Post on 02-Aug-2021
THE EFFECT OF DIRECT READING THINKING ACTIVITY (DRTA) TO
STUDENTS’ READING COMPREHENSION AT STATE ISLAMIC JUNIOR HIGH
SCHOOL
THESIS
BY
MESY LESTARI APRILIYANI
TE 151594
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
THE EFFECT OF DIRECT READING THINKING ACTIVITY (DRTA) TO
STUDENTS’ READING COMPREHENSION AT STATE ISLAMIC JUNIOR HIGH
SCHOOL
THESIS
Submitted as Partial Fulfillment of Requirement to get undergraduate Degree
(S.1) in English Education
BY
MESY LESTARI APRILIYANI
TE 151594
ENGLISH EDUCATION PROGRAM
FACULTY OF EDUCATION AND TEACHER TRAINING
THE STATE ISLAMIC UNIVERSITY
SULTHAN THAHA SAIFUDDIN
JAMBI
2019
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DEDICATION
Ups and downs, jokes and laughter, sweet and bitter I have traveled in this life. But I
remain strong despite the many obstacles I had to face in order to achieve a noble goal.
In the name of Allah SWT for his blessing and merciful with deep thanks and
proud, I dedicate this thesis especially to My beloved parents, “Mr.Untung.S and Mrs.Jarmi”.
May God always love them as they love me, who had been patient, sincere, and willing to
raise, educate and guide me with loving affection and understanding. Hopefully this thesis
can carve a smile and happiness to Mom and Dad.
To my beloved brother “Wahyu Kurniawan” and my sweety sister “Aqila Shidqia” thanks for
your love, support, and pray. So I am better than before.
To my future “Mr. Mukholid, S.Pd.I” who always give me support and positive energy in my
life, thanks for everything.
To my beloved classmate in C class of English Department, I thank them for the spirit,
loves, togetherness and sweet memories in my life. And all of my friends in English
Department 2015.
For all people who keep supporting me wherever you are.
May Allah SWT bless us. Aamiin
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MOTTO
“Invite to the way of your Lord with wisdom and good instruction,
and argue with them in a way that is best”.
(Q.S An-Nahl : 125)
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ACKNOWLEDGEMENTS
Alhamdulillah, firstly, the researcher expresses to Allah SWT the greatest gratefulness
for all the blessing and chances given so that I could finally finish this thesis as one of the
requirements to get undergraduate degree (S.1). Secondly, sholawat and salam always be
given to my prophet Muhammad SAW.
The researcher realizes that this thesis would have not been completed without the help,
advice and guidance from many people. Therefore, in this opportunity the researcher would
like to express thanks and gratitude the following paties and their contribution:
1. Prof. Dr. H Su’aidi Asy’ari, MA, Ph.D as the Rector of the State Islamic University of
Sulthan Thaha Saifuddin Jambi.
2. Dr. Hj.Armida, M.Pd as the Dean of Faculty of Education and Teacher Training of the
State Islamic University of Sulthan Thaha Saifuddin Jambi.
3. Dr. H. Lukman Hakim, M.Pd. as The Vice of Academic Affair, Dr. Zawaqi Afdhal Jamil,
M. Pd.I as The Vice of General Administration, and Dr. H. Kemas Imron Rosadi, M.
Pd.,asThe Vice of Students Affair Dean of Faculty Education and Teacher Training.
4. Amalia Nurhasanah, M.Hum as the Chairwoman of English Education Program.
5. All lecturers at the Faculty of Education and Teacher Training of the State Islamic
University of Sulthan Thaha Saifuddin Jambi.
6. All lecturers of the English Department for teaching precious knowledge, sharing
philosophy of live and giving wonderful experience.
It is expected that this thesis will give contribution to the Students of English Education
Program especially in learning process. Then, the researcher realized that this thesis is still far
from being perfect
For that reason, the researcher hopes constructive critics and suggestion from readers
for the perfection of this thesis. May Allah SWT always gives guidance and blessing to us.
Amin Ya Rabbal Alamin.
Jambi, 2019
Researcher,
Mesy Lestari Apriliyani
TE.151594
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ABSTRAK
Nama : Mesy Lestari Apriliyani
Jurusan : Pendidikan Bahasa Inggris
Judul :Pengaruh Menggunakan Strategi Direct Reading Thinking Activity
(DRTA) Pada Pemahaman Membaca di Madrasah Tsanawiyah.
Tujuan penelitian ini untuk memperoleh bukti empiris tentang keefektifitasan strategi
kegiatan berfikir membaca langsung (direct reading thinking activity) dalam pemahaman
bacaan teks deskripsi siswa kelas delapan MTsN 2 Batanghari Tahun Ajaran 2019/2020 dan
untuk mengetahui seberapa jauh tingkat keefektifitasan strategi direct reading thinking
activity terhadap pemahaman bacaan teks deskripsi siswa. Teknik yang digunakan dalam
penelitian ini adalah metode kuantitatif dengan desain kuasi-ekperimental. Teknik sampel
yang digunakan adalah purposive sampling. Melalui teknik sampel tersebut, dua kelas
dipilih sebagai kelas eksperimen dan kelas kontrol yang setiap kelasnya terdiri dari 24 siswa.
Teknik pengumpulan data yang digunakan adalah tes yang dilaksanakan dua kali yaitu pre-
test dan post-test. Jumlah setiap soal adalah 20 soal pilihan ganda. Teknik data analisis yang
digunakan adalah t-test. Hasil dari penelitian ini menunjukkan bahwa terdapat perbedaan
yang signifikan terhadap hasil pemahaman membaca teks deskripsi siswa setelah
menggunakan strategi direct reading thinking activity. Peneliti melihat bahwa nilai siswa
dalam deskriptif teks sebelum dan sesudah menggunakan strategi direct reading thinking
activity adalah 51.04 dan 78.75. Ada pengaruh siswa dalam pemahaman membaca pada
deskriptif teks karena hasil t-test yaitu 14.043 lebih besar daripada t-table yaitu 1.714. Dan
signifikan (2-tailed) = 0.000 dimana lebih rendah dari 0.05. Dalam hal tersebut, (Ha)
diterima dan (Ho) ditolak. Jadi dapat disimpulkan bahwa direct reading thinking activity
efektif dan memiliki pengaruh yang signifikan terhadap pemahaman membaca teks deskripsi
siswa kelas delapan MTsN 2 Batanghari.
Kata Kunci : Direct Reading Thinking Activity, Pemahaman Bacaan, Teks Deskriptif
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ABSTRACT
Name : Mesy Lestari Apriliyani
Study Program : English Education Program
Title : The Effect of Direct Reading Thinking Activity (DRTA) to
Students’ Reading Comprehension at State Islamic Junior High School
The objective of this research is to obtain the empirical evidence about the
effectiveness of Direct Reading Thinking Activity strategy toward students’ reading
comprehension of descriptive text to the eighth grade students of Islamic Junior High School
2 Batanghari and to find out to what extent the Direct Reading Thinking Activity strategy is
effective toward students’ reading comprehension of descriptive text. The method used in
this study was a quantitative method and the design used in this study was a quasi-
experimental design. The sampling technique used in this study was purposive sampling. In
this strategy, two classes were chosen as experimental class and control class, in which each
class consisting of 24 students. The technique of data collection used in this study was test
which conducted twice as pre-test and post-test. The total number of each test was 20
multiple choice items. The technique of data analysis used in this study was t-test. The result
of this study showed that there was significant effect toward students’ reading
comprehension achievement of descriptive text after using Direct Reading Thinking Activity
strategy. The researcher found that, the profile of students reading comprehension score in
descriptive text before and after they are taught by using Direct Reading Thinking Activity
was 51.04 and 78.75. It means, there was an effectiveness of students reading
comprehension in descriptive text because the t-test of this research is 14.043 higher than t-
table 1.714; and the significant (2-tailed) is 0.000 which is lower than 0.05. For that reason,
alternative hypothesis (Ha) was accepted and null hypothesis (Ho) was rejected. Thus, it can
be concluded that Direct Reading Thinking Activity strategy was effective and had
significant effect on students’ reading comprehension of descriptive text at the eighth grade
students of Junior High School 2 Batanghari.
Keyword: Direct Reading Thinking Activity, Descriptive Text, Reading Comprehension
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LIST OF CONTENT
PAGE TITLE ........................................................................................ i
OFFICIAL NOTE ................................................................................... iii
THESIS APPROVAL .............................................................................. iv
ORIGINALITY THESIS STATEMENT .............................................. v
DEDICATION ......................................................................................... vi
MOTTO .................................................................................................... vii
ACKNOWLEDGMENTS ....................................................................... viii
ABSTRAK ................................................................................................ x
ABSTRACT ............................................................................................. xi
LIST OF CONTENT ............................................................................... xii
LIST OF TABLES ................................................................................... xiv
LIST OF APPENDICES ......................................................................... xv
CHAPTER I INTRODUCTION
A. The Background of the Research ............................................................. 1 B. The Identification of the Problem ............................................................ 3 C. The Limitation of the Research ............................................................... 3 D. The Formulation of the Problem .............................................................. 3
E. The Objectives of the Research ................................................................ 4
F. The Significance of the Research .............................................................. 4
CHAPTER II THEORITICAL FRAMEWORK
A. The Theoritical Framework ...................................................................... 5
B. Relevant Studies ......................................................................................... 14
C. Hypotheses .................................................................................................. 17
CHAPTER III RESEARCH METHODOLOGY
A. Place and Time of the Research .............................................................. 18
B. Research Design ......................................................................................... 18
C. Population and Sample .............................................................................. 19
D. Variable of the Research ........................................................................... 20
E. The Instrument of the Research ................................................................ 21
F. Technique of Data Analysis....................................................................... 22
G.Statistical Hypothesis .................................................................................. 24
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CHAPTER IV RESEARCH FINDING AND INTERPRETASION
A. Finding of the Study ................................................................................. 25
B. Interpretasion ............................................................................................. 41
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion ................................................................................................. 44
B. Suggestion ................................................................................................... 45
REFERENCES
CONSULTATION CARD
CURRICULUM VITAE
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LIST OF TABLES
Table 3.1 Research Design ........................................................................ 19
Table 3.2 Population ................................................................................. 19
Table 3.3 Sample ....................................................................................... 20
Table 4.1 Scoring Grade ............................................................................ 25
Table 4.2 The Students’ Pre-test and Post-test Score in Experimental
Class ......................................................................................... 26
Table 4.3 Frequency Distribution of Pre-test in Experimental Class ........ 27
Table 4.4 Frequency Distribution of Post-test in Experimental Class ...... 28
Table 4.5 The Students’ Pre-test and Post-test Score in Control Class ..... 30
Table 4.6 Frequency Distribution of Pre-test in Control Class ................. 31
Table 4.7 Frequency Distribution of Post-test in Control Class ................ 33
Table 4.8 Descriptive Statistics ................................................................ 34
Table 4.9 Paired Sample Statistics ............................................................ 35
Table 4.10 Normality Results of Experimental and Control Class ........... 36
Table 4.11 Homogeneity of Pre-test Results between Experimental and
Control class .......................................................................... 36
Table 4.12 Homogeneity of Post-test Results between Experimental and
Control class ........................................................................... 37
Table 4.13 Paired Sample Test ................................................................. 38
Table 4.14 Independent Sample Test......................................................... 39
LIST OF APPENDICES
Appendix 1 The Result of Score in Pre-test Experimental - Control
Class
and Post test Experimental – Control Class ........................ 46
Appendix 2 The Result of Validity ........................................................... 47
Appendix 3 The Result of Reliability ...................................................... 50
Appendix 4 Syllabus ................................................................................. 51
Appendix 5 Lesson Plan of Control Class ............................................... 60
Appendix 6 Lesson Plan of Experimental Class ...................................... 67
Appendix 7 Table-tf .................................................................................. 73
Appendix 8 Pre-Test and Post-Test .......................................................... 76
Appendix 9 Try Out .................................................................................. 81
Appendix 10 Documentation ................................................................... 91
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CHAPTER I
INTRODUCTION
A. The Background of The Research
Reading is one of the language skills besides speaking, listening and
writing that must be mastered by English learners. It builds a process of
understanding the text that is written, to get new information from the
reading. Brassell (2007:15) state that “reading refers to the ability to
comprehend or make meaning from written text”. According to Pang et al
(2003:6), reading is a kind of activity that deals with perception and thought.
Furthermore, Reading must always relate to the process of getting meaning
called comprehension.
Comprehension is the process of deriving meaning from connected
text (Pang et al, 2003:6). Therefore, reading comprehension is aimed to get
information from the text of the reading material. According to Snow
(2002:11), “Reading comprehension is the process of simultaneously
extracting and constructing meaning through interaction and involvement
with written language”. In addition, reading comprehension is very important
to improve the effectiveness and pleasure of reading and help in the other
entire subject in the personal and professional lives. It also can help the
students to understand the meaning of the text.
Based on the Curriculum K13, reading comprehension is one of the
skills that be mastered and learned in Islamic Junior High School. In the
eighth grade, the students must comprehend types of texts, such as Recount
text, Descriptive text, Narrative text, Procedure text and etc. The basic
competence of comprehension is shown by answering some questions after
reading the text.
Unfortunately, many students of Junior High School have some
difficulties with reading comprehension. The students have some problems in
English especially to comprehend the English reading material. They believe
English reading are bored and not interesting to learn since they do not have
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enough vocabularies and cannot find an interesting book (Sudarmanto,
2018:77). Furthermore, Indonesia students reading achievement is still at the
lower level. According to research conducted by Program for International
Student Assessment PISA, 2018 in reading showed that get 397, which makes
Indonesia, is one of the lowest among PISA participating countries with an
average ranking of 62 out of 69 countries.
Moreover, based on the observation that the researcher conducted at
Junior High School 2 Batanghari, the researcher found that the english
teacher stated that she still uses old method, focus in teaching and learning
process. The teaching process just focuses on teacher, they are not giving the
students chance to give the idea. The result is students feel boring when they
study english, because of the teacher is not creative in using teaching method.
