper group and
the lower group cannot. The formula of calculating difficulty level is2:
1 Zainal Arifin, Evaluasi Pembelajaran, (Bandung: PT REMAJA ROSDAKARYA, 2009), p.
257. 2 Norman E. Gronlund, Measurement and Assessment in Teaching, (New Jersey: Prentice
Hall, 1995), 7th Edition, pp. 320—321.
72
DL : difficulty level
: number of right answer from upper group
: number of right answer from lower group
n : number of both groups
Difficulty Level of Multiple Choice Item
Table 3.5
Index of
Difficulty Level
Number of Item Remark Total
0,00 – 0,30 11,12,13,23 Very Difficult 4
0,31 – 0,50 8,9,16,21,22 Moderately Difficult 5
0, 51 – 0,70 2,10,14,17,19, Medium Difficult 5
<0,71 1,3,4,5,6,7,15,18,20,24,25 Easy 11
Source: ANATES V4
Table 3.5 divided items into four categories; those are very difficult, moderately
difficult, medium difficult, and easy. There are eleven items categorized into easy
level because they are in range <0,71; ten items are difficult in range 0,31- 0,70,
and four items is very difficult in range 0,00 – 0,30.
4. Discriminating Power
Categorization of discriminating power:
1,0 – 0,40 = excellent (retain)
0,30 – 0,39 = good (possibility for improvement)
0,20 – 0,29 = mediocre (need to be checked)
0,10 – 0,19 = poor (review in depth)
>0,10 = worst (definitely discard)
73
Discriminating Power of Multiple Choice Item
Table 3.7
Index of
Discriminating
Power
Item Remark Total
1,0 – 0,40 2,4,6,8,12,14,15,
17,21,22,25
Excellent 11
0,30 – 0,39 1,7,9,18 Good 4
0,20 – 0,29 5,11,13,16,20 Mediocre 5
0,10 – 0,19 3,10,23 Poor 3
>0,10 19,24 Worst 2
Source: ANATES V4
The discriminating power may differentiate the upper and lower group of
the students in answering the test items. Table 3.7 showed that there are two items
which should be got rid of because it has very low power in discriminating the
students’ intelligence. Fortunately, twenty-three items are good to be used, but
three items should be analyzed in depth, because it is included in poor category.
The Homogeneity test is conducted before analyzing:
5. Homogeneity Test
For making sure that the data has homogeneity, the writer conducted
homogeneity test to know whether the data of this research is homogenous or
heterogeneous. Homogeneity testing is calculated by Fisher formula.
The variance of experiment class (x) = S2 = 9.67
2 = 93.51
The variance of controlled class (y) = S2 = 9.41
2 = 88.55
F =
74
This value is compared with the F table with df (20-1=19). Based on df in
significance degree of 5% is 2.12, it concludes that Fo< Ftable (1.06 < 2.12). From
this explanation, it can be concluded that the data between experiment class and
controlled class is homogeneous.
75
APPENDIX 8
Lesson Plan (Experimental Class)
Skenario Pembelajaran (Kelas Eksperimen)
Pertemuan ke-1
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Experience
Sub Tema : Funny Experience
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount,
narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
Grandfather Hada’s Favourite Soup
It was New Year‟s Day in Japan. The Hada family was eating a special
New Year‟s Soup. The soup had chicken, vegetables, and mochi in it. Mochi are
rice cakes.
Grandfather Hada liked mochi. He took a big bite of mochi. Then he began
to cough.
Grandfather Hada coughed and coughed. He couldn‟t stop coughing. The
mochi was stuck in his throat.
Grandfather Hada‟s face was purple. He couldn‟t breathe. Someone ran to
the phone and called an ambulance. “When will the ambulance arrive? Maybe in
five or ten minutes. That will be too late.”
76
APPENDIX 8
Lesson Plan (Experimental Class)
Grandfather Hada‟s daughter got the vacuum cleaner. She turned the
vacuum cleaner on and turned the power to “high.” She put the vacuum cleaner
hose into Grandfather Hada‟s throat. Whoosh! The mochi came out of his throat
and went into the vacuum cleaner. Now Grandfather Hada could breathe.
Nine minutes later, the ambulance arrived, and paramedics checked
Grandfather Hada. He was fine.
Next year, on New Year‟s Day, the Hada family would eat a special soup.
The soup would have chicken and vegetables in it. But it would have no mochi!
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Communicative
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru menanyakan judul mengenai teks yang akan
dibaca.
