the effectiveness of using team word...

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THE EFFECTIVENESS OF USING TEAM WORD-WEBBING

TO INCREASE STUDENTS’ READING COMPREHENSION

IN NEWS ITEM TEXT

(An Experimental Research at the 10th Grade of MA Darul Amanah

Sukorejo Kendal in Academic Year of 2010/2011)

THESIS

Submitted in Partial Fulfillment of the Requirement for Degree of Bachelor of

Education in English Education

By:

MUHAMMAD MUFTI HARIS Student Number: 073411029

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011

ii

THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name : Muhammad Mufti Haris

Student Number : 073411029

Department : English Language Education

certify that this thesis is definitely my own work. I am completely responsible for

the content of this thesis. Other writer’s opinions or finding included in the thesis

are quoted or cited in accordance with ethical standards.

Semarang, 31 Mei 2011

The Writer,

Muhammad Mufti Haris No. Student: 73411029

ADVISOR NOTE

To

The Dean of Education Faculty

Wlaisongo State Institute for Islamic Studies

Assalamu’alaikum Wr. Wb

I inform that I have given

necessary of the following thesis identification:

Title

Name of Student

Student Number

Department

Filed to Study

I state that the thesis is ready to be submitted to Education Faculty Walisongo

State Institute for Islamic Studies to be examined at Munaqosyah session.

Wassalamu’alaikum Wr. Wb.

iv

Semarang, Mei 31

Education Faculty

State Institute for Islamic Studies


have given guidance, briefing and correction to whatever extent


: “The Effectiveness of Using Team Word

Webbing to Increase Students’ Reading

Comprehension in News Item Text

(An Experimental Research at the T

MA Darul Amanah Sukorejo Kendal in the

Academic Year of 2010/2011)”

of Student : Muhammad Mufti Haris


: Tadris

Filed to Study : English Language Education




Advisor I

M. Nafi’ Annury, M.Pd

Mei 31st 2011

guidance, briefing and correction to whatever extent

“The Effectiveness of Using Team Word-



(An Experimental Research at the Tenth Grade of




Advisor I

M. Nafi’ Annury, M.Pd

ADVISOR NOTE

To




I inform that I have given guidance, briefing and correction to whatever extent


Title

Name of Student

Student Number

Department

Filed to Study


State Institute for Islamic Studies to be examined at Munaqosyah se


v

Semarang, Mei 31






: “The Effectiveness of Using Team Word





Academic Year of 2010/2011)”

Name of Student : Muhammad Mufti Haris


: Tadris

Filed to Study : English Language Education


State Institute for Islamic Studies to be examined at Munaqosyah se


Advisor II

Dr. Ahwan Fanani, M.Ag NIP. 19780930200312 1 001

, Mei 31st 2011


“The Effectiveness of Using Team Word-







Dr. Ahwan Fanani, M.Ag NIP. 19780930200312 1 001

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ABSTRACT

Title : The Effectiveness of using Team Word-Webbing to Increase Students’ Reading Comprehension in News Item Text (An Experimental Study at the tenth grade of MA Darul Amanah in the academic year of 2010/2011)

Writer : Muhammad Mufti Haris Student’s Number : 073411029 Keywords : Team word-webbing, Reading Comprehension, News

Item Text This thesis base on phenomena which happen in school, there was how many students like reading but they do not comprehend what they read. Teacher uses technique to teach students that often makes students feels boring to join English lesson.

The thesis discusses the effectiveness of using team word-webbing in teaching reading, especially in increasing students’ reading comprehension The study is aimed at responding the following question: (1) how is the use of team word-webbing in increasing students’ reading comprehension? (2) Is team word-webbing effective to increase students’ reading comprehension?. This thesis uses an experimental method in conducting research. The population in this study is the tenth year students of MA Darul Amanah Sukorejo Kendal in academic year of 2010/2011. The number of the population is 156 students. In taking the sample, the writer used sampling random technique. Class X A was chosen as an experimental class who were taught reading comprehension using team word-webbing and class X D as a control class who were taught reading comprehension conventionally. The research design used was experimental design. The instrument used to collect the data was reading comprehension test or multiple choice tests because students’ tests paper can be easily and quickly scored. The assessment of the test result was focused students’ reading comprehension in text.

The finding research shows that: (1) Team word-webbing prove that using it can make good score in conducting test, especially in comprehending the text. It looks from student score. (2) Team word-webbing is effective in teaching reading especially in increasing students’ reading comprehension. It looks from the atmosphere or activities that happen in each class. The technique to analyze the data was t-test formula. It was used to determine whether or not there was a significant difference between the average score of the experimental and the control class. The average of post- test of experiment class was 88, 9. Which were higher than the average of post test of the control class 80, 91. The t-test result (5, 144) was higher than the t- table (2, 0000). Since the t-test was higher than t- table, the hypothesis is accepted. It means that there is a significant difference in reading comprehension between students who are taught reading comprehension using team word-webbing and those who are taught by lecturing ( without team word-webbing).

Based on the result of this research, the writer suggest that team word-webbing may be used as alternative media in teaching reading especially in teaching reading text type, in order that the students can comprehend text more easily and more interested in reading activity.

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ACKNOWLEDGEMENT

First and foremost, I would like to express gratitude to Allah SWT, the

Almighty God for the blessing, kindness, and inspiration in lending me to

accomplish the final project. Without Him, I couldn’t stay patient and in control in

writing this final project from the first page to the last page.

Shalawat and salam for the Prophet Muhammad who brings us from

darkness to the brightness.

I realize that I cannot complete this final project without the help of others.

Many people have helped me during the writing this final project and it would be

impossible to mention of all them. I wish, however, to give my sincerest gratitude

and appreciation to:

1. Dr. Suja’i, M.Ag. as the Dean of faculty of Tarbiyah.

2. M.Nafi’ Annury,M.Pd, as the first advisor who already guided and advised

patiently during the arrangement of this thesis.

3. Dr. Ahwan Fanani, M.Ag, as the second advisor who gave guidance and

advices over the study conducted.

4. Lectures in English Department of Tarbiyah Faculty for valuable

knowledge, guidance, and advices during the years of my study.

5. Library official who always give good service related with the references

in this thesis so that the researcher could done this thesis well.

6. KH. Mas’ud Abdul Qodir as the headmaster of MA Darul Amanah

Sukorejo Kendal who had allowed me to carry out the research in his

school.

7. Andika Ziat Sobri, S.S as the English teacher of the tenth grade who had

helped the 10th grade class X A and X D, thanks for all the time, the

information about the teaching-learning process of English, his guidance,

for the cooperation, and also the school administration staff.

8. My Daddy(Ahmad Rodhi, B,A (Alm.)) and My Mom (Mustatinah) for

their love, support and everything that I cannot tell in words

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9. My beloved family, My Brothers (Muhammad Zakki Ardi, S.E, and

Muhammad Ulfan Rifqi) and my sisters (Ataki Rizki Amalia and Anti

Nadia Hasna)

10. Teachers and Lectures.

11. My friends of TBI ’07 especially; Rina, Arina, Zae, Dian, and all of my

friends in TBI ’07 A

12. My friends of UKM NAFILAH

13. My friends of PPL MTs Sunan Katong Kaliwungu

14. My friends of KKN Gondang Limbangan Kendal

15. All of my friends who always gives motivation, support and helping to

finish this study.

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TABLE OF CONTENT

PAGE OF TITLE......................................................................................... ………i

THESIS STATEMENT...........................................................................................ii

RATIFICATION....................................................................................................iii

ADVISOR NOTE...................................................................................................iv

ABSTRACT…………........................................................................................... vi

ACKNOWLEDGEMENT ....................................................................................vii

TABLE OF CONTENTS........................................................................................ix

LIST OF PICTURE…………………………………………………………........xi

LIST OF TABLES….............................................................................................xii

LIST OF APPENDICES…...................................................................................xiii

CHAPTER I : Introduction

A. Background of Study........................................................... .. 1

B. Reason for Choosing the Topic.............................. …………3

C. Research Question ......................................................….…...4

D. Objectives of the Study.......................................................... 4

E. Significances of the Study…………………………………...4

F. Limitation of the Study ………………………......................5

G. Definition of Key Term………………………………...........5

CHAPTER II: Review of Related Literature

A. Theoretical Review…………………………………...……..8

1. General Concept of Team Word-Webbing................ …..8

a. Definition of Team Word-Webbing...………….…...8

b. Team Word-Webbing as Technique……..………...11

c. Advantages of Team Word-webbing for Student….11

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2. Concept of News Item.....................................................13

3. General Concept of Reading....………………………...17

a. Definition of Reading …………………..……….....17

b. Type of Reading………………………....................17

c. The Objective of Reading…………………..….......20

d. Reading Technique…………………..………….….21

e. The Advantages of Reading……..………………....22

f. Reading Comprehension…………..…………….…24

g. Teaching Reading…………………….…………….25

h. Teaching Reading Using Team Word-Webbing…...26

B. Previous Research………………………………..…...........29

C. Hypothesis………………………………………...….…….31

CHAPTER III: METHODS OF THE RESEARCH

A. Research Method............. ………………………...….…….32

B. Participant and Setting....................................................…..32

C. Research Variable................................................................ 34

D. Technique of Data Collection........................................... ...36

E. Technique of Data Analysis..................................................38

F. Hypothesis test……………………………………..…… ...42

G. Procedure and Timeline …………………………. ...…......43

CHAPTER IV: RESEARCH FINDING AND DISCUSSIONS

A. Description of the Research Result ………………..…..…. 45

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B. Data Analysis and Test of Hypothesis ……………...……..46

C. Observation ………………………...……...………………60

D. Discussion of Research Findings .........................................61

E. Limitation of The Research..…………. ………...…………64

CHAPTER V: CONCLUSION AND SUGGESTION

A. Conclusion.........................................…………..………….65

B. Recommendation ………………………..………...……… 65

REFERENCES

LIST OF PICTURE

LIST OF TABLE

APPENDICES

CURRICULUM VITAE

xii

LIST OF PICTURE

Example of Team Word-Webbing, 10

Schema of Teaching Reading Using Team Word-Webbing, 28

xiii

LIST OF TABLES

Table of Rhetoric Structure of News Item Text, 15

Variable and Indicator, 36

The List of Pre-test score of experiment and control class, 50

Normality Pre-test of Experiment Class, 51

Normality Pre-test of Control Class, 52

Homogeneity pre-test, 53

The Result Average of Pre Test Score, 54

The List of Post-test score of experiment and control class, 55

Normality Post test of Experiment Class, 56

Normality Post test of Control Class, 57

Homogeneity Post Test, 58

The Result Average of Post Test Score, 59

xiv

LIST OF APPENDICES

List of Students’ Name of the Experimental Class and the Control Class, 67.

Analysis of tryout, 69.

Analysis of Normality and of the average similarity test of pre-test of the

Experimental class and control class, 73.

Analysis of Normality Post-test and the average similarity test of post-test of the

Experimental class and control class, 79.

Lesson Plan for Experimental Class, 86.

Lesson Plan for Control Class, 95.

Observation Checklist, 102.

The Result of Observation Checklist, 104.

Instrument of Multiple Choice Test, 108.

List of Indicator on Question, 115.

Answer of Test, 116.

List of Students’ work in team word-webbing, 117.

Letters

1

CHAPTER I

INTRODUCTION

A. Background of the Study

English as an international language is spoken in most international

events and is used as the medium of information flow on science,

technology and culture. As we understand that learning a foreign language

is more difficult than learning a national language or learning a mother

tongue. It is because the foreign language has completely different aspects

and systems, which should be understood by the students or the learners,

such as pronunciation, spelling, and the cultural background of the

language. As foreign language, it makes English difficult in learning.

There are many skills in English language, such as listening,

speaking, reading and writing. Reading receives a special focus. There are

number of reasons for this. Learning English language text, it means the

study of meaning of word and sentences.1 Many foreign language students

often have reading as one of their most important goals. They want to be

able to read for information and pleasure.2 In other word, students have to

read English material for their subject. The student often thought to be

easier to obtain information from written text by reading. Allah said in the

Qur’an about the command to read:

� ا��أ� � �� ا��ي ر� �ور�� ا��أ �� ا��ن ا�$آ�م

ا��ي �� %� ا��ن ��)٥-١:ا�&��('&��

Read (Prophet Muhammad) in the Name of your Lord who created, Created the human from a (blood) clot, Read! Your Lord is the Most Generous, Who taught by the pen, taught the human what he did not know. (Al-‘Alaq: 1-5)3

1 Monica Crabtree and Joyce Power, Language Files, (Colombus: Ohio State University

Press. 1991), 5th Ed, p. 211 2 Jack C. Ricards and Willy A. Renandya, Methodology in Language Teaching, (an

anthology of current practiced), (Cambridge University Press) page. 204 3 Mahmud Y. Zayid, The Qur’an: An English Translation of The Meaning of The Qur’an,

(Lebanon: Dar Al-Chaura, 1980), p. 457

2

Today, almost all people only read but they do not think how to

comprehend. Reading needs more comprehension. To comprehend, a

reader must have a wide range of capacities and abilities. These include

cognitive capacities, motivation, and various types of knowledge. Of

course, the specific cognitive, motivational, and linguistic capacities and

the knowledge base called on in any act of reading comprehension depend

on the texts in use and the specific activity in which one is engaged.

In Indonesia, some English teachers still use traditional or

conventional method to teach reading. Conventional method usually

makes students bored because the method is monotonous and the students

are not active so it makes the learners get bored. One of the ways to make

the teaching reading effective is making the students actively so they will

enjoy learning and they can improve their reading skill. Reading can be

fun activity when we know strategy or technique in reading. Reading does

not occur in a vacuum. It is done for a purpose, to achieve some end. We

need technique in reading. Students need technique in reading to achieve

reading goals. Technique can be an activity in reading. Learning to read is

not same as learning to write. Good reading texts also provide good

models for writing. It means students should get something which makes

them interested in studying reading. To achieve the expected situation,

teacher should give the students more activities that can attract their

attention to participate in the lesson actively.

Teacher should make students to be a good reader. Fluent readers

recognize and get meaning from word they see in pint, and use their

knowledge of the structure of the language to begin forming a mental

nation of the topic.4 They need teaching method, teaching methods are the

mean by which the teachers attempt to bring about the desired learning.

Basically, method in teaching concerns the way teachers organize and use

technique or strategy of teaching, subject matter, teaching tools, teaching

4 Marlenne Celce-Murcia, Teaching English as a Second or Foreign Language, (UA:

Heinle & Heinle, 2001) 3rd Ed, p. 154

3

material and teaching procedure, that will achieve these objective, carrying

out the procedures, evaluating the success of the learning activities and

following up the success and failure.

Reading is skill which highly valued by students and teacher alike.

Students almost get texts in their study. The text can be difficult or easy,

depending on factor inherent in the text, on the relationship between the

text and the knowledge and abilities of the reader, and on the activities in

which the reader is engaged.5 The text in reading material can be articles,

advertisement, folktales, myth, legend, hero tales, or short stories that we

can find easily in newspaper or magazine. Those can be a reading media

for students to read. News item is one of the kinds of texts.

New item is a text that students learn in their school. Reading news

item text can be a boring activity when we do not know the strategy in

reading. Mostly, the teacher only explains what the generic structure,

characteristic and how to read the text, not comprehend the text. So, it is

not enough to get the idea of news item.

Based on the reasons above, the researcher wants to conduct an

experimental in reading comprehension in news item entitled: The

Effectiveness of Using Team Word-Webbing to Increase Students’

Reading Comprehension in News Item Text (An Experimental Research at

the tenth Grade of MA Darul Amanah Sukorejo Kendal in the Academic

Year of 2010/2011).

B. Reason for Choosing the Topic

Reading skill is the important thing. No doubt that in a modern

school, reading stands a basic tool as a means for students to learn about

the world around them. All subjects of school lessons are provided with

textbooks as a foundation, so the students should read them if they want to

follow the school lessons well. A modern school is also characterized by

of adversity and quality and quantity of good reading materials. Reading,

5 Elizabeth S. Pang, Teaching Reading,(Belgium: The International Academy of

Education (IAE), 22003 ), p. 12

4

thus, is very important in modern schools.6 While Reading comprehension

is a difficult skill; it needs some teaching strategies, while teacher just ask

students to read texts rather than comprehend the text.

The teacher can use some methods of teaching reading so that the

students can enjoy and be stimulated in learning EFL reading

comprehension. One of them is by Team word-webbing teaching

technique. Team word-webbing can be an activity in reading

comprehension. Students can enjoy from time to time getting away from

the usual pattern of reading the story or article.

C. Research Question

1. How is the use of team word webbing to increase students’ reading

comprehension in news item text?

2. Is Team word-webbing effective to increase students’ reading

comprehension?

D. Objective of the Study

The objective of the study can be stated briefly as follows:

1. To describe how the use of team word webbing in increasing students’

reading comprehension whether there are any different effects on reading

comprehension achievement of Senior High School students between those

taught using Team word-webbing strategy and those taught using the

traditional strategy

2. To prove the effectiveness of using team word-webbing in increasing

students’ reading comprehension in news item text.

E. Significance of the Study

The research is expected to give useful contributions as follows:

1. For students

By using team word-webbing, it will help students to increase their

reading comprehension in text using different techniques, especially in

news item text. Cooperation with other student can make their interest and

more enthusiastic in learning reading. Basically Team word-webbing use

6 William. Wiersma, Research Methods in Education. (Boston: Bacon Press, 1987), p. 38

5

technique that is intrinsically motivating. Motivation has important

responsibility in comprehension.7

2. For Teachers

Teacher can use the result of this study as a reference when they

want to improve their ability and get more variation strategies in teaching

reading. So, the students will get better achievement. Group Reading

makes students reading and thinking-aloud. This strategy can be an

effective way for the class to stay focused and keep together.8

3. For the Writer

The writer can use this strategy to improve his skill in

comprehending the text. This research can be evaluation for the writer who

frequently used monotonous technique in teaching reading in the

classrooms.

F. Limitation of the Study

This research is focused on Team word-webbing and proving the

technique of Team word-webbing through Pre experiment with one group

Pre-test and Post-test design. The result of this experiment can not be

generalized. The writer tries to find out the effectiveness using Team

word-ebbing as a technique in teaching reading to increase students’

reading comprehension in news item text. This research is only conducted

in MA Darul Amanah Sukorejo Kendal, the participant are student at tenth

grade.

G. Definition of the Key Term

To make the term around the topic of this research consistent, the

writer will try to give the key term. They are:

7 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy, ( San Francisco: San Francisco State University,1991 ), 2nd Ed, p. 308 8 John Murphy and Patricia Byrd, Understanding the Courses We Teach, Local

Perspectives on English language Teaching, (USA: The University of Michigan Press, 2001), p. 376

6

1. Effectiveness

Effectiveness is form of noun from effective. The degree to which

something is successful in producing a desired result: success: the

effectiveness of the treatment.9 Good readers monitor their attention,

concentration and effectiveness. The quickly recognize if they have missed

an idea and backup to reread it.