Then, the students had difficulties in reading class. They lacked vocabularies
in reading. In addition, they had difficulties to comprehend the text and have
low motivation to learn reading.
Using some strategies or techniques are the solutions to solve this
problem. One of the strategies that could be used to improve the student
reading comprehension is Direct Reading Thinking Activity. Direct Reading
Thinking Activity is one of innovative strategies that can be used by the
teacher to teach reading comprehension. This strategy is developed by
Russell Stauffer in 1969. Therefore, Direct Reading thinking Activity
is developed to promote active reading comprehension and engage students to
think critically to understand a text. In Directed Reading Thinking Activity
students are guided through the process of making predictions, silent reading,
and confirming or refuting their predictions. Through those processes,
students are expected to be active, critical and thoughtful readers.
Based the explanation above, the researcher would like to solve the
problem in reading comprehension by using direct reading thinking activity
and conduct a research entitled “The Effect of Direct Reading Thinking
Activity (DRTA) to Students’ Reading Comperehension at State Islamic
Junior High School”
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B. The Identification of The Problem
Based on the explanation above the researcher identified the problem as
follows.
1. The students feel difficult to comprehend the reading text.
2. The students have a lack of vocabularies.
3. The students cannot understand the reading materials.
4. The strategies used by the teacher was not effective to improve students’
reading comprehension.
C. The Limitation of The Research
The scope of this research is about reading the text. There are many
kinds of text that can be learned by the students, such as description text,
report text, narrative text, expository text, review text, procedure text, spoof
text, anecdote text, explanation text, and news item text.
This research has a limitation in the description text. The reason that
makes the researcher chooses the texts because it is included in the
curriculum of Junior High School 2 Batang Hari in the first semester of
eighth grade. Another reason is that the texts are more interesting for the
students than another kind of texts, and it can attract the students’ motivation
in the class.
D. The Formulation of The Problem
Based on the background of the research, the researcher formulates the
problem, as follows:
1. Is there any significant effect after using direct reading thinking
activity in teaching reading comprehension?
2. Is there any significant difference between the students’ taught by
direct reading thinking activity and those who are taught by teacher’s
strategy?
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E. The Objectives of The Research
The objectives of the research are to find out whether or not:
1. To get a significant effect after using direct reading thinking activity in
teaching reading comprehension.
2. To get a significant difference between the students’ taught by direct
reading thinking activity and those who are taught by teacher’s
strategy.
F. The Significance of The Research
The result of this research are expected to provide useful information
and suggestion for three people, they are:
1. For Student
The result of this research can help the student learn about
reading comprehension and improved their quality to comprehend the
text.
2. For teacher
This research also helps teachers get new teaching strategies to
improve students’ reading comprehension.
3. For researcher
The researcher do this research to fulfill graduation requirements
for getting undergraduated degree at Islamic States University Sulthan
Thaha Saifuddin Jambi. Last, the researcher hopes this research as a
point in teaching and learning activity in the classroom.
CHAPTER II
REVIEW OF THE RELATED LITERATURE
A. Theoretical Framework
1. Definition of Reading
In the reading activity, a reader sees the printed words and
identifies them as a system of spelling and symbols of language. The
reader attempts to comprehend and understand the printed message.
Reading means the ability to draw meaning from the printed page and
interpret this information appropriately. According to Pang et al
(2003: p.6), reading is a kind of activity that deals with perception and
thought. It means the readers will use their ability to comprehend the
text to get some information from the text. Therefore, in line with
Pang, Urquhart,and Weir (1998) as cited in Grabe (2009: p. 14) said
that “reading is the process of receiving and interpreting information
encoded in language form via the medium of print.”
Moreover, the reader needs to combine the information and
their own background knowledge in reading. Anderson et al. (1985) as
cited in Gilakjaniand Sabouri (2016: p.230) state that reading is the
process of making meaning from written texts. In reading practice,
there is a process of creating new meaning. If there is no meaning
being created, there is no reading taking place.
In line with Anderson, Linsen (2005) as cited in Yusuf et al.
(2016: p.184) claiming that reading is set of skills that requires
making sense and interpreting meaning from the printed words. The
reader needs to involve an individual’s entire life experience and
thinking the power to understand what the writer has encoded. It
might be said that reading processes to get message extended by the
writer about has been written.
Moreover, reading also can define as a comprehending
process. We read to understand what the writer intended to convey in
writing, though we also do more. One reason to point out that reading
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assumes comprehension is to be clear that all cognitive processing
involved in reading is related to this fundamental goal. A second
reason to highlight comprehension is to point out that reading is not
the only comprehending process. (Grabe: 2009, p. 15)
Based from the various explanations and definitions above, the
researcher concluded the definition of reading as the way to get
understanding from the printed text, that absolutely through some
process and relate to the reading ability to pronounce the words and
the ability to make means from something. It requires and brings
readers’ own knowledge to the printed page, to recognize that print
meaning bearing words, sentence, and paragraph and finally to
interpret the author’s message.
a. Stages of Reading
According to DekaDestiara (2013: p. 12), there are three stages
of phases of reading activity as follow:
1. Pre-reading Activities
Pre-reading activities are often intended to active students’
schemata related to the subject or type of the text to read to
enhance comprehension of the material. These activities are
given before the students read the text in order to prepare the
students to focuson the text.
The first stage in classroom reading is pre-reading. The
teacher prepares the class for reading a certain passage by
teaching.
The purpose of pre-reading activitiesas follows:
1. To introduce and arouse interest in the topic
2. To motivate learners by giving a reason for reading
3. To provide some language preparation for the text.
The activity is done before reading to focus attention and
interest on the text before it.
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2. Whilst-reading activities.
The activity is done while reading the text in order to make
it more accessible and to engage to a student in purposeful and
active interaction with the text.
After the preparation is done in the pre-reading stage, the
student read the text silently for comprehension; some
technique can be used in this process.
The purpose of whilst activities are:
1. To help to understand the text purpose
2. To help to understand the text structure
3. To clarify text content.
3. Post-reading activities
After whilst reading, in these activities, the teacher
evaluate of check students’ comprehension through the
question. The purposes of post reading activity are:
1. To consolidate or reflect what has been read
2. To relate the text to students’ own knowledge, interest, or
views.
b. Types of Reading
Grellet (1981: p. 4) state that there are four main ways of
reading as follow:
1. Skimming
Skimming means readquickly by running one's eyes over a
text to get the gist of it.
2. Scanning
The scanning means reading quickly by going through a text
to find a particular piece of information.
3. Extensive reading
Extensive reading means reading longer texts, usually for
one's own pleasure. This is a fluency activity, mainly
involving global understanding.
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4. Intensive reading
Intensive reading means reading shorter texts, to extract
specific information. This is more an accuracy activity
involving reading for detail.
These different ways of reading are not mutually exclusive.
For instance, one often skims through a passage to see what it is
about before deciding whether it is worth scanning a particular
paragraph for the information one is looking for.
c. The Purpose of Reading
Rivers and Temperley (1978) as cited in Nunan (1989: p. 34)
said that second language learners will want to read for the
following purposes:
a) To obtain information for some purposes or because we are
curious about some topic.
b) To obtain instruction on how to perform some task for our
work or daily life (e.g. knowing how an appliance works).
c) To act in a play, play a game, do a puzzle.
d) To keep in touch with friends by correspondence or to
understand the business letter.
e) To know when or where something will take place or what
is available.
f) To know what is happening or has happened (as reported in
newspapers, magazines, reports).
g) For enjoyment or excitement.
2. Definition of Comprehension
Comprehension simply can be defined as understanding. It is
used in reading to get the meaning of the text. Comprehension is the
process of deriving meaning from the connected text. By this means,
comprehension is not a passive process but an active one. This gives
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the reader a chance to develop their knowledge to engage the text into
their words by some ideas and viewpoints to be good information.
Pang et al. (2003: p.6) claim that “comprehension is the process of
making sense of words, sentences and connected text. Readers
typically make use of background knowledge, vocabulary,
grammatical knowledge, experience with text and other strategies to
help them understand written text.”
Therefore, according to Snow (2002: p.11), comprehension
entails three elements:
a. The reader who is doing the comprehending
b. The text that is to be comprehended
c. The activity in which comprehension is a part.
In considering the reader, we include all the capacities, abilities,
knowledge, and experiences that a person brings to the act of reading.
The text is broadly construed to include any printed text or electronic
text. In considering activity, we include the purposes, processes, and
consequences associated with the act of reading.
Based on the explanation above, the researcher concludes that
comprehension is a thinking activity to understand the content of the
text that is read. By using comprehension in reading, it will give a
benefit to the reader which can understand what the content of the text
is.
3. Definition of Reading Comprehension
Reading cannot be separated from the comprehension. The
reader should have the ability to understand or comprehend the text to
help the reader get more information and the message from the written
text. Reading comprehension can be defined simply as the way to get
information from the text of the reading material. Snow (2002: p.11)
said the definition of reading comprehension is “the process of
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simultaneously extracting and constructing meaning through
interaction and involvement with written language”. It helps the reader
to find the information that the writer wants to inform in the text.
Moreover, reading comprehension can also define as the
strategy to process the information from the text. Thus, Kendeou &
Trevors (2012) as cited in Kendeou et. al. (2014) state that “reading
comprehension depends on the execution and integration of many
cognitive processes.” It can be said that reading comprehension is the
capability to understand or grasp it ideas of one passage. Reading
comprehension refers to reading with comprehension, anditis a
complex process which comprises the successful or unsuccessful use
of many abilities.
Dicky (2009) as cited in Handayani (2012: p. 7) state that there
are five components of reading comprehension.
1. Identifying the main idea and topic of the paragraph
The topic of the paragraph is a paragraph which is develop by
exposure to small parts so that the sentence of a general nature
becoming apparent. Whereas, the main idea is the author’s idea
about the topic it is stated in the topic sentence. In the
writtenparagraph well, most of the sentence support, describe or
explain the main idea.
2. Inference
The inference is those question that asks the students to draw
a conclusion through some details are not stated explicitly. So
they can understand from the other details that are stated. For
example, the teacher gives a short story for students.
3. Factual information
Factual information questions are questioned about what is
true according to the information and those about what is not true
this question-based fact.
4. Checking the referring words
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Checking the referring words question require the students to
find out the concepts (words and phrase) mentioned earlier in the
passage.
5. Checking vocabulary in teaching
Checking vocabulary is the meaning of words because same
need vocabulary to guess the meaning of words based on the
context which the words are found.
4. Direct Reading Thinking Activity (DRTA)
a. Definition of Direct Reading Thinking Activity (DRTA)
Directed Reading Thinking Activity (DRTA) is one of
innovative strategies that can be used by the teacher to teach reading
comprehension. This strategy is developed by Russell Stauffer in 1969.
Therefore, DRTA is developed to promote active reading
comprehension and engage students to think critically to understand a
text. In Directed Reading Thinking Activity (DRTA), students are
guided through the process of making predictions, silent reading, and
confirming or refuting their predictions. Through those processes,
students are expected to be active, critical and thoughtful readers.
Tierney at al (1995) as cited in ElKoumy (2006:5) states that
DRTA is a strategy that can be used to build independent readers and
learners. Besides, DRTA strategy also involves students in using higher
critical thinking skills. This skill includes making connection between
related elements of the text, confirming the predictions and creating
logical conclusion. Since reading involves students to understand and
construct their own interpretation to a text, Directed Reading Thinking
Activity (DRTA) will be an appropriate strategy to be used in teaching
reading comprehension.
Meanwhile according to Hojnacki (2001:15) DRTA is
designed to help students ask question to aid themselves in reading
comprehension instead of just answering a teacher’s questions. He
furtherstates that this strategy encourages students to devolop their own
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reading andthinking processes by setting their own purpose reading.
DRTA has several purposes. According to Tierney,Readence and
Dishner in El-Koumy (2006), DRTA is a strategy/technique to build
independent readers because the readers are equipped with the abilities
to set reading purposes, examining reading material based on these
reading purposes, and making decisions based on the information from
the text. Moreover, Jennings and Shepherd in El-Koumy (2006) insert
that DRTA helps students become aware of the reading strategies,
understand the reading process, and develop prediction skills.
Likewise, Glass etal. (2006) state that DRTA engages
students in a step-by-step process that guides them not only to read but
also to understand and to think about the text they read. Also, Allen in
Odwan (2012: 141) states that: The value of directed reading thinking
activity is to make predictions before reading each section. Requiring
students to make predictions encourage use of context clues and
establishes a purpose for reading. This cycle requires students to use
their background knowledge to set purposes for reading and develop
their questioning ability.
Based on the explanation above, it can be concluded that
DRTA aims to have students employ reading strategies, to elicit their
prior knowledge related to the topic of the text, to set a purpose for
reading and to encourage them to monitor their comprehension while
they are reading. These steps later can make students an independent
reader.
b. The Procedure of Direct Reading Thinking Activity (DRTA)
In relation to the procedure of DRTA, Gaith (2000) explains
that it consists of comprehension activities featuring making predictions
prior to reading and then reading to prove or to modify the predictions
made about the story events. Also, Corner (2006) describes that the
sequences of DRTA are: first, students make predictions before
reading; after they read a segment of a text, the students stop and
28
confirm or revise the previous predictions; finally, the cycle continues
until they finish reading the whole text. In short, it can be concluded
that DRTA consists of three main stages, namely predicting before
reading, reading, and proving/disproving the prediction after reading.
Alan Crawford, et.al (2005) state the procedure of DRTA
methods is as follows:
a). The teacher prepares the text by marking four or five good stopping
points.
b). The teacher prepares DRTA chart and reminds them not to read
beyond the stopping points. They will be making predictions and
reading to confirm those predictions.
c). The teacher asks the students the little of the story; talks about the
genre author, shows the cover illustration, and reads the title. Then,
he asks for their prediction about what will happen in the story.