2.2 Guru menampilkan gambar dari cerita yang berkaitan
dengan teks „Grandfather Hada‟s favorite soup‟
2.3 Guru menceritakan dengan keras cerita kepada siswa
(read aloud) dalam bahasa inggris.
2.4 Siswa membaca teks
- Guru meminta salah seorang siswa maju ke depan untuk
membaca teks yang telah dibacakan guru tadi
- Guru menuliskan kata-kata salah yang diucapkan oleh
siswa
- Guru membenarkan kata-kata yang salah dan meminta
siswa mengulanginya secara bersama-sama
- Guru menanyakan pada siswa tentang kata-kata yang sulit
dalam teks dan menuliskannya di papan tulis.
- - Guru meminta siswa menjelaskan arti kata-kata yang
25
77
APPENDIX 8
Lesson Plan (Experimental Class)
sulit yang ada dalam teks dan guru membenarkan jika ada
yang salah
- Siswa menjawab pertanyaan mengenai teks.
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah
diajarkan secara singkat.
3.2 Guru memberikan kesempatan kepada siswa
untuk mengungkapkan hambatan yang dialami
selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media
Papan tulis, spidol, slide powerpoint
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara
langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
78
APPENDIX 8
Lesson Plan (Experimental Class)
Skenario Pembelajaran
Pertemuan ke-2
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Experience
Sub Tema : Experience
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount,
narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
A Super Soaker and A Super Kid
Daniel Ayala, ten years old, was walking down the street on a hot summer
day. It is 92 degrees. Daniel passed a parked car. He heard dogs barking, and he
looked inside the car. Two puppies looked hot and thirsty. Daniel was worried
about the puppies. “Maybe the puppies will die,” he thought.
Daniel tried to open the car doors, but they were locked. Daniel looked
around. There were no people on the street. Nobody could help him.
Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super
Soaker”. It held a lot of water. Daniel filled his squirt gun with cool water. Then
he ran back to the car.
79
APPENDIX 8
Lesson Plan (Experimental Class)
The car windows were open a little. Daniel squirted water at the puppies.
He squirted water on their faces and into their mouths. For one hour, Daniel stood
next to the car. Every five minutes, he squirted water at the puppies.
Finally, help came. A police officer broke a car window and opened a
door. Daniel picked up the puppies. They were OK- thanks to Daniel and his
Super Soaker.
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Communicative
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.4 Salam dan tegur sapa
1.5 Guru memeriksa daftar hadir siswa
1.6 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru menanyakan judul mengenai teks yang akan
dibaca.
2.2 Guru menampilkan gambar dari cerita yang berkaitan
dengan teks „A Super Soaker and A Super Kid
2.3 Guru menceritakan dengan keras cerita kepada siswa
(read aloud) dalam bahasa inggris.
2.4 Siswa membaca teks
- Guru meminta salah seorang siswa maju ke depan untuk
membaca teks yang telah dibacakan guru tadi
- Guru menuliskan kata-kata salah yang diucapkan oleh
siswa
- Guru membenarkan kata-kata yang salah dan meminta
siswa mengulanginya secara bersama-sama
- Guru menanyakan pada siswa tentang kata-kata yang sulit
dalam teks dan menuliskannya di papan tulis.
- - Guru meminta siswa menjelaskan arti kata-kata yang
sulit yang ada dalam teks dan guru membenarkan jika ada
25
80
APPENDIX 8
Lesson Plan (Experimental Class)
yang salah
- Siswa menjawab pertanyaan mengenai teks.
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah
diajarkan secara singkat.
3.2 Guru memberikan kesempatan kepada siswa
untuk mengungkapkan hambatan yang dialami
selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol, slide powerpoint
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara
langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
81
APPENDIX 8
Lesson Plan (Experimental Class)
Skenario Pembelajaran
Pertemuan ke-3
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Vacation
Sub Tema : Travelling
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount,
narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
Hawaiian Vacation
Quentin Gwynn was in Hawaii with friends. He was on vacation, and he
was having a wonderful time.
One afternoon Quentin was standing on a high rock. He was looking at the
ocean. He saw a boy in the water below. The boy was in trouble. He was far from
the beach, and he couldn‟t swim. Quentin took off his backpacks and his shoes.
Then he jumped into the water, swam to the boy, and pulled him to the beach.