2. Team Word-Webbing

Team word-webbing (clustering or semantic mapping) is powerful

tool in concept development and information ex-change.10 It is a certain

kind of group that consists of four or five students. This is a quick way to

explore background knowledge, summarize main points, or to check if

students have the connections between ideas that you are seeking. In

groups of four, students write simultaneously on a piece of paper or chart

paper, drawing main ideas, supporting elements, and bridges representing

the relation of ideas in a concept.

3. Reading Comprehension

According to Goodman, reading is a receptive language process in

which the reader extracts meaning from the text.11 Comprehension is the

act of or capacity for understanding.12 Reading with comprehension means

that the reader is able to extract from the selection its essential facts and

understanding visualized details and senses the readiness of facts.13

9http://oxforddictionaries.com/view/entry/m_en_gb0980740#m_en_gb0980740.20-02-

2011 10 Jeanne M Stone, Cooperative Learning Reading Activities ( Australian: Hawker

Brownlow Education, 2007), page 166 11 Kenneth Goodman, The Reading Process, In Patricia L. Carrel,(eds), Interactive

Approach to Second Language Reading, (Cambridge: Cambridge University Press, 1990 ), p. 12 12 Noah Webter, Webter’s New 20th Century Dictionary of the English language, (US:

William Collin Publisher, 1980), p. 374 13 J. jaromilek, Social Studies Elementary Education, (Pennsylvania: Macmillan

Publishing Company, 1985), p. 243

7

4. News Item Text

News item is a text which informs readers about events of the day.

The events are considered newsworthy or important.14News item text, it

can be from newspaper. Newspaper is the best reading material.

14http://bhsinggriskhzefa.blogspot.com/2010/03/media-pembelajaran-news-item-

text.html20-02-2011

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CHAPTER II

REVIEW OF RELATED LITERATURE THE EFFECTIVENESS OF

USING TEAM WORD-WEBBING TO INCREASE STUDENTS’ READI NG

COMPREHENSION IN NEWS ITEM TEXT

A. Theoretical Review

1. General Concept of Team Word-Webbing

a. Definition of Team Word-Webbing

Before knowing the definition of team word-webbing clearly we

must understand that team word webbing is a certain kind of techniques in

cooperative learning. There are some strategies in teaching reading. One of

it is team word webbing. It is not new strategy and teachers often use it in

teaching but they do not know that it can be an interesting activity in

teaching reading. Teachers know it as clustering or semantic mapping.

Semantic mapping is a visual strategy for vocabulary expansion and

extension of knowledge by displaying in categories words related to one

another. Semantic mapping is an adaptation of concept definition mapping

but builds on students’ prior knowledge or schema.1

The framework of semantic mapping includes: the concept word,

two category examples, and other examples. This is a very interactive

process and should be modeled by the teacher first. The steps involved in

semantic mapping are: write the concept word on the board, explain the

steps involved and have students think of as many words as they can for

the concept word, write the list on the board or overhead and have students

copy it, and finally in groups have students put the words into categories.

There is no specific definition about team word webbing. We know

it as clustering or semantic mapping. In briefly definition:

1http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/sm.htm.18

-03-2011

9

Team word webbing (clustering or semantic mapping) is powerful tool in concept development and information ex-change.2

Team word-webbing belongs to cooperative learning and it has

several characteristic, which are as follows:3

1) Topic may be different for each group

2) Students identify subtopic for each group member

3) Steering committee may coordinate the work of the class as a

whole

4) Student research the information using resources such as library

reference, interviews, visual media

5) Students synthesize their information for a group presentation: oral

and or written each group member plays part in the presentation

6) Each group present to the whole class

7) This method places greater emphasis on individualization and

students’ interest. Each student’s assignment is unique

8) Students need plenty of previous experience with more structured

group work for this to be effective

The concepts of team word webbing is that students write

simultaneously on piece of chart paper, drawing main concepts, supporting

elements, and bridges representing in the relation of ideas in a concept.

The use of team word webbing teaching learning is to analysis of concepts

into components, understanding multiple relations among ideas,

differentiating concepts.

In this strategy, the main topic is written in the center of the paper

in a rectangle. The team members’ Round Table add core concepts in

ovals around the main topic. Then the team has a free-for-all adding details

and making bridges between ideas.4 This is a quick way to explore

2 Jeanne M Stone, Cooperative Learning Reading Activities (Australia: Hawker

Brownlow Education, 2007), page 166 3 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (USA: Cambridge University Press, 2001), 2nd Ed., p. 198 4 Jeanne M Stone, Cooperative Learning Reading Activities, p.166

10

background knowledge, summarize main points, or to check if students

have the connections between ideas that you are seeking. In groups of

four, students write simultaneously on a piece of paper or chart paper,

drawing main ideas, supporting elements, and bridges representing the

relation of ideas in a concept. Giving each student a different color marker

encourages more involvement. The chart paper allows the “big picture” to

be taped up on the walls and more connections made, possibly adding

more information throughout the week. In the simple sentences, the

general concepts of team word webbing can divide into three steps:

1) Write the topic in the center of the paper.

2) Round Robin to create core concepts around the topic

3) Free-for-all to complete the word web

Picture II. 1 Example of word-webbing

Michael Caroline Mr. Jones Mrs. Lien

Friends Teachers

Michelle Terence School Mrs. Wylie

Zoo Field Trips Homework

Museum Observatory Learning Important

11

b. Team Word-Webbing as Technique

According to Jeane M. Stone, Team word webbing is a technique

in teaching reading. Technique is the specific activities manifested in the

classroom that were consistent with a method and therefore ere in harmony

with an approach as well.5 In other term, technique is any of wide variety

of exercises, activities, or tasks used in the language classroom for

realizing lesson objectives. This technique can be effective way for the

class to stay focused and keep together.

Team word-webbing as technique means the way to help teachers

and learners in teaching learning. Technique can be strategies and tactics

used by teachers and learners when the method is being used. The best

technique in teaching learning can support in achieving the goal of

teaching learning. Factually to achieve the goal of teaching learning,

teachers and learners need techniques. So we can join based on the

definition of team word webbing and technique.

c. Advantages of Team Word-webbing for Student

We can categorize team word-webbing as a certain kind of

cooperative learning activities. Cooperative learning is an approach to

teach that makes maximum use of cooperative activities involving pairs

and small groups of learners in the classroom.6 As part of cooperative

learning, team word webbing has advantages in teaching learning. The

general advantage of team word webbing is to motivate students and to

make students interacting with other students because students has to work

together doing activities. Team word webbing has several advantages

5 H. Douglas Brown, Teaching by Principles An Interactive Approach to Language

Pedagogy, (New York: Pearson Education), 2nd Ed., p. 14 6 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in Language

Teaching, (USA: Cambridge University Press, 2001), 2nd Ed., p. 192

12

especially for students. Some advantages of using cooperative learning are

stated below:7

1) Cooperative learning teaches students to be less reliant on the teacher

and more reliant on their own ability to think, to seek information to

other source and to learn for other students

2) Cooperative learning encourages students to verbalize their ideas and

to compare them with the ideas and feeling of other students

3) Cooperative learning help students to learn respect for one another’s

strengths and imitations and to accept these differences

4) Working in cooperative learning teams help empower students to take

greater responsibility for their own learning and for their learning of

others

5) Cooperative learning is an effective strategy for having students

achieve a wide range of academic and social outcomes including

enhanced achievement, improved self esteem, positive interpersonal

relationship with other students, improved time management skill, and

positive attitudes toward school

6) Cooperative learning have students work together result in much more

learning then occurs when students work alone, competitively, or

individually

7) Cooperative learning activity can lead to students to being frustrated

less often, getting confused less often, feeling more intellectually

challenged, feeling more actively involved in learning and looking

forward to class more often

8) The interaction that occurs during cooperative learning activity help to

motivate students and stimulate their thinking, and view education as a

life-long process rather than short-term training.

John Murphy and Patricia Byrd state that group reading make

student reading and thinking-aloud, this strategy can be effective way for

7 Roy Killen, Effective Teaching Strategies, Lesson from Research and Practice,

(Australia: Social Science Press, 1998), 2nd Ed., p. 86-87

13

the class to stay focused and keep together.8 According to Jeremy Harmer,

the basic advantage of group is to interact with other students. Advantages

of group:

1) Like pairwork, it dramatically increases the amount of talking for

individual students

2) Unlike pairwork, because there are more than two people in the group,

personal relationships are usually less problematic; there is also a

greater chance of different opinions and varied contributions than in

pairwork

3) It encourages broader skills of cooperation and negotiation than

pairwork, and yet is more private than work in front of whole class

4) It promotes learner autonomy by allowing students to make their own

decisions in the group without being told what to do by the teacher

5) Although we do not wish any individuals in groups to be completely

passive, nevertheless some students can choose their level of

participation more readily than in a whole-class or pair work situation9

Based on advantages above we know that team word webbing is a

certain kind of cooperative learning activities and we can make conclusion

that team word webbing can raise students’ achievement, help to build

positive relationships among students, give students the experiences they

need for healthy social, psychological, cognitive development, and

students are expected get motivation and can interact with other students in

teaching reading.

2. Concept of News Item Text

There are some texts (genres) at 10th grade of Senior High School.

Text can be difficult or easy depending on factor inherent in the text, on

the relationship between the text and the knowledge and abilities of the

8 John Murphy and Patricia Byrd, Understanding The Courses We Teach, Local

Perspectives on English Language Teaching,(USA: The University of Michigan Press, 2001), p. 376

9 Jeremy Harmer, The Practice of English Language Teaching Longman Handbooks for Language Teacher (London: Longman Ninth Impression, 2002)P. 117

14

reader, and on the activities in which the reader is engaged.10 The

definition of genre is a type of discourse that occurs in particular and

norms of organization and structure, and that have particular and

distinctive communicative function.

According to Hartono genre is used to refer to particular text types,

not to traditional varieties of literature. It is a type or kind of text, defined

in term of it social purpose, also the level of context dialing with social

purpose.11 Genres are divided into two parts. They are story and factual

genres. Story genres are narrative, news story, anecdote, recount, and

spoof. While factual genres are procedure, explanation, report, exposition,

discussion, description, review and news tem. According to School Based

Curriculum (KTSP : 2006), teaching Reading comprehension for senior

high school learners is emphasized on comprehending twelve kinds of

English texts; description, narration, procedure, report, recount, spoof,

analytical exposition, hortatory exposition, review, discussion, news

items, and explanation

General definition of news item text is a type of written text that

has the main function or communicative purpose is to inform readers or

listeners about event of the day that are considered newsworthy or

important.12 A news item text tries to answer the 5Ws and 1H questions;

What, Who, When, Where, Why, and How relating to the newsworthy.

News item text gives the reader information related the news or tragedy

that happen in a day

There are some elements in news item text. Every element has

different meaning and function. We can call it as rhetoric structure or

10 Elizabeth Pang, Angaluki Muaka, Teaching Reading, (Belgium: The International

Academy of Education (IAE), 003 ), p. 18

11 Rudi Hartono, S.S.,M.Pd, Genres of Texts, (Semarang: English Department Faculty of

Language and Art Semarang State University, 2005), p. 5

12 http://understandingtexttype.com/newsitemtext.htm 18-03-2011

15

general characteristic. The rhetoric structure of news item text is stated

below: 13

Table II. 1

Rhetoric Structure of News Item Text

Text element Function

Headline or Title

Point of report or news that is written in

one sentence shortly or incomplete

sentence (reduce clause), and eye-

catching.

Summary of event or

Main Event/

Newsworthy Events

Tells the event in a summary form. It is

expressed in past sentence form: past

tense, past perfect tense, past continuous

tense.

Elaboration or

background of events

Elaborates what happened, explains

what caused the incident. In a text, it can

consist of some background events.

Source

Comments by participants, witnesses,

authorities, and experts involved in the

event.

Every text has different characteristic. News item also has several

language features, which are as follows:

a. Short, telegraphic information about story captured in headline

b. Use of material process to retell the event (in the text below, many

material processess are nominalised)

13 Pardiyono, M.Pd, Pasti Bisa! Teaching Genre Based writing, (Yogyakarta: Andi,

2007)p. 252-253

16

c. Use projecting verbal processess in sources stage

d. Focus on circumtances (in the text below, mostly with Qualifiers)14.

Based on those explanation above, I choose news item to be

discussed because we always find it everyday. It can be from news,

magazine, or television. In daily-life we always find news. We often find it

in a newspaper because the passage often tells the readers about great,

important, interesting, tragic, entertaining or fresh incident or events that

all people should know about it. News item is easy to find and it gives

students information of actual event.

Examples and structures of the text:

headline

Town Contaminated

Newsworthy events:

A Russians journalist has uncovered evidence of another Soviet

nuclear catastrophe, which killed sailors and contaminated the entire town.

Background Events:

Yelena Vazrshavskya is the first journalist to speak to people who

witnessed the explosion of a nuclear submarine at the naval base of

shkotovo – 22 near Vladivostock.The accident, which occurred 13 months

before the Chernobyl disaster, spread radioactive fall-out over the base

and nearby town, but was covered up by officials of the Soviet Union.

Residents were told the explosion in the reactor of the Victor-class

submarine during a refit had been a ‘thermal’ and not a nuclear

explosion. And those involved in the clean up operation to remove more

than 600 tones of contaminated material were sworn to secrecy.

SOURCE

A board of investigators was later to describe it as the worst

accident in the history of the Soviet Navy.15

14 Linda Gerot and Peter Wignell, Making Sense of Functional Grammar, (Australia:

Gerd Stabler, 1995), p. 201

17

3. General Concepts of Reading

a. Definition of Reading

Reading is an exercise dominated by the eyes and the brain. The

eyes receive messages and the brain then has to work out the significance

of the messages. It means that people receive the information from their

eyes then understand the meaning by their brain. According to Jack

Richards reading perceives a written text in order to understand its

context.16However reading is a way in which something interpreted or

understood. Reading, it does not mean that reading only understands the

words or the grammar. It is not just translating. Reading is thinking, in

order to read well in English, you must think in English.

The National Council of Teacher of English (NCTE) Commission

on Reading (2004) sates:

“Reading is complex, purposeful, social and cognitive processes in which readers simultaneously use their knowledge of spoken and written language, their knowledge of the topic of the text and their knowledge of their culture to construct meaning. Reading Is not a technical skill acquired once and for all in the primary grades, but rather developmental process. A readers’ competence continues to grow through engagement with various types of text and wide reading for various purposes over a life-time.” 17

Based on the definitions above, we can conclude if reading is the

important skill in teaching learning. By reading it can be a key to achieve

the goal of teaching learning especially in English language learning.

b. Type of Reading

Generally reading divide into two types, there was intensive and

extensive. Every type has different definition and characteristic. Both of

15 http://apri76.wordpress.com/2010/05/04/genres-based-reading-comprehension/ 16 Jack Richards, John Platt and Heidi Weber, Longman Dictionary of Applied

Linguistics, (UK: Longman Group, 1990), p. 127

17 National Council of Teachers of English Commission on Reading (April 2004) on

Reading, Learning to Read, and effective reading instructions: An overview what we know and

how we know it. http:// www.ntce.org//about/over/poition/category/read/118620.htm

18

them make reading as activities that are different with other skills. The

definition of each type is defined as follows:

1) Intensive Reading

Brown explains that intensive reading calls attention to

grammatical forms, discourse markers, and other surface structure details

for the purpose of understanding literal meaning, implications, rhetorical

relationships, and the like. He draws an analogy to intensive reading as a

"zoom lens" strategy.18 Intensive Reading, sometimes called "Narrow

Reading", may involve students reading selections by the same author or

several texts about the same topic. When this occurs, content and

grammatical structures repeat themselves and students get many

opportunities to understand the meanings of the text.

The success of” Narrow Reading" on improving reading

comprehension is based on the premise that the more familiar the reader is

with the text, either due to the subject matter or having read other works

by the same author, the more comprehension is promoted. Intensive

reading means that the readers take a text, study it line by line, and refer at

very moment to the dictionary about the grammar of the text itself.

Intensive reading has several characteristic. It makes intensive

reading different with extensive reading. The characteristic of intensive

reading is stated below:19

a) Usually classroom based

b) Reader is intensely involved in looking inside the text

c) Students focus on linguistic or semantic details of a reading

d) Students focus on surface structure details such as grammar and

discourse markers

e) Students identify key vocabulary

18 H. Douglas Brown, Teaching by Principles an Interactive Approach to Language

Pedagogy. p. 312

19 http://nflrc.hawaii.edu/rfl/October2002/day/day.html.18-03-2011

19

f) Students may draw pictures to aid them (such as in problem solving)

g) Texts are read carefully and thoroughly, again and again

h) Aim is to build more language knowledge rather than simply practice

the skill of reading

According to explanations above, we can conclude that intensive

reading has limitation in doing it. The limitations are time, word/ phrase

and meaning consensus.20 We can give a time limit of, say, five minutes

for vocabulary enquiry, whether this involves dictionary use, language

corpus searches, or question to the teacher. Meaning consensus can get

students to work together to search for and find word meaning.

2) Extensive Reading

Brown explains that extensive reading is carried out "to achieve a

general understanding of usually somewhat longer text (book, long article,

or essays, etc.)21 The aims of extensive reading are to build reader

confidence and enjoyment. Pleasure reading is often extensive.

Extensive reading is always done for the comprehension of main ideas, not

for specific details. Extensive reading has characteristic that is different

from intensive reading. Day and Bamford (1980) put forward ten

characteristics identified in successful Extensive Reading Programs. They

are duplicated (in abbreviated form) below:22

a) Students read as much as possible.

b) A variety of materials on a range of topics is available.

c) Students select what they want to read.

d) The purposes of reading are usually related to pleasure, information

and general understanding.

20 Jeremy Harmer, The Practice of English Language Teaching,. p, 166 21 H. Douglas Brown, Teaching by Principles An Interactive Approach to Language

Pedagogy. p, 313

22 Day, R.R. & Bamford, J.(2002) "Top Ten Principles for Teaching Extensive Reading", Reading in a Foreign Language ,Vol.14, No. 2 http://nflrc.hawaii.edu/rfl/October2002/day/day.html 18-03-2011

20

e) Reading is its own reward.

f) Reading materials are well within the linguistic competence of the

students in terms of vocabulary and grammar.

g) Reading is individual and silent.

h) Reading speed is usually faster than slower.

i) Teachers orient students to the goals of the program.

j) The teacher is a role model of a reader for the students.

In this type students can take the form of original fiction and non-

fiction books as well as simplifications of established works of literature.

Such books succeed because the writers or adaptors work within literature.

It means that students at the appropriate level can read them with case and

confidence. They need texts they can read without great use of a

dictionary. Some teacher feels that time spent on Extensive Reading will

take away from time that could be spent on learning language skills.