Write those predictions in the space labeled. Ask the students why
they think so.
d). The teacher asks the students to the first stopping point and considers
the prediction they made before, and say what actually happened.
e). The teacher reviews the prediction and asks which ones are coming
true so far. Then, the teacher asks them to read aloud to confirm or
disconfirm their predictions.
f). The teacher asks the students to predict the next block of text. Write
and read, then check their prediction against what did happen, make
new predictions, and dictate the evidence for those predictions.
g). Finally, the teacher asks the students to check the last predictions
against what actually happened in the story, and dictate their findings
about what happened, to be recorded in the space on the form The
DRTA method leads the students to be creative thinking,
imaginative, and joyful learning to achieve the objectives of the
lesson. Besides, teaching and learning process automatically
becomes a student-centered instruction with modern pedagogy
29
through the integration of the strength of attitude, skill and
knowledge.
Based on the explanation above, it is known that in the
implementation of DRTA, readers should make predictions before
reading a text. To make predictions, they should use any hints they find
in the text and their background knowledge of the text as well. Then,
their reading purpose is to find whether their predictions about the text
are accurate or not. Having reading purposes is believed to help readers
comprehend a text better (Brown, 2001). These activities of predicting
and proving/disproving predictions help the students monitor their
comprehension before, while, and after reading. As a result, the
implementation of DRTA will help students comprehend a text.
B. Relevant Studies
Previous study is very important to the researcher as guide in
conducting this study. There are three previous that related to the present
study. The first research was conducted by Abdullah Hasan (2014)
entitled “The Effect of Directed Reading Thinking Activity (DRTA)
Method on Students’ Reading Comprehension for State Islamic Senior
High School”. This study aims to find out the effect of using Directed
Reading Thinking Activity (DRTA) Method on students’ reading
comprehension. A quasi-experimental design was used with pre-test and
post-test non-equivalent control group design. The number of participants
was 63 students divided into an experimental group (31) and a control
group (32) of the students of MAN 1 Pekanbaru. Two research questions
and four hypotheses were posed in this study. Before conducting the
treatment, pretest was administered, and posttest was administered after
the treatment. Independent and dependent (paired) sample t-tests were
used to analyze the data. The research finding showed a significant effect
of using Directed Reading Thinking Activity (DRTA) method on
students’ reading comprehension. Using DRTA method contributed 72%
on students’ reading comprehension, meanwhile the control group using
30
non-DRTA method contributed 49%. At last, it can be inferred that
DRTA method is suitable to apply in teaching reading comprehension at
State Islamic Senior High School (MAN) 1 Pekanbaru.
The next study was conduct by Sarona Maisarah (2017) entitled
“Using Direct Reading Thinking Activity (DRTA) Technique to Teach
Reading Comprehension for Eleventh Grade Students”The purposes of
this research are to find out whether Direct Reading Thinking Activity
(DRTA) technique may increase reading comprehension for eleventh
grade students and to know the obstacles of the students in using Direct
Reading Thinking Activity (DRTA) Technique in reading
comprehension. The subject of this research was the students of the
second grade of SMAN 1 KutaBaro in the academic year of 2017/2018
which consisting of 18 students. The research was started on October
10th, 17th2017 until October 24th 2017. This is a quantitative research
with used two research instruments,namely test (pre-test and post-test)
and questionnaire.Finally, the researcher conclude gives suggestion that
English teachers can use DRTA technique as a good alternative method
in teaching reading. However, it’s helps for students in reading ability
and increase reading comprehension, because the students more easy to
understand with the prediction of the texts, students more interactive and
help students to more active and critical thinking.
The last study was conducted by Sri murti handayani (2014)
entitled “The Effects of Directed Reading Thinking Activity (DRTA)
Towards the Ability of the First Year Students of the First Year Students
of SMA Negeri 10 Pekanbaru in Comprehending Reasing Text. This
study answered the following research question:”is there any significant
effect DRTA method to reading comprehension achievement of the first
year students of SMA N 10 Pekanbaru in comprehending text?”The
participants were 36 students of the first year students of SMA Negeri 10
Pekanbaru. The time of this research was on academic 2014-2015, from
august - October at SMA N 10 Pekanbaru. This school is located on
31
St.bukitbarisan, Pekanbaru. The data was collected by using pre-test and
post-test. The data was analyzed by using SPSS Aplication. The research
finding of this research showed that there is significant effect of Directed
Reading Thinking Activity towards the ability of the first year students of
SMA N 10 Pekanbaru in comprehending reading text.the finding also
proved that in the pre-test students’ average score was 6.82 and after the
treatment applied there is contribution in post-test score 0.74.
Based on the explanation above the researcher compares with her
reasearch entitled “The Effect of Direct Reading Thinking Activity to
Students’ Reading Comperehension at State Islamic Junior High School”
the design of the research is quasi-experimental research, in collecting
data the researcher used multiple choice form. The result of the study to
get the effect of direct reading thinking activity strategy whereas
previous research, resesarcher used direct reading thinking activity
strategy to help reading comprehension and to improve student
achievement.
C. Hypotheses
There are two hypotheses to be tested in this research. There are one
null hypothesis ( Ho) and one alternative hypothesis ( Ha).
Ha = There is a significant effect after using direct reading thinking
activity strategy in teaching reading comprehension?
Ho = There is no significant effect after using direct reading thinking
activity strategy in teaching reading comprehension?
CHAPTER III
RESEARCH METHOD
A. Place and Time of Research
This research takes place at Islamic Junior High School 2
Batanghari. It is located on Jl. Jambi – Muara Bulian, Ma.Bulian, Kab.
Batanghari. The researcher chooses this school because the researcher has
known well about the condition of this school and most of the students had
problems with the reading comprehension. The researcher will conduct the
research to find the best way of teaching English that can assist students’
reading comprehension. The researcher choose the eighth grade of Islamic
Junior High School 2 Batanghari. This research will be conducted the first
semester in 2019.
B. Research Design
This research used quantitative – experimental approach. Frankel
and wallen states that experimental research is one of the most powerful
research methodologies that researchers can use(Frankel and wallen, 2012:
p.265). The design of this research is quasi-experimental research.quasi-
experimental design is used when the researcher keeps students in existing
classroom intact and the entire classrooms are assigned to treatments.( L.
R. Gay and Peter Airasian : 394). The kind of quasi experimental design of
this research was nonequivalent control group design. Itinvolves random
assignment of intact groups to treatments, not random assignment
ofindividuals(L. R. Gay and Peter Airasian : 395). In this research, the
writer usedtwo classes. The first classused as experimental class which
used RAPstrategy and another one as control class which used
conventional strategy.
The two classes got different treatment to measure the effect of
direct reading thinking activity to reading comprehension in descriptive
text. Both of the classes given the same pre-test and post-test, but without
19
giving the same treatment with the control class and the experimental
class. It can be show on the following table:
Table 3.1
The Research Design
CLASS PRE –
TEST
TREATM
ENT
POST
TEST
Experiment
al
O1 X O2
Control O3 O4
Desain Penelitian ( Source :Sugiyono:2010)
The dashed line separating the parallel where :
O1 : Pre-test of experimental class
O2 : Post- test of experimental class
X : Treatment in the experimental class
O3 : Pre-test of control class
O4 : post-test of control class
C. Population and Sample
1. Population
According to Sugiyono (2009, p. 117), “population is general area
consisting of object or subject who have quality and specific characteristic
that set in by the researcher to learned and take the conclusion from it.” The
population of Islamic Junior High School 2 Batanghari is 148 students
divided into 7 classes, VII A, VII B, VIII A, VIII B, VIII C, IX A and IX B.
Therefore, the target of the population is students of the eighth grade of
Islamic Junior High School 2 BatangHari.
20
Table 3. 2:Target population of students eighth Grade of Islamic
Junior High School 2 Batanghari
Class Number
VIII A 24
VIII B 24
VIII C 25
Total 73
(Source: document of Islamic Junior High School 2 Batanghari 2017)
2. Sample
Sample is the group of individuals from whom data are collected
(McMillan and Schumacher, 2010, p.129). In this research, the researcher uses
a cluster random sampling. Cluster random sampling is similar to stratified
random sampling in that groups of individuals are identified from the
population and subjects are drawn from these groups (McMillan and
Schumacher, 2010, p.135).
In this occasion, the researcher took the samples by using random
sampling. The procedures of randomizing sample by lottery are as follows:
a. Making a list of all classes
b. Writing the name of each class on a piece of paper
c. Rolling the pieces of paper and then putting them into a can and shaking
the can well
d. Dropping the rolled pieces of paper one by one as many as needed.
By flapping a coin, class VIII A became experimental group and class
VIII B as control group. The experimental group consisted of 24 students,
while the control group consisted of 24 students. 48 students were representive
enough to sample of research.
Table 3. 3:Sample of the eighth grade students of Islamic Junior High
School 2 Batanghari.
Class Number
VIII A 24
VIII B 24
21
Total 48
D. Variable of The Research
This research consists of two variables, which are the independent
variable and dependent variable.
a. Independent variable
According to Sugiyono (2009, p. 61), the independent variable is the
variable which influences the dependent variable. In this research, the
independent variable is the Direct Reading Thinking Activity.
b. Dependent variable
According to Sugiyono (2009, p. 61), the dependent variable is the
variable that influences by the independent variable. In this research, the
dependent variable is students’ reading comprehension.
E. The Instrument of The Research
1. Test
In collecting the data, the researcher was used a reading
comprehension test. According to Brown (2004: p. 3) said that the test is “a
method of measuring a person’s ability, knowledge, or performance in a
given domain.” Then, the kind of test that was be given is multiple-choice.
Brown (2004: p. 194) state that multiple-choice is a most popular method of
testing a reading knowledge because practically reasons; easy to administer
and can be scored quickly.
In this research, the researcher was given the test into pre-test and
post-test to both of the experimental and control group. The kind of test is
multiple choice with consist 20 items question. The test is ready made one
taken from “English Book for Junior High School” written by Drs. Bachtiar
Bima Mustriana, 2009. The pre-test was used to collect the data and to see the
students’ ability or knowledge about reading comprehension before
treatment. Therefore, the post-test was be given to the student to see either the
student have some improvement in reading comprehension by using the direct
reading thinking activity or not.
22
2. Validity and reliability test
1. Validity
According to McMillan and Schumacher validity is a characteristic based
on the reasonableness of inferences drawn from a set of scores (McMillan and
Schumacher, 2010, p.185).The test is valid if it measures what is supposed to
be measured. The study concerns with how well the test measures the subject
matter andlearning outcomes covered during the treatment.The validity that
usedin this study is content validity. Content validity is the degree to which
the sample represents the content that the test is designed to measure. Thus,
by applying content validity, the researcher know whether the test items are
valid or not to the behavioral objectives. Before the tests were given to the
sample, both of tests were tried out to 23 students at eighth grade Junior High
School 2 Batanghari. The purpose of test was to obtain validity and reliability
of the test. In this research there are 30 items before validity and after the
researcher analyze the valid items, there are 20 Items that valid.
2. Reliability
According to Cresswell reliability means that scores from an instrument
are stable and consistent (Cresswell, 2012, p.159 ). Fraenkel and Wallen said
that reliability refers to the consistency of the scores obtained how consistent
they are for each individual from one administration of an instrument to
another and from one set of items to another. The value of reliability as
follows: Reliability is the degree to which a test consistency measures
whatever it is measuring.
Reliability Statistics
Cronbac
h's Alpha
N of
Items
.910 20
23
Categories of Reliability
The researcher has done validity test, then performed reliability testing
on those instruments. Reliability test used to determine the level of
consistency in answer to the instrument.Based on the calculation point about
the reliability of tryout coefficient obtained by 0,910. Based on table above
showed the categories of reliability in this research very high. From the result
above it can be concluded that the instrument can be trusted to be used as a
data collection tool.
F. The Technique of Data Analysis
1. Prerequisite Test Analysis
Prerequisite test analysis is intended to determine the data collected
are eligible for technical analyzed statistically selected.
a. Normality test
The purpose of the normality test is to know whether the instrument
of the research that will use have normal distribution or not. In this
research, the researcher will use statistical computation by using SPSS
for normality.
The normality test that will use by the researcher is Kolmogorov
Smirnov formula. The hypotheses for the normality test will formulate as
below
Ho: The data are normally distributed.
Value Descriptio
n
0,8 - 1.000 Very High
0,6 –
0,799
High
0,4 –
0,599
Adequate
0,2 –
0,399
Low
24
Ha: The data are not normally distributed.
While the criteria for acceptance or rejection of hypotheses for
normality test are as below:
Ho is accepted if Sig. > α = 0.05
Ha is accepted if Sig. < α = 0.05
b. Homogeneity Test
Homogeneity test is the test to know whether the two groups of
samples having variances homogeneous or not. In this research, the
researcher will use statistical computation by using SPSS (Statistical
Package for the Social Science) for the homogeneity of the test. The
researcher will use the Levene statistic test in SPSS.
The hypotheses for the homogeneity tests are formulated as follows:
Ho = the variances of the data are homogenous
Ha = the variances of the data are not homogenous.
While the criteria for acceptance or rejection of homogeneity test are
as follow:
Ho is accepted if Sig. > α = 0.05
Ha is accepted if Sig. < α = 0.05
c. T-test
The t-test is a type of statistical test that is used to compare the means
of two groups. There are two types of t-test employed in the study,
independent sample t-test and paired t-test sample. Independent sample t-
test is a test that used when the two groups under comparison are
independent of each other, and the paired t-test, which can be used when
the two groups under comparison are dependent on each other. (Kim,
2015: p. 1)
In this research, the researcher will use independent sample t-test and
paired t-test. The researcher will be employing SPSS (Statistical Package
for Social Science) program to calculating the independent sample t-test.
25
G. Statistical Hypotheses
The researcher will use statistical computation by using SPSS
(Statistical Package for Social Science) for hypothetical of the test.
Statistic hypothesisis the following:
1. Ha1 : 1 > 2
Ho1 : 1 = 2
2. Ha2 : 1 > 2
Ho2 : 1 = 2
Where the hypothesis is:
Ha1 = Direct Reading Thinking Activity is given some effect studens’ reading
comprehension.
Ho1= Direct Reading Thinking Activity is not given some effect
students’reading comprehension.
Ha2 = There is a significant difference between the students’ taught by Direct
Reading Thinking Activity and those who are taught by teacher’s
strategy.