The boy wasn‟t breathing. Quentin gave him CPR (Cardio-Pulmonary
Resuscitation: A method used to keep someone alive in a medical emergency, in
which you blow into their mouth then press on their chest and then repeat the
process) and the boy began to breathe again. Later, an ambulance came.
82
APPENDIX 8
Lesson Plan (Experimental Class)
Paramedics checked the boy. “He was fine”, the paramedics told Quentin. “You
saved his life.”
Quentin walked back to the high rock. His shoes were there, but his
backpack was gone. Quentin‟s credit cards, his camera, and his money were in the
backpack. “Well,” Quentin thought, “this is the end of my vacation”.
Quentin‟s story was in the newspaper. People read about Quentin and the
boy. They also read about Quentin‟s backpack.
A hotel owner told Quentin, “Your room here is free”. Restaurant owners
told Quentin, “Your meals here are free.” A lot of people gave Quentin money.
“Here‟s money for a new camera,” the people said. “Buy some other things, too.
Have fun in Hawaii.”
So it was not the end of Quentin‟s vacation. He stayed in Hawaii an extra
week. He had a wonderful time.
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Communicative
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru menanyakan judul mengenai teks yang akan
dibaca.
2.2 Guru menampilkan gambar dari cerita yang berkaitan
dengan teks „Hawaiian Vacation‟
2.3 Guru menceritakan dengan keras cerita kepada siswa
(read aloud) dalam bahasa inggris.
2.4 Siswa membaca teks
- Guru meminta salah seorang siswa maju ke depan untuk
membaca teks yang telah dibacakan guru tadi
- Guru menuliskan kata-kata salah yang diucapkan oleh
siswa
- Guru membenarkan kata-kata yang salah dan meminta
siswa mengulanginya secara bersama-sama
25
83
APPENDIX 8
Lesson Plan (Experimental Class)
- Guru menanyakan pada siswa tentang kata-kata yang sulit
dalam teks dan menuliskannya di papan tulis.
- - Guru meminta siswa menjelaskan arti kata-kata yang
sulit yang ada dalam teks dan guru membenarkan jika ada
yang salah
- Siswa menjawab pertanyaan mengenai teks.
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah
diajarkan secara singkat.
3.2 Guru memberikan kesempatan kepada siswa
untuk mengungkapkan hambatan yang dialami
selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol, slide powerpoint
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara
langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
84
APPENDIX 8
Lesson Plan (Experimental Class)
Skenario Pembelajaran
Pertemuan ke-4
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Biography
Sub Tema : Famous biography
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk
recount, narrative dan procedure dalam konteks kehidupan sehari-hari dan
untuk mengakses ilmu pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis
esei secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari
dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount,
narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
Barrack Obama
Barack Hussein Obama was born to a white American mother, Ann
Dunham, and a black Kenyan father, Barack Obama Sr., who were both young
college students at the University of Hawaii. When his father left for Harvard, she
and Barack stayed behind, and his father ultimately returned alone to Kenya,
where he worked as a government economist. Barack‟s mother remarried an
Indonesian oil manager and moved to Jakarta when Barack was six. He later
recounted Indonesia as simultaneously lush and a harrowing exposure to tropical
poverty. He returned to Hawaii, where largely his grandparents brought him up.
The family lived in a small apartment- his grandfather was a furniture salesperson
85
APPENDIX 8
Lesson Plan (Experimental Class)
and an unsuccessful insurance agent and his grandmother worked in a bank- but
Barack managed to get into Punahou School, Hawaii‟s top prep academy. His
father wrote to him regularly but, though he travelled around the world on official
business for Kenya, he visited only once, when Barack was ten.
Obama attended Columbia University, but found New York‟s racial
tension inescapable. He became a community organizer for a small Chicago
church-based group for three years, helping poor South Side residents cope with a
wave of plant closings. He then attended Harvard Law School, and in 1990
became the first African-American editor of the Harvard Law Review. He turned
down a prestigious judicial clerkship, choosing instead to practice civil-right law
back in Chicago, representing victims of housing and employment discrimination
and working on- voting-rights legislation. He also began teaching at the
University of Chicago Law School, and married Michelle Robinson, a fellow
attorney. Eventually he was elected to the Illinois state senate, where his district
included both Hyde Park and some of the poorest ghettos on the South Side.
In 2004 Obama was elected to the U.S. Senate as a Democrat, representing
Illinois, and he gained national attention by giving a rousing and well-received
keynote speech at the Democratic National Convention in Boston. In 2008 he ran
for President, and despite having only four years of national political experience,
he won. In January 2009, he was sworn in as the 44th
President of the United
States, and the first African-American ever elected to that position.