Others will argue that Extensive Reading provides a richer context for

practice.

c. The Objectives of Reading

Every action has purpose in doing it. Reading has several purpose

or aim when it is done. According to Grabe W, he defines the objectives of

reading into several points, they are as follows23:

1) Reading to search information

2) Reading to skim quickly

3) Reading to learn (from text)

4) Reading to write (or search information needed for writing)

5) Reading to analyze the text

6) Reading for general information

Based on the objectives above we can understand that reading need

a special attention. It is not surprised if reading is one of the important

skills in learning foreign language. The objectives above is reason why

23 Grabe W. Stoller, Teaching and Researching Reading, (London: Longman Press, ), p. 13

21

getting students to read. In Senior High School, English text is an

important part of teacher’s job.24 Reading is useful for other purposes too:

any exposure to English (provided students understand it more or less) is a

good thing for language students.

Reading is an activity with a purpose. A person may read in order

to gain information or verify existing knowledge, or in order to critique a

writer's ideas or writing style. A person may also read for enjoyment, or to

enhance knowledge of the language being read. The purpose for reading

guides the reader's selection of texts.

d. Reading Techniques

Technique can be strategies or tactics. There are so many strategies

in reading techniques. Brown states in his book about strategies for reading

comprehension. They are stated below:25

1) Identify the purpose in reading

2) Use graphemic rules and patterns to aid in bottom-up decoding

3) Use efficient silent reading techniques for relatively rapid

comprehension

4) Skim the text for main ideas

5) Scan the text for specific information

6) Use semantic mapping or clustering

7) Guess when you are certain

8) Analyze vocabulary

9) Distinguish between literal and implied meaning

10) Capitalize on discourse markers to process relationship

While in other books, Alice defines reading techniques in different

step. The techniques are stated below:26

24 Jeremy Harmer, How to Teach English,(England: Pearson Education, 1998)., p. 68

25 H. brown Douglass, Teaching by Principles An Interactive Approach to Language

Pedagogy., p. 306

26 Alice C. Omaggio, Teaching Language in Context Proficiency-Oriented Instruction,

(USA: Henlei & Henlei Publisher, 1989 ), p. 153

22

1) Pre-teaching or preparation stage

2) Skimming or scanning stages

3) Decoding or intensive reading stages

4) Comprehension stage

5) Transferable or integrating skills

We can conclude based on two statements above that reading

technique can divide into some points. The main points is skimming and

scanning. Skimming is quickly running one’s eyes over the text to get the

gist.27 Skimming gives readers the advantage of being able to predict the

purpose of the passage, the main topic, or message and possibly some of

the developing or supporting ideas. Skimming is used when reading some

general question in mind. Skimming is used in making decisions on how to

approach a text such as when determining if a careful reading is deserved.

Skimming is also used to build student confidence and an understanding

that it is possible to gain meaning without reading every word in a text.

Scanning has different definition from skimming. Scanning is

quickly searching for some particular piece of information in the text.28

Skimming is focused on locating specific information. Scanning is used

when a specific piece of information is required, such as a name, date,

symbol, formula, or phrase, is required. The reader knows what the item

looks like and so, knows when he has located what he was searching for. It

is assumed then, that very little information is processed into long-term

memory or even for immediate understanding because the objective is

simply matching.

e. The Advantages of Reading

When people read a news paper, story, or take part in a

conversation directly they improve their knowledge. According to Harmer

a large amount of reading takes places because it will help us to achieve

27 Alice C. Omaggio, Teaching Language in Context Proficiency-Oriented Instruction. p. 151

28 H. Brown Douglas. Teaching by Principles An Interactive Approach to Language Pedagogy. p, 308

23

some clear aims, then another kind of reading takes places for

pleasure.29Learning reading has effect on language ability. So many

advantages we will get by reading. It is why reading is one of the

important skills in Learning English. There are some pointers for pleasure

reading that help people to:

1) Improve their vocabulary

2) Increase their reading speed

3) Improve their comprehension

4) Improve their writing

5) Gain more knowledge

6) Find the examples of many different ways people speak and write30

Based on the advantages above, it is quite clear that reading is very

important in learning a foreign language. Reading helps students improve

their competence, ability, knowledge and information in teaching learning

process. For students who live in a non-English spoken country, it can help

them to understand about English more. It is very important for them. The

advantages for students stated below:

1) Reading helps you to learn how to think in English

2) Reading can enlarge your English vocabulary

3) Reading can help you to improve your writing

4) Through reading may be it is good way to practice your English

although you live in non-English spoken country

5) Reading is good way to find out about new ideas and facts31

This is clear enough about reading advantages. When almost all

people in the world feel boring with reading, factually reading can help us

in teaching learning. Students feel boring because they do not know their

aims when they read “what we read and how we read it”.

29 J. Hammer, How to Teach English., p. 200 30 Mikulecky SB and Jeffries L, Power Reading for Pleasure, Comprehension skill,

Thinking skill, Reading faster,(New York: Pearson Group, 1990), 2nd Ed., p. 06 31 Mikulecky SB and Jeffries L, Power Reading for Pleasure, Comprehension skill,

Thinking skill, Reading faster,p. 01

24

f. Reading Comprehension

One of the goals Reading is comprehension. Reading can help

people to improve their comprehension. Comprehension can be meant the

process by which a person understands the meaning of written or spoken

language.32Noah Webster defines comprehension is the act of or capacity

for understanding.33 So the result of what we read is comprehension. A

good reader will get comprehension when they read. To get

comprehension we have to know some types of comprehension.

Comprehension has some types, they are:34

1) Literal comprehension: Reading in order to understand, remember,

or recall the information explicitly contained in passage

2) Inferential comprehension: Reading in order to find information

which is not explicitly stated in passage, using the reader’s

experience and intuition, and by inferring

3) Critical/ evaluative comprehension: Reading in order to compare

information in a passage with the reader’s own knowledge and

value

4) Appreciative comprehension: Reading in order to gain an

emotional or other kind of valued response from passage

While Balton Smith defines types of comprehension in some

points, they are; literal comprehension, interpretation comprehension,

critical comprehension and application what we read.35 Based on two

statements above we can make some points of types of comprehension.

They were; literal that has characteristic to get directly the meaning of text,

interpersonal and interpretation has same characteristic that is to make

32 Jack Richards, John Platt and Heidi Weber, Longman Dictionary of Applied

Linguistics., p 54 33 Noah Webster, Webster’s 20th Century Dictionary of the English Language, (US:

William Collins Publisher, 1980), p. 374 34 Jack Richards, John Platt and Heidi Weber, Longman Dictionary of Applied

Linguistics., p. 238 35 Balton Smith, Nila and Robinson , Reading for a Instruction for today’s children

edition, (New York: Eaglewood Cliffs Prentice Hall Inc, 1980), p. 12

25

conclusion about text using readers’ knowledge. The third is critical

comprehension. It has characteristic to evaluate about the accuracy of text.

The last is appreciative and application which has the goals to get feeling

after readers read.

Paragraphs above define the definitions of reading and

comprehension. We can combine into briefly definition about reading

comprehension. Reading comprehension is a set of generalized knowledge

acquisition skill, which permits people to acquire and exhibit information

gained as consequence of reading printed language.36. Janette K. Klinger

defines reading comprehension is the process of constructing meaning by

coordinating a number of complex process that include word reading,

word and world knowledge and fluency.37

It means reading with comprehension has meaning that the reader

is able to extract from the selection its essential facts and understanding,

visualized details and sense the readiness of facts. Reading Comprehension

requires motivation, mental frameworks for holding ideas, concentration

and good study techniques or strategies Good readers recognize and get

meaning from word they see in print, and use their knowledge of the

structure of the language to begin forming a mental nation of the topic.

g. Teaching Reading

Teaching is a process of transferring knowledge. Teaching reading

is not only teaching to read, but more of it. Comprehending the text is one

of the reading’s goals. Teaching reading can be main as facilitate students

performance this in comprehending texts, and provide students with many

opportunities for practice are encourage in a number of comprehension-

enhancing the best known of which are reciprocal teaching, cooperative

36 AJ Harris, How to Increase Reading Ability (New York: Longman Inc, !980) page 21

37 Janette K. Klinger, Sharon Vaugh, and Alison Boardman, Teaching Reading

Comprehension to Students with Learning Difficulties, (New York: The Guilford Press, 2007 ), p.

2

26

learning and reading recovery.38 During teaching reading process we must

pay attention about the principles of teaching reading. The principles can

be standard to limit teachers when they teach reading. The principles of

teaching reading are stated below:

1) Reading is not passive skill

2) Students need to be engaged with hat they are reading

3) Student should to be encouraged to respond to the content of a

reading text, not just to the language

4) Prediction is major factor in reading

5) Match the task to the topic

6) Good teacher exploit reading texts to the full39

Teaching reading is not vacuum activity. Students must enjoy

during reading process. As we know the advantages of reading, so we

must pay attention how to increase reading comprehension in classroom.

Teaching reading need more than only read text. According to the

definitions about reading and reading comprehension, we have three points

based on the explanation above, they are:

1) The reader who is doing the comprehending

2) The text that is to be comprehend

3) The activity in which comprehension is a part

h. Teaching Reading Using Team Word-Webbing

Teaching reading in this case, teachers teaches as usual but with a

strategy. This strategy make interested student in reading. Students will

enjoy reading learning. The main function of team is as cooperative

learning. Cooperative learning is an approach to teaching that makes

maximum use of cooperative activities involving pairs and small groups of

learners in classroom.40 As a team or individually, open-ended or with

38 Jack C. Richards , Approaches and Methods in Language Teaching ,207 39 Jeremy Harmer, How to Teach English, (England: Longman, 2007),p. 122 40 Jack C. Richards & Theodore S. Rodger, Approaches and Methods in Language

Teaching, (United States of America: Cambridge University Press. 2001), p. 192

27

concepts provided by the teacher, students construct a concept map within

a specified domain.

Team or group in teaching learning has meaning a learning activity

which involves a small group of learner working together. If done in

teams, each member should have a different color of pen41. They can

cluster or mapping word by word according the topic. And they study into

group. They have to cooperate with other students. Every group consists of

4 persons. Teacher gives every group news item texts and chart paper.

Then, teacher writes the main topic or keyword of text in the center of

chart paper. And students have to write 4 words according the main topic

based on the text. After that, they can be free-for-all adding the word that

coherence with the topic and what they write. They can make a relation

among one word to another word using bridges. What they write is all

above text. So, they must focus in their text. It does not just improve

students’ comprehension, but also give students the advantages of reading

such as to improve their vocabulary, gain their knowledge.

Using team word webbing as group reading technique in teaching

reading can make students reading and thinking-aloud, this strategy can be

an effective way for the class to stay focused and keep together. According

H. Douglas semantic mapping or clustering belongs to strategies for

reading comprehension.42 Basically team word webbing is a certain kind

of semantic mapping or clustering. As strategy, team word webbing use

technique that is intrinsically motivating. Motivation has important role in

comprehension. Increasing students’ motivation can be a way to achieve

teaching reading goals. The goal of teaching reading is comprehension.

Based on the curriculum; the basic competence in teaching reading is to

understand the meaning and the step rhetoric development in written text.

41 file:///E:/collaborative-group-techniques.htm18-03-2011 42 H. Douglas Brown, by Principles An Interactive Approach to Language Pedagogy., p.

308

28

Picture II. 2

Schema of teaching reading using team word webbing

Reading Extensive Intensive Objective Technique

For learn (comprehend) text semantic mapping

Genre (text type) Team Word-Webbing

News Item Text

Teaching Reading News Item using Team Word-Webbing

29

B. Previous Research

In this research, the writer summarizes the relevant previous

researches to prove the originality of the research. The first research has

been conducted by Indah Permata (2010). In her thesis: “The Use of

Webbing Technique for Teaching Vocabulary” (a case study of 5th Grade

students of SDN Karang Rejo Kesesi academic Year 2009/2010)43. She

concludes that the students can improve their vocabulary especially in

English Language. She also states that webbing can be the good technique

in teaching vocabulary. There is a similarity between her research and the

writer’s research. The similarity is that she uses webbing in her techniques.

But there are differences between her researches with the writer’s research;

those are participant, grade of students, teaching skill.

The second is Anteng Ria. A (2007) “The Teaching of Reading

Comprehension by Using a Small Group Discussion at 1st Year Students of

SMP 1 Wanadadi in The Academic Year of 2006/2007”.44 In her research,

she gets result that A Small Group Discussion was effective in Teaching

Reading Comprehension. She concludes that the student’s reading

comprehension is developing and maintains their skill in teaching learning

process of reading. The similarity between her researches with the writer’s

research is in Reading skill. But there are differences those are participant,

technique in Teaching Reading.

The third thesis is “Using Small Group Discussion in teaching

Writing (New Item Text) to the Senior High School Students (a case of the

year ten students of SMA PGRI Purwodadi in the Academic Year of

43 Indah Permata. (01615233), The Use of Webbing Technique for Teaching Vocabulary”

( a case study of 5th Grade students of SDN Karang Rejo Kesesi academic Year 2009/2010) (Semarang: English Department and Education Faculty IKIP, 2010), Unpublished thesis.

44 Anteng Ria A.(2201403631), The Teaching of Reading Comprehension by Using a small Group Discussion at 1st Year Students of SMP 1 Wanadadi in The Academic Year of 2006/2007 (Semarang: English Department and education Faculty UNNES, 2007), Unpublished Thesis

30

2009/2010)” by Puji Listiowati.45 She has same material in her research

that is News Item and grade of students. The difference between the writer

and her research is the skill and technique. She uses Small Group

Discussion to teach writing. She concludes that using Small Group

Discussion is more effective to teach written News Item Text than without

Small Group Discussion.

The fourth research is “The effectiveness of Using Make-a Match

Method in Teaching Reading Comprehension to the First Grade Student of

SMP 2 Sulang Rembang in the Academic Year of 2009/2010” by Sri

Wahyuni.46 The similarity between the writer’s researches is Teaching

Reading Comprehension and the difference is participant, and technique.

She concludes that Using Make-a Match Method is effective. It indicates

Make-a Match Method could be an alternative method in teaching reading

comprehension.

The fifth research is “The Effectiveness of News Anchor Video and

Picture to Improve the Students’ Ability in Writing News Item (an

experimental study of the tenth grade students of MA Al Mukmin

Sukoharjo in The Academic Year of 2009/2010)” by Umi Hikmawati. The

similarity between her research and the writer’s research are News item

and the participants. The differences are skill ability and technique. She

gets result that News Anchor Video and Picture is more effective than

pictures.47 Thus that hypothesis that news anchor video is more effective

than pictures to improve the ability.

45 Puji Listiowati (2210405655), Using Small Group Discussion in teaching Writing (New

Item Text) to the senior High school students (a case of the year ten students of SMA PGRI Purwodadi in the academic year of 2009/2010),(Semarang: English Department and Education Faculty UNNES, 2010) , Unpublished Thesis

46 by Sri Wahyuni (2201406567), The effectiveness of Using Make-a Match Method in Teaching Reading Comprehension to the first grade student of SMP 2 Sulang Rembang in the academic year of 2009/2010, (Semarang: English Department and Education Faculty UNNES, 2010) , Unpublished Thesis

47 Umi Hikmawati (2201406079), The Effectiveness of News Anchor Video and Picture to improve the students’ ability in writing News Item (an experimental study of the tenth grade students of MA Al Mukmin Sukoharjo in The academic year of 2009/2010), (Semarang: English Department and Education Faculty UNNES, 2010) , Unpublished Thesis

31

Based on the researches above, it makes the writer interest to

compose a research by formula title “The Effectiveness of Using Team

Word-Webbing to Increase Students’ Reading Comprehension in News

Item Text“(an experimental research at the Tenth Grade of MA Darul

Amanah Sukorejo Kendal in The Academic Year of 2010/2011). This

research is different from thesis above. Team Word-Webbing is kind of the

techniques that interested to be heard, and doing.

C. Hypothesis

“Hypothesis consists of words hypo and thesis. Hypo is under or

less or weak. Thesis is theory or proposition that showed as a proof.”

48Hypothesis is a temporary answer of problems in research until proved

from the data which collected.49 So, hypothesis can define a weak truth

statement towards problems on research and need to prove the truth after

collecting data. The hypothesis of this research is: Team Word-Webbing is

effective to increase students’ reading comprehension in news item text.

48Sutrisno Hadi, Statistik, Vol. 2, (Yogyakarta: Andi, 2004), p. 210.

49Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: Rineka

Cipta, 1998), p. 64.

32

CHAPTER III

METHOD OF INVESTIGATION

A. Research Method

There are two kinds of research. They are; quantitative and

qualitative. The methodology of the writer’s research is quantitative

method because the analysis stresses on the numerical data that processed

with statistic data. There are various research designs such as descriptive,

correlative, comparative, experiment and influence. Each of them is used

depends on the objective of the research.

This research will focus on using team word-webbing as method to

measure students’ reading comprehension in learning news item text. The

writer will use quantitative measurement in analyzing data. This study uses

experimental research because this method establishes cause and effect

relationship. Rodgers and Brown said “experiment is a situation in which

one observes the relationship between two variables by deliberately

producing a change in one and looking to see whether this alteration

produces a change in the other”. An experimental research, it means

research methodology that can be used to search for treatment effect

anything against the other under conditions the uncontrolled.1 The writer

wants to know the effectiveness of using team word-webbing to increase

students’ reading comprehension in news item text.

B. Participant and Setting

1. Population

Population is the most significant factor in conducting a research.

Population is all cases, situations or individuals who share one or more

characteristic.2Population is overall subject of research.3 Population is a

region consisting of generalization; objects or subjects who have certain

1 Sugiyono, Metode Pendidikan Pendekatan Kuantitatif, Kualitaif dan R&D, ( Bandung:

Alfabeta 2000), p. 107

3Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, (Jakarta: Rineka Cipta, 1998), p. 130.

33

qualities and characteristic that set by the researcher to learn and then draw

conclusion.4 The population is the group of interest to the researcher, the

group to which she or he would like the result of the study to be

generalized.

The population of this study is the 10th year students of MA Darul

Amanah Sukorejo Kendal. The 10th grade students divide into 5 classes.

Every class consists of 30 students.

2. Sample

Sample is part of population which is supposed to represent the

characteristic of the population. Therefore, sample is taken from part

population, but not whole. The part of population is observed is called a

sample. Sample is a group of individual which is taken from a given

population.5

I choose the two classes as samples. I choose the samples based on

the consideration that the classes have a little different score in English

achievement.

3. Sampling Technique

The writer determined the sample by using purposive technique.

The writer took the sample based on the students’ numbers and the same

average score of the 10th year students of MA Darul Amanah in the

academic year of 2010/2011. The numbers of students in each class are as

follows:

X A: 40 X B: 38 X C: 37

X D: 34

On the basis of these data, the writer then took the two classes with

the same average score and have the same numbers of students; X A and X

C then were taken as samples. They were taken randomly as experimental

class and control class. In this study, the writer chose 30 students in each

class to be his respondent. Choosing samples, the writer use five pieces of

4 Sugiyono, Metode Pendidikan Pendekatan Kuantitatif, Kualitaif dan R&D,. P. 117 5Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,, p. 27.