Ho2 = There is no significant difference between the students’ taught by Direct
Reading Thinking Activity and those who are taught by teacher’s
strategy.
While if the criteria of acceptance or rejection of hypothesis are
Ho is accepted if Sig. > α = 0.05
Ha is accepted if Sig. < α = 0.05
26
CHAPTER IV
RESEARCH FINDING AND INTERPRETASION
A. Finding of the Study
The data of students’ reading test in pre-test at experimental and control
groups were scored by researcher, after the researcher got the data, the researcher
employed SPSS (Statistical Product and Service Solution) version 22. In this case,
the data was analysed by using t-test. There are tow kinds of t-test, they are
Independent Sample t-test and Paired Sample t-test. The finding include:1).
Descriptive analysis of students’ reading test. 2). Stastitical analysis of students’
reading test.
1. Description of the Data
In this section, the researcher explained the frequencies, percentages,
mean and etc of the test, based on the result of the test before and after giving
the treatment in both experimental and control group. The scoring grade can be
seen in the table 4.1.
Table 4.1 Scoring Grade
Score Categor
y
86 –
100
Very
good
76 – 85 Good
56 – 75 Fair
36 – 55 Poor
0 – 35 Very
poor
(arikunto, 2015)
Below are the data of pre-test and post-test in experimental and control
class.
a. The Data of Experimental Class
27
The table 4.1 below showed the students’ pre-test and post-tets score
of experimental class. There were 24 students in experimental class
(variable X).
Table 4.2
The Students’ Pre-test and Post-test Score in Experimental Class (X)
N
o Students
Experimental Class Gained
Score Pre-
test
Post-
test
1 A 65 90 25
2 B 60 90 30
3 C 50 60 10
4 D 40 75 35
5 E 45 85 40
6 F 50 70 20
7 G 40 65 25
8 H 60 90 30
9 I 45 85 40
1
0 J 50 75 25
1
1 K 55 80 25
1
2 L 55 90 35
1
3 M 60 65 5
1
4 N 50 75 25
1
5 O 45 85 40
25
28
1
6 P 55 75 20
1
7 Q 50 75 25
1
8 R 65 80 15
1
9 S 35 75 40
2
0 T 45 75 30
2
1 U 50 85 35
2
2 V 50 80 30
2
3 W 45 85 40
2
4 X 60 80 20
∑ 1225 1890 665
Mean 51.04 78.75 27.7083
Based on the Table 4.2 above, it can be seen that the lowest score of
pre-test was 35 and the highest score was 65. Besides, the lowest score of
post-test was 60 and the highest was 90. The mean of pre-test was 51.04 and
post-test was 78.75. After conducting pre-test and post-test, the mean gained
score was 33.12. The mean of post-test after giving treatments using direct
reading thinking activity strategy is higher than the mean of pre-test before
giving treatments. It means that there was a significant difference between
the students’ achievement of pre-test and post-test.
Table 4.3
Frequency Distribution of Pre-Test Result in Experimental Class
29
Frequ
ency
Perc
ent
Valid
Percent
Cumulati
ve Percent
V
alid
3
5 1 4.2 4.2 4.2
4
0 2 8.3 8.3 12.5
4
5 5 20.8 20.8 33.3
5
0 7 29.2 29.2 62.5
5
5 3 12.5 12.5 75.0
6
0 4 16.7 16.7 91.7
6
5 2 8.3 8.3 100.0
T
otal 24
100.
0 100.0
The Table 4.3 above is a tool of presentation consisting serial numbers
of pre-test score and the frequency for each score in a table. According to
the table it can be known that the student who got 35 was 1 student (4.2%)
and based on the scoring grade it is categorized as a very poor, the students
who got 40 were 2 students (8.3%) and it is categorized as poor, the students
who got 45 were 5 students (20.8%) and it is categorized as poor, 7 students
got 50 (29.2%) and it is categorized as poor, 3 students got 55 (12.5%) and
it is categorized as poor, 4 students got 60 (16.7%) and it is categorized as
fair, 2 students got 65 (8.3%) and it is categorized as fair. The total number
of frequency are 24 data.
30
Based on the table frequency distribution above, it also can be
presented in a diagram as follow :
Diagram 4.1
Pre-test Result of Experimental Class
Table 4.4
Frequency Distribution of Post-Test Result in Experimental Class
Frequ
ency
Perc
ent
Valid
Percent
Cumulati
ve Percent
V
alid
6
0 1 4.2 4.2 4.2
6
5 2 8.3 8.3 12.5
7
0 1 4.2 4.2 16.7
7
5 7 29.2 29.2 45.8
8
0 4 16.7 16.7 62.5
8
5 5 20.8 20.8 83.3
0
1
2
3
4
5
6
7
8
35 40 45 50 55 60 65
31
9
0 4 16.7 16.7 100.0
T
otal 24
100.
0 100.0
The Table 4.4 above is a tool of presentation consisting serial numbers
of pre-test score and the frequency for each score in a table. According to
the table it can be known that the student who got 60 was 1 student (4.2%)
and based on the scoring grade it is categorized as a fair, the students who
got 65 were 2 students (8.3%) and it is categorized as fair, the student who
got 70 was 1 student (4.2%) and it is categorized as fair, 7 students got 75
(29.2%) and it is categorized as fair, 4 students got 80 (16.7%) and it is
categorized as good, 5 students got 85 (20.8%) and it is categorized as good,
4 students got 90 (16.7%) and it is categorized as very good. The total
number of frequency are 24 data.
Based on the table frequency distribution above, it also can be
presented in a diagram as follow:
Diagram 4.2
Post-test Result of Experimental Class
Based on result of pre-test and post-test of experimental class above
showed that there is significant difference on students’ reading
comprehension achievement between pre-test and post-test achievement.
0
1
2
3
4
5
6
7
8
60 65 70 75 80 85 90
32
Morever, in the post test score the highest score is 90 meanwhile in the pre-
test is only 65.
b. The Data of Control Class
The Table 4.5 below presented the students’ pre-test and post-test
score of control class. There were 24 students in control class (variable Y).
Table 4.5
The students’ Pre-test and Post-test Score of Control Class (Y)
N
o Students
Control Class Gai
ned
Score
Pre-
test
Post-
test
1 A 30 45 15
2 B 60 65 5
3 C 50 65 15
4 D 70 75 5
5 E 40 60 20
6 F 55 60 5
7 G 35 50 15
8 H 50 60 10
9 I 60 80 20
1
0 J 55 65 10
1
1 K 55 75 20
1
2 L 50 60 10
1
3 M 50 70 20
33
1
4 N 70 75 5
1
5 O 55 70 15
1
6 P 45 70 25
1
7 Q 45 60 15
1
8 R 50 65 15
1
9 S 60 80 20
2
0 T 70 75 5
2
1 U 50 55 5
2
2 V 40 40 0
2
3 W 65 80 15
2
4 X 70 80 10
∑
128
0 1580 300
Mean
53,3
3 65,83 12,5
According to Table 4.5 above, it can be seen that the lowest score of
pre-test was 30 and the highest score was 70. Besides, the lowest score of
post-test was 40 and the highest was 80. After conducting pre-test and post-
test, the mean gained score was 12.5. The mean of pre-test was 53.33 and
post-test was 65.83. It showed that the students’ score of control class was
34
also increased. Although the students’ score of controlled class was also
increased, it was not as significant as the students’ score of experimental
class which the mean of gained score was 33.12. It can be inferred that the
students’ score of experimental class which learning reading descriptive text
using direct reading thinking activity strategy was higher than the students’
score in controlled class which learning reading descriptive text without
direct reading thinking activity strategy.
Table 4.6
Frequency distribution of pre-test result in control class
Frequ
ency
Perc
ent
Valid
Percent
Cumulati
ve Percent
V
alid
3
0 1 4.2 4.2 4.2
3
5 1 4.2 4.2 8.3
4
0 2 8.3 8.3 16.7
4
5 2 8.3 8.3 25.0
5
0 6 25.0 25.0 50.0
5
5 4 16.7 16.7 66.7
6
0 3 12.5 12.5 79.2
6
5 1 4.2 4.2 83.3
7
0 4 16.7 16.7 100.0
35
T
otal 24
100.
0 100.0
According to the Table 4.6, it can be known that the student who got
30 was 1 student (4.2%) and based on the scoring grade it is categorized as a
very poor, the students who got 35 was 1 student (4.2%) and it is
categorized as very poor, the students who got 40 were 2 students (8.3%)
and it is categorized as poor, 2 students got 45 (8.3%) and it is categorized
as poor, 6 students got 50 (25.0%) and it is categorized as poor, 4 students
got 55 (16.7%) and it is categorized as poor, 3 students got 60 (12.5%) and
it is categorized as fair, 1 student got 65 (4.2%) and it is categorized as fair,
4 students got 70 (16.7%) and it is categorized as fair. The total number of
frequency are 24 data.
Based on the table of frequency distribution above, it also can be
presented in a diagram as follows:
Diagram 4.3
Pre-test Result of Control Class
0
1
2
3
4
5
6
7
30 35 40 45 50 55 60 65 70
36
Table 4.7
Frequency Distribution of Post-test Result in Control Class
Frequen
cy
Percen
t
Valid
Percent
Cumulative
Percent
Va
lid
40 1 4.2 4.2 4.2
45 1 4.2 4.2 8.3
50 1 4.2 4.2 12.5
55 1 4.2 4.2 16.7
60 5 20.8 20.8 37.5
65 4 16.7 16.7 54.2
70 3 12.5 12.5 66.7
75 4 16.7 16.7 83.3
80 4 16.7 16.7 100.0
To
tal 24 100.0 100.0
According to the Table 4.7, it can be known that the student who got
40 was 1 student (4.2%) and based on the scoring grade it is categorized as a
poor, the students who got 45 was 1 student (4.2%) and it is categorized as
poor, the students who got 50 was 1student (4.2%) and it is categorized as
poor, 1 student got 55 (20.8%) and it is categorized as poor, 5 students got
60 (20.8%) and it is categorized as fair, 4 students got 65 (16.7%) and it is
categorized as fair, 3 students got 70 (12.5%) and it is categorized as fair, 4
students got 75 (16.7%) and it is categorized as fair, 4 students got 80
37
(16.7%) and it is categorized as good. The total number of frequency are 24
data.
Based on the table of frequency distribution above, it also can be
presented in a diagram as follows:
Diagram 4.4
Post-test Result of Control Class
Based on result of pre-test and post-test score in control class above
showed that there is difference on students’ reading comprehension
achievement between pre-test and post-test achievement although as not
significant as post-test in experimental class.
After scoring the frequency and percentage of score from pre-test and
post-test, the means, the standard deviations, the minimum and the
maximum of the pre-test and post-test scores of the sample were calculated
respectively by using IBM SPSS 22. Table 4.8 represented the result.
Table 4.8 Descriptive Statistics
N
Minim
um
Maxim
um
Mea
n
Std.
Deviation
0
1
2
3
4
5
6
40 45 50 55 60 65 70 75 80
38
Pre-test
Experimental 24 35 65
51.0
4 7.937
Post-test
Experimental 24 60 90
78.7
5 8.373
Pre-test
Control 24 30 70
53.3
3 11.099
Post-test
Control 24 40 80
65.8
3 11.099
Valid N
(listwise) 24
As Table 4.8 showed, the mean of post-test score of experimental
class (79.37). It indicated that on average, the use of Direct Reading
Thinking Activity has caused the improvement of students’ score, but it is
important to know that such a conclusion is only a descriptive conclusion. It
should be tested about being meaningful this progress.
Therefore, to investigate whether Direct Reading Thinking Activity is
effective to increase students’ skill in reading comprehension of descriptive
text, and whether Direct Reading Thinking Activity has a significant effect
of students’ reading comprehension skill, the researcher tested the result of
pre-test and post-test by using Paired Sample Test and Independent Sample
Test is used to compare the means of one variable for two groups of cases in
IBM SPSS Statistic 22.
4.9 Paired Samples Statistics
Mea
n N
Std.
Deviation
Std.
Error Mean
P
air 1
Pre-test
Experimental
51.0
4 24 7.937 1.620
Post-test
Experimental
78.7
5 24 8.373 1.709
39
The data that presented above was the performance scores of the
group of students taken as sample, before and after taught by using Direct
Reading Thinking Activity as the treatment. The mean scores of pre-test
was 51.04, while the mean scores of post-test was 78.75. The number of
students (N) both in pre-test and post-test were 24 students. The standard
deviation of pre-test was 7.937 and the error mean was 1.620. On the post-
test, the standard deviation was 8.373 and the error mean was 1.709. Based
on the result of mean, it can be concluded that the mean score of pre-test
was different from the mean score of post-test. Thus, it can be concluded
that there was increased since the mean score of post-test was higher than
pre-test.
2. Statistical Analysis
a. Normality of the Data
Before analyzing the hypothesis. The researcher had to analyze the
normality of the data. This analysis is to measure that the data got in the
research was normally distributed or not. The researcher used SPSS v.22
for windows with criteria α >0.05.
The result of normality can be seen by comparing the value of Tmax
to Ttable. The criteria of hypothesis is:
H1 : T < Ttable
H0 : T ≥ Ttable
Table 4.10
Normality Results of Experimental and Control Class
Kolmogorov-Smirnova
Stati
stic df Sig.
Pre-test
Experimental .177 24 .050
40
Post-test
Experimental .160 24 .112
Pre-test Control .132 24
.200
*
Post-test
Control .133 24
.200
*
b. Homogeneity of the Data
Table 4.11
Homogeneity of Pre-test Results between Experimental and
Control Class
Levene
Statistic df1 df2 Sig.
2.218 1 46 .143
Table 4.12 showed that the significance of pre-test score between
experimental class and control class 0.143. Therefore, it can be inferred that
the pre-test data of both classes were homogenous since 0.143 is higher than
0.05 or 0.143 > 0.05.
After analyzing the homogeneity of pre-test class of experimental
class and control class, then, the writer looked for the homogeneity of post-
test class of experimental class and control class by using SPSS v.22. The
result of post-test homogeneity test was described in a table as follows:
Table 4.12
Homogeneity of Post-test Results between Experimental and
Control Class
Levene
Statistic df1 df2 Sig.