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Communicative
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru menanyakan judul mengenai teks yang akan
dibaca.
2.2 Guru menampilkan gambar dari cerita yang berkaitan
dengan teks „Barack Obama‟
2.3 Guru menceritakan dengan keras cerita kepada siswa
(read aloud) dalam bahasa inggris.
2.4 Siswa membaca teks
- Guru meminta salah seorang siswa maju ke depan untuk
25
86
APPENDIX 8
Lesson Plan (Experimental Class)
membaca teks yang telah dibacakan guru tadi
- Guru menuliskan kata-kata salah yang diucapkan oleh
siswa
- Guru membenarkan kata-kata yang salah dan meminta
siswa mengulanginya secara bersama-sama
- Guru menanyakan pada siswa tentang kata-kata yang sulit
dalam teks dan menuliskannya di papan tulis.
- - Guru meminta siswa menjelaskan arti kata-kata yang
sulit yang ada dalam teks dan guru membenarkan jika ada
yang salah
- Siswa menjawab pertanyaan mengenai teks.
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah
diajarkan secara singkat.
3.2 Guru memberikan kesempatan kepada siswa
untuk mengungkapkan hambatan yang dialami
selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol, slide powerpoint
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara
langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
87
APPENDIX 9
Lesson Plan (Controlled Class)
Skenario Pembelajaran (Kelas Kontrol)
Pertemuan ke-1
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Experience
Sub Tema : Funny Experience
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
Grandfather Hada’s Favourite Soup
It was New Year’s Day in Japan. The Hada family was eating a special New Year’s
Soup. The soup had chicken, vegetables, and mochi in it. Mochi are rice cakes.
Grandfather Hada liked mochi. He took a big bite of mochi. Then he began to cough.
Grandfather Hada coughed and coughed. He couldn’t stop coughing. The mochi was
stuck in his throat.
Grandfather Hada’s face was purple. He couldn’t breathe. Someone ran to the phone and
called an ambulance. “When will the ambulance arrive? Maybe in five or ten minutes. That will
be too late.”
Grandfather Hada’s daughter got the vacuum cleaner. She turned the vacuum cleaner on
and turned the power to “high.” She put the vacuum cleaner hose into Grandfather Hada’s throat.
88
APPENDIX 9
Lesson Plan (Controlled Class)
Whoosh! The mochi came out of his throat and went into the vacuum cleaner. Now Grandfather
Hada could breathe.
Nine minutes later, the ambulance arrived, and paramedics checked Grandfather Hada.
He was fine.
Next year, on New Year’s Day, the Hada family would eat a special soup. The soup
would have chicken and vegetables in it. But it would have no mochi!
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Ceramah
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan
dengan teks kepada siswa.
2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca
dan membacakan judul dari masing-masing teks.
2.3 Guru meminta siswa membaca secara individual serta menjawab soal
yang telah diberikan.
25
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan
secara singkat.
3.2 Guru memberikan kesempatan kepada siswa untuk
mengungkapkan hambatan yang dialami selama proses belajar.
10
8. Sumber Pembelajaran
a. Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
b. Media
Papan tulis, spidol.
89
APPENDIX 9
Lesson Plan (Controlled Class)
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
90
APPENDIX 9
Lesson Plan (Controlled Class)
Skenario Pembelajaran
Pertemuan ke-2
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Experience
Sub Tema : Experience
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
A Super Soaker and A Super Kid
Daniel Ayala, ten years old, was walking down the street on a hot summer day. It is 92
degrees. Daniel passed a parked car. He heard dogs barking, and he looked inside the car. Two
puppies looked hot and thirsty. Daniel was worried about the puppies. “Maybe the puppies will
die,” he thought.
Daniel tried to open the car doors, but they were locked. Daniel looked around. There
were no people on the street. Nobody could help him.
Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super Soaker”. It held
a lot of water. Daniel filled his squirt gun with cool water. Then he run back to the car.
The car windows were open a little. Daniel squirted water at the puppies. He squirted
water on their faces and into their mouths. For one hour, Daniel stood next to the car. Every five
minutes, he squirted water at the puppies.
91
APPENDIX 9
Lesson Plan (Controlled Class)
Finally, help come. A police officer broke a car window and opened a door. Daniel
picked up the puppies. They were OK- thanks to Daniel and his Super Soaker.