34

paper that was written the name of class in each paper, then the writer

choose 2 papers randomly. Class that was in the paper that the writer take

is became as sample.

4. Setting

This research is conducted in Islamic Boarding School of Darul

Amanah. In this place, the education program in Darul Amanah is

Tarbiyatul Mu’allimin Al-Islamiyah (TMI); its education combines some

curriculum such as Department of Religion Affairs, Gontor or Modern

Boarding School and Traditional Boarding School or salafy. Darul

Amanah has relation with Darunnajah Islamic Boarding School in

Jakarta.in Darul Amanah, there were several levels; they are MTs, MA and

SMK. Darul Amanah located in Sukorejo Kendal.

C. Research Variable

Variable is a variation object of the study. Variable is the object of

research or something that become the concern of research. There are two

types of variables: dependent variable and independent variable. The

dependent variable is the variable of focus or the central variable on which

other variables will act if there is any relationship. The independent

variable is selected by researcher to determine the relationship with the

dependent variable. 6 So, the variables in this study are:

1. Independent variable is an input variable, that which causes, in part or

in total, a particular outcome, it is stimulus that influences response,

and antecedent or a factor which may be modified to affect an

outcome.7 It means that an experiment involves making a change in

the value of one variable called the independent variable. In this

research, the independent variable is using team word webbing in

teaching reading comprehension.

2. Dependent variable is the outcome variable that which is caused in

total or in a part by the input, antecedent variable. It is the effect,

6 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek,. p. 118 -119. 7 Louis Cohen, Lawrence Manion and Keith Mornson, Research Method in Education,

(New York: Routledge, 2007) 6th Ed., p. 504

35

consequence of or response to an independent variable.8 It means that

dependent variable is observing the effect of that change on another

variable called dependent variable. The dependent variable in this

research is the increase of students’ reading comprehension. The

writer can measure it using students’ score from the test.

Based on the variables above, we can make indicators that support

the variables. The schema of indicators variables are stated as follows:

Table III. 1

Variable Indicators

1. ( Independent Variable )

Using Team Word-Webbing

a. Dividing students into group

b. Students work in group

c. Conducting roundtable around

students during activity

d. Preparing chart paper and color

pens

e. Using webbing ( mapping )

technique

2. ( Dependent Variable )

The increase of Students’ Reading Comprehension in News Item Text

Sub-Variable Indicators

8 Louis Cohen, Lawrence Manion and Keith Mornson, Research Method in Education, p.

504

36

a. Sub-Variable; Students’

ability in understanding

News Item Text such as

b. Sub-Variable; Students’

ability in explaining News

Item Text, such as

c. Sub-Variable; Students’

ability in mentioning things

related News Item Text,

such as:

1) Identifying variation of sentence

structure in news item text.

2) Identifying rhetorical steps of the

text.

3) Identifying communicative

purpose of the text

1) Identifying mean idea of a

paragraph.

2) Identifying meaning of words in

the text

3) Identifying sentence meaning in

the text

Identifying events, participants,

settings of the text

D. Technique of Data Collection

1. Documentation

The documentation method was to look for the data concerning

matters or the variable that took the form of the note, transcript, book,

newspaper, magazine, inscription, agenda, etc.9It refers to the archival data

that helps the researcher to collect the needed data. Documentation method

is to get a researcher data linked to research object that will be elaborated

in this research. This method is used to collect the data from the result of

students’ test. It is also to get the data of the students’ name list that

include in population and sample of research documentation of teaching

and learning process in English subject. The writer got the data from

teacher English guidance.

9 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek p. 237

37

2. Observation

Observation was the activity that was done by the researcher to get

data. There were two kinds of observation, they were: Non systematic

observation’ which was done by the researcher without using instrument.

Systematic observation which was done by the researcher using instrument

as the guide of the research.10

The observation focuses on students’ activity in classroom. In this

part, the researcher used checklist as instrument to take information related

to the activity in the class room. The observation paper can be seen in

appendix.

3. Test

Test is a set question used to measure the achievement or capability

of individual class.11The purpose of a test are several, for example to

diagnose a students’ strengths, weakness and difficulties, to measure

achievement, to measure aptitude and potential, to identify readiness for a

program. In this Research, test is given to try-out class, control class and

experiment class. Tests were used to measure students’ reading

comprehension skill and were administered twice; namely, the pre-test and

post-test.

a. Pre-test

Before the teacher explains new material by using short movie, the

teacher will give a test to the students. Pre-test will be given before the

experience is run.

b. Post-test

Post-test will be given to the experimental class and the control class.

The text will be given in order to know the increase of students’ reading

comprehension in news item text. Post test will be given to the both of

class after receiving treatment. The experimental class taught in

10 Suharsimi Arikunto, Dasar-Dasar evaluasi Pendidikan, (Jakarta: Bumi Aksara, 2002)

3rd Ed, p.157 11 Suharsimi Arikunto, Dasar-Dasar evaluasi Pendidikan. p. 158

38

teaching reading news item using team word-webbing. Besides that, the

control class taught without using team word-webbing.

In collecting the required data in the test the writer used multiple

choices. The choice of multiple-choice type was based on the following

considerations:

a. It was easy and consistent

b. It was easy to compute and determine the reliability of the test

c. It was economical because the number of items can be answered in a

short period of testing time12

Each of the tests consisted of some reading passages and 35

multiple choices reading comprehension questions followed in reading

passage. Correct answers were scored 1 each and wrong answers were

scored 0. Total score was 35. The test passage can be seen in appendix.

Before doing the test, researcher will do try out first. Good

evaluation of our tests can help us measure students’ skill more accurately.

Based on the statement above, before administering the real test (pre-test

and post-test), I conducted a try out test to assess the test quality.

E. Technique of Data analysis

The writer analyzes the data through giving test to the students it

needs some steps in analyzing of the data. The following are the steps had

been taken by the writer.

1. Try-out Instrument of the Test

a. Validity of Test

The validity is an important quality of any test. It is a condition in

which a test can measure what is supposed to be measured. According to

Arikunto, “a test is valid if it measures what it purpose to be measured”.13

12

J.B Heaton, Writing English Language Tests, (London: Longman, 1975), p. 12-13 13Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktek, p. 65.

39

The validity of an item can be known by doing item analysis. It is counted

using product – moment correlation formula:

rxy = ( )( )

( ){ } ( ){ }∑ ∑∑ ∑

∑ ∑∑−−

−2222 yyNxxN

yxxyN

Where:

rxy : the coefficients of correlation between X and Y

N : the total of subject of experiment

∑X : the sum of score of X item

∑Y : the sum of score of Y item14

b. Reliability of Test

It means consistent. Reliability refers to the consistency of test

scores. Besides having high validity, a good test should have high

reliability too.

Alpha formula is used to know reliability of test is K - R. 20.15

−

−= ∑

211 11 S

pq

n

nr

Where:

r11 : The reliability coefficient of items

n : The number of item in the test

P : The proportion of students who give the right answer

q : The proportion of students who give the wrong answer

2S : The standard deviation of the test

Calculation result of r11 is compared with rtable of product moment

by 5% degree of significance. If r11 is higher than rtable , the item of

question is reliable.

c. Degree of Test Difficulty

A good question is a question that is not really difficult and not

really easy. Formula for degree of test difficulty is.

14

Suharsimi Arikunto, Dasar-Dasar evaluasi Pendidikan. p. 73 15Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, p. 132.

40

JS

BP =

Where:

P : The difficulty’s index.

B : The number of students who has right answer.

JS : The number of students.16

The criteria are:

P = 0,00 30,0≤≤ p Difficult question

P= 0,30 70,0≤≤ p Sufficient

P= 0,70 00,1≤≤ p Easy.

d. Discriminating Power

The discriminating power is a measure of the effectiveness of a

whole test. The higher and low values of discriminating power are the

more effective the test will be.

D =JA

BA−

JB

BB

Where:

D : discrimination index.

JA : member of student in upper group.

JB : member of student in low group.

BA : member of students in upper group who answer the item

correctly.

BB : member of students in low group who answer the item

correctly.

The criteria are:

D < 0.2 is poor.

0.2 < D ≤ 0.4 is fair.

0.4 < D ≤ 0.7 is good.

0.7 < D ≤ 1 is very good.

16Sugiyono, Metode Penelitian Kuantitatif Kualitatif dan R&D, p. 207-208.

41

2. Pre-request Test

a. Normality Test

Normality test is used to know the distribution data normal or not.

To find out the distribution data is used normality test with chi-square. The

writer used Chi-square formula, as follows:

( )

Ei

EiOiX

k

i

2

1

2 −Σ==

Cited from Sudjana.17

Where:

2X = Chi-kuadrat

iO = Frequency that was obtained from data

iE = Frequency that was hoped

k = the sum of interval class

b. Homogeneity Test

Homogeneity test is used to compare variance in a group of three

categories data or more and its categories can be compared fairly if the

categories are homogeneity. By18:

1) Calculate Mean (X )

2) Calculate the Variance (S2)

Formula:

∑∑

−−

=)1(

)1( 22

i

ii

n

SnS

3) Calculate B

∑ −×= )1()(log 2inSB

Formula: ∑−= 22 log)(10(ln ihitung SdkBχ

17 Sudjana, Metoda Statistika, (Bandung: Tarsito, 2002). p. 272. 18

Soegeng Ysh, Dasar-dasar Penelitian Bidang social, Psikologi dan Pendidikan, (Semarang: IKIP PGRI Semarang Press, 2006), p. 198.

42

c. Test of Average

It is used to examine average whether experimental class and the

control class that has been decided having significance different average.

The formula that is used in the t-test as follow:

21

21

11

nns

xxt

+

−= Where:

2

)1()1(

21

222

211

−+−+−

=nn

snsns

Cited from Sudjana.19

Where:

1x = the mean score of the experimental group

2x = the mean score of control group

1n = the number of the experimental group

2n = the number of the control group

s = standard deviation

2s = variance

If the obtained score is higher than t-table score by using 5% alpha

of significance, Ho is rejected. It means that Ha is accepted: “There is a

significant difference in reading achievement between the experimental

and control group.”

F. Hypothesis Test

Proposed hypothesis test in average similarity with the right test is

as follows:

Ho=µ1 = µ2

Ha= µ1 > µ2

If = σ12 = σ22 (has same variant), the formula is:

21

21

11

nns

xxt

+

−=

2

)1()1(

21

222

211

−+−+−

=nn

snsns

19 Sudjana, Metoda Statistika, p. 239.

43

Where:

1x = the mean score of the experimental group

2x = the mean score of control group

1n = the number of the experimental group

2n = the number of the control group

s = standard deviation

2s = variance

If = σ12 ≠ σ22 (has no same variant) the formula is:

Testing criteria that apply Ho is accepted if t count > t table with

determine dk = (n 1 + n 2 - 2) and α = 5% with opportunities (1 - α ). Values

for other t Ho rejected. This Analysis used to interprets more complete of

the result of hypothesis. In this Analysis the researcher interprets from the

results of the data which already proceed. Then, compare t-test or to with t

table in the value 5%.

1. If the result of t value < t table, it means there are no differences result

between students who are taught by using team word-webbing and

those are taught by using conventional method.

2. If the result of t value > t table, it means there are differences result

between students who are taught by using team word-webbing and

those are taught by using conventional method.

G. Procedure and Timeline

This study will use experimental method; the design of the

experiment can be described as the following:

E O1 X O2

C O3 Y O4

While:

E : Experimental group

44

C : Control group

O1 : Pre-test for the experimental group

O2 : Post-test for the experimental group

O3 : Pre-test for the control group

O4 : Post-test for the control group

X : Treatment using team word-webbing

Y : Treatment without team word-webbing

In this study, there are three procedures to apply:

1. Administering a pre-test, the test administered before the treatment

session, the researcher gives students test to measure students’

reading comprehension before conducting treatment.

2. Giving the treatment, it will give in two forms; those are using

team word-webbing in teaching reading news item text and without

team word-webbing in teaching reading news item text.

3. Administering a post-test, after different treatment was given, the

students both experimental and control group will get post-test on

reading comprehension test. This test will aim to measure the

students’ achievement on reading comprehension text.

The timeline for collecting data, there are some steps taken by the

writer, they are as follows:

1. The first meeting, asking permission to Head Master of School and

English teacher, choosing participants and conducting try out.

2. The second meeting, giving pre-test to control and experiment

class.

3. The third meeting, giving treatment to control and experiment class

4. The fourth meeting, giving the second treatment to both of control

and experiment class

5. The fifth meeting, conducting post-test to both of control and

experiment class

6. The sixth meeting, calculating the data

45

CHAPTER IV

INVESTIGATION AND DISCUSSION

A. Description of the Result Research

The research had been conducted since April 4th of 2011 to April

12th of 2011. This research had been carried through six steps. They

involve try out tests, pre-test, twice times treatment and post test.

To find out the effectiveness of using team word-webbing, the

researcher identified some result, they are: The score of students before

treatment, the score of students after treatment, the differences between pre

test and post test score of students and from the differences of students’

atmosphere between the students who are taught by using team word-

webbing and the students who are not taught by using team word -webbing

in teaching and learning process, they are in teaching reading news item

text, especially in MA Darul Amanah Sukorejo Kendal.

The researcher did an analysis of quantitative data. The data is

obtained by giving test to the experimental class and control class after

giving a different treatment both classes. The subjects of this research were

divided into three classes. They are experimental class (XA), control class

(XD) and try out class (XC).

Before the test was used an instrument to collect the data, it had

been tried out first to the students in tryout class. The researcher prepared

35 items as the instrument of the test. From 35 test items of tryout, some

items were chosen as the instrument of the test. The choosing of the

instrument had been done by considering many categories, like: validity,

reliability, discriminating power and degree of test difficulty. Test was

given before and after the students follow the learning process that was

provided by the researcher, this test was given for control and

experimental class.

Before the activities were conducted, the researcher determined the

materials and lesson plan of learning. The experiment class learn using

46

team word-webbing, while the control class without used team word-

webbing.

After the data were collected, the researcher analyzed it. The first

analysis was to get a good instrument for investigation. Try-out was

conducted for students in the class C of the tenth year of MA Darul

Amanah Sukorejo Kendal and the respondents were 20 students. The data

or diagram analysis of try-out finding was in appendix.

B. The Data Analysis and Test of Hypothesis

1. The Data Analysis

a. The Data Analysis of Try-out Finding

This discussion covers validity, reliability, level of difficulty and

discriminating power.

1) Validity of Instrument

As mentioned in chapter III, validity refers to a measurement which

shows validity of the instrument. In this study, item validity is used to

know the index validity of the test. To know the validity of instrument, the

researcher used the Pearson product moment formula to analyze each item.

It is obtained that from 35 test items; there are 30 test items which

are valid and 5 test items which are invalid (3, 9, 17, 20, 33). They are to

invalid with the reason the computation result of their r xy value (the

correlation of score each item) is lower than their rtable value.

The following is the example of item validity computation for item

number 1 and for the other items would use the same formula.

N = 20 ∑Y= 473

∑XY= 414 ∑X 2= 15

∑X= 15 ∑Y 2= 13031

{ }{ }∑ ∑∑ ∑∑ ∑∑

−−

−=

2222 )()(

))((

YYNXXN

YXXYNrxy

47

{ }{ }22 473031.1320151520

)47315()41420(

−×−×

×−×=xyr

{ }{ }223729260620225300

)7095()8280(

−−

−=xyr

{ }{ }3689175

1185=xyr

2766825

1185=xyr

37.1663

1185=xyr

712.0=xyr

From the computation above, the result of computing validity of

the item number 1 is 0.712. After that, the researcher consulted the result

to the table of r Product Moment with the number of subject (N) = 20 and

significance level 5% it is 0444. Since the result of the computation is

lower than r in table, the index of validity of the item number 1 is

considered to be invalid. The list of the validity of each item can be seen in

appendix.

2) Reliability of Instrument

A good test must be valid and reliable. Besides the index of

validity, Reliability refers to the consistency of test scores. Besides having

high validity, a good test should have high reliability too.

Alpha formula is used to know reliability of test is K - R. 20

−

−= ∑

211 11 S

pq

n

nr

Calculation result of r11 is compared with rtable of product moment

by 5% degree of significance. If r11 is higher than rtable , the item of

question is reliable.

48

From formula above, we can analyze;

From the computation above, it is found out that r11 (the total of

reliability test) is 1,022, whereas the number of subjects is 35 and the

critical value for r-table with significance level 5% is 0.444. Thus, the

value resulted from the computation is higher than its critical value. It

could be concluded that the instrument used in this research is reliable.

3) Degree of Test Difficulty

The following is the computation of the degree of test difficulty for

item number 1 and for the other items would use the formula.

JS

BP =

P = 0,00 30,0≤≤ p Difficult question

P= 0,30 70,0≤≤ p Sufficient

P= 0,70 00,1≤≤ p Easy.

B=15

JS=20

49

It is proper to say that the index difficulty of the item number 1

above can be said as the easy category, because the calculation result of

the item number 1 is in the interval 0.70<p <1.00. After computing 35

items of the try-out test, there are items are considered to be easy and

items are sufficient. The whole computation result of difficulty level can

be seen in appendix.

4) The Discriminating Power

As mentioned in chapter III, The discrimination power measures

how well the test items arranged to identify the differences in the students’

competence. To do this analysis, the number of try-out subjects was

divided into two groups, upper and lower groups.

BAB

B

A

A PPJ

B

J

BD −=−=

The criteria are:

D < 0.2 is poor.

0.2 < D ≤ 0.4 is fair.

0.4 < D ≤ 0.7 is good.

0.7 < D ≤ 1 is very good.

Example of number 1 of items:

The following is the computation of the discriminating power for

item number 1, and for other items would use the same formula. The

obtained result states that D = 0.5 and after being consulted to the

discriminating power category, it is found that the result is on the 0.40< D

50

≤ 0.7. Thus, the items number one is on the good level. The result of the

discriminating power of each item could be seen appendix.