1.567 1 46 .217
41
Table 4.12 showed that the significance of post-test score between
experimental class and control class 0.217. Therefore, it can be concluded
that the post-test data of both classes were homogenous since 0.217 is
higher than 0.05
After knowing the data is normal and homogenous, the researcher
calculated the data to test the hypothesis that whether there is significant
different between students’ reading comprehension of descriptive text by
using Direct Reading Thinking Activity strategy in experimental class and
students’ reading comprehension of descriptive text without Direct Reading
Thinking Activity strategy in control class by using parametric test. The
researcher calculated the data using t-test formula. Two classes were
compared, the experiment class was X variable and the controlled class was
Y variable.
c. Paired Sample Test
4.13 Paired Samples Test
Paired Differences
t
d
f
S
ig. (2-
tailed)
M
ean
S
td.
Devia
tion
St
d.
Error
Mean
95%
Confidence
Interval of the
Difference
Lo
wer
Up
per
P
air 1
Pre-test
Experimenta
l - Post-test
Experimenta
l
2
7.70
9
.666
1.9
73
31.
790
23.
627
14.
043
2
3
.0
00
Ttable df 23 = 1.714
42
Based on the Table 4.13 The Output of Paired Sample Test, showed
that the result of the compare analysis with using t-test. The output showed
of mean of pre-test ad post-test (27.708), standard deviation (9.666), mean
standard error (1.973). The lower different (31.790), while the upper
different (23.627). The result of test t (14.043) with df = 23 and significance
(0.000).
We can see that the value of t was 14.043. The way to test whether
null hypothesis could be rejected by comparing the result of tcountand ttable. If
the result of tcountis higher than ttable at the level of significance 0.05, then the
null hypothesis can be rejected. In consulting to ttable, the researcher needed
to find out the degree of freedom, as can be seen in Table 4.13 that the
Degree of Freedom is 23, the researcher consulted to the ttable, at the level of
significance 0.05, the value of ttable is 1.714. Comparing to the value of
tcountand ttable (14.043>1.714), ttableas same as p-value. To determine whether
the null hypothesis can be rejected or not, we can comparing p-value with of
the obtained statistic that is less than 0.05.
As Table 4.13 showed, the p-value was less than 0.05 (0.000<0.05).
Thus, there was enough evidence indicating that the null hypothesis could
be rejected, and it could be concluded that using direct reading thinking
activity was effective on students’ achievement in reading descriptive text.
d. Independent sample test
Leven
e's Test for
Equality of
Variances t-test for Equality of Means
43
Table 4.14 Independent Sample Test
Based on the output SPSS above (Table. 4.14), Independent Sample
Test shows Levene’s Test for variance in this hypothesis examination:
1) If tcount<ttable, it means that H0 is accepted and Ha is rejected
2) If tcount>ttable, it means that H0 is rejected and Ha is accepted
tcount = 4.551 and df = 46. Based on the ttable, it can be analysed that
tcount is higher than ttable, (4.551>1.679). Based on the table the significant
value 0.000 and the significant level 0.05, it means that the significant level
is higher than significant value. In other words, the researcher concluded
that H0 is rejected and Ha is accepted. It means that there is significant effect
of using Direct Reading Thinking Activity on students’ reading
comprehension at eighth grade of Junior High School 2 Batanghari.
e. Testing Hypothesis
From the data analysis it could be identify that :
1) If the value of tcount> ttable in df= 23 with the signficant level 0.05. The
alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is
F
S
ig. T
d
f
Sig.
(2-
tailed)
Mea
n
Differen
ce
Std.
Error
Differen
ce
95%
Confidence Interval
of the Difference
Lo
wer
Uppe
r
Indepen
dent sample
test
Equal
variances
assumed
1
.567
.
217
4
.551
4
6 .000
12.9
16
2.83
797
7.20
414
18.6
2919
Equal
variances
not
assumed
4
.551
4
2.77 .000
12.9
16
2.83
797
7.19
249
18.6
4084
44
rejected. It means that there is significant different score of reading
comprehension achievement to eighth grade at Junior High School 2
Batanghari before and after taught by using Direct Reading Thinking
Activity.
2) If the value of tcount< ttable in df= 23 with the signficant level 0.05. The
null hypothesis (H0) is accepted. It means that there is no significant
different score of reading comprehension achievement to eighth grade
at Junior High School 2 Batanghari before and after taught by using
Direct Reading Thinking Activity.
3) .The mean of total reading comprehension achievement test score of
24 students before using Direct Reading Thinking Activity is 51. After
getting the treatment, the mean score of students’ achievement is 79. It
means that the students’ score is improved. Based on the statistical
calculation using t-test, the researcher gives intepretation to tcount.
First, the researcher considered the df with df (24-1) = 23. The
researcher checked to the score of “t” at the significant level of 0.05.
In fact, with the df of (23) and the critical value 0.05 significant t table
was 1.714.
By comparing the “t” that the researcher got in calculation tcount =
14.043 and the value of “t” on ttable = t0.05 = 1.714, it is known that tcount is
bigger that ttable or 14.043 > 1.714, because the tcount is bigger than ttable the
null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is
accepted. It means that there is significant effect and significant different
score of students’ achievement in reading comprehension of descriptive text
of eighth grade students of Junior High School 2 Batanghari before and after
taught by using Direct Reading Thinking Activity.
B. Interpretasion
The aims of this research were to find out whether or not there was a
significant effect and different score of eighth grade students’ achievement in
reading comprehension. The result showed that there was any significant effect of
group who are taught by using Direct Reading Thinking Activity and those who are
45
not. This can be seen from the result of pre-test and post-test in both of groups.
The mean score of pre-test in experimental class was 51 and the mean score of
post-test was 79. Meanwhile, the mean score of pre-test of control groups was 53
and the mean score of post-test was 66. Both experimental and control class
learned English subject two meetings in a week and the students are asked to
comprehend the descriptive based on the kinds the descriptive text in the end of
each meeting.
Then result of this research also indicated that there was a significant
different after and before taught by using Direct Reading Thinking Activity. This
result showed that the students are more interested to read and share their idea by
using Direct Reading Thinking Activity. However, the students were motivated in
reading comprehension on descriptive text after using Direct Reading Thinking
Activity as media.
From the researcher’s finding in chapter IV, the output data of Paired
Samples Statistic showed that the mean of pre-test and post-test was increased
from 51.04 to be 78.75. The standard deviation is to measure how much the
variance of the sample, the standars deviation of pre-test is 7.937< 51.04 and the
post-test is 8.373<78.75, where if the standard deviation is getting higher than the
mean it means that the mean is not homogeny, while if the standard deviation is
getting smaller than the mean it means that the mean is homogeny. So, it can be
concluded that standard deviation of pre-test and post-test was homogeny. Means
that the sample of this research almost has the same mean.
Based on the output data of Paired Samples Test it was found that tcount =
14.043 ttable = 1.714. From this comparison, tcount = 14.043 is bigger than ttable =
1.714, which means the alternative hypothesis (Ha) is accepted, while the null
hypothesis (H0) is rejected. Therefore, it can be concluded that there was
significance different of the students’ achievement in reading comprehension on
Descriptive Text of the eighth grade students at Junior High School 2 Batanghari
in academic year 2019/2020 before and after using Direct Reading Thinking
Activity.
46
The data on the Independent Sample Test that the mean of experimental
class after taught by using Direct Reading Thinking Activity strategy is 78.75 and
mean of control class after taught without Direct Reading Thinking Activity strategy
is 65.83. the researcher used independent sample test, because to find out the
differences of students mean score between the experimental class and control
class. It means of the statements before, the mean after taught by Direct Reading
Thinking Activity strategy is higher than after taught without Direct Reading
Thinking Activity strategy. From the table 4.14 above, the mean difference between
both of those group are 12.92, the differences about the lower and upper 7.204
and 18.629. So, it can be concluding that there is significance effect of taught by
using Direct Reading Thinking Activity strategy.
Based on the researcher observing, another difference of students who are
taught by using Direct Reading Thinking Activity they were enjoy, enthusiasm, and
decrease their bored feeling in English class especially while they are reading.
Based on Jennings and Shepherd in El-Koumy (2006) Direct Reading Thinking
Activity helps students become aware of the reading strategies, understand the
reading process, and develop prediction skills. It is very contrast while the
researcher was observing students’ pre-test work before they got a treatment from
the researcher. They look a little bit bored because they have to read most of
question with a text by there is no strategy and concept. Likewise, Glass etal.
(2006) proved the statement DRTA engages students in a step-by-step process
that guides them not only to read but also to understand and to think about the text
they read. Besides, Hojnacki (2001:15) Direct Reading Thinking Activity is
designed to help students ask question to aid themselves in reading
comprehension instead of just answering a teacher’s questios. While, Tierney at al
(1995) as cited in ElKoumy (2006:5) states that DRTA is a strategy that can be
used to build independent readers and learners. Besides, DRTA strategy also
involves students in using higher critical thinking skills. This skill includes
making connection between related elements of the text, confirming the
predictions and creating logical conclusion. Since reading involves students to
understand and construct their own interpretation to a text, Directed Reading
47
Thinking Activity (DRTA) will be an appropriate strategy to be used in teaching
reading comprehension.
Shortly, Direct Reading Thinking Activity is effective for teaching reading
comprehension to students, because it made the learning more enjoyable and
makes students explore ideas and using their imagination with their creativities.
Direct Reading Thinking Activity has given positive effect for the students in
learning activity especially in their reading comprehension. They are not only get
a good skill in comprehending the text, but also their motivation. In this case,
Direct Reading Thinking Activity on descriptive text is effective to use in the class.
48
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
The result of the research indicated that using direct reading thinking
activity in teaching reading comprehension has a significant effect and significant
differences in reading achievement. Significance effect means that when the
researcher taught reading comprehension of descriptive text by using direct
reading thinking activity the students were is to be easier to understand the text. Based
on the data from quasi experimental at first year of eighth grade junior high school
2 batanghari. The experimental group students’ scores on post-test were better in
which the mean 78.75 than their scores on pre-test the mean 51.04. In addition,
the two tailed value of was 0.000 which was lower than 0.05 (0.000<0.05). It
means that there is significant effect of using Direct Reading Thinking Activity at
eighth grade of junior high school 2 batanghari. In line with it, the researcher
consulted to the ttable, at the level of significance 0.05, the value of ttable is 1.714.
Comparing to the value of tcountand ttable (14.043 >1.714). Thus, the null
hyphothesis was rejected ( Ho1 ) and alternative hypothesis is not rejected (Ha1)
because there was a significant effect between between pre-test and post-test in
experimental class.
The evidence also confirmed that teaching reading comprehension of
descriptive text by using direct reading thinking activity has a significant
differences in reading achievement between those who are taught by direct
reading thinking activity and those who are not of eighth grade students of junior
high school 2 batanghari. The tcount is compared to ttable either at 5%. At the level
of 5% ttable is 1.679. Based on the ttable, it can be analysed that tcount is higher than
ttable, either at the level of 5%. In other words, we can see that 4.551>1.679. Thus,
the researcher concluded that H02 is rejected and Ha2 is accepted. It means that
there is significant differences of using direct reading thinking activity at eighth
grade of junior high school 2 batanghari. In short, direct reading thinking activity
gives positive impact towards students’ reading comprehension achievement.
44
49
There is significant difference and effect of students’ reading comprehension after
being taught through direct reading thinking activity.
B. Suggestion
The following suggestion are presented for those who are willing to
contribute to the present study by conducting studies on the effect Direct reading
thinking activity on students’ reading skill.
1. The teachers are suggested to use direct reading thinking activity
strategy in teaching reading comprehension of descriptive text because
it had been proven that direct reading thinking activity strategy is
effective on students’ reading comprehension.
2. The teachers should be more prepare in using the direct reading
thinking activity strategy including lesson planning, the descriptive
materials, and the media used. The teacher could find various materials
about descriptive text not only in guide text book but also in the
internet. The well-preparation is very needed to determine the
successful of the teaching and learning process.
3. The teacher should make students be ready before starting the teaching
and learning activity began, such as, giving questions in order students
have background knowledge about the material which will be studied
and they could actively involve in teaching and learning activity in the
classroom.
4. The students should realize that they have main role in teaching and
learning activity especially in Kurikulum 2013 which uses student-
center approach. It means that the successful of teaching and learning
activity is based on them.
5. Further researchers who interested in doing similar study should
understand the problems deeply in order get better research result and
also should use the media or strategy that make students interested in
the material and understand easily.
50
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73
APPENDIX 1
Table IV.I The Result of Score in Pre test Experimental – Control Class
and Post test Experimental – Control Class
N
o
Stude
nts
Experimenta
l Class Gain
ed Score
N
o
Stude
nts
Control Class Ga
ined
Score Pr
etest
Pos
ttest
Pr
etest
Post
test
1 A 65 90 25 1 A 30 45 15
2 B 60 90 30 2 B 60 65 5
3 C 50 60 10 3 C 50 65 15
4 D 40 75 35 4 D 70 75 5
5 E 45 85 40 5 E 40 60 20
6 F 50 70 20 6 F 55 60 5
7 G 40 65 25 7 G 35 50 15
8 H 60 90 30 8 H 50 60 10
9 I 45 85 40 9 I 60 80 20
1
0 J 50 75 25
1
0 J 55 65 10
1
1 K 55 80 25
1
1 K 55 75 20
1
2 L 55 90 35
1
2 L 50 60 10
1
3 M 60 65 5
1
3 M 50 70 20
1
4 N 50 75 25
1
4 N 70 75 5
1
5 O 45 85 40
1
5 O 55 70 15
1
6 P 55 75 20
1
6 P 45 70 25
1
7 Q 50 75 25
1
7 Q 45 60 15
1
8 R 65 80 15
1
8 R 50 65 15
1
9 S 35 75 40
1
9 S 60 80 20
2
0 T 45 75 30
2
0 T 70 75 5
2
1 U 50 85 35
2
1 U 50 55 5
2
2 V 50 80 30
2
2 V 40 40 0
2
3 W 45 85 40
2
3 W 65 80 15
74
2
4 X 60 80 20
2
4 X 70 80 10
∑
12
25
189
0 665
∑
12
80
158
0
30
0
Mean
51.