6. Strategi dan Pendekatan Pembelajaran
Metode : Ceramah
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan
dengan teks kepada siswa.
2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca
dan membacakan judul dari masing-masing teks.
2.3 Guru meminta siswa membaca secara individual serta menjawab soal
yang telah diberikan.
25
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara
singkat.
3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan
hambatan yang dialami selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol.
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
92
APPENDIX 9
Lesson Plan (Controlled Class)
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
93
APPENDIX 9
Lesson Plan (Controlled Class)
Skenario Pembelajaran
Pertemuan ke-3
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Vacation
Sub Tema : Travelling
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara
akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan dalam teks berbentuk: recount, narrative, dan procedure
4. Indikator :
a. Mengidentifikasi main idea dari sebuah paragraph.
b. Mengidentifikasi makna kalimat dalam teks yang dibaca
c. Mengidentifikasi tokoh dari cerita yang dibaca
d. Mengidentifikasi kejadian dalam teks yang dibaca
e. Mengidentifikasi tujuan komunikasi teks dibaca
5. Materi Pokok dan Uraian Materi
Hawaiian Vacation
Quentin Gwynn was in Hawaii with friends. He was on vacation, and he was having a
wonderful time.
One afternoon Quentin was standing on a high rock. He was looking at the ocean. He saw
a boy in the water below. The boy was in trouble. He was far from the beach, and he couldn’t
swim. Quentin took off his backpacks and his shoes. Then he jumped into the water, swam to the
boy, and pulled him to the beach.
The boy wasn’t breathing. Quentin gave him CPR, and the boy began to breathe again.
Later, an ambulance came. Paramedics checked the boy. “He was fine”, the paramedics told
Quentin. “You saved his life.”
94
APPENDIX 9
Lesson Plan (Controlled Class)
Quentin walked back to the high rock. His shoes were there, but his backpack was gone.
Quentin’s credit cards, his camera, and his money were in the backpack. “Well,” Quentin
thought, “this is the end of my vacation”.
Quentin’s story was in the newspaper. People read about Quentin and the boy. They also
read about Quentin’s backpack.
A hotel owner told Quentin, “Your room here is free”. Restaurant owners told Quentin,
“Your meals here are free.” A lot of people gave Quentin money. “Here’s money for a new
camera,” the people said. “Buy some other things, too. Have fun in Hawaii.”
So it was not the end of Quentin’s vacation. He stayed in Hawaii an extra week. He had a
wonderful time.
6. Strategi dan Pendekatan Pembelajaran
Pendekatan : Ceramah
7. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan
dengan teks kepada siswa.
2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca
dan membacakan judul dari masing-masing teks.
2.3 Guru meminta siswa membaca secara individual serta menjawab soal
yang telah diberikan.
25
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara
singkat.
3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan
hambatan yang dialami selama proses belajar.
10
8. Sumber Pembelajaran
8.1 Sumber Bahan :
95
APPENDIX 9
Lesson Plan (Controlled Class)
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol.
9. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
96
APPENDIX 9
Lesson Plan (Controlled Class)
Skenario Pembelajaran
Pertemuan ke-4
1. Identitas
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : X/ 1
Waktu : 45 menit
Tema : Biography
Sub Tema : Famous biography
2. Standar Kompetensi : Membaca
Memahami makna teks tulis fungsional pendek dan esei sederhana berbentuk recount,
narrative dan procedure dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu
pengetahuan
3. Kompetensi Dasar : Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar
dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan
dalam teks berbentuk: recount, narrative, dan procedure
4. Indikator :
1. Mengidentifikasi main idea dari sebuah paragraph.
2. Mengidentifikasi makna kalimat dalam teks yang dibaca
3. Mengidentifikasi tokoh dari cerita yang dibaca
4. Mengidentifikasi kejadian dalam teks yang dibaca
5. Mengidentifikasi tujuan komunikasi teks dibaca
6. Materi Pokok dan Uraian Materi
Barrack Obama
Barack Hussein Obama was born to a white American mother, Ann Dunham, and
a black Kenyan father, Barack Obama Sr., who were both young college students at the
University of Hawaii. When his father left for Harvard, she and Barack stayed behind, and his
father ultimately returned alone to Kenya, where he worked as a government economist.