2. The Data Analysis of Pre-request Test

a. The Data Analysis of Pre-test Scores of the Experimental Class and

the Control Class

Table IV. 1

The list of Pre-Test Score of The Experimental and Control Classes

Control Class Experiment Class

No Code

Total

Score No Code

Total

Score

1 C-1 60 1 E-1 71

2 C-2 74 2 E-2 65

3 C-3 65 3 E-3 80

4 C-4 80 4 E-4 80

5 C-5 71 5 E-5 77

6 C-6 65 6 E-6 62

7 C-7 97 7 E-7 71

8 C-8 80 8 E-8 77

9 C-9 80 9 E-9 71

10 C-10 74 10 E-10 74

11 C-11 74 11 E-11 65

12 C-12 68 12 E-12 77

13 C-13 68 13 E-13 74

14 C-14 65 14 E-14 60

15 C-15 80 15 E-15 74

16 C-16 74 16 E-16 74

17 C-17 74 17 E-17 68

18 C-18 82 18 E-18 77

19 C-19 68 19 E-19 62

20 C-20 65 20 E-20 74

51

21 C-21 94 21 E-21 68

22 C-22 71 22 E-22 77

23 C-23 62 23 E-23 62

24 C-24 62 24 E-24 68

25 C-25 97 25 E-25 62

26 C-26 74 26 E-26 68

27 C-27 71 27 E-27 74

28 C-28 77 28 E-28 65

29 C-29 77 29 E-29 71

30 C-30 62 30 E-30 74

31 C-31 62 31 E-31 62

32 C-32 60 32 E-32 65

33 C-33 62 33 E-33 71

34 C-34 74 34 E-34 97

35 E-35 80

36 E-36 65

37 E-37 74

38 E-38 62

39 E-39 77

40 E-40 74

b. The Normality Pre-test of the Experimental Class

The computations of normality use the computation in excel. The

result is stated below:

Table IV. 2

Normality Test of Pre-test of Experimental Class

Class Interval

60-65 12 62.5 750 65.61 787.32 66-71 9 68.5 616.5 4.41 39.69 72-77 15 74.5 1117.5 15.21 228.15 78-83 3 80.5 241.5 98.01 294.03

iO ix ii xO . ( )2xx i − ( )2

. xxO ii −

52

84-89 0 86.5 0 252.81 0 90-95 0 92.5 0 479.61 0 96-101 1 98.5 98.5 778.41 778.41 40

2824 2127.6

Limit Class

Z for the Limit Class

P(Zi) Opportunities for Z

Size Classes for Z

59.5 -11.73 -1.60 0.0548 0.1625 6.5016

30.2319 4.6499

65.5 -5.72 -0.78 0.2174 0.2976 11.9038 8.4320 0.7083

71.5 0.28 0.04 0.5150 0.2891 11.5631 11.8125 1.0216

77.5 6.28 0.86 0.8040 0.1490 5.9588 8.7542 1.4691 83.5 12.28 1.67 0.9530 0.0407 1.6265 2.6456 1.6265 89.5 18.28 2.49 0.9937 0.0059 0.2345 0.0550 0.2345 95.5 24.28 3.31 0.9995 0 0.0000 0 0.0000 ∑ 9.7100

With a = 5% and df = 7-1=6, from the chi-square distribution table,

obtained Xtable = 11.08. Because X2count is lower than X2table

(9.71<12.59159). So, the distribution list is normal

c. The Normality Pre-test of the Control Class



Table IV. 3

Normality Test of Pre-test of Control Class

Class Interval

60-65 11 62.5 687.5 97.6609 1074.2699 66-71 6 68.5 411 15.07266 90.4359862 72-77 9 74.5 670.5 4.484429 40.3598616 78-83 5 80.5 402.5 65.89619 329.480969 84-89 0 86.5 0 199.308 0

90-95 1 92.5 92.5 404.7197 404.719723

96-101 2 98.5 197 682.1315 1364.26298 34 2461 3303.52941

∑

xx − iE ( )2ii EO − ( )i

ii

E

EO 2−

iO ix ii xO . ( )2xx i − ( )2

. xxO ii −

∑

53

Limit Class



Size Classes for Z

59.5 -13.12 -1.33 0.0911 0.1435 4.8784 37.4738 7.6816

65.5 -7.12 -0.72 0.2346 0.2202 7.4866 2.2099 0.2952 71.5 -1.12 -0.11 0.4547 0.2355 8.0073 0.9854 0.1231 77.5 4.88 0.50 0.6903 0.1756 5.9690 0.9390 0.1573 83.5 10.88 1.11 0.8658 0.0912 3.1008 9.6152 3.1008 89.5 16.88 1.72 0.9570 0.0330 1.1223 0.0150 0.0133 95.5 22.88 2.33 0.9900 0 0.0000 1 ∑ 11.3713


obtained Xtable = 12.59159. Because X2count is lower than

X2table(11,3713<12.59159). So, the distribution list is normal.

d. The Homogeneity of Initial Data in the Control Class and the

Experimental Class

Homogeneity test is used to find out whether the group is

homogenous or not. The computations of homogeneity use the

computation in excel. The result is stated below

Hypothesis

H0 :

H1:

Table IV. 4

Homogenity Table

Source Variant Experiment Class Control Class Total 2849 2469 n 40 34

71.23 72.62 Variant (s2) 53.179 96.668 Standard Deviation (s) 7.329 9.832

xx − iE ( )2ii EO − ( )i

ii

E

EO 2−

21 σσ =

21 σσ ≠

X

54

Sample dk = ni - 1

1/dk Si2 Log Si

2 dk.Log Si

2 dk * Si2

Experiment 39 0,026 53,179 1,726 67,304 2073,981

Control 33 0,030 96,668 1,985 65,514 3190,044 Total 72 132,818 5264,025

=134, 21

From the calculation above, we get . With a = 5%

and df = 2-1 = 1, obtained . Because is

lower than , (3,194<3,841). So, Ho is accepted and there is

no difference of the pre test variant from both groups. It means that the

variant of both groups is homogeny.

e. The Average Similarity Test of Pre-Test of the Experimental and the

Control Class

The computations of average similarity use the computation in

excel. The result is stated below:

Table IV. 5

The Result Average of Pre Test Score

H0:

H1:

( )( ) =

−−

=∑∑

1

1 22

i

i

n

SinS

∑ −×= )1()( 2inLogSB

21 µµ =

21 µµ ≠

21

21

11nn

s

xxt

+

−= ( ) ( )221

222

211 11

−+−+−=

nn

snsns

55

criteria :

Ho accepted if with and = 72

Sample n s t Experiments 71.23 53.719 40

8.3647 -0.7124

Control 72.62 96.668 34 We get data: tcount = -0.7124 So,

2.0000

With α= 5% and df = 40+34 – 2 = 72, obtained t table = 2,000.

Because t count is higher than t table (-0.7124> 2,000). From the result, it

can be concluded that there is a difference in students’ scores. The

hypothesis is accepted.

3. The Data Analysis of Post-request Test

a. The Data Analysis of Post-test Scores of the Experimental Class and

the Control Class

Table IV. 6

The list of Post-Test Score of The Experimental and Control Classes

No Code Total Scrore No Code Total Score

1 E-1 88 1 C-1 77 2 E-2 85 2 C-2 80 3 E-3 91 3 C-3 77 4 E-4 97 4 C-4 80 5 E-5 97 5 C-5 77 6 E-6 82 6 C-6 74 7 E-7 80 7 C-7 100 8 E-8 88 8 C-8 71 9 E-9 88 9 C-9 80 10 E-10 94 10 C-10 85 11 E-11 80 11 C-11 85 12 E-12 91 12 C-12 74 13 E-13 91 13 C-13 85 14 E-14 88 14 C-14 80

( ) ( )αα 2112

11 −− <<− ttt

%5=α 221 −+= nndk2

is

( )( ) ( )( )70975.070975.0 ttt <<−=tabelt

56

15 E-15 94 15 C-15 74 16 E-16 97 16 C-16 88 17 E-17 97 17 C-17 82 18 E-18 97 18 C-18 74 19 E-19 80 19 C-19 85 20 E-20 88 20 C-20 80 21 E-21 97 21 C-21 100 22 E-22 85 22 C-22 80 23 E-23 91 23 C-23 65 24 E-24 88 24 C-24 80 25 E-25 91 25 C-25 100 26 E-26 77 26 C-26 85 27 E-27 91 27 C-27 85 28 E-28 91 28 C-28 82 29 E-29 91 29 C-29 82 30 E-30 85 30 C-30 74 31 E-31 91 31 C-31 74 32 E-32 77 32 C-32 82 33 E-33 85 33 C-33 77 34 E-34 91 34 C-34 77 35 E-35 91 total 2751 36 E-36 80 average 80,9117647 37 E-37 91 38 E-38 88 39 E-39 91 40 E-40 91

total 3556

average 88,9

b. The Normality Post-test of the Experimental Class



Table IV. 7

Normality Test of Post-test of Experimental Class

Class

Interval

77-79 2 78 156 104.04 208.08 80-82 5 81 405 51.84 259.2

iO ix ii xO . ( )2xx i − ( )2

. xxO ii −

57

83-85 4 84 336 17.64 70.56 86-88 7 87 609 1.44 10.08 89-91 14 90 1260 3.24 45.36 92-94 2 93 186 23.04 46.08 95-97 6 96 576 60.84 365.04 40 3528 1004.4

Limit Class



Size Classes for Z

76.5 -12.40 -2.22 0.0134 0.0332 1.3265 0.4536 0.3420

79.5 -9.40 -1.68 0.0465 0.0799 3.1955 3.2562 1.0190 82.5 -6.40 -1.14 0.1264 0.1454 5.8140 3.2906 0.5660 85.5 -3.40 -0.61 0.2718 0.1998 7.9901 0.9803 0.1227 88.5 -0.40 -0.07 0.4715 0.2074 8.2946 32.5517 3.9244 91.5 2.60 0.46 0.6789 0.1626 6.5044 20.2899 3.1194 94.5 5.60 1.00 0.8415 0 0.0000 4 0.0000

∑ 9.0935


obtained Xtable = 11.08. Because X2count is lower than X2table

(9.0935<12.59159). So, the distribution list is normal

c. The Normality Post-test of the Control Class



Table IV. 8

Normality Test of Post-test of Control Class

Class

Interval

65-70 1 67.5 67.5 175.173 175.173 71-76 7 73.5 514.5 52.34948 366.4464 77-82 16 79.5 1272 1.525952 24.41522 83-88 7 85.5 598.5 22.70242 158.917 89-94 0 91.5 0 115.8789 0 95-100 3 97.5 292.5 281.0554 843.1661 101-107 0 104 0 541.2465 0

xx −iE ( )2ii EO − ( )

i

ii

E

EO 2−

iO ix ii xO . ( )2xx i − ( )2

. xxO ii −

∑

xF.xF.xF.xF.xF.xF.

∑

58

34 2745 1568.118

Limit

Class

Z for

the

Limit

Class

P(Zi)

Opportunities

for Z

Size

Classes

for Z

64.5 -16.41 -2.12 0.0168 0.0720 2.4490 2.0995 0.8573

70.5 -10.41 -1.35 0.0888 0.1951 6.6336 0.1342 0.0202 76.5 -4.41 -0.57 0.2839 0.2975 10.1157 34.6249 3.4229 82.5 1.59 0.21 0.5815 0.2556 8.6904 2.8573 0.3288 88.5 7.59 0.98 0.8371 0.1237 4.2049 17.6815 4.2049 94.5 13.59 1.76 0.9607 0.0337 1.1445 3.4428 3.0081

100.5 19.59 2.54 0.9944 0 0.0000 9 ∑ 11.8422


obtained Xtable = 12.59159. Because X2count is lower than X2table (11,

8422<12.59159). So, the distribution list is normal.

d. The Homogeneity of Initial Data in the Control Class and the

Experimental Class

Homogeneity test is used to find out whether the group is

homogenous or not. The computations of homogeneity use the

computation in excel. The result is stated below

Hypothesis

H0 :

H1:

Table IV. 9

Homogenity Table

Source variant Exsperiment Control Total 3556 2751

n 40 34 88.90 80.91

Varians (S2) 31.323 59.659 Standart deviasi (S) 5.597 7.724

xx − iE ( )2ii EO − ( )i

ii

E

EO 2−

21 σσ =

xF.xF.xF.xF.xF.xF.

X

21 σσ ≠

59

Sample dk = ni - 1 1/dk Si2 Log Si

2 dk.Log Si

2 dk * Si2

1 39 0.026 31.323 1.496 58.339 1221.597

2 33 0.030 59.659 1.776 58.597 1968.747 Total 72 116.936 3190.344

=118, 55

From the calculation above, we get with α = 5%

and df = 2-1 = 1, obtained . Because is

lower than , (3,194<3,841). So, Ho is accepted and there is

no difference of the pre test variant from both groups. It means that the

variant of both groups is homogeny.

e. The Average Similarity Test of Post-Test of the Experimental and the

Control Classes

The computations of Average Similarity use the computation in

excel. The result is stated below

Hypothesis:

H0:

H1:

21 µµ =

21 µµ ≠

21

21

11nn

s

xxt

+

−= ( ) ( )221

222

211 11

−+−+−=

nn

snsns

( )( ) =

−−

=∑∑

1

1 22

i

i

n

SinS

∑ −×= )1()( 2inLogSB

60

criteria :

Ho accepted if with and = 72

Table IV. 10

The Result Average of Post Test Score

Source Variant

Experiment Control t

Mean 88.90 80.91

44.3102 6.6566 5.1446 Variant 31.3231 59.6586 s 5.5967 7.7239 n 40 34

With α= 5% and df = 40+34 – 2 = 72, obtained t table= 2,000.

Because tcount is higher than t table (5, 1446> 2,000). H0 is not accepted

and H1 is accepted. It means that teaching reading using team word-

webbing in increasing reading comprehension is better than using

conventional method. From the result, it can be concluded that there is a

difference in students’ comprehension in news item text score between

students taught using team word-webbing and those taught using non-team

word-webbing.

C. Observation Interpretation on Understanding Demonstrated by the

Students

The observation was carried out during the treatment focused on

the students’ comprehension in News Item Text. The concern was given

by viewing the students’ observable behavior appeared in class within

teamwork phase. In this case, the researcher saw their activeness, through

the questions pertaining to news item text.

Questioning, here, has many purposes in teaching reading news.

Firstly, the question which was given to the students provided the teacher

information about their understanding on news item during the research or

treatment and enabled the teacher to measure their understanding through

the answers they gave whether correct, incorrect or partially correct.

( ) ( )αα 2112

11 −− <<− ttt

%5=α 221 −+= nndkix

S2S

61

While during the teamwork, the observation result shown that it

was about 60%-80% of students who gave explanation and answered the

question on given material correctly and about less than 20% answered

incorrectly to other students’. Observation showed that score of control

class was 60% while experiment class was 80%. It showed that experiment

class was higher than control class in class activity during the research is

conducted. The score specification is in appendix.

D. Discussion of Research Finding

This section discusses the research findings while include

discussion and the advantages of the treatment; they are the use of team

word-webbing in teaching reading news item text.

1. Discussion

Based on the finding of the research, it was found that the students

who were taught by using team word-webbing have been improved in

parts of reading comprehension than the students who were taught by

using conventional method because the students who were taught by using

team word-webbing can memorize parts of meaning word through

webbing so that the students easily to absorb the material.

Based on the result of the pre-test before team word-webbing was

implemented, the ability of students to comprehend the text was lower than

after team word-webbing was implemented.

After getting treatment and post-test was conducted, it was found

that there were significant differences between experimental group and

control group where the post test score of experimental group was higher.

The improvement of the students who taught using team word-webbing is

higher than the improvement of students who taught without team word

webbing. It can be seen the mean pre test score of control class was 70, 18,

and in the post test was 80, 91 while the mean of pre test score of

experimental class was 71, 23 and in the post test was 88, 9. It means that

the most improvement is in experiment class.

62

The result of the data analysis showed that the strategy of using

team word-webbing in teaching reading news item text seemed to be

applicable for the tenth grade students of MA Darul Amanah. The strategy

encouraged the students to be more active and motivated in teaching

reading, especially in text type. And also can be used in teaching variety of

language.

The testing hypothesis indicated that the experimental group was

significant higher than the control group. The mean score of the

experimental group was 88, 9 and the control group was 80, 91, and the

differences between the two means were 8.00. The t-test score showed that

tcount is higher than ttable (5.144 > 2.0000) with α = 5%.

There are differences the students atmosphere that were taught

using team word-webbing between who were taught without team word-

webbing, it can be seen in teaching learning process, they are as follow:

a. In the experimental class

When the teacher taught using team word-webbing, it makes the

students more interested in learn. In teaching and learning process

the students more enjoy and relax, so they can free express their idea

in the classroom. When the teacher asked students to comprehend

the text, most of them can comprehend it by showing the webbing,

when teacher gave them assignment; the students did it with fun.

b. In the control class

When the teacher using conventional method, just explain the

material and gave them assignment, the student’s attention not

focused on the lesson. Students get bored; it makes them difficult to

absorb the material. Students are also lazy when teacher gave them

some assignments. And the last they cannot improve their

comprehension about news item.

Based on the statement above, it is proven that there was a

significant different achievement between the students who were taught by

63

using team word-webbing as a medium of teaching reading news item and

the students who were taught by using conventional method.

2. The advantages of the treatment

Here the researcher showed some factors that might influence the

result of the experiment. The factors were the advantages in using team

word-webbing in teaching reading comprehension. Team word-webbing

have some positive influences in teaching parts of speech. There are some

reasons why using team word-webbing are effective in teaching and

learning English, especially in teaching reading .They are as follows:

a. Team Word-Webbing teaches students to be less reliant on the teacher

and more reliant on their own ability to think, to seek information to

other source and to learn for other students

b. Team Word-Webbing encourages students to verbalize their ideas and

to compare them with the ideas and feeling of other students

c. Help students to learn respect for one another’s strengths and imitations

and to accept these differences

d. Working in Team Word-Webbing teams help empower students to take

greater responsibility for their own learning and for their learning of

others

e. Team Word-Webbing is an effective strategy for having students

achieve a wide range of academic and social outcomes including

enhanced achievement, improved self esteem, positive interpersonal

relationship with other students, improved time management skill, and

positive attitudes toward school

f. Having students work together result in much more learning then occurs

when students work alone, competitively, or individually

g. Team Word-Webbing can lead to students to being frustrated less often,

getting confused less often, feeling more intellectually challenged,

feeling more actively involved in learning and looking forward to class

more often

64

h. The interaction that occurs during cooperative learning activity help to

motivate students and stimulate their thinking, and view education as a

life-long process rather than short-term training

In contrast, not all students have well in reading English, especially

text type. Those are caused by some factors that influence the students in

learning English. They are as follows:

a. The perception that English is the difficult lesson in school.

b. The perception that English is unused in daily conversation

c. A poor motivation from the students to learn English seriously

d. There is no big willingness to learn English

e. Conventional method that makes students feel boring

In this research, the researcher used the team word-webbing to

increase students’ reading comprehension in news item text. So, the

research findings are only representative in that school. The researcher

hopes that more researches will be done by the others to prove this method

in learning and teaching English.

E. Limitation of the Research

The researcher realizes that this research had not been done

optimally. There were constraints and obstacles faced during the research

process. Some limitations of this research are:

1. Relative short time of research makes this research could not be

done maximum.

2. The research is limited at MA Darul Amanah Sukorejo Kendal. So

that when the same research will be gone in other schools, it is still

possible to get different result.

3. The implementation of the research process was less smooth; this

was more due to lack of experience and knowledge of the

researcher.

Considering all those limitations, there is a need to do more

research about teaching reading text type. So, the more optimal result will

be gained.