0417
78.
75
227.
7083
Mea
n
53.
333
65.8
3333
12.
5
APPENDIX 2
The Result of Validity
TOTAL
ITEM 1
Pearson Correlation
,695**
Sig. (2-tailed) 0
N 24
ITEM 2
Pearson
Correlation 0,263
Sig. (2-tailed) 0,215
N 24
ITEM 3
Pearson
Correlation ,470*
Sig. (2-tailed) 0,02
N 24
ITEM 4
Pearson
Correlation ,611**
Sig. (2-tailed) 0,002
N 24
ITEM 5
Pearson Correlation
,523**
Sig. (2-tailed) 0,009
N 24
ITEM 6
Pearson
Correlation ,579**
Sig. (2-tailed) 0,003
N 24
ITEM 7
Pearson
Correlation ,710**
Sig. (2-tailed) 0
N 24
ITEM 8
Pearson
Correlation ,462*
Sig. (2-tailed) 0,023
N 24
75
ITEM 9
Pearson Correlation
0,013
Sig. (2-tailed) 0,95
N 24
ITEM 10
Pearson
Correlation ,414*
Sig. (2-tailed) 0,044
N 24
ITEM 11
Pearson
Correlation ,775**
Sig. (2-tailed) 0
N 24
ITEM 12
Pearson
Correlation ,430*
Sig. (2-tailed) 0,036
N 24
ITEM 13
Pearson Correlation
,508*
Sig. (2-tailed) 0,011
N 24
ITEM 14
Pearson
Correlation ,664**
Sig. (2-tailed) 0
N 24
ITEM 15
Pearson
Correlation 0,247
Sig. (2-tailed) 0,245
N 24
ITEM 16
Pearson
Correlation ,621**
Sig. (2-tailed) 0,001
N 24
ITEM 17
Pearson Correlation
,436*
Sig. (2-tailed) 0,033
N 24
ITEM 18
Pearson
Correlation ,747**
Sig. (2-tailed) 0
N 24
ITEM 19 Pearson
Correlation ,463*
76
Sig. (2-tailed) 0,023
N 24
ITEM 20
Pearson Correlation
0,03
Sig. (2-tailed) 0,891
N 24
ITEM 21
Pearson
Correlation 0,075
Sig. (2-tailed) 0,728
N 24
ITEM 22
Pearson
Correlation 0,222
Sig. (2-tailed) 0,297
N 24
ITEM 23
Pearson
Correlation 0,141
Sig. (2-tailed) 0,511
N 24
ITEM 24
Pearson Correlation
,423*
Sig. (2-tailed) 0,04
N 24
ITEM 25
Pearson
Correlation ,635**
Sig. (2-tailed) 0,001
N 24
ITEM 26
Pearson
Correlation ,474*
Sig. (2-tailed) 0,019
N 24
ITEM 27
Pearson
Correlation 0,07
Sig. (2-tailed) 0,744
N 24
ITEM 28
Pearson Correlation
,444*
Sig. (2-tailed) 0,03
N 24
ITEM 29
Pearson
Correlation 0,124
Sig. (2-tailed) 0,564
77
N 24
ITEM 30
Pearson
Correlation 0,247
Sig. (2-tailed) 0,245
N 24
78
APPENDIX 3
The Result Of Reliability
Reliability Statistics
Cronbach's
Alpha
N of
Items
,910 20
79
APPENDIX 4
SILABUS PEMBELAJARAN
Satuan Pendidikan : SMP/MTs
Mata Pelajaran : Bahasa Inggris
Kelas : VIII (Delapan)
Kompetensi Inti
KI 1 : Menghargai dan menghayati ajaran agama yang dianutnya
KI 2 : Menghargai dan menghayati perilaku jujur, disiplin, tanggungjawab,
peduli (toleransi, gotong royong), santun, percaya diri, dalam
berinteraksi secara efektif dengan lingkungan sosial dan alam dalam
jangkauan pergaulan dan keberadaannya.
KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)
berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi,
seni, budaya terkait fenomena dan kejadian tampak mata.
KI 4 : Mencoba, mengolah, dan menyaji dalam ranah konkret
(menggunakan, mengurai, merangkai, memodifikasi, dan membuat)
dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan
mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain
yang sama dalam sudut pandang/teori.
Komp
etensi
Dasar
Materi
Pembelajaran
Kegiatan
Pembelajaran
Peni
laian
A
lok
asi
Wa
ktu
Sum
ber
Belajar
3.10Mener Teks Mengamati 1 Buku
80
apkan
strukt
ur
teks
dan
unsur
kebah
asaan
untuk
melak
sanak
an
fungsi
sosial
teks
deskri
ptif
denga
n
meny
ataka
n dan
mena
nyaka
n
tentan
g
deskri
psi
orang,
binata
ng,
dan
deskriptif pendek dan sederhana, tentang orang, binatang, dan benda
Fungsi sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
Struktur text
(gagasan utama dan informasi rinci)
a. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang dipilih untuk dideskripsikan
b. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
c. Menyebutkan tindakan dari atau terkait
Menyalin dengan tulisan tangan yang rapi beberapa teks deskriptif tentang orang, binatang, dan benda, sangat pendek dan sederhana dari berbagai sumber, dengan menggunakan ejaan dan tanda baca dengan benar.
Membaca dan mendengarkan teks-teks tersebut untuk memahami isi pesannya.
Dengan bimbingan guru, mengidentifikasi fungsi sosialnya, struktur teks (termasuk a.l. gagasan utama dan informasi rinci), dan unsur kebahasaan dari setiap teks tersebut.
Menanya
Dengan bimbingan dan arahan guru,
Tingkat ketercapaian fungsi sosial teks deskriptif tentang orang, binatang, benda, pendek dan sederhana.
Tingkat kelengkapan dan keruntutan dalam menyebutkan dan menanyakan tentang deskripsi orang, binat
6 JP
Teks wajib
Keteladanan ucapan dan tindakan guru menggunakan setiap tindakan komunikasi interpersonal/ transaksional dengan benar dan akurat
Contoh teks dari sumber otentik
Sumber dari internet, seperti:
- www.dailyenglish.com
- http://ame
81
benda
,
pende
k dan
seder
hana,
sesuai
denga
n
kontek
s
pengg
unaan
nya .
4.11 Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan sederhana.
4.12
Menyu
sun
teks
deskrip
tif lisan
dengan orang, binatang, benda yang semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Panjang teks: kurang lebih 6 (tiga) kalimat.
Unsur kebahasaan
(1) Penyebutan kata benda singular dengan a dan the,
dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah, sekolah, dan sekitarnya,
menanyakan dan mempertanyakan tentang fungsi sosial, struktur teks, dan unsur kebahasaan dari setiap teks tersebut.
Mengumpulkan Informasi
Secara kolaboratif, mencari dan mengumpulan beberapa teks deskriptif tentang orang, binatang, dan benda, sangat pendek dan sederhana dari berbagai sumber, termasuk dari internet, film, koran, majalah, buku teks, dsb.
Membaca rujukan dari berbagai sumber, termasuk buku teks, untuk mengetahui fungsi sosial, struktur teks, dan unsur kebahasaan dari teks deskriptif tentang orang,
ang, benda dalam teks derkriptif.
Tingkat ketepatan unsur kebahasaan: tata bahasa, kosa kata, ucapan, tekanan kata, intonasi, ejaan, tanda baca, kerapihan tulisan tangan.
Sikap tanggung jawab, kerjasama, cinta
ricanenglish.state.gov/files/ae/resource_files
- http://learnenglish.britishcouncil.org/en/
- https://www.google.com/
82
dan
tulis,
pendek
dan
sederh
ana,
tentang
orang,
binatan
g, dan
benda,
dengan
mempe
rhatika
n
fungsi
sosial,
struktur
teks,
dan
unsur
kebaha
saan
yang
benar
dan
sesuai
kontek
s.
dengan atau tanpa kata keterangan quite, very.
(4) Frasa nominal seperti dark brown, cute little cat, beautiful red flower
(5) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple present tense: be, have, go, play,get, take, dll.
(6) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a, the, this, those, my, their, dsb secara
binatang, dan benda.
Membaca semua teks deskriptif tentang orang, binatang, dan benda yang telah terkumpul tsb., secara lebih cermat dengan cara mengidentifikasi dan menyebutkan:
- fungsi sosial setiap teks
- nama orang, binatang, benda yang dideskripsikan
- sifat orang, binatang, benda yang dideskripsikan
- tindakan orang, binatang, benda yang dideskripsikan
- kosa kata, tata bahasa, ucapan, tekanan kata,
damai, dan percaya diri yang menyertai tindakan menyebutkan dan menanyakan tentang deskripsi orang, binatang, benda, dalam teks deskriptif.
CAR
A
PENILAIA
N:
SIKAP
Observasi
Observasi terhadap kesunggu
83
tepat dalam frasa nominal
(7) Ucapan, tekanan kata, intonasi
(8) Ejaan dan tanda baca
Tulisan
ejaan, tanda baca yang digunakan
Secara kolaboratif meniru contoh-contoh yang ada untuk membuat teks deskriptif sangat pendek dan sederhana tentang orang, binatang, dan benda untuk mencapai fungsi sosial yang berbeda-beda, dengan struktur teks, dan unsur kebahasaan yang sesuai konteks.
Menalar/Mengasosiasi
Membandingkan fungsi sosial, struktur teks (termasuk a.l. gagasan utama dan informasi rinci), dan unsur kebahasaan dari beberapa teks deskriptif tentang orang, binatang,
han, tanggung jawab, dan kerja sama siswa dalam proses pembelajaran di setiap tahapan.
Observasi terhadap kepedulian dan kepercayaan diri dalam melaksanakan komunikasi, di dalam dan di luar kelas.
Penilai
84
benda yang telah dikumpulkan dari berbagai sumber tersebut di atas.
Memperoleh balikan (feedback)
dari guru dan teman tentang fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan dalam teks deskriptif yang mereka hasilkan.
Mengomunikasikan
Membuat beberapa teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang ada dalam kehidupan siswa di rumah, kelas, sekolah, dan sekitarnya dalam bahasa Inggris, dengan struktur teks dan unsur kebahasaan yang sesuai
an diri:
Pernyataan siswa secara tertulis dalam jurnal belajar sederhana berbahasa Indonesia tentang pengalaman belajar memahami dan menghasilkan teks deskriptif tentang orang, binatang, benda, termasuk kemudahan dan kesulitannya.
PENGETAHUAN
Tes tertulis
Membaca
85
dengan fungsi sosial nyata yang hendak dicapai (membanggakan, mengenalkan, mengidentifikasi, memuji, mengkritik, dsb).
Berupaya berbicara secara lancar dengan ucapan, tekanan kata, intonasi yang benar dan menulis dengan ejaan dan tanda baca yang benar, serta tulisan yang jelas dan rapi.
Membicarakan permasalahan yang dialami dalam membuat teks deskriptif tentang orang, binatang, benda dan menuliskannya dalam jurnal belajar sederhana dalam bahasa Indonesia.
dan menulis teks deskriptif yang menuntut pemahaman dan pemaparan tentang deskripsi orang, binatang, benda.
Portofolio
Menilai
penggu
naan
fungsi
sosial,
unsur
kebaha
saan,
dan
struktur
teks
melalui
karya-
karya
peserta
didik
dalam
bentuk
teks
deskripti
f sangat
pendek
86
dan
sederha
na
tentang
orang,
binatan
g,
benda
yang
telah
dibuat.
KETERAMPILAN.
Unjuk kerja
Simulasi dan/atau bermain peran (role play) dalam bentuk interaksi dengan menyebutkan dan menanyakan deskripsi orang, binatang, benda
Portofolio
87
Penilaian melalui karya-karya peserta didik dalam bentuk teks deskriptif sangat pendek dan sederhana tentang orang, binatang, benda yang telah dibuat melalui tahap draf, telaah, perbaikan sampai menghasilkan karya terbaik sesuai dengan fungsi sosialnya.
Observasi:
(penilaian
88
yang bertujuan untuk memberikan balikan secara lebih cepat)
Observ
asi
terhada
p
tindaka
n siswa
menggu
nakan
bahasa
Inggris
untuk
menyeb
utkan
dan
menany
akan
deskrips
i orang,
binatan
g,
benda,
ketika
muncul
kesemp
atan, di
dalam.
89
RENCANA PELAKSANAAN PEMBELAJARAN
90
(RPP)
EXPERIMENTAL CLASS
Nama Sekolah : MTsN 2 Batanghari
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII/2
Alokasi Waktu : 2x45 menit
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. KOMPETENSI DASAR
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalamsemangat
belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
91
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan
3.10. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya
4.11. Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan
sederhana.
4.12. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Siswa terampil memahami teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
2. Siswa terampil menyatakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
3. Siswa terampil menanyakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
92
D. Tujuan Pembelajaran
1. Siswa terampil memahami teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
2. Siswa terampil menyatakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
3. Siswa terampil menanyakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
E. Materi Pembelajaran
Teks deskriptif pendek dan sederhana, tentang orang, binatang, dan
benda
*) Descriptive text adalah suatu jenis text yang bertujuan untuk menjelaskanatau
mendeskripsikan orang, binatang,, tempat ataupun suatu benda. Umumnya
yang dideskripsikan adalah bentuk, ciri, ataupun sifatnya.
*) Generic Structure descriptive text
- Identification : pengenalan objek atau hall yang akan dideskripsikan.
- Description : penginformasian ciri-ciri objek, misalnya sifat-sifat psikologis
periaku, tampilan fisik, dan yang lainnya secara spesifik.
93
Fungsi sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
Struktur text
(gagasan utama dan informasi rinci)
d. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang
dipilih untuk dideskripsikan
e. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
f. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Panjang teks : kurang lebih 6 (tiga) kalimat.