Barack’s mother remarried an Indonesian oil manager and moved to Jakarta when Barack was
six. He later recounted Indonesia as simultaneously lush and a harrowing exposure to tropical
poverty. He returned to Hawaii, where largely his grandparents brought him up. The family lived
in a small apartment- his grandfather was a furniture salesperson and an unsuccessful insurance
agent and his grandmother worked in a bank- but Barack managed to get into Punahou School,
Hawaii’s top prep academy. His father wrote to him regularly but, though he travelled around the
world on official business for Kenya, he visited only once, when Barack was ten.
97
APPENDIX 9
Lesson Plan (Controlled Class)
Obama attended Columbia University, but found New York’s racial tension inescapable.
He became a community organizer for a small Chicago church-based group for three years,
helping poor South Side residents cope with a wave of plant closings. He then attended Harvard
Law School, and in 1990 became the first African-American editor of the Harvard Law Review.
He turned down a prestigious judicial clerkship, choosing instead to practice civil-right law back
in Chicago, representing victims of housing and employment discrimination and working on-
voting-rights legislation. He also began teaching at the University of Chicago Law School, and
married Michelle Robinson, a fellow attorney. Eventually he was elected to the Illinois state
senate, where his district included both Hyde Park and some of the poorest ghettos on the South
Side.
In 2004 Obama was elected to the U.S. Senate as a Democrat, representing Illinois, and
he gained national attention by giving a rousing and well-received keynote speech at the
Democratic National Convention in Boston. In 2008 he ran for President, and despite having
only four years of national political experience, he won. In January 2009, he was sworn in as the
44th
President of the United States, and the first African-American ever elected to that position.
7. Strategi dan Pendekatan Pembelajaran
Pendekatan : Ceramah
8. Skenario Pembelajaran
No. Kegiatan Waktu
1. Pendahuluan
1.1 Salam dan tegur sapa
1.2 Guru memeriksa daftar hadir siswa
1.3 Guru memberi motivasi
10
2. Kegiatan Pokok
2.1 Guru membagikan teks beserta soal reading comprehension berkaitan
dengan teks kepada siswa.
2.2 Guru menjelaskan secara singkat jenis teks yang akan mereka baca
dan membacakan judul dari masing-masing teks.
2.3 Guru meminta siswa membaca secara individual serta menjawab soal
yang telah diberikan.
25
3. Penutup
3.1 Guru menjelaskan kembali pelajaran yang telah diajarkan secara
singkat.
3.2 Guru memberikan kesempatan kepada siswa untuk mengungkapkan
10
98
APPENDIX 9
Lesson Plan (Controlled Class)
hambatan yang dialami selama proses belajar.
9. Sumber Pembelajaran
8.1 Sumber Bahan :
Buku All new Easy: True Stories, Kurikulum, dan Silabus
8.2 Media: Papan tulis, spidol.
10. Evaluasi:
- Siswa dinilai dan ketepatan menjawab pertanyaan yang diajukan secara langsung.
- Siswa dinilai dari hasil tes yang meraka lakukan
Tangerang, 21 November 2013
Guru Mata Pelajaran, Mahasiswa Penelitian,
Firman Hardiansyah, S. Pd Lia Maretnowati
99
APPENDIX 10
Post-Test
Grandfather Hada’s Favourite Soup
It was New Year‟s Day in Japan. The Hada family was eating a special New Year‟s Soup.
The soup had chicken, vegetables, and mochi in it. Mochi are rice cakes.
Grandfather Hada liked mochi. He took a big bite of mochi. Then he began to cough.
Grandfather Hada coughed and coughed. He couldn‟t stop coughing. The mochi was stuck
in his throat.
Grandfather Hada‟s face was purple. He couldn‟t breathe. Someone ran to the phone and
called an ambulance. “When will the ambulance arrive? Maybe in five or ten minutes. That will be
too late.”
Grandfather Hada‟s daughter got the vacuum cleaner. She turned the vacuum cleaner on and
turned the power to “high.” She put the vacuum cleaner hose into Grandfather Hada‟s throat.
Whoosh! The mochi came out of his throat and went into the vacuum cleaner. Now Grandfather
Hada could breathe.
Nine minutes later, the ambulance arrived, and paramedics checked Grandfather Hada. He
was fine.
Next year, on New Year‟s Day, the Hada family would eat a special soup. The soup would
have chicken and vegetables in it. But it would have no mochi!