65

CHAPTER V

CONCLUSION

A. Conclusion

Based on the research that was carried out in MA Darul Amanah

Sukorejo Kendal in academic year of 2010/2011, the researcher might

draw conclusions.

1. Team word-webbing is effective in increasing students’ reading

comprehension. The case in both groups is the same that there is an

improvement in each group’s cognitive achievement. However, the

improvement on control group is not as much as on the experimental

group. It means that the using of team word-webbing is more effective

to improve the students’ comprehension in news item text than the

using of non team word-webbing one.

2. The use of team word-webbing is effective. The use of it makes

students more comfortable in conducting lesson. It can be looked from

students score in doing test. The result of observation shows how the

use of team word-webbing. The experimental group’s achievement

reached 88, 9 as the mean of their post test score whereas at the first

time the mean of their pre test score was 71, 23. This result indicates

that there is an improvement on their cognitive achievement. The

control group’s achievement reached 80,91 as the mean of their post

test score whereas at the first time the mean of their pre test was 72,

62. This case is the same as in the experimental group, which indicates

that there is an improvement on their cognitive achievement.

The main finding of the study were; the experimental and control

group were equivalent at the beginning of the experiment and the teaching

and learning of reading news item through team word-webbing played

positive role in increasing the students’ academic achievement.

B. Recommendation

This research that was carried out in MA Darul Amanah Sukorejo

Kendal in academic year of 2010/2011 is not free from some lacks. The

66

limitation that can be found in this research is about the time restriction.

Actually the activities contained in Team Word-Webbing need more time.

So, it is better for the English instructor to manage the time allocation

when he or she wants to employ this kind of teaching and learning

technique in classroom. He or she has to subdivide the time and sequence

the activities contained in Team Word-Webbing in details so that the

English teaching and learning may well-run. In addition, this kind of

teaching and learning technique should not always be applied to teach

reading only but it may be applied for any other language item or skill as

well, such as for, vocabulary and speaking class.

Moreover, the researcher may suggest the next researcher to

conduct further study that can enhance this research because this research

actually can be broaden and extended to other subject and also in different

setting. Finally, this research may be helpful and give positive contribution

to English language learning context. Amin.

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Appendix 1

67

DATA OF STUDENTS

Experimental class

No Name Code

1 A. Fauzi E-1

2 A. Hanafi E-2

3 A. Zaenurrosikhin E-3

4 Abdul Rozak Annas E-4

5 Agus Khoirul Anam E-5

6 Ahmad Danang M E-6

7 Ahmad Fauzi E-7

8 Ahmad Rofik E-8

9 Ahmad Syaifudin E-9

10 Bahril Ilmi E-10

11 Budi Purnomo E-11

12 Buyung Teguh W E-12

13 Didik Urgiyanto E-13

14 Eka Dani Kurniawan E-14

15 Fachri Baits Salam E-15

16 Failasuf Akhyar E-16

17 Fathul Ied E-17

18 Fuji Kurniawan E-18

19 Iqbal Rizaq E-19

20 Irfan Zulfiani E-20

21 Irwan Chafidi E-21

22 Jiyana Musfika E-22

23 Khoirul Athfal E-23

24 Khoirul Umam E-24

25 M. A. Zaka E-25

26 M. Agie Setiawan E-26

27 M. Aziz E-27

28 M. Khoirul Anwar E-28

29 M. Rif'an E-29

30 M. Syaiful Huda E-30

31 Meidi Andriyanto E-31

32 Miftakhurroji E-32

33 Misbakhul Arifin E-33

34 Muhammad Taufiq E-34

35 Nur Hidayatullah E-35

36 Nurul Mujahidin E-36

37 Riza Fauzi Anwar E-37

38 Subkhan A E-38

39 Wahyu Irawan E-39

40 Zaenal Muttaqin E-40

Appendix 1

68

Control class

No Name Code

1 Ainun Ni'mah C-1

2 Alfi Umayah C-2

3 Amaliatus Solikhah C-3

4 Anis Khoiriyah C-4

5 Arsida Yulianti C-5

6 Chayum Sasmayani C-6

7 Diva Rahmah C-7

8 Dyah Azifatur Roziyah C-8

9 Fuji Ermawati C-9

10 Insyatul Marfuqoh C-10

11 Isnani Imaniyah C-11

12 Khanifatus Solikhah C-12

13 Kiki Fatmawati C-13

14 Laela Zulfa C-14

15 Laelatul Fitria C-15

16 Laelatul Rizky C-16

17 Maftuhah C-17

18 Muzdalifatur Rofi'ah C-18

19 Nafi Fitriani C-19

20 Naily Rahmawat C-20

21 Nujumul Laily C-21

22 Nur Azizah C-22

23 Nur Hidayah C-23

24 Nur Maulana Ajrim C-24

25 Nurhayati C-25

26 S. Rosydah C-26

27 Setya Galuh Candra Dewi C-27

28 Siti Laelatul Badriyah C-28

29 Siti Masrusoh C-29

30 siti Wahyuniah C-30

31 Ulfiyatusiva C-31

32 Veny Setyaning B C-32

33 Vivi Fitria Anggreini C-33

34 Zul Halaifah C-34

1 2 3 4 5 6 7 8 9 10

1 U-01 1 1 1 1 1 1 1 1 1 1

2 U-14 1 1 1 1 1 1 1 1 1 1

3 U-05 1 1 1 1 1 1 1 1 1 1

4 U-15 1 1 1 1 1 1 1 1 1 1

5 U-04 1 1 1 1 1 1 1 1 1 1

6 U-06 1 1 1 1 1 1 1 1 1 1

7 U-13 1 1 1 1 1 1 1 1 1 1

8 U-02 1 1 1 1 1 1 1 1 1 1

9 U-11 1 0 1 1 1 1 1 1 1 1

10 U-09 1 1 1 1 0 1 1 1 1 1

11 U-10 1 0 0 0 1 1 1 1 1 1

12 U-12 1 1 1 1 0 1 1 1 1 1

13 U-19 1 0 0 1 0 1 1 1 1 1

14 U-20 0 0 0 0 0 1 1 0 1 0

15 U-03 0 0 0 1 1 0 1 0 1 0

16 U-08 1 0 1 0 0 0 1 1 1 1

17 U-16 0 0 1 0 1 0 0 0 1 0

18 U-18 1 1 0 0 0 1 0 0 1 0

19 U-17 0 0 1 1 0 1 0 1 0 1

20 U-07 0 0 1 0 0 0 0 0 1 0

SX 15 11 15 14 12 16 16 15 19 15

rxy 0,712 0,6682102 0,33967 0,6351 0,618525 0,684645155 0,736709425 0,712406 0,326081 0,71241

rtabel 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444

criteria valid valid invalid valid valid valid valid valid invalid valid

BA 10 9 10 10 9 10 10 10 10 10

BB 5 2 5 4 3 6 6 5 9 5

JA 10 10 10 10 10 10 10 10 10 10

JB 10 10 10 10 10 10 10 10 10 10

DP 0,5 0,7 0,5 0,6 0,6 0,4 0,4 0,5 0,1 0,5

criteria good good good good good sufficient sufficient good poor good

B 15 11 15 14 12 16 16 15 19 15

TK 0,75 0,55 0,75 0,7 0,6 0,8 0,8 0,75 0,95 0,75

criteria easy medium easy medium medium easy easy easy easy easy

p 0,75 0,55 0,75 0,7 0,6 0,8 0,8 0,75 0,95 0,75

q 0,25 0,45 0,25 0,3 0,4 0,2 0,2 0,25 0,05 0,25

pq 0,1875 0,2475 0,1875 0,21 0,24 0,16 0,16 0,1875 0,0475 0,1875

used used used used used used used used unused used

Val

idit

yd

iscr

imin

atin

g p

ow

erit

em d

iffi

cult

yR

elia

-bil

ity

question criteria

appendix 2

ANALYSIS OF TRY OUT TEST

No C0DE

ITEM NUMBER

��

��

��

11 12 13 14 15 16 17 18 19 20 21 22

1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1 1 1 1

1 0 1 1 1 1 1 1 1 0 1 1

1 1 1 1 1 1 0 1 1 1 0 1

1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 0 0 1 1 1 1 1 0 1

1 1 1 1 1 1 1 1 0 0 1 0

1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 0 1 1 1

1 1 0 0 1 0 1 0 0 1 1 1

1 1 1 1 1 1 1 0 1 0 0 0

1 1 0 1 1 0 1 1 1 0 0 0

0 0 0 0 0 1 1 0 0 1 0 0

1 0 0 1 0 1 0 1 0 1 0 1

0 0 1 0 1 0 1 0 0 1 0 0

1 0 0 0 0 1 0 0 0 0 0 0

0 0 1 0 0 0 1 0 0 0 0 0

0 0 0 0 0 0 1 0 0 0 0 0

16 13 14 13 14 15 17 13 11 13 10 12

0,7106773 0,770098 0,657822 0,6500262 0,69190653 0,556097 0,247146 0,7482669 0,731002 0,399 0,73089923 0,735428

0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444

valid valid valid valid valid valid invalid valid valid invalid valid valid

10 9 10 9 9 10 9 10 9 8 8 9

6 4 4 4 5 5 8 3 2 5 2 3

10 10 10 10 10 10 10 10 10 10 10 10

10 10 10 10 10 10 10 10 10 10 10 10

0,4 0,5 0,6 0,5 0,4 0,5 0,1 0,7 0,7 0,3 0,6 0,6

sufficient good good good sufficient good poor good good

sufficien

t good good

16 13 14 13 14 15 17 13 11 13 10 12

0,8 0,65 0,7 0,65 0,7 0,75 0,85 0,65 0,55 0,65 0,5 0,6

easy medium medium medium medium easy easy medium medium medium medium medium

0,8 0,65 0,7 0,65 0,7 0,75 0,85 0,65 0,55 0,65 0,5 0,6

0,2 0,35 0,3 0,35 0,3 0,25 0,15 0,35 0,45 0,35 0,5 0,4

0,16 0,2275 0,21 0,2275 0,21 0,1875 0,1275 0,2275 0,2475 0,2275 0,25 0,24

used used used used used used unused used used used used used

ANALYSIS OF TRY OUT TEST

ITEM NUMBER

��

��

23 24 25 26 27 28 29 30 31

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 0 0 1

1 1 1 1 1 1 0 0 1

1 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

0 1 1 1 1 1 1 1 1

1 1 1 1 1 1 1 1 1

0 1 1 1 1 1 1 1 1

0 1 1 1 1 1 1 0 0

0 1 0 1 1 1 1 0 0

0 0 1 1 0 1 1 1 1

1 1 0 1 1 0 0 1 1

1 1 0 1 1 1 1 0 1

0 0 0 0 1 1 0 1 0

0 0 0 0 0 0 0 0 0

0 0 0 1 0 1 0 0 1

0 0 1 1 0 1 0 0 0

0 0 0 0 1 1 1 0 0

0 0 1 0 0 0 0 0 1

9 13 13 16 15 17 12 10 14

0,619023211 0,857423288 0,562701088 0,71067729 0,640263526 0,451279231 0,522876674 0,494610568 0,498763494

0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444 0,444

valid valid valid valid valid valid valid valid valid

7 10 10 10 10 10 8 7 9

2 3 3 6 5 7 4 3 5

10 10 10 10 10 10 10 10 10

10 10 10 10 10 10 10 10 10

0,5 0,7 0,7 0,4 0,5 0,3 0,4 0,4 0,4

good good good sufficient good sufficient sufficient sufficient sufficient

9 13 13 16 15 17 12 10 14

0,45 0,65 0,65 0,8 0,75 0,85 0,6 0,5 0,7

medium medium medium easy easy easy medium medium medium

0,45 0,65 0,65 0,8 0,75 0,85 0,6 0,5 0,7

0,55 0,35 0,35 0,2 0,25 0,15 0,4 0,5 0,3

0,2475 0,2275 0,2275 0,16 0,1875 0,1275 0,24 0,25 0,21

used used used used used used used used used

�

��

32 33 34 35

1 1 1 1 35 1225

1 1 � 34 1156

1 1 1 1 33 1089

1 1 33 1089

1 1 1 1 33 1089

1 1 1 0 32 1024

0 0 0 1 31 961

1 1 1 0 31 961

1 1 1 0 29 841

1 0 0 0 27 729

1 1 1 1 27 729

1 1 1 0 25 625

1 0 � 0 22 484

1 1 � 0 19 361

0 1 0 12 144

0 1 � 0 12 144

1 1 � 0 12 144

0 1 � 0 10 100

0 0 � 0 10 100

1 0 � 0 6 36

15 15 10 7 473 13031

0,520026244 0,267527952 0,557087692 0,659850258

0,444 0,444 0,444 0,444

valid invalid valid valid

9 8 7 6

6 7 3 1

10 10 10 10

10 10 10 10

0,3 0,1 0,4 0,5

sufficient poor sufficient good

15 15 10 7

0,75 0,75 0,5 0,35

easy easy medium medium

0,75 0,75 0,5 0,35 k 35

0,25 0,25 0,5 0,65 Spq 7,088

0,1875 0,1875 0,25 0,2275 Vt 92,2275

used unused used used r11 0,950

Y2Skor (Y)

��

Appendix 3

��

�

PRETEST

NORMALITY OF PRETEST OF EXPERIMENTAL CLASS

Hypothesis:

Ho : the data is on the normal distribution

Ha : the data is not on the normal distribution

Hypothetical Test:

The Formula:

Criterion:

Ho is accepted if X2 count < X2 table

Hypothetical Test:

��N: 40

��Highest Scores: 97

��Lowest Scores: 60

��Range (R): 97-60=37

��Class Interval: K= 1+3.3 log n = 1+3.3 log 40 = 6.287= 7

��Length of Class: p= R/K= 37/7= 5.2857= 6

��The table of distribution of frequency:

No x

1 71 -0.23 0.0529

2 65 -6.23 38.8129

3 80 8.77 76.9129

4 80 8.77 76.9129

5 77 5.77 33.2929

6 62 -9.23 85.1929

7 71 -0.23 0.0529

8 77 5.77 33.2929

9 71 -0.23 0.0529

10 74 2.77 7.6729

11 65 -6.23 38.8129

12 77 5.77 33.2929

13 74 2.77 7.6729

14 60 -11.23 126.1129

15 74 2.77 7.6729

16 74 2.77 7.6729

XX −2)( XX −

Appendix 3

��

�

17 68 -3.23 10.4329

18 77 5.77 33.2929

19 62 -9.23 85.1929

20 74 2.77 7.6729

21 68 -3.23 10.4329

22 77 5.77 33.2929

23 62 -9.23 85.1929

24 68 -3.23 10.4329

25 62 -9.23 85.1929

26 68 -3.23 10.4329

27 74 2.77 7.6729

28 65 -6.23 38.8129

29 71 -0.23 0.0529

30 74 2.77 7.6729

31 62 -9.23 85.1929

32 65 -6.23 38.8129

33 71 -0.23 0.0529

34 97 25.77 664.0929

35 80 8.77 76.9129

36 65 -6.23 38.8129

37 74 2.77 7.6729

38 62 -9.23 85.1929

39 77 5.77 33.2929

40 74 2.77 7.6729

Total 2849 2036.98

Mean 71.23

Standard Deviation

�

� ��

� ��

Class Interval

60-65 12 62.5 750 65.61 787.32

66-71 9 68.5 616.5 4.41 39.69

72-77 15 74.5 1117.5 15.21 228.15

78-83 3 80.5 241.5 98.01 294.03

84-89 0 86.5 0 252.81 0

90-95 0 92.5 0 479.61 0

96-101 1 98.5 98.5 778.41 778.41

40 2824 2127.6

iO ix ii xO . ( )2

xx i − ( )2

. xxO ii −

�

Appendix 3

��

�

Class Interval

Limit Class



Size Classes for Z

60-65 59.5 -11.73 -1.60 0.0548 0.1625 6.5016 30.2319 4.6499

66-71 65.5 -5.72 -0.78 0.2174 0.2976 11.9038 8.4320 0.7083

72-77 71.5 0.28 0.04 0.5150 0.2891 11.5631 11.8125 1.0216

78-83 77.5 6.28 0.86 0.8040 0.1490 5.9588 8.7542 1.4691

84-89 83.5 12.28 1.67 0.9530 0.0407 1.6265 2.6456 1.6265

90-95 89.5 18.28 2.49 0.9937 0.0059 0.2345 0.0550 0.2345

96-101 95.5 24.28 3.31 0.9995 0 0.0000 0 0.0000

� 9.7100


obtained Xtable = 11.08. Because X2count is lower than X2

table (9.71<12.59159). So,

the distribution list is normal

NORMALITY OF PRETEST OF CONTROL CLASS

Hypothesis:



Hypothetical Test:

The Formula:

Criterion:


Hypothetical Test:

��N: 34



��Range (R): 97-60=37



xx − iE ( )2ii EO −( )

i

ii

E

EO2

−

�

Appendix 3

��

�


No x

1 � ��

2 ��

3 ��

4 ��

5 ��

6 ��

7 ��

8 ��

9 ��

10 ��

11 ��

12 ��

13 ��

14 ��

15 ��

16 ��

17 ��

18 ��

19 ��

20 ��

21 ��

22 ��

23 ��

24 ��

25 ��

26 ��

27 ��

28 ��

29 ��

30 ��

31 ��

32 � ��

33 ��

34 ��

Total ��

Mean ��

Standard Deviation

�

� � ��

XX −2)( XX −

Appendix 3

��

�

� ��

Class Interval

60-65 11 62.5 687.5 97.6609 1074.2699

66-71 6 68.5 411 15.07266 90.4359862

72-77 9 74.5 670.5 4.484429 40.3598616

78-83 5 80.5 402.5 65.89619 329.480969

84-89 0 86.5 0 199.308 0

90-95 1 92.5 92.5 404.7197 404.719723

96-101 2 98.5 197 682.1315 1364.26298

34 2461 3303.52941

Limit Class



Size Classes for Z

59.5 -13.12 -1.33 0.0911 0.1435 4.8784 37.4738 7.6816

65.5 -7.12 -0.72 0.2346 0.2202 7.4866 2.2099 0.2952

71.5 -1.12 -0.11 0.4547 0.2355 8.0073 0.9854 0.1231

77.5 4.88 0.50 0.6903 0.1756 5.9690 0.9390 0.1573

83.5 10.88 1.11 0.8658 0.0912 3.1008 9.6152 3.1008

89.5 16.88 1.72 0.9570 0.0330 1.1223 0.0150 0.0133

95.5 22.88 2.33 0.9900 0 0.0000 1

� 11.3713



X2table(11,3713<12.59159). So, the distribution list is normal.

iO ix ii xO . ( )2

xx i − ( )2

. xxO ii −

�

xx − iE ( )2ii EO −( )

i

ii

E

EO2

−

Appendix 3

��

�

THE AVERAGE SIMILARITY TEST OF PRE-TEST OF THE

EXPERIMENTAL CLASS AND CONTROL CLASS

Hypothesis:

Ho: �1 = �2

Ha: �1 � �2

Criterion:

Ho is accepted if tcount< ttable

Hypothesis test:

��The formula:

Sample �

�

�

� n s t

Experiment 71.23 52.230 40 8.5204 -0.7019

Control 72.62 96.668 34

�

�

� ��

� ��

�

�

�

�

� � ��

��

� � !�� With �= 5% and df = 40+34 – 2 = 72, obtained t table = 2,000. Because t

count is higher than t table (-0.7019> 2,000). From the result, it can be concluded that

there is a difference in students’ scores. The hypothesis is accepted.