Unsur kebahasaan
(9) kata benda singular dengan a dan the, dan plural (-s).
(10) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(11) Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah,
sekolah, dan sekitarnya, dengan atau tanpa kata keterangan quite, very.
(12) Frasa nominal seperti dark brown, cute little cat, beautiful red flower
(13) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple
present tense: be, have, go, play,get, take, dll.
(14) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa,
dengan memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri,
kerjasama, dan bertanggung jawab.
F. Media/Sumber Belajar
Media/Alat : Powerpoint Presentation, papan tulis, marker, kertas bergambar,
spidol, lembar pertanyaan & contoh.
Sumber : Buku paket siswa, Internet.
G. Model/Metode Pembelajaran
Pendekatan : Scientific Approach
94
Strategi : Direct Reading Thinking Activity
Metode : Observe-Practice
H. Kegiatan Pembelajaran
KEGIAT
AN
DESKRIPSI KEGIATAN ALOKA
SI WAKTU
Pendahul
uan
1. Guru masuk ke kelas dan langsung
menyapa siswa dengan menggunakan
bahasa inggris “Good morning,
students” agar English Environment
dapat langsung tercipta. Setelah
direspon, guru menanyakan keadaan
siswa
2. Guru menanyakan kehadiran siswa
dengan mengucapkan “Who is absent
today?”.
3. Guru melakukan tanya jawab dengan
siswa mengenai materi pertemuan
sebelumnya
4. Guru mengajak siswa untuk menebak
tentang topik yang akan dipelajari
15 Menit
Inti Mengamati
Guru menunjukkan sebuah gambar
pada siswa dan menggali pengetahuan
anak tentang text descriptive dengan
mengajukan beberapa pertanyaan
(brainstorming) scenario pembelajaran
Menanya
Guru meminta siswa mengeluarkan
pendapatnya ketika sudah mengamati
gambar, dan guru menuliskannya di
60 menit
95
papan tulis membuatnya menjadi text
deskriptif simple
Dengan bimbingan dan arahan guru,
siswa menanyakan dan
mempertanyakan tentang fungsi sosial,
struktur teks, dan unsur kebahasaan
dari setiap teks tersebut.
Mengumpulkan Informasi
Guru menjelaskan tentang teks
deskriptif (generic structure,
language feature) dari contoh yang
dibuat bersama.
Secara kolaboratif, siswa mencari
dan mengumpulkan beberapa teks
deskriptif tentang orang, binatang,
dan benda, sangat pendek dan
sederhana dari berbagai sumber,
termasuk dari internet, film, koran,
majalah, buku teks, dsb.
Siswa membaca rujukan dari
berbagai sumber, termasuk buku
teks, untuk mengetahui fungsi
sosial, struktur teks, dan unsur
kebahasaan dari teks deskriptif
tentang orang, binatang, dan benda.
Siswa membaca semua teks
deskriptif tentang orang, binatang,
dan benda yang telah terkumpul
tsb., secara lebih cermat dengan
cara mengidentifikasi dan
96
menyebutkan:
- fungsi sosial setiap teks
- nama orang, binatang, benda yang
dideskripsikan
- sifat orang, binatang, benda yang
dideskripsikan
- tindakan orang, binatang, benda
yang dideskripsikan
- kosa kata, tata bahasa, ucapan,
tekanan kata, ejaan, tanda baca
yang digunakan
Mengasosiasi
Guru meminta siswa untuk
memprediksi berdasarkan petunjuk
judul
Guru menunjukkan gambar pada
siswa
Guru membentuk siswa menjadi
beberapa kelompok
Guru meminta siswa untuk
membuat prediksi dari gambar
dalam bentuk text descriptive
Guru memberikan text asli pada
siswa dan menyuruh semua anggota
kelompok membacanya
Guru meminta siswa menilai
ketepatan prediksi dan
menyesuaikannya dengan cerita asli
Mengkomunikasikan
Setiap kelompok secara bergiliran
97
menyampaikan hasil jawaban di depan
kelas
masing-masing siswa memperhatikan
jawaban dari setiap kelompok jika ada
yang berbeda maka harus memberikan
komentar yang benar
Penutup Guru memberikan pertanyaan menguji
pemahaman siswa tentang teks
deskriptif
Peserta didik diminta membuat
kesimpulan pembelajaran pada
pertemuan ini.
Guru memberikan pekerjaan rumah
kepada siswa
Guru menutup pelajaran
15 enit
98
I.Penilaian
1. Penilaian Pengetahuan
TP Tekhnik
Penilaian
Indikator yang
dinilai
Kriteria
Penilaian
2 Observasi &
Test
Memprediksi
dan
mengidentifikasi
text deskriptif
Skor
maksimal : 100
2. Penilaian Keterampilan
TP Teknik penilaian Indikator yang dinilai Kriteria Penilaian
4
Tes Lisan -Membacakan informasi yang
di dapat dari teks deskriptif di
depan kelas
Skor Maksimal
100
Sumber Belajar : Buku Paket Bahasa Inggris WHEN ENGLISH RINGS A
BELL, Kementerian Pendidikan dan Kebudayaan, 2014
Jambi, Agustus 2019
Mengetahui,
Guru Mata Pelajaran
Mahasiswa
NIP.
TE.151594
99
RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)
CONTROL CLASS
Nama Sekolah : MTsN 2 Batanghari
Mata Pelajaran : Bahasa Inggris
Kelas/ Semester : VIII/2
Alokasi Waktu : 2x45 menit
100
A. Kompetensi Inti
1. Menghargai dan menghayati ajaran agama yang dianutnya
2. Menghargai dan menghayati perilaku jujur, disiplin, tanggung jawab, peduli
(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara
efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan
keberadaannya.
3. Memahami pengetahuan (faktual, konseptual, dan prosedural) berdasarkan
rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni, budaya terkait
fenomena dan kejadian tampak mata.
4. Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan,
mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak
(menulis, membaca, menghitung, menggambar, dan mengarang) sesuai
dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut
pandang/teori.
B. KOMPETENSI DASAR
1.1. Mensyukuri kesempatan dapat mempelajari bahasa Inggris sebagai bahasa
pengantar komunikasi Internasional yang diwujudkan dalamsemangat
belajar.
2.1. Menunjukkan perilaku santun dan peduli dalam melaksanakan komunikasi
interpersonal dengan guru dan teman.
2.2. Menunjukkan perilaku jujur, disiplin, percaya diri, dan bertanggung jawab
dalam melaksanakan komunikasi transaksional dengan guru dan teman.
2.3. Menunjukkan perilaku tanggung jawab, peduli, kerja sama, dan cinta damai,
dalam melaksanakan
3.10. Menerapkan struktur teks dan unsur kebahasaan untuk melaksanakan fungsi
sosial teks deskriptif dengan menyatakan dan menanyakan tentang deskripsi
orang, binatang, dan benda, pendek dan sederhana, sesuai dengan konteks
penggunaannya
101
4.11. Menangkap makna dalam teks deskriptif lisan dan tulis, pendek dan
sederhana.
4.12. Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, tentang
orang, binatang, dan benda, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.
C. Indikator Pencapaian Kompetensi
1. Siswa terampil memahami teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
2. Siswa terampil menyatakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
3. Siswa terampil menanyakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama,
dan cinta damai (sikap, pengetahuan, keterampilan).
D. Tujuan Pembelajaran
1. Siswa terampil memahami teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
102
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
2. Siswa terampil menyatakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
3. Siswa terampil menanyakan teks deskriptif pendek dan sederhana, tentang
orang, binatang, dan benda untuk membanggakan, menjual, mengenalkan,
mengidentifikasi, mengkritik, dsb, menggunakan ungkapan dengan struktur
teks yang runtut dengan unsur kebahasaan yang benar dan sesuai konteks,
secara jujur, disiplin, percaya diri, bertanggung jawab, peduli, kerja sama, dan
cinta damai (sikap, pengetahuan, keterampilan).
E. Materi Pembelajaran
Teks deskriptif pendek dan sederhana, tentang orang, binatang, dan
benda
*) Descriptive text adalah suatu jenis text yang bertujuan untuk menjelaskanatau
mendeskripsikan orang, binatang,, tempat ataupun suatu benda. Umumnya
yang dideskripsikan adalah bentuk, ciri, ataupun sifatnya.
*) Generic Structure descriptive text
- Identification : pengenalan objek atau hall yang akan dideskripsikan.
- Description : penginformasian ciri-ciri objek, misalnya sifat-sifat psikologis
periaku, tampilan fisik, dan yang lainnya secara spesifik.
Fungsi sosial
Membanggakan, menjual, mengenalkan, mengidentifikasi, mengkritik, dsb.
Struktur text
(gagasan utama dan informasi rinci)
103
a. Menyebutkan nama orang, binatang, benda dan nama bagian-bagiannya yang
dipilih untuk dideskripsikan
b. Menyebutkan sifat orang, binatang, benda dan bagiannya, dan
c. Menyebutkan tindakan dari atau terkait dengan orang, binatang, benda yang
semuanya sesuai dengan fungsi sosial yang hendak dicapai.
Panjang teks : kurang lebih 6 (tiga) kalimat.
Unsur kebahasaan
(1) kata benda singular dengan a dan the, dan plural (-s).
(2) Kata ganti it, they, she, we, dst.; our, my, your, their, dst.
(3) Kata sifat tentang orang, binatang, benda dalam kehidupan siswa di rumah,
sekolah, dan sekitarnya, dengan atau tanpa kata keterangan quite, very.
(4) Frasa nominal seperti dark brown, cute little cat, beautiful red flower
(5) Kata kerja untuk menyatakan keadaan dan tindakan rutin dalam simple
present tense: be, have, go, play,get, take, dll.
(6) Penggunaan nominal singular dan plural secara tepat, dengan atau tanpa a,
the, this, those, my, their, dsb secara tepat dalam frasa nominal
Topik
Orang, binatang, benda di sekitar dan relevan dengan kehidupan siswa,
dengan memberikan keteladanan tentang perilaku jujur, disiplin, percaya diri,
kerjasama, dan bertanggung jawab.
F. Media/Sumber Belajar
Media/Alat : Powerpoint Presentation, papan tulis, marker, kertas bergambar,
spidol, lembar pertanyaan & contoh.
Sumber : Buku paket siswa, Internet.
G. Model/Metode Pembelajaran
Pendekatan : Scientific Approach
Strategi : Konvensional
Metode : Observe-Practice
H. Kegiatan Pembelajaran
104
KEGIAT
AN
DESKRIPSI KEGIATAN ALOKASI
WAKTU
Pendahul
uan
1. Guru masuk ke kelas dan langsung
menyapa siswa dengan
menggunakan bahasa inggris “Good
morning, students” agar English
Environment dapat langsung tercipta.
Setelah direspon, guru menanyakan
keadaan siswa
2. Guru menanyakan kehadiran siswa
dengan mengucapkan “Who is absent
today?”.
3. Guru melakukan tanya jawab dengan
siswa mengenai materi pertemuan
sebelumnya
15 Menit
Inti Mengamati
Guru menyampaikan indikator
pembelajaran
Guru menjelaskan seluruh aspek
tentang deskriptif teks
Siswa memperhatikan penjelasan
guru
Menanya
Dengan bimbingan dan arahan guru,
siswa menanyakan dan
mempertanyakan tentang fungsi
sosial, struktur teks, dan unsur
kebahasaan dari setiap teks tersebut.
Mengeksplorasi
Siswa secara mandiri membaca
text deskriptif yang telah diberikan
60 menit
105
Siswa mulai menentukan generic
structure deskriptif text dan
lainnya
Mengasosiasi
Guru membentuk siswa menjadi
beberapa kelompok
Guru memberikan tugas kepada
siswa untuk mengidentifikasi text
dan menjawab soal bersama
Mengkomunikasikan
Guru dan siswa bersama-sama
mengkoreksi soal
Penutup Guru memberikan pertanyaan
menguji pemahaman siswa tentang
teks deskriptif
Peserta didik diminta membuat
kesimpulan pembelajaran pada
pertemuan ini.
Guru memberikan pekerjaan rumah
kepada siswa
Guru menutup pelajaran
15 menit
I.Penilaian
1. Penilaian Pengetahuan
TP Tekhnik
Penilaian
Indikator yang
dinilai
Kriteria
Penilaian
106
2 Observasi &
Test
Memprediksi
dan
mengidentifikasi
text deskriptif
Skor
maksimal : 100
2. Penilaian Keterampilan
TP Teknik penilaian Indikator yang dinilai Kriteria Penilaian
4
Tes Lisan -Membacakan informasi yang
di dapat dari teks deskriptif di
depan kelas
Skor Maksimal
100
Sumber Belajar : Buku Paket Bahasa Inggris WHEN ENGLISH RINGS A
BELL, Kementerian Pendidikan dan Kebudayaan, 2014
Jambi, Agustus 2019
Mengetahui,
Guru Mata Pelajaran
Mahasiswa
NIP.