1. What is the topic of the text?
a. There was New years eve in Hada‟s family
b. The favorite food of Hada‟s family was mochi
c. Grandfather Hada‟s throat was stuck of mochi
d. Hada‟s family cooked special soup
e. Hada‟s family instructed the use of vacuum cleaner
2. Which of the following is statement correct?
a. It was New years‟ day in China
b. The Hada family was eating a special New Year‟s cake
c. Mochi is potato cakes
d. The mochi was stuck in grandfather Hada‟s tooth.
e. The soup had fish, vegetables, and mochi in it.
100
3. “The soup would have chicken and vegetables in it”. (the last paragraph)
The word “it” refers to?
a. Throat
b. Special soup
c. Mochi
d. Chicken
e. Vegetables
4. “The mochi was stuck in his throat”. „His‟ refers to…
a. Paramedics
b. Hada‟s daughter
c. Hada‟s brother
d. Grandfather Hada
e. Hada‟s boy
5. “Next year, on New Year‟s Day, the Hada family will eat a special soup.”
What is the meaning of special soup?
a. The soup will be filled with much mochi
b. The soup will only have chicken and vegetables in it.
c. The soup will be cooked with special recipe
d. The soup will be served in a special day
e. The soup will only have mochi in it.
A Super Soaker and A Super Kid
Daniel Ayala, ten years old, was walking down the street on a hot summer day. It is 92
degrees. Daniel passed a parked car. He heard dogs barking, and he looked inside the car. Two
puppies looked hot and thirsty. Daniel was worried about the puppies. “Maybe the puppies will
die,” the thought.
Daniel tried to open the car doors, but they were locked. Daniel looked around. There were
no people on the street. Nobody could help him.
Daniel ran home and got his squirt gun. It was a big squirt gun- a “Super Soaker”. It held a
lot of water Daniel filled his squirt gun with cool water. Then he ran back to the car.
101
The car windows were open a little. Daniel squirted water at the puppies. He squirted water
on their faces and into their mouths. For one hour, Daniel stood next to the car. Every five minutes,
he squirted water at the puppies.
Finally, help come. A police officer broke a car window and opened a door. Daniel picked
up the puppies. They were OK- thanks to Daniel and his Super Soaker.
6. Which of the following is not true according to the text?
a. It was summer day
b. The puppies looked thirsty and hot
c. The car doors was locked
d. Daniel felt worried about the puppies
e. The puppies died
7. What is the purpose of the text?
a. Entertain readers
b. Tell a past event
c. Describe Daniel‟s daily activity
d. Discuss something
e. Report how Puppies got thirsty
8. What is the main idea of the fourth paragraph?
a. How Daniel helped the puppies
b. How Daniel made the squirts gun
c. Police officer came to help
d. How the puppies looked thirsty
e. Daniel would make puppies die
9. Who became a superhero based on the text?
a. The people on the street
b. The writer
c. Police officer
d. Daniel
e. The car driver
10. What did a police officer do firstly after they come?
a. They call the ambulance
102
b. They picked the puppies
c. They broke the car windows
d. They opened the door
e. They squirted the puppies
Hawaiian Vacation
Quentin Gwynn was in Hawaii with friends. He was on vacation, and he was having a
wonderful time.
One afternoon Quentin was standing on a high rock. He was looking at the ocean. He saw a
boy in the water below. The boy was in trouble. He was far from the beach, and he couldn‟t swim.
Quentin took off his backpacks and his shoes. Then he jumped into the water, swam to the boy, and
pulled him to the beach.
The boy wasn‟t breathing. Quentin gave him CPR (Cardio-Pulmonary Resuscitation: A
method used to keep someone alive in a medical emergency, in which you blow into their mouth
then press on their chest and then repeat the process) , and the boy began to breathe again. Later, an
ambulance came. Paramedics checked the boy. “He was fine”, the paramedics told Quentin. “You
saved his life.”
Quentin walked back to the high rock. His shoes were there, but his backpack was gone.
Quentin‟s credit cards, his camera, and his money were in the backpack. “Well,” Quentin thought,
“this is the end of my vacation”.
Quentin‟s story was in the newspaper. People read about Quentin and the boy. They also
read about Quentin‟s backpack.
A hotel owner told Quentin, “Your room here is free”. Restaurant owners told Quentin,
“Your meals here are free.” A lot of people gave Quentin money. “Here‟s money for a new
camera,” the people said. “Buy some other things, too. Have fun in Hawaii.”
So it was not the end of Quentin‟s vacation. He stayed in Hawaii an extra week. He had a
wonderful time.