�

( ) ( )

221

2

22

2

11 11

−+

−+−=

nn

snsns

21

21

11

nns

xxt

+

−=

ix 2

is

21 n

1

n

1 s

xx t 21

+

−= ( ) ( )

2nn

1n1n s

21

2

22

2

11

−+

−+−=

ss

Appendix 4 �

��

�

POST-TEST

NORMALITY OF POST-TEST OF EXPERIMENTAL CLASS

Hypothesis:



Hypothetical Test:

The Formula:

Criterion:


Hypothetical Test:

��N: 40



��Range (R): 97-60=37




No x

1 ��

2 ��

3 ��

4 ��

5 ��

6 ��

7 ��

8 ��

9 ��

10 ��

11 ��

12 ��

13 ��

14 ��

15 ��

16 ��

XX −2)( XX −

Appendix 4 �

��

�

17 ��

18 ��

19 ��

20 ��

21 ��

22 ��

23 ��

24 ��

25 ��

26 ��

27 ��

28 ��

29 ��

30 ��

31 ��

32 ��

33 ��

34 ��

35 ��

36 ��

37 ��

38 ��

39 ��

40 ��

Total 3556 1221.60

Mean 88.90

Standard Deviation

�

� ��

� ��

Class

Interval

77-79 2 78 156 104.04 208.08

80-82 5 81 405 51.84 259.2

83-85 4 84 336 17.64 70.56

86-88 7 87 609 1.44 10.08

89-91 14 90 1260 3.24 45.36

92-94 2 93 186 23.04 46.08

iO ix ii xO . ( )2

xx i − ( )2

. xxO ii −

Appendix 4 �

��

�

95-97 6 96 576 60.84 365.04

40 3528 1004.4

Limit Class



Size Classes for Z

76.5 -12.40 -2.22 0.0134 0.0332 1.3265 0.4536 0.3420

79.5 -9.40 -1.68 0.0465 0.0799 3.1955 3.2562 1.0190

82.5 -6.40 -1.14 0.1264 0.1454 5.8140 3.2906 0.5660

85.5 -3.40 -0.61 0.2718 0.1998 7.9901 0.9803 0.1227

88.5 -0.40 -0.07 0.4715 0.2074 8.2946 32.5517 3.9244

91.5 2.60 0.46 0.6789 0.1626 6.5044 20.2899 3.1194

94.5 5.60 1.00 0.8415 0 0.0000 4 0.0000

� 9.0935


obtained Xtable = 11.08. Because X2count is lower than X2

table (9.0935<12.59159).

So, the distribution list is normal

NORMALITY OF POST TEST OF CONTROL CLASS

Hypothesis:



Hypothetical Test:

The Formula:

Criterion:


Hypothetical Test:

��N: 34



��Range (R): 97-60=37


�

xx −

iE ( )2ii EO − ( )

i

ii

E

EO2

−

Appendix 4 �

��

�



No x

1 ��

2 ��

3 ��

4 ��

5 ��

6 ��

7 ��

8 ��

9 ��

10 ��

11 ��

12 ��

13 ��

14 ��

15 ��

16 ��

17 ��

18 ��

19 ��

20 ��

21 ��

22 ��

23 � ��

24 ��

25 ��

26 ��

27 ��

28 ��

29 ��

30 ��

31 ��

32 ��

33 ��

34 ��

Total ��

Mean ��

Standard Deviation

�

XX −2)( XX −

Appendix 4 �

��

�

� ��

� � ��Class

Interval

65-70 1 67.5 67.5 175.173 175.173

71-76 7 73.5 514.5 52.34948 366.4464

77-82 16 79.5 1272 1.525952 24.41522

83-88 7 85.5 598.5 22.70242 158.917

89-94 0 91.5 0 115.8789 0

95-100 3 97.5 292.5 281.0554 843.1661

101-107 0 104 0 541.2465 0

34 2745 1568.118

�

Limit

Class

Z for

the

Limit

Class

P(Zi)

Opportunities

for Z

Size

Classes

for Z

64.5 -16.41 -2.12 0.0168 0.0720 2.4490 2.0995 0.8573

70.5 -10.41 -1.35 0.0888 0.1951 6.6336 0.1342 0.0202

76.5 -4.41 -0.57 0.2839 0.2975 10.1157 34.6249 3.4229

82.5 1.59 0.21 0.5815 0.2556 8.6904 2.8573 0.3288

88.5 7.59 0.98 0.8371 0.1237 4.2049 17.6815 4.2049

94.5 13.59 1.76 0.9607 0.0337 1.1445 3.4428 3.0081

100.5 19.59 2.54 0.9944 0 0.0000 9

� 11.8422



X2table(11.8422<12.59159). So, the distribution list is normal.

iO ix ii xO . ( )2

xx i − ( )2

. xxO ii −

�

xx − iE ( )2ii EO −( )

i

ii

E

EO2

−

Appendix 4 �

��

�

THE AVERAGE SIMILARITY TEST OF POST-TEST OF THE

EXPERIMENTAL CLASS AND CONTROL CLASS

Hypothesis:

Ho: �1 = �2

Ha: �1 � �2

Criterion:

Ho is accepted if tcount< ttable

Hypothesis test:

��The formula:

Source Variant

Experiment Control t

Mean 88.90 80.91

44.3102 6.6566 5.1446 Variant 31.3231 59.6586

s 5.5967 7.7239

n 40 34

�

�

� ��

� ��

� ��

�

��

�

�

�

�

� � ��

� � �!��

( ) ( )

221

2

22

2

11 11

−+

−+−=

nn

snsns

21

21

11

nns

xxt

+

−=

S2S

21 n

1

n

1 s

xx t 21

+

−= ( ) ( )

2nn

1n1n s

21

2

22

2

11

−+

−+−=

ss

Appendix 4 �

��

�

� � ��With ��= 5% and df = 40+34 – 2 = 72, obtained t table= 2,000. Because tcount

is higher than t table (5, 1446> 2,000). From the result, it can be concluded that

there is a difference in students’ comprehension in news item text score between

students taught using team word-webbing and those taught using non-team word-

webbing. The hypothesis is accepted.

�

Appendix 5

86

LESSON PLAN FOR EXPERIMENTAL CLASS

1. LESSON’S IDENTITY

a. School : MA Darul Amanah Sukorejo Kendal

b. Subject : English

c. Grade/Semester : X / II

d. Language focus : Reading

e. Material : News Item Text

f. Time Allotment : 2 X 45 minutes

2. STANDARD COMPETENCE

11. Understanding meaning in a short functional text and narrative,

descriptive and news item simple essay in daily life context to access

knowledge

3. BASIC COMPETENCE

11.2 Responding meaning and rhetorical steps in simple essay accurately,

smoothly and acceptably in daily life context and to access knowledge in

narrative, descriptive, and news item text

4. INDICATORS

By the end of the study, students will have been able to:

• Identify a topic of the text read

• Identify certain information

5. LEARNING OUT COME

By the end of the learning, the students will have been able to analyze a

topic of the text read and certain information.

6. METHOD OF LEARNING

Cooperative learning

Teacher uses Team Word-Webbing for teaching reading news item text

7. MEDIA OF LEARNING

• Newspaper

• Chart Paper

• Color pens

Appendix 5

87

8. LEARNING MATERIAL

a. Definition of News Item Text

“News Item Text I a text which inform readers, listeners or viewers about

events of the day which are considered newsworthy or important”.

b. Communicative Purpose

It I a type of written text that has the main function or communicative

purpose is to inform readers, listeners or viewers about events of the day

which are considered newsworthy or important.

c. Generic Structure

• Newsworthy Event (s): recounts the event in summary form.

• Background Events: elaborate what happened, to whom, in what

circumstance.

• Sources: comments by participant in, witnesses to and authorities

expert on the event

d. Lexicogrammatical Feature

• Short, telegraphic information about story captured in headline.

• Use of Material Processes to retell the event (in the text below, many

of the material processes are nominalized).

• Use of Projecting Verbal Processes in sources stage.

• Focus on Circumstances (e.g. mostly within Qualifiers).

Examples and structures of the text:�

headline

Town Contaminated

Newsworthy events:

A Russians journalist has uncovered evidence of another Soviet

nuclear catastrophe, which killed sailors and contaminated the entire town.

Background Events:



shkotovo – 22 near Vladivostock.The accident, which occurred 13 months

Appendix 5

88

before the Chernobyl disaster, spread radioactive fall-out over the base

and nearby town, but was covered up by officials of the Soviet Union.

Residents were told the explosion in the reactor of the Victor-class

submarine during a refit had been a ‘thermal’ and not a nuclear

explosion. And those involved in the clean up operation to remove more

than 600 tones of contaminated material were sworn to secrecy.

SOURCE


accident in the history of the Soviet Navy.

9. LEARNING ACTIVITIES

a. Pre Activities

• Greeting (teacher greets students and checks students’ attendance).

• Telling students the topic of the day

b. Main Activity

1) BKOF (Building Knowledge of the Field)

• Giving introduction about materials by asking some questions.

Do you like news? Which one of the news you like?

Could you tell me about the news that you read last day?

Can you analyze it?

• Students answer the questions orally.

2) MOT (Modeling of the Text)

• Giving introduction about team word-webbing a technique to help

students in reading news item text

• Giving explanation about social function, language feature and generic

structure of news item text

• Giving example of news item text to the students

• Teacher and students discussing about content, language feature and

generic structure.

3) JCOT (Join Construction of the Text)

• Giving students a news text and asking them to analyze it.

Appendix 5

89

• Checking students work and showing the correct text.

• Identifying together about generic structure and language feature of

news item text.

• Asking students to list some information found in the text

4) ICOT (Independent Construction of the Text)

• Dividing students into groups

• Giving another news item text to each group

• Asking students to analyze the text in the group and make a webbing

(conducting team word-webbing) related information in the text

• Choosing some groups to write their work in the blackboard

c. Post Activities

1) Teacher reviews the material.

2) Teacher gives suggestion to students to study hard and also memorize

New material.

3) Teacher close the class.

10. ASSESSMENT

The teacher asks the students to analyze generic structure and language

feature which is used in the text

11. ASPECTS TO BE ASSESSED

Generic structure and language feature.

12. SOURCE

• Joko Priyana, dkk., Interlanguage: English for Senior High School

Students X, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,

2008

• Ahmad Doddy, dkk., Developing English Competencies for Senior High

School Grade X, Jakarta: Pusat Perbukuan Departemen Pendidikan

Nasional, 2008

Appendix 5

90

Kendal, 7 April 2011

The Researcher,

Muhammad Mufti Haris

NIM.073411029

Approved by

Headmaster English Teacher

KH. Ma’ud Abdul Qodir Andika Ziyad Sobri, S.S

Appendix 5

91

LESSON PLAN FOR EXPERIMENTAL CLASS (II)

1. LESSON’S IDENTITY

a. School : MA Darul Amanah Sukorejo Kendal

b. Subject : English

c. Grade/Semester : X / II

d. Language focus : Reading

e. Material : News Item Text

f. Time Allotment : 2 X 45 minutes

2. STANDARD COMPETENCE

11. Understanding meaning in a short functional text and narrative,

descriptive and news item simple essay in daily life context to access

knowledge

3. BASIC COMPETENCE

11.2 Responding meaning and rhetorical steps in simple essay accurately,

smoothly and acceptably in daily life context and to access knowledge in

narrative, descriptive, and news item text

4. INDICATORS


• Identify social function of news item

• Identify the generic structure and grammatical feature of news item text

5. LEARNING OUT COME

By the end of the learning, the students will have been able to analyze

social function, generic structure and grammatical feature of news item

text

6. METHOD OF LEARNING

Cooperative learning

Teacher uses Team Word-Webbing for teaching reading news item text

7. MEDIA OF LEARNING

• Newspaper

• Chart Paper

• Color pens

Appendix 5

92

8. LEARNING MATERIAL

Read the following text, then identify social function, language feature

and generic structure and answer the questions!

Seven Killed in Accident on Jalan Sultan

Seven people were killed in a collision between a bus, a car and a

truck at 10:35 p.m. on Jalan Sultan last night.

The dead were all passengers in the car. Police believe the car may

have been trying to overtake the bus when it was struck by a truck coming

from the opposite direction. The driver of the car may not have been using

his lights, as the truck driver said he did not see the car approaching.

The police said the car should not have been trying to pass the bus,

since overtaking is not allowed on Jalan Sultan. In addition, the police

reported that the car–a small Japanese car–should not have been carrying

more than five people. The names of the victims are not yet known.

9. LEARNING ACTIVITIES

a. Pre Activities

• Greeting (teacher greets the students and checks the students’ attendance

list).

• Giving review about news item text by asking about generic structure and

language feature.

“Could you mention generic structure of recount text?”

“What is tense used in recount text?”

b. Main Activity

1) BKOF (Building Knowledge of the Field)

• Reminding students about the previous lesson.

• Giving students a recount text and asking them to answer questions.

• Answering the questions together

2) MOT (Modeling of the Text)

• Conducting Team Word-Webbing

• Asking students to read the text while taking note generic structure and

character of the text

Appendix 5

93

• Asking students to write their webbing (mapping) depend on the text

• Asking students analyze their partner’s writing and take note the relation

between another webbing (make a bridge relation).

3) JCOT (Join Construction of the Text)

• Choosing some of students to present about their analyzing in front of the

class changeable.

• Asking other students to give respond to the presenter

4) ICOT (Independent Construction of the Text)

• Asking students to re-read news item text on the worksheet.

c. Post Activities

• Teacher reviews the material.

• Teacher gives suggestion to students to study hard and also memorize

new vocabulary.

• Teacher close the class.

10. ASSESSMENT

The teacher asks the students to look for news item text and analyze the

generic structure and language features

11. ASPECTS TO BE ASSESSED

The generic structure and language features

12. SOURCE

• Joko Priyana, dkk., Interlanguage: English for Senior High School

Students X, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional,

2008

• Ahmad Doddy, dkk., Developing English Competencies for Senior High

School Grade X, Jakarta: Pusat Perbukuan Departemen Pendidikan

Nasional, 2008

Appendix 5

94

Semarang, 9 April 2011

The Researcher,

Muhammad Mufti Haris

NIM.073411029

Approved by


KH. Ma’ud Abdul Qodir Andika Ziyad Sobri, S.S

Appendix 6

95

LESSON PLAN FOR CONTROL CLASS (I)

I. LESSON’S IDENTITY

School : MA Darul Amanah Sukorejo Kendal

Subject : English

Class/Semester : X / II

Skill : Reading

Material : News Item text

Time : 2 X 45 minutes

II. STANDARD COMPETENCE

11. Understanding meaning in a short functional text and narrative, descriptive and

news item simple essay in daily life context to access knowledge

III.BASIC COMPETENCE

11.2 Responding meaning and rhetorical steps in simple essay accurately, smoothly

and acceptably in daily life context and to access knowledge in narrative,

descriptive, and news item text

IV. INDICATORS


• Identify factual information in news item texts;

• Identify the structure of news item texts.

V. LEARNING OUT COME

By the end of the learning, the students will have been able to analyze generic

structure and grammatical feature of news item text

VI. METODE OF LEARNING

• Interactive Lecture

• Discussion

• Assessment

• Question Answer

VII.MATERIAL

a. Definition of News Item Text

News Item Text I a text which inform readers, listeners or viewers about

events of the day which are considered newsworthy or important

b. Communicative Purpose

Appendix 6

96

It is a type of written text that has the main function or communicative

purpose is to inform readers, listeners or viewers about events of the day which

are considered newsworthy or important.

c. Generic Structure

• Newsworthy Event (s): recounts the event in summary form.

• Background Events: elaborate what happened, to whom, in what circumstance.

• Sources: comments by participant in, witnesses to and authorities expert on the

event

d. Lexicogrammatical Feature

• Short, telegraphic information about story captured in headline.

• Use of Material Processes to retell the event (in the text below, many of the

material processes are nominalized).

• Use of Projecting Verbal Processes in sources stage.

• Focus on Circumstances (e.g. mostly within Qualifiers).

Examples and structures of the text:�

headline

Town Contaminated

Newsworthy events:

A Russians journalist has uncovered evidence of another Soviet nuclear

catastrophe, which killed sailors and contaminated the entire town.

Background Events:



shkotovo – 22 near Vladivostock.The accident, which occurred 13 months before

the Chernobyl disaster, spread radioactive fall-out over the base and nearby town,

but was covered up by officials of the Soviet Union. Residents were told the

explosion in the reactor of the Victor-class submarine during a refit had been a

‘thermal’ and not a nuclear explosion. And those involved in the clean up

operation to remove more than 600 tones of contaminated material were sworn to

secrecy.

Appendix 6

97

SOURCE


accident in the history of the Soviet Navy.

VIII. LEARNING ACTIVITIES

1. Pre Activities

a. Greeting (teacher greets students and checks students’ attendance).

b. Giving review about recount text.

2. Main Activity

a. BKOF (Building Knowledge of the Field)

• Giving introduction about materials by asking some questions.

Do you have the habit of reading any newspaper or magazine?

Which do you usually read: newspaper or magazine? Why?

What kind of newspaper/magazine do you read?

• Students answer the questions orally.

b. MOT (Modeling of the Text)

• Giving explanation about social function, language feature and generic

structure of news item text.

• Giving example of news item text to the students.

• Teacher and students discussing about content, language feature and

generic structure.

c. JCOT (Join Construction of the Text)

• Giving students a jumbled paragraph and asking them to arrange it.

• Checking students work and showing the correct text.

• Identifying together about generic structure and language feature of news

item text.

d. ICOT (Independent Construction of the Text)

• Giving a news item text to students.

• Asking students to read and identify the news item text.

• Asking students to retell news based on their own language.

3. Post Activities


Appendix 6

98

• Teacher gives suggestion to students to study hard and also memorize new

material.


IX. ASSESSMENT

The teacher asks to the students to look for a news item text in the newspaper and

analyze generic structure and language feature which is used in the news

X. ASPECTS TO BE ASSESSED

• Generic structure and language feature.