TE.151594
107
APPENDIX 6
Tabel Nilai t
d.f 10.0t 05.0t 025.0t 01.0t 005.0t d.f
1 3,078 6,314 12,70
6
31,82
1
63,
657
1
2 1,886 2,920 4,303 6,965 9,925 2
3 1,638 2,353 3,182 4,541 5,841 3
4 1,533 2,132 2,776 3,747 4,604 4
5 1,476 2,015 2,571 3,365 4,032 5
6 1,440 1,943 2,447 3,143 3,707 6
7 1,415 1,895 2,365 2,998 3,499 7
8 1,397 1,860 2,306 2,896 3,355 8
9 1,383 1,833 2,262 2,821 3,250 9
10 1,372 1,812 2,228 2,764 3,169 10
11 1,363 1,796 2,201 2,718 3,106 11
12 1,356 1,782 2,179 2,681 3,055 12
13 1,350 1,771 2,160 2,650 3,012 13
14 1,345 1,761 2,145 2,624 2,977 14
15 1,341 1,753 2,131 2,602 2,947 15
16 1,337 1,746 2,120 2,583 2,921 16
17 1,333 1,740 2,110 2,567 2,898 17
18 1,330 1,734 2,101 2,552 2,878 18
19 1,328 1,729 2,093 2,539 2,861 19
108
20 1,325 1,725 2,086 2,528 2,845 20
21 1,323 1,721 2,080 2,518 2,831 21
22 1,321 1,717 2,074 2,508 2,819 22
23 1,319 1,714 2,069 2,500 2,807 23
24 1,318 1,711 2,064 2,492 2,797 24
25 1,316 1,708 2,060 2,485 2,787 25
26 1,315 1,706 2,056 2,479 2,779 26
27 1,314 1,703 2,052 2,473 2,771 27
28 1,313 1,701 2,048 2,467 2,763 28
29 1,311 1,699 2,045 2,462 2,756 29
30 1,310 1,697 2,042 2,457 2,750 30
31 1,309 1,696 2,040 2,453 2,744 31
32 1,309 1,694 2,037 2,449 2,738 32
33 1,308 1,692 2,035 2,445 2,733 33
34 1,307 1,691 2,032 2,441 2,728 34
35 1,306 1,690 2,030 2,438 2,724 35
36 1,306 1,688 2,028 2,434 2,719 36
37 1,305 1,687 2,026 2,431 2,715 37
38 1,304 1,686 2,024 2,429 2,712 38
39 1,303 1,685 2,023 2,426 2,708 39
Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)
Tabel Nilai t
d.f 10.0t 05.0t 025.0t 01.0t 005.0t d.f
40 1,303 1,684 2,021 2,423 2,704 40
41 1,303 1,683 2,020 2,421 2,701 41
42 1,302 1,682 2,018 2,418 2,698 42
43 1,302 1,681 2,017 2,416 2,695 43
44 1,301 1,680 2,015 2,414 2,692 44
45 1,301 1,679 2,014 2,412 2,690 45
109
46 1,300 1,679 2,013 2,410 2,687 46
47 1,300 1,678 2,012 2,408 2,685 47
48 1,299 1,677 2,011 2,407 2,682 48
49 1,299 1,677 2,010 2,405 2,680 49
50 1,299 1,676 2,009 2,403 2,678 50
51 1,298 1,675 2,008 2,402 2,676 51
52 1,298 1,675 2,007 2,400 2,674 52
53 1,298 1,674 2,006 2,399 2,672 53
54 1,297 1,674 2,005 2,397 2,670 54
55 1,297 1,673 2,004 2,396 2,668 55
56 1,297 1,673 2,003 2,395 2,667 56
57 1,297 1,672 2,002 2,394 2,665 57
58 1,296 1,672 2,002 2,392 2,663 58
59 1,296 1,671 2,001 2,391 2,662 59
60 1,296 1,671 2,000 2,390 2,660 60
61 1,296 1,670 2,000 2,389 2,659 61
62 1,295 1,670 1,999 2,388 2,657 62
63 1,295 1,669 1,998 2,387 2,656 63
64 1,295 1,669 1,998 2,386 2,655 64
65 1,295 1,669 1,997 2,385 2,654 65
66 1,295 1,668 1,997 2,384 2,652 66
67 1,294 1,668 1,996 2,383 2,651 67
68 1,294 1,668 1,995 2,382 2,650 68
69 1,294 1,667 1,995 2,382 2,649 69
70 1,294 1,667 1,994 2,381 2,648 70
71 1,294 1,667 1,994 2,380 2,647 71
72 1,293 1,666 1,993 2,379 2,646 72
73 1,293 1,666 1,993 2,379 2,645 73
74 1,293 1,666 1,993 2,378 2,644 74
75 1,293 1,665 1,992 2,377 2,643 75
76 1,293 1,665 1,992 2,376 2,642 76
110
77 1,293 1,665 1,991 2,376 2,641 77
78 1,292 1,665 1,991 2,375 2,640 78
Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali)
Tabel Nilai t
d.f 10.0t 05.0t 025.0t 01.0t 005.0t d.f
79 1,292 1,664 1,990 2,374 2,640 79
80 1,292 1,664 1,990 2,374 2,639 80
81 1,292 1,664 1,990 2,373 2,638 81
82 1,292 1,664 1,989 2,373 2,637 82
83 1,292 1,663 1,989 2,372 2,636 83
84 1,292 1,663 1,989 2,372 2,636 84
85 1,292 1,663 1,988 2,371 2,635 85
86 1,291 1,663 1,988 2,370 2,634 86
87 1,291 1,663 1,988 2,370 2,634 87
88 1,291 1,662 1,987 2,369 2,633 88
89 1,291 1,662 1,987 2,369 2,632 89
90 1,291 1,662 1,987 2,368 2,632 90
91 1,291 1,662 1,986 2,368 2,631 91
92 1,291 1,662 1,986 2,368 2,630 92
93 1,291 1,661 1,986 2,367 2,630 93
94 1,291 1,661 1,986 2,367 2,629 94
95 1,291 1,661 1,985 2,366 2,629 95
96 1,290 1,661 1,985 2,366 2,628 96
97 1,290 1,661 1,985 2,365 2,627 97
98 1,290 1,661 1,984 2,365 2,627 98
99 1,290 1,660 1,984 2,365 2,626 99
Inf. 1,290 1,660 1,984 2,364 2,626 Inf.
Sumber: Aplikasi Analisis Multivariate Dengan Program SPSS (Dr. Imam Ghozali
111
76
NAME :
CLASS :
Select the best answer to each questions and cross the letter A, B, C or D.
The following text is for question 1 to 3.
The black window spider is an extremely poisonous spider of North and South
America. Only the female one is dangerous. The bite of the male is generally harmless.
Although it is greatly feared, it is not agressive and generally bites only to depend it self.
This kind of spider has long legs and smooth black bodies. The female spider is about
twice as big as the male. It has a round, shiny, black abdomen, with a distinctive mark shaped
like an hourglass on the underside. The male spider is only about half as the long as females
and has more slender body. It has four pairs of red dots along the sides of the abdomen. It is
rarely seen and is harmless.
Black window spiders primarily eat insects that they trap in their webs. They kill their
prey by biting and then inserting their venom Birds and other animals learn not to eat the spider
by identifying hourglass mark on their body. The venom makes the animal sick but usually
does not kill them.
1) What does the text mainly tell is about?
a. The black window spider’s enemy
b. The habitat of black window spiders
c. The black window spider in generally
d. The danger of black window spiders
2) What happens when an animal eats a black window spider?
a. The animal will soon die because of the venom
b. The animal will get sick becauseofthe venom
c. The spider show hourglass mark on its body
d. The aniffial will Become more apessive
3) The underlined word in “.... as long as female and have more slender bodies”. Is closest in
meaning to....
a. Huge c. Small
b. Slim d. Thick
This text is for questions 4 to 5
Mr. Tucker is my math teacher at school. He teaches us at class LX. He is a smart teacher.
He can teach us very well. He is a strict teacher. He doesn’t like his students came late at class.
77
He will be very angry. Besides that he doesn’t like us cheating in the Test. He always tells us to
be honest. His students must pay attention to his explanation.
Besides that Mr. Tucker always does the same things everyday. Entering the
classroom, he will wash his hands in the basic in the corner of the class. After that he will walk
over to his desk. Sitting in her desk, he will look at and greet us formally. Then he will put on
his glasses, open his textbook and ask us what lesson we discussed the previous meeting. And
then he starts teaching. I was really amazed by his habit.
4) What is the writer’s purpose to write the text?
a. To show his dislike of his teacher
b. To get attention of his teacher
c. To make the readers know the character of his teacher
d. To make the readers impressed by
5) The writer can tell Mr. Tucker habit precisely because...
a. He always come to school early
b. He admires Mr. Tucker character
c. He sees Mr. Tucker does the same thing everyday
d. He pays attention to Mr.Tucker's explanation
The following text is for questions 6 to 8
Mr. Wahid is my grandfather who is also my best friend. My grandfather is sixty
four years old and he is retired how, so he has plenty of time to ! play with me. I love him
very much and as know he really loves me too. We spend a lot of time together.
My grandfather is a very tall and strong man. My grandfather is smart, patient, and
care.When I am sad, he can always make me laugh with jjiis funny faces. He puts me on his
shoulders and Tells me many stones.
Everyday my grandfather drives me to school and picks me up at the end of classes.
He also does sports and many other activities with me. He takes me to the swimming pool.
He plays chess • with me. During starry nights, we count the start together in our backyard.
I love my grandpa.
6) What is the text about ?
a. The writer's family.
b. The writer's grandfather.
c. A very tall and strong man
d. The writer's sports activities
7) What is shown by paragraph three?
a. The writer's activities.
b. The activities of Mr. Wahid
c. Mr. Wahid's characteristic
d. The description of the writer's family.
78
8) "My grandfather is sixty four years old and he is retired now"The underlined word is
closest in meaning to ,...
a. Very weak
b. Not energetic
c. Having no money
d. No longer working
Read the following text for number 9-12
Gardenia plants are popular for the strong sweet scent of their flowers. Gardenia js the
thenational flower in Pakistan. In Japan and China, the flower is called Kuchinashi (Japanese)
and Zhi zi (Chinese).
Gardenia plants are evergreen shrubs. Their small trees can grow to 1-5 meters tall. The
leaves are 5-5- centimetres broad, dark green and glossy and with leathery texture. The
flowers are in small groups, white, or pale yellow, with 5-12 lobes (petals) from 5-12
centimeters diameter. They usually bloom in mid-spring to mid-summer. Many species have
strong aroma.
To cultivate gardenia as a house plant is not easy. This species can be difficult to grow
because it originated in warm humid tropical areas. It demands high humidity and bright (not
direct) light to thrive. It flourishes in acidic soil with good drainage and thrives on 20°-230C
during the day and 15°-16°C in the evening. Potting soils developed specifically for
gardenias are available. It grows no longer than 18 inches in height and width when grown
indoor. In climates where it can be grown outdoors, it can reach the height of 6 feet. If water hits the flowers, they will turn brown.
9) How tall is gardenia tree?
a. 3-25 cm c. 5-5 cm
b. 5-12 cm d. 1-5 cm
10) What is the main idea of the last paragraph?
a. It is easy to plant gardenia tree
b. A gardenia plant needs high humidity
c. It's not easy to plant gardenia as ahouse plant
d. A good drainage is important for gardenia plant
11) From the text we know that...
a. People don't like the strong scent of flower
b. GardenJa/is widespread jo Asia
c. The flower is easy to plant
d. The flower is expensive
12) ….because it originate in warm ..”(paragraph 3, Line 10). The underlined word refers
to....
a. The flower
79
b. The species
c. The soil
d. Leaf
The following text is for questiort 13 to 15
SMP Pohuwato celebrates Health Holiday j Bazzar, the .school promotes a. healthy,
.learning, 1 environment through a celebration that focuses on ; health and healthy food for
children.
This bazaar also provides health and nutrition education by giving information about
school meals and nutritious food. The bazaar provides' healthy food'such as fruit: smoothies :
(miked-.of harries,- banana and 'pineapple),- dried j fruit (e.g raisins, apricots), fruit, Sow fat
pudding and yoghurt. There also specialy party games and activities for children. The
schedule of the health bazzar is from 8 a.m - 5 p.m from Monday to Saturday next week.
During the celebration of health holiday bazaar, parents and children' will get knowledge of
health and free medical consultation.
13) What time does the bazzar finish?
a. Five o'clock in the morning
b. Eight o'clock in the evening
c. Five o'clock in the afternoon
d. Eight o'clock in the morning
14) What is the purpose of the text?
a. To explain the healthy food for children
b. To inform about party games and activitiec for children
c. Todescribe the health holiday bazaar at SMP Pohuwato
d. To get information about healthy and nutrititious food at school
15) From the text, we understand that....
a. The health holiday bazaar is only for parents
b. Children should eat healthy food that Is provided at school
c. Bazaar only focuses'on heaithy food thatparents provide at home
d. Children and parents can get free medical consultation at the bazaar
The following text is for questiort 16 to 18
Giraffe
Giraffe is the tallest animal, I saw in Ragunan zoo. It is a male. It is about six meter tall. It
has big brown eyes. It has brown spots on its skin. It also has two short horns on its head. Its tail is
long with thick hair on the top of the tail. It likes eating leaves of tree.
16) The purpose of the text above is....
a. describe about giraffe
b. to tell about tall animal
80
c. to describe Ragunan zoo
d. to tell about tall animals
17) How the eyes of the giraffe look like?
a. They are big and black
b. They are big and brown
c. They are small and brown
d. They are small and black
18) “Its tail is long with thick hair...” The antonym of the underlined word is....
a. Beauty
b. Strong
c. Short
d. Thin
The following text is for questiort 19 to 20
Hello! My name is Rob Fellow. I come from Dundee. A town on the east coast of Scotland, but
I’m a student at Durham University, in the north of England. I’m studying French and German, and I
can speak the languages quite well. I also know little Spanish, so I can speak four languages. I’m
enjoying the course a lot, but it’s very hard work
I live in Durham Castle, because the Castle is part of the University, with about thirty other
students. The course started two years ago, and I’m in my third year. After the course, I’m going to
work in France, but I don’t know where yet.
19) Mr Rob can speak these languages below except...
a. German
b. English
c. Spanish
d. Dutch
20) What’s Rob going to do after course?
a. To get a job in France
b. To study in England
c. To enjoy in Germany
d. To learn in Spanish
81
APPENDIX 10
The Documentations
82
83
84
CURRICULUM VITAE
Personal Detail
Name : Mesy Lestari Apriliyani
Nim : TE 151594
Place, date of Birth : Tenam, April 10th, 1997
Sex : Female
Status : College Student
Adress : Tenam, Ma.Bulian, Batanghari, Jambi.
E-mail : mesylestari10@gmail.com
Handphone : 0822 4575 1760
Educational Background
2003-2004 : Kindergarten of Darussalam Tenam
2004-2009 : Elementary School of 110/1 N Tenam
2009-2012 : Islamic Junior High School 2 Batanghari
2012-2015 : Islamic Senior High School of Muara Bulian
2016-2019 : State Islamic University of Sulthan Thaha Saifuddin Jambi