11. “You saved his life.” His in this sentence refers to…
a. Quentin
b. The boy
c. Restaurant owners
d. Quentin‟s friend
e. Quentin‟s brother
12. How did Quentin lose his backpacks?
a. Because he helped the boy
b. Because he went shopping
c. Because he swam in the sea
103
d. Because he rented the wrong hotel
e. Because he left his friends
13. What is the purpose of writing the text?
a. To tell the beauty of Hawaii
b. To persuade the readers to visit Hawaii
c. To tell how Quentin‟s vacation in Hawaii
d. To describe several interesting places in Hawaii
e. To explain where is Hawaii
14. Who gave a rented room for Quentin?
a. Restaurant owners
b. The people
c. Villagers
d. Hotel owner
e. Paramedics
15. What is the main idea of the last paragraph?
a. Quentin had a wonderful time in Hawaii
b. Quentin was bored with the vacation
c. That is the end of Quentin vacation
d. Quentin was offered to stay at Hotel
e. Quentin decided to leave Hawaii
Barack Obama
Barack Hussein Obama was born to a white American mother, Ann Dunham, and a black
Kenyan father, Barack Obama Sr., who were both young college students at the University of
Hawaii. When his father left for Harvard, his mother and Barack stayed behind, and his father
ultimately returned alone to Kenya, where he worked as a government economist. Barack‟s mother
remarried an Indonesian oil manager and moved to Jakarta when Barack was six. He later recounted
Indonesia as simultaneously lush and a harrowing exposure to tropical poverty. He returned to
Hawaii, where largely his grandparents brought him up. The family lived in a small apartment- his
grandfather was a furniture salesperson and an unsuccessful insurance agent and his grandmother
worked in a bank- but Barack managed to get into Punahou School, Hawaii‟s top prep academy. His
father wrote to him regularly but, though he travelled around the world on official business for
Kenya, he visited only once, when Barack was ten.
Obama attended Columbia University, but found New York‟s racial tension inescapable. He
became a community organizer for a small Chicago church-based group for three years, helping
poor South Side residents cope with a wave of plant closings. He then attended Harvard Law
School, and in 1990 became the first African-American editor of the Harvard Law Review. He
turned down a prestigious judicial clerkship, choosing instead to practice civil-right law back in
Chicago, representing victims of housing and employment discrimination and working on- voting-
rights legislation. He also began teaching at the University of Chicago Law School, and married
104
Michelle Robinson, a fellow attorney. Eventually he was elected to the Illinois state senate, where
his district included both Hyde Park and some of the poorest ghettos on the South Side.
In 2004 Obama was elected to the U.S. Senate as a Democrat, representing Illinois, and he
gained national attention by giving a rousing and well-received keynote speech at the Democratic
National Convention in Boston. In 2008 he ran for President, and despite having only four years of
national political experience, he won. In January 2009, he was sworn in as the 44th
President of the
United States, and the first African-American ever elected to that position.
http://www.imdb.com/name/nm1682433/bio
16. The false statement about Barack Obama is…
a. His father sold furniture
b. His grandmother worked in a bank
c. Obama is brought up by his grandfather
d. His grandfather was an insurance agent
e. His grandparents lived in a small apartment
17. In which did university accept Obama as a lecturer?
a. University of Hawaii
b. Columbia University
c. Harvard Law School
d. Hawaii‟s top prep academy
e. University of Chicago Law School
18. How long did Obama has national political experience?
a. 20 years
b. 10 years
c. 6 years
d. 44 years old
e. 4 years
19. What is the purpose of the text?
a. to tell about Barrack Obama‟s life biography
b. to describe political issues in America
c. to tell about Michelle Obama‟s biography
d. to describe who America presidents are
e. to tell about America\
20. What is the true statement to describe Obama in 2004?
a. He started his political carrier
b. He was elected for President
c. He was elected to the U.S. Senate as a Democrat and he gained national attention
d. He started becoming a college student and he started teaching.
e. He married Michelle Robinson and he had a children
105
APPENDIX 11
THE ANSWER KEY OF POST TEST
1. C
2.E
3.B
4.D
5.B
6.E
7.B
8.A
9.D
10.C
11.B
12.A
13.C
14.D
15.A
16.A
17.E
18.E
19.A
20.C
106
APPENDIX 12
Pictures of Post Test
107
APPENDIX 12
Pictures of Post Test
108
APPENDIX 12
Pictures of Post Test
109
APPENDIX 12
Pictures of Post Test
110
APPENDIX 12
Pictures of Post Test