XI. SOURCE

• Joko Priyana, dkk., Interlanguage: English for Senior High School Students X,

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008

• Ahmad Doddy, dkk., Developing English Competencies for Senior High School

Grade X, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008


The Researcher,

Muhammad Mufti HarisNIM.073411029

Approved by


KH. Mas’ud Abdul Qodir Andika Ziyad Sobri S.S

Appendix 6

99

LESSON PLAN FOR CONTROL CLASS (II)

I. LESSON’S IDENTITY

School : MA Darul Amanah Sukorejo Kendal

Subject : English

Class/Semester : X / II

Skill : Reading

Material : News Item text

Time : 2 X 45 minutes

II. STANDARD COMPETENCE

11. Understanding meaning in a short functional text and narrative, descriptive and

news item simple essay in daily life context to access knowledge

III. BASIC COMPETENCE

11.2 Responding meaning and rhetorical steps in simple essay accurately, smoothly

and acceptably in daily life context and to access knowledge in narrative,

descriptive, and news item text

IV. INDICATORS


• Identify factual information in news item texts;

• Identify the structure of news item texts.

V. LEARNING OUT COME

By the end of the learning, the students will have been able to analyze generic

structure and grammatical feature of news item text

VI. METODE OF LEARNING

• Interactive Lecture

• Discussion

• Assessment

• Question Answer

VII. MATERIAL

Read the following text, then identify social function, language feature and

generic structure and answer the questions!

Appendix 6

100

Seven Killed in Accident on Jalan Sultan

Seven people were killed in a collision between a bus, a car and a truck at

10:35 p.m. on Jalan Sultan last night.

The dead were all passengers in the car. Police believe the car may have

been trying to overtake the bus when it was struck by a truck coming from the

opposite direction. The driver of the car may not have been using his lights, as the

truck driver said he did not see the car approaching.

The police said the car should not have been trying to pass the bus, since

overtaking is not allowed on Jalan Sultan. In addition, the police reported that the

car–a small Japanese car–should not have been carrying more than five people.

The names of the victims are not yet known.

VIII. LEARNING ACTIVITIES

1. Pre Activities

a. Greeting (teacher greets students and checks students’ attendance).

b. Giving review about news item text by asking about generic structure and

language feature.

“Could you mention generic structure of news item text?”

“What is tense used in news item text?”

2. Main Activity

a. BKOF (Building Knowledge of the Field)

• Reminding students about the previous lesson.

• Giving students a news item text and asking them to answer questions.

• Answering the questions together.

b. MOT (Modeling of the Text)

• Retelling news to the students orally.

• Asking students to listen carefully while taking a note key word of generic

structure and language feature of the news

• Choosing some of students to write their note on the white board.

c. JCOT (Join Construction of the Text)

• Asking students to read their own news item text based on the topic.

Appendix 6

101

• Asking students to share their text in pair.

• Asking students analyze their partner’s text

d. ICOT (Independent Construction of the Text)

• Asking students to rewrite corrected news item text based on the topic.

3. Post Activities


• Teacher gives suggestion to students to study hard and also memorize new

vocabulary.


IX. ASSESSMENT

The teacher asks to the students to find out news item text based on the topic and

analyze reported speech and direct speech in the text

X. ASPECTS TO BE ASSESSED

Reported speech and direct speech

XI. SOURCE

• Joko Priyana, dkk., Interlanguage: English for Senior High School Students X,

Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008

• Ahmad Doddy, dkk., Developing English Competencies for Senior High School

Grade X, Jakarta: Pusat Perbukuan Departemen Pendidikan Nasional, 2008


The Researcher,

Muhammad Mufti HarisNIM.073411029

Approved by


KH. Mas’ud Abdul Qodir Andika Ziyad Sobri S.S

Appendix 7

102

OBSERVATION CHECK LIST

No Activities Grade Description

1 Students’ ability in understanding news item text 1 Very Low

2 Low

3 High enough

4 High

5 Very high

2 Students’ ability in identifying communicative purpose of the

text

1 Very Low

2 Low

3 High enough

4 High

5 Very high

3 Students’ ability in identifying rhetorical steps of the text 1 Very Low

2 Low

3 High enough

4 High

5 Very high

4 Students’ comprehension in identifying main idea / topic of

the text

1 Very Low

2 Low

3 High enough

4 High

5 Very high

5 Students’ comprehension in identifying events, participants,

settings of the text

1 Very Low

2 Low

3 High enough

4 High

5 Very high

6 Students’ ability in mentioning meaning of the text 1 Very Low

2 Low

3 High enough

4 High

5 Very high

7 Students’ enjoyment in learning process. 1

Very

uninterested

2 Uninterested

3 Interested

enough

Appendix 7

103

4 Interested

5 Very interested

8 Students’ seriousness in understanding material. 1 Very unserious

2 Unserious

3 Serious enough

4 Serious

5 Very serious

Score of class situation = total score . X 100%

Maximum score

� Poor 0 - 35 %

� Fair 40 – 59 %

� Average 60 - 74 %

� Good 75 - 84 %

� Excellent 85 -100 %

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Appendix 9

108

Name :

Number :

Test of reading comprehension in news item text

Read the news below then answer the questions.

Tornado Wreaks Havoc in Semarang

Residents assessed the damage after a tornado damaged 150 houses in the district of Tembalang in Semarang, Central Java late on Saturday afternoon.

Three people were injured and at least five of the houses in the Sendangguwo and Tandang neighbourhoods were destroyed, while many others were seriously damaged as the tornado ripped off their roofs. Tohirin aka Jayeng, 40, a resident whose house was levelled at the Sendang Asri housing complex, said the winds hit about 4 p.m.

"I saw this black wind coming and becoming pointed into a funnel. It suddenly approached and hit my house," he said. Tohirin's wife, two children and mother-in law were in the kitchen at the time when the tornado known locally as "Ulur-ulur" passed over their home, destroying the guest and bedrooms.

"It was as if the wind had lifted my home up," Tohirin said. The disaster also destroyed the walls of four neighbouring houses. Many other homes in the area lost their roofs and residents and neighbours had started rebuilding on Sunday. Tembalang district head Dayat said the tornado also damaged a small mosque and felled power lines and about 50 trees. His office was still collecting data on the damage, he said.

Villagers said the tornado was the worst to hit the district in living memory. Semarang Mayor Sukawi Sutarip and his wife, Sinto Sukawi, visited the scene on Sunday, accompanied by senior officials. "We will provide the victims with assistance immediately," the mayoral spokesman Achyani said.

Taken from The Jakarta Post, December 20, 2004 1. The topic of the passage is

a. Tornado

b. Winds

c. Disaster

d. Tohirin’s story

2. When did the tornado hit the district of Tembalang in semarang?

a. On December 17, 2004.

b. On December 18, 2004.

c. On December 19, 2004.

d. On December 20, 2004.

3. According information above, how many houses were destroyed by the tornado

in the Sendangguwo and Tandang neighbourhoods?

a. Less than five houses.

b. More than five houses.

c. Five houses.

Appendix 9

109

d. Three houses.

4. The tornado hit the district ……..

a. in the morning

b. in the afternoon

c. in the evening

d. at midnight

5. Which parts of Tohirin's house were destroyed?

a. The kitchen.

b. The guest rooms.

c. The bedrooms.

d. The guest and bedrooms.

6. Who went to see the scene of disaster on Sunday?

a. Sukawi Sutarip.

b. Dayat.

c. Sukawi Sutarip, his wife and senior officials.

d. Achyani.

7. Who is Sukawi Sutarip?

a. A resident of the District of Tembalang b. Tohirin’s neighbour c. A villager of Sendangguwo d. The mayor of Semarang

8. What is the text above function?

a. To describe

b. To inform

c. To explain

d. To entertain

9. ��How many sentences that show kind of reported speech?

a. 3 b. 4 c. 5 d. 6

Chris Retains WBA Belt with TKO

Sunday, 27 January 2008

World Boxing Association featherweight champion Chris “the Dragon” John successfully defended his belt for the ninth time with a technical knockout of Roinet Caballero of Panama on Saturday at Bung Karno Indoor Stadium in Senayan, Central Jakarta. Caballero’s ring threw in the towel before the start of the eighth round, signalling that their fighter was unable to continue. Chris dominated the Panamanian from the first round, with a combination of powerful punches and solid defence.

In the third round, Chris had several chances to floor the 24-year-old Caballero, connecting with hooks and upper cuts to the jaw of the challenger, who fired very little

Appendix 9

110

in reply. Chris kept up the pressure and in the sixth round unleashed a flurry of punches to put the challenger down.

Caballero tried to fight back in the seventh round, but Chris’ defence was simply too solid. The Panamanian was unable to continue the bout, which was scheduled for 12 rounds. With the victory, Chris stretched his record to 47 wins, no defeats and one draw, with 21 KOs and one TKO. Chris received Rp2 billion (US$215,000) for the fight, while Caballero earned Rp650 million.

On the undercard, lightweight Alex Bajawa of Indonesia was knocked out by Saddam Kietyongyuth of Thailand in the fifth round. Another Indonesian boxer, Andreas Seran, defeated Sam Setu of Samoa by KO in the first round of their scheduled four-round fi ght. (JP/dre/trw)

Adapted from: http://www.thejakartapost.com

10. What is the news about?

a. Boxing

b. Self Defence

c. Fighter

d. Champion

11. How many times has Chris John defended his belt successfully?

a. Sixth times

b. Third times

c. Ninth times

d. Eighth times

12. Who was Chris John’s rival in the WBA championship in Bung Karno Indoor

Stadium in Senayan?

a. Bung karno

b. Caballero

c. Alex Bajawa

d. Andreas Seran

13. How many rounds were scheduled?

a. Three rounds

b. Seven rounds

c. Ten rounds

d. Twelve rounds

14. “His” (paragraph 1, sentence 1) refers to ….

a. Caballero

b. Chris John

c. Alex Bajawa

d. Andreas Seran

15. Where are the paragraphs that belong to background of event?

a. 1and 3

b. 2 and 4

c. 1 and 2

d. 2 and 3

Appendix 9

111

Growing Number of High School Student Smoking

A survey has found about 13 percent of first-time smokers in the country are

junior high school students. It also revealed 89 percent of young female employees were

smokers.

The survey was conducted in five major cities across the country, including

Surakarta in Central Java.

Muhammad Syahril Mansyur, the Surakarta Health Agency’s respiratory illness

division, said that the finding of the survey showed an alarming growth rate of

Indonesian smokers. "This situation is a cause for concern,” he said. “It appears the

country’s younger generation is uneducated about the health risks of smoking.”

The Indonesian anti-tobacco campaign has reportedly been deemed as

ineffective as the government refuses to sign the international convention on tobacco

control. It said that cigarette producers contributed to a large amount to state revenue

and gave jobs to thousands of workers.

16. What is the topic of the text above?

a. Students

b. Smoking

c. Survey

d. Healthy

17. How many percents female employees who were not smokers?

a. 89 percent

b. 13 percent

c. 11 percent

d. 87 percent

18. Where the survey was conducted based on information?

a. Five major cities

b. All country

c. Surakarta

d. Central Java

19. The word young generation in the text means….

a. Female

b. Muhammad Syahril Mansyur

c. Students

d. Workers

20. What is the synonym of ineffective?

a. Valuable

b. Fruitless

c. Useful

d. Efficient

Appendix 9

112

21. Where in the passage does the author show about reported speech?

a. Line 1 b. Line 3-4 c. Line 6-7 d. Line 9

The soccer star David Beckham and his wife, former spice Girl Victoria, are

going to court to defend their image and marriage. The Beckhams are angry that a

British tabloid news paper printed a story that their “happy marriage” a lie. The News of

the world rote an article saying the Beckham are just pretending to be happily married

to make more money from their “Beckham brand”. The news paper said the marriage a

really “on the rock” because of relationship David had with another omen. He strongly

denies this.

The newspaper article suggested that the Beckhams' huge income depended on

their public image. It said the couple tried to convince the public that their marriage was

happy to get more advertising contracts. The article also said David almost had a

nervous breakdown because of arguments with his wife. A lawyer for the newspaper

commented on the high profile marriage, asking: "Is it unhappy, full of rows and

tensions because of David Beckham's infidelity, or is it happy? We say unhappy." The

Beckhams, meanwhile, insist they are a happily married couple.

Taken from www.breakingnewsenglish.com

22. The Beckhams huge income is depended on their ….

a. news b. image c. marriage d. lifestyle

23. According to the newspaper, the Beckhams marriage was unhappy because of

David Beckham's ….

a. affair b. income c. profession d. public image

24. The marriage was really "on the rocks" (Paragraph 1 sentence 4) the phrase "on

the rocks" means that the beckhams marriage is in a … condition.

a. bad b. good c. strong

Appendix 9

113

d. happy 25. The Beckhams' huge income (Paragraph 2 sentence 1). The word huge means

….

a. large b. high c. wide d. big

Murphy Starts New Year with Marriage

LOS ANGELES: Actor Eddie Murphy celebrated New Year’s Day by tying the knot with film producer Tracey Edmonds, their representatives told People magazine. The pair exchanged vows Tuesday on a private island off Bora Bora in French Polynesia in front of a small group of family and friends, the magazine reported.

Murphy and Edmonds began dating last year and were engaged in July. Murphy, 46, has five children from his marriage to Nicole Mitchell Murphy, who filed for divorce in 2005. He also has a daughter with Spice Girls singer Melanie Brown.

Edmonds, 40, has two sons from her 13-years of marriage to singer Kenneth “Baby face” Edmonds. As head of Edmonds Entertainment group, Inc., she has produced the film and television series Soul Food. Murphy’s film credits include Dream girls, the Beverly Hills Cop, The Nutty Professor, Shrek, and Dr. Doolittle movies.

Adapted from: The Jakarta Post, January 4, 2008

26. Where did Murphy and Edmonds hold the wedding?

a. England b. America c. French d. Island

27. Who is Murphy’s ex-wife?

a. Edmonds b. Eddie c. Melanie Brown d. Kenneth

28. Who is Kenneth “Baby face”?

a. Murphy’s friend b. Film producers c. Edmonds’s Family d. Edmonds’s ex-husband

29. How many children do Murphy and Edmonds have after their marriage?

a. 5 b. 2 c. 1 d. 7

30. Mention Murphy’s film credits.

a. Dream girls, the Beverly hill cop, Dr. Doolitle, b. Dream girls, Shrek, Spice Girls, Babyface c. The Nutty Professor, Spice girls, Shrek, The Dream Girls d. Babyface, The Beverly Hill Cop, Dr. Doolitle

Appendix 9

114

Inul aims to drill after hajj

JAKARTA: Dangdut singer Inul Daratista says she will not stop performing her raunchy hip-gyrating dance, “the drill” after recently completing a spiritual pilgrimage to Mecca.

“Uztad (cleric) advised me to run my business as usual after the hajj. He only told me to stop if I was too tired. How am I supposed to feed my family if I don’t sing and dance?” said the singer whose dancing was once the source of a major controversy here.

Inul said she wouldn’t be changing her typically-tight stage out_ ts like many other actresses and female singers who start wearing headscarves after coming back from the hajj.

“ ….. (the costume) depends on the songs: If I was ordered to sing qasyidah (Arabic songs). I’d have to adjust. “Inul said quoted by Detikcom.

Inul who travelled to Mecca with her husband, Adam Suseno, said they had been impressed by the beauty of the city and were planning to make a return trip within the next four months.

“Next year, four months from now, we’ll take the umroh (minor haj program), “she said.

Adapted from: The Jakarta Post, December 27, 2007

31. With whom did Inul take haj?

a. alone

b. her friend

c. Ustad

d. her husband

32. What is Inul’s decision after haj?

a. She will stop her raunchy dance.

b. She will run her business as usual.

c. She will sing Arabic songs.

d. She will start wearing headscarves.

33. What Inul planned four months ahead?

a. She will take the umroh.

b. She will travel to Mecca.

c. She will sing qasyidah.

d. She will start wearing headscarves.

34. A word in the text that has the same meaning as “vulgar” is …

a. spiritual

b. minor

c. major

d. raunchy

35. What is the text above function?

a. To describe

b. To inform

c. To explain

d. To entertain

Appendix 10

115

Indicator

Dependent Variable

The increase of Students’ Reading Comprehension

in News Item Text

Question

Number

1. Sub-Variable; Students’ ability in

understanding News Item Text such as:

a. Identifying variation of sentence structure in

news item text.

9, 14, 21

b. Identifying rhetorical steps of the text. 15

c. Identifying communicative purpose

(information) of the text

8, 35

2. Sub-Variable; Students’ ability in explaining

News Item Text, such as:

a. Identifying mean idea of a paragraph 1, 10, 16

b. Identifying meaning of words in the text 19, 20, 25, 34

c. Identifying sentence meaning in the text 24

3. Sub-Variable; Students’ ability in mentioning

things related News Item Text, such as:

Identifying events, participants, settings of

the text

2, 3, 4, 5, 6, 7,

11, 12, 13, 17,

18, 22, 23, 26,

27, 28, 29, 30,

31, 32, 33

Appendix 11 �

��

�

Answer Key

1. C

2. B

3. C

4. B

5. D

6. D

7. D

8. B

9. A

10. A

11. C

12. B

13. D

14. B

15. D

16. D

17. C

18. A

19. C

20. C

21. C

22. B

23. A

24. A

25. B

26. C

27. C

28. D

29. C

30. A

31. D

32. B

33. A

34. D

35. B

Appendix 12 �

��

�

List of students team work

No. Team Team Member

1. 1. Bahril Ilmi 2. Eka Dani Kurniawan 3. Fachri Baits Salam 4. Muhammad Taufiq 5. Zaenal Muttaqin

2. 1. Wahyu Irawan 2. Miftakhurroji 3. Khoirul Umam 4. M. Syaiful Huda 5. Khoirul Athfal

3. 1. Agus Khoirul Anam 2. Abdul Rozak Annas 3. Failasuf Akhyar 4. Fathul Ied 5. Fuji Kurniawan 6. Irwan Chafidi

4. 1. Reza Fauzi A 2. M. A. Zaka 3. Nur Hidayatulloh 4. Meidi Andriyanto 5. Buyung Teguh W 6. Didik Erdiyanto

5. 1. Ahmad Syaifudin 2. Ahmad Rofik 3. Jiyana Musfika 4. M. Rif’an 5. Irfan Zulfiani 6. Subkhan A

6. 1. Ahmad Danang M 2. Budi Purnomo 3. A. Fauzi 4. Iqbal Rizaq 5. M. Aziz 6. A . Zainurrosikhin

7. 1. Ahmad Hanafi 2. Nurul Mujahidin 3. M. Agi Setiawan 4. Misbakhul Arifin 5. Chairul Anwar 6. Ahmad Fauzi

CURRICULUM VITAE

Name : Muhammad Mufti Haris

Date of Birth : Kendal, December 26th, 1988


Address : Ds. Purwosari RT 25 RW V No. 26 Kec. Patebon

Kab. Kendal 51351. Hp. 085740222027.

( Email: [email protected] )

Academic Background

1. SD N 02 Jambe Arum Patebon Kendal (2001)

2. MTs N Kendal (2004)

3. MA Darul Amanah Sukorejo Kendal (2007)

4. Fakultas Tarbiyah IAIN Walisongo Semarang (2007)

Semarang, June, 6th 2011

Muhammad Mufti Haris Student Number: 073411029

the effectiveness of using team word...

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